Second Edition David Nunan THOMSON ———-——- me HEINLE
Trang 3THOMSON ———%——
HEