U01_01_QClassroom

Unit 1, Business, The Q Classroom Today we're beginning Unit

1. Every unit in Q starts with a question. As we go through the
unit, we will continue to discuss this question. Our answers may
change as we explore the topic.
The question for Unit 1 is, What makes a good leader? Think
about some people in leadership positions, like executives of
large corporations or captains of sports teams.
What kinds of positive or negative qualities do they have? What
do you think, Marcus? I think when some people are bad
leaders, they feel that they are better
than others, or that they don't have to follow the rules the way
other people do. What do you think, Una? What do you think is
a good quality for a leader to have? I think people should be
more responsible when they become leaders. You
mean responsible for other people? Yes. They have to
understand that their decisions affect a lot of people. How about
you, Sophie? What do you think makes a good leader? Well, I
agree with Una that a good leader understands the effects of
their decisions on everyone, but it isn't easy to make everyone
happy. Bad leaders think that they should be making all of the
decisions, or they don't really need to consider how other people
think or feel. Felix, what's your
opinion? We've heard that good leaders should have a strong
sense of responsibility, but that reaching the best decision for
everyone isn't easy. What do you think? Well, sometimes
leaders are kind of isolated because everyone
is looking to them to make the decisions, but at the same

time, everyone wants

the decisions to go their own way. That's a difficult position to
be in. I would
say that being a leader is very difficult in some ways, so you
have to have a strong character.

U01_02_NotetakingSkill_ActivitiesA_B

Unit 1. Notetaking Skill. Activities A and B. If you are a leader,

then you know
that highly motivated people do better work than people who are
discouraged,
tired, or just unenthusiastic. But how can you keep a team
excited over the long
haul? How can you motivate them to do their best? Those aren't
easy questions to
answer, but here are three simple ways to start: 1. First of all,
make sure
you're communicating your expectations clearly. When you
explain what you
expect, you're providing your team members with a specific
goal, and this will
help your team focus their energy and efforts on what is
important. 2. Also,
make sure to provide your whole team with feedback that will
help them improve.
Having helpful feedback makes it easier for us to learn and
develop, and it also helps us identify and correct problems
before they get too big. 3. Lastly, remember to reward good
work. Don't just be a critic. Rewards can be anything
from a thank you to a party, a pay raise, or even a day off. Be
creative, and don't be cheap. Make sure your team knows when
they've done well. They'll get
excited when they know a reward is on its way, and they'll feel
like their hard work is actually paying off.

U01_03_Listening1_ ActivitiesA_C
Unit 1, Listening 1, Activities A and C. While every company
needs a great
leader, some of the most effective ones encourage their workers
to take on some
kind of leadership role as well. Our Wicklays columnist Margot
Roskram joins us
now to talk about leadership. Good morning Margot. Good
morning Mark. So how
does it help to have leaders at every level of an organization? So
I think
what's helpful is to have leadership qualities at every level and
that there
really actually is a distinction between being in a leadership role,
which we
often think of someone who supervises people, versus being a
leader in your
role, which is in my opinion around an attitude of how you
approach your work.
So I think organizations have every opportunity to create
opportunities for
people to act more leadership-like in their roles and I think that's
good for
organization because it describes innovation and creativity and
motivation to
people all around you. So what are ways that companies can
create leadership
opportunities, I guess? So one thing they have to do is have a

leadership
philosophy themselves. And what I mean by that is, in my
opinion, one of the
greatest ways to promote leadership is to promote cross-
teamwork, so
cross-borders team activities, because what it does is it puts
people out of
their comfort zone, it gives them an opportunity to try something
new, to
practice their skills with a different group, which means they
have to try a
different way of interacting, but that means organizations have
to provide those
opportunities and have to believe in people moving outside of
their boxes and
moving outside of their silos, which creates different kinds of
communications
as well. So I'd say that's a big piece, is let people move outside
of their
normal duties and in fact encourage them to do that because it
gives them an
opportunity to try different things. So that would be one thing.
And the flip
side of that is be really clear on your expectations of people
within their
roles and within new roles that they're taking on, because one
thing that
happens in organizations is a lack of clarity creates a lot of
chaos. And so it
really doesn't create an environment where people thrive, it

creates an
environment where people are muddled and sometimes not
achieving all of the
goals that they set out because they actually don't know what
those goals are.
So being really clear on the roles and expectations is a big thing
you can do.
But obviously everybody can't be a leader, right? You can't have
that
expectation of everyone, can you? Well, I think that you can
have the
expectation that everyone can be leader-like, but it's impossible
to have an
organization of 200 people and all of them be in leadership roles
in the
traditional sense of a leadership role, because that would mean
that all three
of us would be in supervisor roles and we'd be tasked with
supervising, but we'd
have nobody to supervise and nobody to set expectations with.
And we'd have all
different things that we would be doing. So it isn't realistic to
think you're
going to create 200 jobs in a 200-person organization that are
considered
management. So what does leadership look like then if you're in
your role,
you're doing your job? Are there qualities? Are you talking
about qualities or
things that you do or how you approach your job? Absolutely.

So I'd say an
example would be initiative. So demonstrating initiative. So
rather than sitting
and waiting for someone to give direction, so in a traditional
form, a
supervisor gives you direction and you take that direction and
you go and do it.
And then you hopefully evaluate how you did, but for sure your
supervisor would.
In a leader-like organization, individuals would take initiative
without waiting
to get direction because they were very clear on what the
organization was doing
and where they were going. They were clear in their own
expectations of their
job, so they don't need to wait for direction. And that's where the
organization
comes in to make that clarity, as you said earlier, right? Exactly.
And then you
can go do it, which saves a lot of time for people because people
are just doing
what they need to do to get things done. But also that means you
might be more
creative in how you approach your work and you would be
encouraged to be more
creative, which is more leader-like because it requires different
skills to be
creative than it does to be a task or rule taker. So I think that's
some
qualities. Motivation, how you are motivated at work and how

you bring that

motivation to the people that are around you. One example I
could think about
would be when you come to work in the morning, or you guys
come in the middle of
the night. We come in very early. Very early in the morning. Or
whenever you
start work, wherever that is, in a workplace, whatever time of
day you show up
at work, the attitude that you bring to work, so are you excited to
be there?
Are you talking with people in the environment around you? Are
you welcoming and
saying hello? Versus you come to work, you put your head
down, you get your job
done, you don't engage with anyone and you get out, which
actually is what we
would want an employee to do. We pay you to cometo work, to
do your job, to do
it well, and then to go home and come back the next day. And so
both of those
are things that we expect, but leaders in organizations or people.
So, both of
those are things that we expect, but leaders in organizations or
people who have
leadership qualities come to work with an enthusiasm and a
motivation that's
infectious, which creates other people to be excited about being
in the
workplace. In the past, I've talked about the importance of

leaders or bosses
walking around and saying hello to people at work and really
excited to see
people, but that goes to employees too. So, you and I, if I came
to work every
day and never said hi to you, it's not my responsibility to say hi
to you, but I
create an environment where you might be more excited to come
to work if we
actually have an amicable and maybe a good relationship. Right.
It makes it much
easier for everybody. And more fun. Right. Sitting beside you
all day long. So,
that relationship building quality would be a leadership quality
that's not
expected of you to do your job, but it creates an environment for
all those
around you that you want to be there. So, it's quite easy to
demonstrate
leadership in the workplace without actually being in a
leadership job.

U01_04_ListeningSkill_ActivityA

UNIT 1 LISTENING SKILL ACTIVITY 1. For most people,

business meetings are
boring, but they don't have to be that way. Today, I'm going to
give you a few
tips on how to run an effective business meeting. Although not
every tip might
work for you, meetings don't have to put everyone in the room
to sleep. 2. There
are many job-finding tools available online. For instance, some
websites tell
job searchers about positions that are available, while others
give tips on
writing a resume or answering questions in a job interview.
Today, I'd like to
focus on how to make the best use of these online tools. Online
job resources
are valuable, but they won't help us much if we don't know the
best ways to use
them. 3. Hiring the right employees can be a real challenge.
Many managers add a
new person to their staff who is not a good choice. Let's consider
some
techniques to evaluate potential employees and explore ways to
successfully pick
the best people to hire.

U01_05_ListeningSkill_ActivityB

UNIT 1 LISTENING SKILL ACTIVITY B What do you need

to start a new business and
make it succeed? Many people would answer that what you need
is a great idea.
Others would say money. Of course, money and ideas are
important. Unfortunately,
when people think about starting a new business, they often
ignore the single
most important factor in the success of any company – people.
Only people can
make those great ideas happen. So in order to start a successful
business, you
need to start with the right people. But how do you identify the
right people?
That seems like a difficult question to answer because every
business is
different. Nevertheless, if you want to build a good team, there
are some
characteristics of the right people, no matter the business. We're
going to
focus on some of those characteristics and how to identify
people who have what
it takes to help make a new business a success. First of all, your
new business
will need people who understand your vision and share your
commitment to it. In
other words, you need to build a team that truly understands
what your goals for
the business are. Your new business will also need people who
are creative,
independent thinkers. You can't build a successful business
based on your ideas
alone. You want your business to be a place where people learn
from each other
and inspire each other to do their best work. Lastly, your new
business will
need people who are willing to work hard. You need to find
people who are ready
to put in the long hours and all the hard work it takes to build a
successful
business. No, starting a new business is not easy. Perhaps you've
got a good
business idea. Perhaps you have the money you need. But that's
not enough to
guarantee success. It's the people you hire that matter most.
Remember that if
you're going to find success, you need people who are creative,
hardworking, and
committed to seeing your dream become reality.

U01_06_Listening2_ ActivitiesA_C
Unit 1, Listening 2, Activities A and C. Podcasts from the
Leading Effectively
series are provided by the Center for Creative Leadership, an
educational
institution dedicated exclusively to leadership development and
research
worldwide. Information available at www.ccl.org. Today's topic:
Myths of
Effective Leadership. There's a difference between leadership
and power.
Successful executives know that difference and lead their teams
more effectively
because of it. Unfortunately, many executives on the rise in an
organization
forget the leadership skills and contacts that put their careers on
track in the
first place. A study by the Center for Creative Leadership shows
that as
executives advance in a company, they begin to blur the lines
between
leadership, power, and influence. They see themselves as more
intelligent and
capable than those around them in the organization. They see
people who agree
with them as more capable, intelligent, and ethical than those
who might
disagree. The result? Executives get affirmation from a

small, expected group,

which inflates their idea of how powerful and influential they
are among the
people who work with them. Their influence becomes
constricted, and their
leadership erodes. Some people overtly use power to accomplish
their goals, says
CCL's Pete Hammett, who is also the author of Unbalanced
Influence. He says
others become used to having tools of power, such as the ability
to dictate and
set agendas. Over time, that access to power distorts an
executive's influence
in the organization. They may have the title and power, but their
disenfranchised team members won't see them as an effective
leader. Those with
different opinions choose to remain silent, or they leave. With
them, they take
away a whole range of ideas. CCL and Hammett recommend
that executives calibrate
their spheres of influence and see whether their team members
perceive them as
leaders or merely as suits with powerful titles. Here are three
ways to proceed:
1. Find and listen to other voices. A leader should keep in touch
with new ideas
and fresh perspectives. If all you're hearing is one voice, then
invite others
to the conversation and let them know you really want to

hear them. 2. Find a

sparring partner. Find someone who's comfortable and capable
of taking an
opposing point of view. That doesn't mean you should seek out
every malcontent
in an operation. It means you should find someone who is
intelligent,
thoughtful, and open to tackling a discussion from an opposing
view. Don't be
seen as a leader who refuses to listen to different ideas, or worse,
one who
penalizes people for suggesting them. 3. Leadership can be
cultivated, but only
in a self-aware person. Sign up for a leadership program. Get
some feedback that
assesses your leadership style. Make a point to hold a mirror up
to your
conversations and interactions within your organization. Only by
seeing yourself
through others' eyes can you go from someone who holds power
to someone who
leads.

U01_07_VocabularySkill_ActivityA

Unit 1. Vocabulary Skill. Activity A. The job didn't pay very

well, but I loved
the office and my co-workers. It was a great environment to
work in. It's
impossible to function well when you don't get along with your
co-workers. I
can't work in a situation like that. 3. I'm sure you can resolve the
conflict
with your co-worker if you listen to each other's opinions. James
has great
aptitude, but he needs more training. In a year or so, he'll
probably be our
best programmer. The members of Emily's group are
experienced and talented.
Besides, they exhibit great teamwork.

U01_08_VocabularySkill_ActivityB

UNIT 1 VOCABULARY SKILL ACTIVITY B 1. And that

there really actually is a
distinction between being in a leadership role, which we often
think of someone
who supervises people, versus being a leader in your role. 2.
One of the
greatest ways to promote leadership is to promote cross-team
work, so
cross-borders team activities, because what it does is it puts
people out of
their comfort zone. It gives them an opportunity to try
something new. 3. All
three of us would be in supervisory roles, and we'd be tasked
with supervising,
but we'd have nobody to supervise. 4. Find someone who's
comfortable and capable
of taking an opposing point of view. Don't be seen as a leader
who refuses to
listen to different ideas. 5. They may have the title and power,
but their team
members won't see them as an effective leader. CCL and
Hammett recommend that
executives see whether their team members perceive them as
leaders or merely as
suits with powerful titles.

U01_09_PronunciationExample

UNIT 1 PRONUNCIATION EXAMPLE NEGOTIATE

U01_10_Pronunciation_ActivitiesA_B
Unit 1, Pronunciation, Activities A and B: 1. Excerpt 2. Aspect
3. Enforce 4.
Effective 5. Leadership 6. Acknowledge 7. Perspective 8.
Opposing 9. Promotion
10. Interaction

U01_11_Pronunciation_ActivityC

UNIT 1 PRONUNCIATION ACTIVITY C What do you need

to be a great leader in sports?
Today we're going to look back at some of the greatest coaches
in history and
learn from them. Let's start with a name many of you will
recognize, Sir Alex
Ferguson, the legendary Manchester United soccer coach. He
has some helpful
leadership advice for us to consider. First, he recommends that
leaders take
time to listen to their people and get to know them personally so
we know the
best way to motivate them. Second, he also reminds leaders to
encourage employees rather than criticize them. He says coaches
should still correct players, but that people really respond best to
praise. In order to give effective praise, though, we have to
know our people well enough to know what words they will
appreciate. Third, Sir Alex Ferguson says good leaders
recognize
the difference between talent and hunger. Talent is, of course,
very important, but it might be better to hire a person who is
really motivated and who has a
strong work ethic even if they are less talented than another. So,
even though Sir Alex Ferguson was a leader on the soccer field,
a lot of his advice is relevant in other workplaces as well.

U01_12_SpeakingSkill_ActivitiesA_B

Unit 1, speaking skill. Activities A and B. OK, guys. This

project is huge, and
it's going to be challenging. Here's what I need all of you to do:
1. First of
all, we all have to put in extra hours. That means long days for
the next few weeks. 2. It also means that we need to pull
together and work extra hard as a
team. That means all of us. Do you know what I mean? 3. It also
means that you
need to drop all your other projects for now. Please, focus on
this project. It
is our top priority. Does everyone understand? You mean stop
working on every
other project? That's right. This account demands all our
attention right now.
Richard, please call the office in Tokyo and let them know that
we need all the
information they have on this client. And we need the
information by Friday at
the latest. Are you following me? Yep. Call Tokyo, get
information on the
client, tell them we need it by Friday. Friday at the latest. Great.
As for the
rest of us, we'll be meeting again today at 3 o'clock. Before that,
read over the project description. If you have any questions,
please bring them to the meeting. Got it? OK. Let's get to work.
Unit 2

U02_01_QClassroom

Unit 2, Behavioral Science, the Q Classroom. In Unit 2, we're

going to talk
about appearances. The unit question is, how does appearance
affect our success?
Sophie, what do you think? Oh, in lots of ways. Our appearance
influences what
people think of us. Can you give me an example? Sure. The way
you dress, for
example. If you dress well, people will think you're more
successful or more
competent. They'll treat you more respectfully, and that will help
you succeed.
Una, do you agree? Does dressing well help you be successful?
Yes, I agree. If
you're careful about your appearance, people think you care
about yourself.
Okay, what else? Marcus, how about the appearance of other
things? For example,
your desk or your bedroom. Does that affect your success? Well,
it could. How
people look at you is important. If they look at you and think
you're
disorganized or not in control of your life, they'll be less
interested in
working with you. That could affect your success. Anything
else? Any other ways

that appearance affects our success? Felix? I agree with

everyone else that
appearances affect how other people react to you, but not
everyone needs to be
neat and well-dressed and good-looking to be successful. Your
appearance also
involves your style, and you can use that to help you fit into the
group you
want to be in. For instance, if I want to be a successful
businessman, I would
have a completely different kind of look than if I want to be a
successful
sports star.

U02_02_Listening1_ ActivitiesA_D

UNIT 2 LISTENING 1 ACTIVITIES A AND D A Perfect Mess

is a new book that explores
the benefits of being messy. Our reviewer, Henry Rubens, finds
reasons in the
book to embrace his own habits of chaos. Finally, in A Perfect
Mess by Eric
Abramson and David Friedman, I read the words I've been
waiting for all my life:
Neatness is not a virtue. It's okay to be a little disorganized. As
someone who
was frequently criticized for being messy, I know now I'm not
such a bad person
after all. I've been messy since I was old enough to dress myself.
As a child, I
had the usual arguments with my mother about: * Cleaning my
room * Putting my
clothes and books away * Making my bed At college, I was
even worse. Books,
papers, and dirty dishes were everywhere. Oh, part of it was
because I was lazy,
but I also felt so stifled in a neat, too-tidy room. I couldn't even
think. I
mean, I need a certain amount of chaos to feel comfortable. But
it wasn't until
I got my first job that I found out how deep the world's bias
toward neatness
and order is. I mean, I didn't know I would be expected to

have a neat desk in

order to do my job. But after reading A Perfect Mess, I see I
have had it easy
at work compared to other people. The book mentions a woman
who worked at a post
office in Australia. She was fined more than $2,000 at work.
Why? Because she
had four personal items on her desk. The post office only
allowed her to have
three. Maybe it was an extra photo of her kids. And for that, she
had to pay
$2,000? The police chief in a Pennsylvania town had it even
worse. He was
actually fired from his job because of a messy desk. At least I've
never lost a
job. A Perfect Mess might help people like them and me. The
book begins with a
description of the National Association of Professional
Organizers, or NAPO,
conference. NAPO is a professional organization I could never
join. Anyway, NAPO
has thousands of members. Thousands. These are people who
have gone to graduate
school in business, or education, or even law, and now devote
their lives to
helping the rest of us get organized. The authors, Eric Abramson
and David
Friedman, interview dozens of members of NAPO, and they
point out that not once
in any of the interviews does anyone answer the big

question: what's wrong with

being messy? In fact, throughout the rest of the book, the
authors show us that
being moderately messy can actually be good for us. A Perfect
Mess takes the
reader on a tour of the various messy parts of our lives, starting
with those
messy desks. The book argues that a messy desk can actually
help you find things
more easily because they're right out in the open. And it can help
people make
connections between ideas in new ways. Here's a great example.
Leon Heppel was a
researcher at the National Institutes of Health in Bethesda,
Maryland, in the
1950s. One day, he was working at his desk. He stumbled upon
letters written by
two different scientists. The letters were in the piles of paper on
his messy
desk. If the two letters had been neatly put away, he would never
have looked at
them side-by-side. But he did. And he suddenly recognized an
important
connection between the two scientists' research. This connection
eventually led
to a winning discovery and a Nobel Prize. The book mentions he
wasn't the only
scientist like this. Albert Einstein was another great scientist
who was known
for having a very messy office. Next, the book looks at our

messy homes. The

authors say a messy home isn't so bad either. A very neat home
can be impersonal
and cold. But a home full of photos, personal items, and pieces
of clothing
strewn about shows others who we truly are. Many people
believe that an untidy
house sets a bad example for children. Abramson and Friedman
reassure us it's
not true. In fact, children may learn better in a messy space. The
book gets
support from research suggesting that a stimulating environment
full of clutter,
movement, and noise may actually help children remember
information. But it
turns out that keeping your house too clean can actually be bad
for children's
health. Dirt and germs help children build up protection against
diseases. And
the authors offered more evidence in favor of mess. It seems not
only are messy
people often more successful than neat people, they tend to be
more successful
than neat people. more successful than neat people, they tend to
be more
creative and open-minded. Take, for example, the mystery
writer, Agatha
Christie. The authors describe her disorganized approach to
writing her
sixty-plus novels. Apparently, many times when she began

writing a mystery, she

had no idea how the mystery would be solved. She wrote down
her ideas in
notebooks, but they were completely disorganized. To make
matters worse,
Christie often lost her notebooks in the mess of her workspace
and worked from
several notebooks at one time. One notebook contained ideas for
seventeen
novels. In spite of this mess, Christie's books were, and still are,
wildly
popular and have sold more than two billion copies in forty-five
languages.
Clearly, an inflexible approach to organizing her stories didn't
work well for
the creative genius Agatha Christie. As the authors Eric
Abramson and David
Friedman look into our messy lives, they show us how a little
chaos can be good
for us. They tell us that mess may help us relax, be more
creative, learn
better, or even make an important scientific discovery. A Perfect
Mess is a
fascinating look at the unexpected benefits of mess. I'd
recommend it to anyone,
except possibly my kids.
U02_03_ListeningSkill_ActivityA

Unit 2, Listening Skill, Activity A If you are one of the millions

of people who
just can't stay on top of your mess, don't worry, there is hope for
you. Hi, and
welcome to this workshop, Getting It Together. I'm Ella Oski. I
assume that you
have come today because you feel like your life is too
disorganized. If this is
true, I have some suggestions that will help you organize
yourself, both at home
and in the workplace. Okay, let's get started. How many of you
have spent hours
searching for an important document or paper? How long did
you look for your car
keys before leaving the house to come here today? The first
strategy I suggest
is simple: Put everything in its place. In other words, put
everything into the
room or space it belongs in after you use it. If it doesn't have a
place, make
one. This is not a radical idea, folks. If you always put your keys
in the same
box next to the door every night, they will always be there in the
morning. How
many of you think you can do that? Great! Now, strategy
number two is just as
simple: Follow a filing and organization system. Every time

you find a piece of

paper, decide which of these three groups it belongs in: 1. Now
2. Later 3.
Never If it is a now item, like a bill that needs to be paid today,
deal with it
immediately. If it is a later item, like a magazine you still want
to read, put
it in its place, like I talked about in suggestion one. If it's a never
item,
throw it away in the garbage immediately. So remember, now,
later, or never.
This filing system requires immediate action, though. This is the
key point. Do
something immediately with all papers and documents, okay?
How would you feel if
you never had to sift through piles of papers again? Great! Now,
on to the third
strategy: Do a little at a time. Instead of trying to change your
whole life in
one afternoon, work on it step by step. One day, organize a
drawer. The next
day, organize something else. If you try to do too much at once,
you might feel
frustrated. Making this change little by little will not only ensure
that you
get organized, but will also help you stay organized.

U02_04_NoteTakingSkill_Activity

UNIT 2 NOTETAKING SKILL ACTIVITY Sure, we all look

better when we smile, but can
our facial expressions really cause us to succeed or fail? Many
scientists
believe that smiling can lead to more success in life, while
frowning can lead
to more problems. Some researchers discovered that people who
smiled in school
pictures were more likely to have longer, happier marriages in
the future than
those who did not. In contrast, people who didn't smile in their
class photos
tended to get divorced more often. Also, people who smiled in
job interviews
were more likely to get the jobs than candidates who didn't
smile. Smiling also
reduces stress, some scientists say. In fact, in one study, smiling
while doing
a stressful job helped workers' brains and bodies recover from
the stress more quickly afterward. On the other hand, people
who didn't smile had faster heartbeats long after they finished
the stressful job. Maybe this is why smiling
can even cause people to live longer. One research study
discovered that if baseball players were smiling on their cards,
they lived almost seven years
longer than players who weren't smiling. So remember to smile!

U02_05_Listening2_ActivitiesA_C
UNIT 2. LISTENING 2. ACTIVITIES A AND C. For the first
100 years of modern
branding, you could not trademark a color. But all that changed
once and for
all, thanks to insulation. Owens Corning began making
fiberglass insulation in
1938. When insulation is manufactured, it is white. So after
many years of all
insulation looking alike, Owens Corning made the decision to
dye their product
red in 1956. But the red dye made the fiberglass wool look pink.
The pink
insulation was shipped out, but the company wasn't happy with
the color. After
all, it was a male-dominated industry. So when Owens Corning
sent the next
shipment out, reverting back to the original color, they got the
most unexpected
response. Installers began asking for the pink insulation. So the
company stuck
with pink, and it was a marketing masterstroke. Then in 1987,
Owens Corning made
legal history when it became the first company to trademark a
single color. They
had proved to the courts that their insulation was clearly
identified as pink,

that they had spent over $50 million marketing it as such, and
they had even
licensed the Pink Panther as a mascot. Hence, the courts agreed
it was a
protectable trademark. According to reports, pink insulation
commands over 50%
of the home insulation market. When I worked on the
advertising for Fiberglass
Canada in the 80s, it claimed over 70% of the Canadian market,
due in large part
to funny commercials like this. More than 2 million Canadians
have insulated
their homes with fiberglass pink. Here's what one particular
couple did with the
money they saved: 1. We saved enough to buy 252 beautiful
pink flamingos. 2.
262, Walt. I stand corrected. Notice that all of their beaks are a
beautiful hue
of yellow. What you do with the money you save is your
business. Our business is
making sure you do save money. Fiberglass Pink Home
Insulation. Do it for the
money you save. That product was one of the biggest lessons in
color I ever had.
Insulation is a hidden purchase. People buy it once or twice in
their lives,
stick it between their walls, and never see it again. I'll never
forget the
challenge our fiberglass client, Grant McDermott, put to us. He
said, I sell the

most boring product in the world. Make me famous. And by

leveraging nothing
other than that counterintuitive color, we did. The color pink
gave us a
marketing edge, and the resulting campaign became one of the
most famous in the
1980s. We created pink print ads, pink-themed radio ads, and a
series of
award-winning TV commercials, which you can watch on our
website. In order for
the courts to grant a color trademark, a company must prove
their color has
acquired a secondary meaning. The Robin's Egg Blue Tiffany
boxes are a great
case in point. First seen on the cover of their catalog in 1878,
that blue now
immediately signals Tiffany as a brand to a large percentage of
the population.
The brand and the color have become inseparable in the minds
of consumers. But
the trademarking of colors has hit a speed bump due to a court
case going on
right now between two famous fashion designers. Christian
Louboutin is famous
for his glamorous shoe designs that cost anywhere from $400 to
$4,000. His shoes
all have one distinguishing feature, a bright red sole. If you've
ever seen
celebrities like Sarah Jessica Parker at the Oscars, flashing red
on the

undersides of her high heels, those would be Louboutin's. Back

in 1992,
Louboutin saw an assistant painting her nails a bright red, and he
decided to
try lacquering the soles of his shoes the same shade. The bright
red sole became
a sensation, and a symbol of the Louboutin brand. In 2008, he
obtained a U.S.
patent and trademark for his signature red soles. But three years
later, Yves
Saint Laurent came out with red soled shoes as well. Louboutin
immediately sued.
It's an interesting case. The The fashion question became, should
anyone in the
fashion industry be given a monopoly on a single color? Can
one design a shoe
that's unique? industry be given a monopoly on a single color?
Can one designer
own the color red? The courts ended up siding with the Yves
Saint Laurent
company, allowing them to continue selling red-soled shoes.
The judge also
implied that Louboutin's 2008 trademark should be cancelled.
Louboutin's lawyer
insisted they are not claiming basic red, but are trying to protect
a particular Chinese red color in a particular place on a
particular item. Tiffany's rushed to Louboutin's defense, as this
ruling would have implications for their famous
blue boxes. As of this writing, Louboutin has appealed the
decision.

U02_06_Listening2_ActivityD

Unit 2. Listening 2. Activity D: 1. Owens Corning made the

decision to dye their
product red in 1956. 2. Then, in 1987, Owens Corning made
legal history when it
became the first company to trademark a single color. 3.
According to reports,
pink insulation commands over 50% of the home insulation
market. 4. Christian
Louboutin is famous for his glamorous shoe designs that cost
anywhere from $400
to $4,000. 5. The judge also implied that Louboutin's 2008
trademark should be
canceled.

U02_07_Pronunciation_Example
Unit 2. Pronunciation. Example. Appearances.

U02_08_Pronunciation_ActivitiesA_B

Unit 2, Pronunciation, Activities A and B: 7. Cautious 8.

Professional

U02_09_SpeakingSkill_ActivityA

Unit 2, speaking skill. Activity A: 1. Did you hear that the

Maiden Britain logo
is changing from blue and red to gray and red? What? Do you
mean they're not
using the colors in the British flag anymore? Yes, that's what the
news said. 2. More and more customers are looking for a sign of
professionalism. Are you saying they prefer less casual dress?
Yeah, that's right. Got it. 3. If my desk is too organized, I can't
be creative. If I understand you, you need to be messy to work
well? Yeah, I need a little mess. Okay. 4. Most people can't get
organized all at once. Does that mean it's better to work on it
step-by-step?
Yes, it does. I see.

Unit 3

U03_01_QClassroom
Unit 3, Developmental Psychology, the Q Classroom. Okay, the
Unit 3 question is,
what skills make someone an adult? What do you think? Uh,
Felix, how would you
answer this question? I think you start becoming an adult when
you have to take
care of yourself: 1. Pay your own rent. 2. Make your own meals.
3. Take yourself
to the doctor when you're sick. Those are the things that make
you grow up. It
sounds like you associate adulthood with economic
independence. Yeah, I guess I
do. What about you, Sophie? What skills make someone an
adult? I agree with
Felix about financial independence being important, but I think a
lot of people
don't really feel like adults until they get married and have
children of their
own. That's when you start to understand what life was like for
your parents and
the kinds of responsibilities they had. So, learning how to be a
parent is
really an important skill for many adults. Good. What do you
think, Una? Do you
agree with Felix or Sophie? No, not really. I think of myself as
an adult even
though my parents help me financially and I'm not married. I

manage my own life.

I make decisions. Okay, well, we have three completely
different definitions.
Where do you stand on this, Marcus? What skill made a
difference between feeling
like a child and feeling like an adult for you? I really felt like I
had become
an adult when I hosted Thanksgiving dinner at my house for the
first time. I
cooked all the food and my parents came as guests. It might
seem kind of silly
because it's not as serious as having children or paying bills, but
that felt
like a really defining moment for me. So, I guess hosting a
family dinner might
be a skill that draws a line between childhood and adulthood.

U03_02_NoteTakingSkill_ActivityA
Unit 3, Notetaking Skill, Activity A. In some cultures, many
around the world
actually, the question about when a child becomes an adult is
easily answered
because there is a special ceremony to celebrate it. It's very
interesting,
really. For example, in Japan, there is a special national holiday
every second
Monday in January called Seijin no Hi. In English, this
translates into the
coming-of-age day. On this day, many young men and women
who turned twenty years
old that year dress in traditional clothes, participate in a
ceremony at a
government office, and then attend parties with their friends.
Unfortunately,
fewer and fewer young people are participating in this holiday
these days. One
tradition that is still popular, however, is the Quinceañera. In
Mexico, girls
have a Quinceañera to celebrate their fifteenth birthday. They: 1.
Wear long
formal dresses. 2. Attend church. 3. Celebrate with a party
where they dance
with their fathers. So, as you can see, different cultures mark
growing up in
very different ways.

U03_03_Listening1_ Part1_ActivitiesA_B

Unit 3, Listening 1, Part 1, Activities A and B. Okay, so how

many of you are
millennials? Remember that people in this category were born
between the early
1980s until about the early 2000s. If you are a millennial, can
you raise your
hand? Yeah, a lot of you are. You learned from this week's
reading that
millennials are generally associated with an increased familiarity
with digital
technologies and that they tend to have a stronger sense of
community, both
local and global, than previous generations. However, some
research suggests
that millennials may not be learning some of the survival skills
that their
parents know. So, a couple of entrepreneurs in Portland, Maine,
have come up
with a school that targets precisely those of you who put up your
hands,
millennials. They claim that many millennials haven't learned
many of the
practical life skills they need to be successful adults. We're
talking about
things like: that sort of thing. They call these skills adulting,
basically

living as an adult. * Searching for a job * Buying insurance *

Saving for
retirement * Healthy eating * Minor car repairs * Buying a
home Now, you might
guess by looking at me that I am not a millennial. In fact, I was
born in 1972,
so that makes me Generation X. And a lot of people my age, a
lot of Gen Xers,
really wonder why adulting lessons are necessary. I mean, I
learned how to adult
from my parents and from classes in school. If I don't know how
to do something,
I find a video online. For instance, recently, I wanted to make
pickled
jalapenos with peppers from my garden. I learned how to pickle
vegetables from
my grandmother, but it's been about 20 years, so I watched a
video on YouTube.
So, you can see how it might be confusing to people my age
why millennials would
pay a monthly fee for these lessons. Before you guys weigh in,
and I want to
hear from millennials and Gen Xers and baby boomers in the
class too, let's
watch a brief video about the adulting school set up by Katie
Brunel and Rachel
Weinstein that combines adult skill development with fun social
events. Then
I'll open the floor for some class discussion on the topic.

U03_04_Listening1_ Part2_ActivitiesA_B
UNIT 3 LISTENING 1 PART 2 ACTIVITIES A AND B How
to fold a fitted sheet: those
two corners together. So what I end up with is kind of a halved
sheet. If you
get a flat tire, how to put on the spare and get yourself where
you're going.
Being healthy with basic exercising and nutrition skills.
Knowing to start your
retirement fund early so that you can take advantage of
compound interest.
Keeping things alive, whether it's your plants or your children or
your pet.
Anyone who's over 18, 22, is an adult. And it's just a matter of
how well are
you adulting. I came from a generation where our public school
system pushed for
you could be whatever you want to be. Sky's the limit, just go to
college and
everything's going to be great. You can just go for whatever you
want to be and
dream as big as you possibly can. What I'm hoping to take away
from any of the
courses that I'll be attending in the adulting school is filling in
any gaps
that I feel like I have. I was never told anything about credit
score or the

weight of having to pay back student loans. Or I have no idea

how to buy a
house. Or even how to really get started outside of looking
online at pretty
houses that seem wonderful and totally out of reach. We offer
kind of, you know,
what do you do with your debt? How can you budget and live on
the income that
you're bringing in? We're basically sneaking education into
these fun events.
You are going to fold your fitted sheet. I want each and every
one of you to
understand that from birth you are wired to do value a certain
way. So when you
leave here tonight, you will know yourself better than you ever
knew yourself
before. That's pretty cool. She's excited. This generation has
been encouraged
to think outside the box and that's a beautiful thing. But it comes
with some
challenges because if you don't have a circumscribed path to
follow, you know,
you have to figure it out yourself. To me, it seems like the
adulting school is
basically a really jazzed up version of adult ed, which we've had
for a really
long time.

U03_05_ListeningSkill_ActivityB

Unit 3, Listening Skill, Activity B. 1. Today's topic is proper

behavior in the
workplace. We'll be discussing several issues, including how to
deal with a
workplace disagreement, why it's important to be punctual, and
how to dress
appropriately in any work environment. 2. Adam, I can't keep up
with the
homework. I'm just too tired after a long day of work. I know
what you mean. I
took an online business class last semester. It was tough getting
all the work
done at night. I had to come up with a plan. How did you do it?
3. I'm excited
about going to study in London for a year, but I'm going to miss
you a lot,
Tara. I know. I'll miss you too, but... 4. Oh, thanks for stopping
by. I'm
trying to get all the employees together for a meeting. It's been
very slow
lately and morale is pretty low, but I want to share some
important news with
them. I just heard that our company won the Williams contract.
That means we
have a lot more business coming to us.

U03_06_ListeningSkill_ActivityC

Unit 3. Listening Skill. Activity C. We know that 1.2 billion

people don't have
access to clean drinking water. Today, let's talk about the
reasons why that is,
including: * Increased pollution. * Increased human demand. *
Of course, climate
change. You'll know from the reading that climate change
means changing weather
patterns, specifically droughts and floods.

U03_07_Listening2_ActivitiesA_D

Unit 3, Listening 2, Activities A and D. It was not my finest

hour. Some years
ago, my partner and I were invited into our bank manager's
office to discuss in
great detail the truly remarkable elements of the mortgage we
had applied for.
As with Stephen Leacock, banks make me nervous, especially
when forced to deal
with numbers in the six-figure range. The manager began talking
about
amortization, monthly payments, accrued interest, payment
speed-up principle and
interest combinations, and so on. My partner began to question
him. She was very
good. I suddenly found my mind drifting. I looked out the
window. I tapped my
feet. I wrung my hands. I blinked furiously. Quietly and
inevitably, I fell
asleep. I nodded off. After what I guess was a moment or two, a
sharp dig in the
ribs, wake up, she said. This is important. The bank manager
couldn't believe
that I had fallen asleep. But it was important. A house is, after
all, the
largest purchase most of us will ever make. But talking about
money, I find, can
be tedious beyond measure. The reason for that is simple. I

am a financial
illiterate. I take no comfort in the fact that there are millions like
me who
don't understand the first or even the second thing about
finances. I never
have. Once as a member of the editorial board of a large
newspaper, I had to sit
through a lunch with the sitting finance minister. Every other
member of the
board was asking about trade deficits and current accounts and
so on. The editor
asked me if I had a question for the minister. I said, what is the
difference
between fiscal and monetary? The finance minister, Edgar
Benson at the time,
took a drag on the great log of a pipe and rolled his eyes. I was
reminded, as
if I had to be reminded, of how badly I deal with things financial
when I read a
piece in Forbes magazine entitled, in bold letters, Financial
Illiteracy is
Killing Us. The story described the great canyons of ignorance
about financial
matters among teenagers. Said the writer, quote, that teenagers
are allowed to
drive, vote, and parent, all while not knowing the difference
between an asset
and a liability is nothing short of a travesty. End quote. While
the article
naturally focuses on the United States, there are elements

which echo the

situation in Canada. In the U.S., efforts to improve financial
literacy target
high school students. But even there, surveys have shown that
what is learned
lasts a maximum of two years. I was taught nothing about
money during a
less-than-distinguished high school career. Nothing about
mortgages, interest,
pensions, profits, investments, insurance, nothing. Neither were
my children. I
spent a lot of time in the chemistry lab doing God knows what. I
sat through
long, descriptive explanations about physics and algebra, but
nothing about
personal debt or savings plans. The closest I came to
understanding anything at
all about money was a weekly allowance and opening what was
called a Christmas
Club account at our friendly local bank. And of course, learning
to play
Monopoly, probably the greatest financial educational tool ever
created. When I
started a working life, my dream was for a salary of $10,000 a
year and buying a
house for $25,000. But I still didn't know the difference between
a stock and a
bond. Which is why it is encouraging to learn, as I did this week,
that the
Canadian government has an agency called the Financial

Consumer Agency of
Canada. It was set up in 2001. Part of its mandate is to oversee
the operations
of financial institutions, but part of it is to expand the financial
literacy of
Canadians. It has held national conferences on the subject and
conducted surveys
on various levels of financial literacy. It issues reports from time
to time. It
even has its very own financial literacy month, November. As it
points out on
its website, financial literacy is critical to the prosperity and
financial
well-being of Canadians, and it is never too early to start
acquiring it.
Schools in Ontario have started to talk about money to children
in elementary
school, usually around grades 4 and 5. A series of surveys across
the
countryshows that the financial literacy among young people is
very low. For
example, 95% of young people interviewed knew what a budget
is. 95% of young
people interviewed knew what a budget is, but only 20% knew
how to stick to it.
Nearly 55% of teenagers say they wouldn't pay off their credit
card balance
every month. And nearly 40% of students said that how to save
money was the most
important topic in the school curriculum. Now, if I had gone

through a rigorous
course in financial literacy and management, I might now be in a
position where
I could balance my checkbook. Or, probably not.

U03_08_Grammar_ActivityA

Unit 3, Grammar, Activity A: 1. Those are the things that make

you grow up. 2.
Before you guys weigh in, let's watch a brief video about the
adulting school.
3. I was never told anything about having to pay back student
loans. 4. We're
basically sneaking education into these fun events. 5. You have
to figure it out
yourself. 6. I like to drop in on my dad to see how he's doing.

U03_09_Pronunciation_Example

Unit 3. Pronunciation. Example. I became an adult when I got

married and started
a family.

U03_10_Pronunciation_ActivityA

Unit 3, Pronunciation, Activity A. When you become employed,

you can call
yourself an adult. I think it's how much you can provide for
yourself. I think
it's when you get married. I think you become an adult at 16.
The day that I'm
an adult is the day that I can do whatever I want to do. The age
at which you
become an adult varies.

U03_11_SpeakingSkill_ActivityA

Unit 3. Speaking Skill. Activity A. Uh, hi. Um, today my

presentation is about
an important turning point in my life. Um, okay. So, a few years
ago I got my
first job. I was really, really excited because I was making my
own money. I
felt completely grown up. Uh, on the way home from work I
used to stop at stores
and buy things I liked just because I could. I bought: * Clothes *
A new watch *
Books I really felt like an adult when I paid with my own
money. But this bad
habit caught up to me. One day, in the middle of the month, I
realized that I
had spent all my money already and I, uh, wouldn't get paid
again for another
two weeks. I didn't even have enough money to buy myself
lunch. Uh, where was I?
Oh, yeah. Um, so I didn't have enough money. I had to ask my
parents to give me
some. They were happy to help, of course, but, um, I sure didn't
feel very grown
up having to ask them. Since then, I have learned to budget my
money better so
my paycheck lasts all month. Um, that's it.

U03_12_UnitAssignment_ActivityA

UNIT 3 UNIT ASSIGNMENT CONSIDER THE IDEAS

ACTIVITY A Hello, I'm Tony, and today
I'd like to tell you about an important turning point in my life.
When I was 18
years old, I went to Europe for a long vacation. I had a lot of
interesting
adventures, and I grew up a lot on that trip. However, one event
sticks out in
my mind as a moment in my life when I really left childhood
and entered adulthood. I was traveling in Russia at the time. My
father's voice sounded so far away on the phone when he called.
I couldn't believe his news. My mother had
a problem with her brain, and the doctors didn't know if she was
going to live. I got on a plane the next day and hurried across the
planet, hoping that my mom
would still be alive when I got back home. When I walked into
her hospital room, she recognized me, but couldn't talk. She got
better, bit by bit, and one day, I was allowed to take her outside
in the hospital garden. As I pushed her
wheelchair, I realized that my mom would need me for a while. I
understood that even though traveling was my dream, it was
more important to stay home and take
care of my mom. I guess that I learned that being an adult means
putting other people's needs first. I think I grew up a little more
as my mom and I enjoyed
walks in the hospital garden.
Unit 4

U04_01_QClassroom

Unit 4. Science. The Q Classroom. The unit question is, how do

the laws of
science affect our lives? What do you think, um, Marcus? The
laws of science
affect the world around us all the time. Like how gravity keeps
us on the Earth.
Learning about how the world works is an important part of
human progress. Okay,
I agree. Can anyone give any specific examples of how the laws
of science impact
our lives? I can. So, I remember learning about Archimedes'
buoyancy principle
when I was a kid. Basically, it explains why things float instead
of sinking in
water. It helped me to understand how a big boat can float on the
water, but a
little rock sinks to the bottom. Yes, that's a perfect example.
Una, can you
think of any examples of laws of science affecting our lives?
Well, I've been
reading about space travel a lot recently, and I learned that
Newton's third law
of motion is an important part of how we get rockets into space.
That's
interesting. Can you explain that? Sure. So, Newton's third law
says that when
one object exerts a force on another object, the second

object also exerts a

force on the first object. That's difficult to picture. How does
that relate to
rockets? Well, jet propulsion involves pushing something
through an opening with
a lot of force. This causes the thing to move fast. Oh, I get it. So,
the rocket
pushes gas out of the bottom of the rocket really fast and with a
lot of power,
and it pushes the rocket into space. It's kind of like how a squid
or octopus
moves in the water. That's right. So, the rocket pushes the gas
out and the gas
pushes the rocket up. And the octopus pushes water out and the
water pushes the
octopus forward. Yes. That's basically Newton's third law in
action.

U04_02_NoteTakingSkill_ActivityA

Unit 4. Notetaking Skill. Activity A. Hello, everyone. Welcome

to The Science of
Our Lives. Today, I want to talk about an exciting new invention
by a young
scientist, Hannah Herbst. When she was a 17-year-old high
school student, she
transformed her love for the beach into an idea for offering a
reliable power
source to developing communities. Amazing, right? So she
invented something called BEACON, which stands for Bringing
Electricity Access to Countries Through
Ocean Energy. It's a small machine. It's a box, and it has wheels
with blades. The box sits on floating tubes. It takes energy from
moving water and changes it
to electricity. So basically, Hannah's machine uses hydropower,
or the power of water, to generate electricity. The science behind
this goes all the way back to
Newton's third law. We know that when one object exerts a
force on another object, the second object also exerts a force on
the first object, right? So, when the ocean waves hit the blades
of the turbine, they move. As the blades
move, they cause a generator to turn, and that makes electricity.
Hannah's small machine will mean that people around the world
who live near water can have
electric power. Pretty amazing, right? And to think, when I was
17 years old, I
didn't even know what I wanted to be when I grew up.

U04_03_Listening1_ ActivitiesA_C
Unit 4, Listening 1, Activities A and C. Okay, in your assigned
reading, you
learned about Newton's Law of Gravitation. To summarize,
gravity is a force of
attraction between objects. So, when I drop this pencil and it
falls to the
ground, the pencil is attracted to the ground because of gravity.
Remember, the
ground is also attracted to the pencil. Thanks to Newton's Laws,
we know that
objects that are bigger have greater forces of attraction. That's
why the
pencil, which is small, falls toward the Earth, which is big, and
not the other
way around. Newton also showed that the closer objects are to
each other, the
attraction is stronger. That's why the pencil falls to Earth and
doesn't go
flying out into space to a bigger planet like Jupiter, which is
millions of
miles away. Hopefully, this is clear for all of you. For
homework, I asked you
to each prepare a short presentation about an innovative way
scientists and
inventors are using gravity. Most importantly, I asked you to
answer three
questions: 1. Where did the idea come from? 2. How does

the invention work? 3.

And what's the science behind it? So, let's get started on the
presentations.
Nydia, can you please go first? Sure. Today, I'm going to talk
about an exciting
new invention called gravity light. Where did the idea for
gravity light come
from? Well, the inventors, Jim Reeves and Martin Ritterford,
were trying to find
a cheap alternative to dirty and hazardous kerosene lights that
are used
throughout the developing world. They considered lots of
different lights, but
there was always a problem with the battery. Their intention was
to get rid of
the battery completely. Batteries are just too expensive, and
people can't
always afford them. That's why many people around the world
have been using
kerosene lights for years, because they have been the cheapest
way to light your
home. But they can cause fires really easily, and the smoke can
be poisonous.
So, Reeves and Ritterford wanted a light that didn't need
batteries, but was
also affordable. So, they invented gravity light. Okay, so how
does gravity
light work? Essentially, to turn on gravity light, you need to lift
a weight
that is attached to a small generator and the light. As the

weight slowly falls,

it turns a gear, which drives a generator that powers the light.
You get 20
minutes of light every time you lift the weight. What is the
science behind
this? This is a bit complicated, but inside the gravity light, there
are plastic
gears. The gears control how quickly the weight falls. They also
turn on the
generator, which runs on a rubber band and powers the light. I
think this is a
really important invention, because it can provide people with a
healthy, safe,
and cheap alternative to kerosene lights in their homes. It has
already been
sold in countries like Kenya. That was really interesting.
Thanks, Nydia. Now,
um, Rowan, can you please come up to the front of the room and
go next? Okay. My
presentation is about a machine called Mr. Trash Wheel. First, I
will tell you
where the idea came from. Mr. Trash Wheel's home is Baltimore
City in the United
States. This city has had a problem with garbage in its harbor for
many years.
People have always thrown garbage on the street, or maybe it
blows out of
someone's garbage can. Then, when it rains, the rain carries the
garbage into
the harbor. After a strong storm, you could see all sorts of

trash in the water.

It was unacceptable. So this guy, John Kellett, is a sailor and an
engineer in
Baltimore. He worked for years in the harbor. He was tired of
seeing all the
garbage in the water, so he worked with the Waterfront
Partnership of Baltimore
to build a trash wheel. Next, I am going to explain how Mr.
Trash Wheel
functions. It's a big water wheel that sits right in front of where
the Jones
Falls River empties into the harbor. It's surrounded by floating
tubes that
direct the trash into the machine. When rain falls, water and
trash stream down
the river to the harbor. The running water pushes the water
wheel and turns it.
The wheel is connected to these fork-shaped parts that also turn
and pick up the
garbage from the water and put it onto a conveyor belt that is
also powered by
the wheel. The trash moves up the conveyorbelt and falls into a
big box, so the
trash goes into the box and not out into the harbor. The conveyor
belt is
covered by a white cloth. Not out into the harbor. The conveyor
belt is covered
by a white cloth, and on top are solar panels. There are also two
big eyes
because the conveyor belt kind of looks like a mouth. Okay,

so finally, I want
to talk about the science behind this invention. Gravity pushes
the water down
toward the harbor. The force of the water pushes the big water
wheel, which
turns the forks and the conveyor belt. I love this invention
because it's doing
a pretty good job of helping to keep the Baltimore Harbor clean.
It's already
taken more than a million pounds of trash out of the water. It's
kind of cute
too. Great job, Rowan. Okay, let's go ahead and take a short
break. When you
come back, we'll continue with the presentations.

U04_04_ListeningSkill_Example
UNIT 4 LISTENING SKILL EXAMPLE So, this guy, John
Kellett, is a sailor and an
engineer in Baltimore. He worked for years in the harbor. He
was tired of seeing
all the garbage in the water, so he worked with the Waterfront
Partnership of
Baltimore to build a trash wheel.

U04_05_ListeningSkill_ActivityA

UNIT 4 LISTENING SKILL ACTIVITY A EXCERPT 1

Hopefully this is clear for all of
you. EXCERPT 2 Most importantly, I asked you to answer three
questions: 1. Where
did the idea come from? 2. How does the invention work? 3.
And what's the
science behind it? EXCERPT 3 Batteries are just too expensive,
and people can't
always afford them. That's why many people around the world
have been using
kerosene lights for years.
U04_06_ListeningSkill_ActivityB

Unit 4, Listening Skill, Activity B, Items 1 and 2. I think this is a

really
important invention because it can provide people with a
healthy, safe, and
cheap alternative to kerosene lights in their homes. Items 3 and
4. I love this
invention because it's doing a pretty good job of helping to keep
the Baltimore
Harbor clean. It's already taken more than a million pounds of
trash out of the
water. It's kind of cute, too.

U04_07_Listening2_Part1_ActivitiesA_D

Unit 4. Listening 2. Part 1. Activities A and D. Today, hugely

sophisticated
computers can be held in the palm of your hand. But originally,
computers filled
an entire room. Preparing Nellie to do a day's work has become
a well-practised
routine. Right, keys in. Can you check this oil level, please,
Harry? Oil OK.
OK, disc up to speed. Hello, alternator house. Disc oil and
temperature OK. Is
OK your end? Rotor, alternator on. OK for standby. Forty years
after the first
electronic computers were developed... Standby coming
on. ...their size has
decreased dramatically. How has computing technology
advanced so rapidly? The
answer lies in the size of circuit boards, which have rapidly
become smaller and
smaller. Gordon Moore was the co-founder and chairman of
Intel back in 1965,
when he formulated what has come to be known as Moore's
Law. Observing how
technology had advanced up to that point, Moore said that the
number of
transistors that can fit on a circuit board would double every two
years. This
increases computational power very quickly. In fact, each
doubling of transistor
density actually quadruples the effective computational power.
Because as
transistors shrink, so does the time it takes to perform their
switching
operations. So we get twice the amount of transistors in the same
space, working
at twice the speed. This also results in a lower cost per unit, as
the same
computational power can be created more cheaply. The effect
has been very
noticeable in the consumer market. For example, the
development of cell phones
from early models to complex smartphones in less than 30 years
is strongly
linked to Moore's Law. As are: * Processing speed, * Memory
capacity, * And even
the number and size of pixels in digital cameras. Industry
experts now believe
we are approaching the end of Moore's Law. Current techniques
are reaching their
capacity, and the technology required to go even smaller would
cost too much.
Since 1965, much of the computing industry has set its targets
for development
based on Moore's Law. But with the technology apparently
nearing its limits, the
future is harder to predict.

U04_08_Listening2_Part2_ActivitiesA_D

Unit 4. Listening 2. Part 2. Activities A and D. Okay, any

reactions to the
video? The computer from 1968 was hilarious. It was huge. It's
really amazing
when you compare. What do they call it, Nellie? When you
compare Nellie with my
smartphone. Exactly. 50 years ago, computers were enormous.
20 years ago, my
computer took up most of my desk. Then we started carrying
around laptops. Now
computers are, well, phone-sized. Or even smaller, really.
Scientists at MIT are
testing a tiny computer pill that has a microphone, a
thermometer, and a
battery. The idea is that we could swallow it and it would collect
information
about us from inside our bodies. Astonishing, right? So the
video focused on the
size of circuit boards. More specifically, how circuit boards have
decreased in
size since the 1960s. Before we go any further, can anyone
remind us what a
circuit board is? Um, it's a board that holds electrical circuits
inside a
computer. The main one, the motherboard, basically facilitates
communication
between different parts of the computer. And it provides

connectors with
external electronics, too. It's like the brain of the computer.
Okay, yes, the
brain. That works. So, to extend that comparison, a circuit board
could have
millions of transistors, which would be like the brain cells. The
video
introduced us to Gordon Moore. Way back in 1965, he predicted
that transistors
would get smaller and smaller, meaning that we could put more
of them on each
circuit board. This has allowed computers to become not only
smaller, but also
faster. So the video says that experts believe that we are
reaching the limits
of Moore's Law. Some scientists predict that we'll have the
smallest transistors
possible within the next couple of years. And, to an extent, the
computer pill
coming out of MIT reflects this. I mean, it's pretty tiny, but it's
not any faster than a normal-sized smartphone. But maybe the
debate over whether the limit of Moore's Law is in sight or not is
not really all that important. I mean, a pill-sized computer has a
pretty specific function, right? And while
people are still excited by smaller, thinner phones, I can imagine
that a time will come when we can't make the latest phone any
smaller and still be able to
use it easily. So, in the end, what is easy and comfortable for us
might slow technological advances more than the limits of
Moore's Law.

U04_09_Pronunciation_Examples
Unit 4. Pronunciation. Examples: I enjoyed it very much. Hand
me that brush,
please. What have you seen? Are you concerned?

U04_10_Pronunciation_ActivityA

Unit 4, Pronunciation, Activity A: 1. Gordon Moore made an

important prediction.
2. Where did he work? 3. Did Moore's Law create new
industries? 4. What has
Moore's Law changed? 5. Will Moore's Law continue forever?
6. Computers are not
rare and expensive anymore. 7. Can you imagine a day without
your smartphone? 8.
How do you feel about computers being able to read your mind?

U04_11_Pronunciation_ActivityB

Unit 4. Pronunciation. Activity B. What's that? It's a cool new

flashlight.
What's so cool about it? The power for it comes from the heat of
my hand. How
does that work? It's the thermoelectric effect. It changes the heat
into
electricity. Can I see it? Here you are. It really works.

U04_12_SpeakingSkill_ActivityA

Unit four speaking skill activity A: 1. How old are you? I'd
rather not say. 2.
What did you think of the company president's speech? You
might say it gives a
very unique point of view. 3. Hello, is Nick there? Who's
calling? 4. Is Joseph
doing a good job? Joseph is a very hard worker. 5. Can I have
your address,
please? I'm sorry, but I don't give out that information. 6. Where
were you on
Friday? Why do you need to know?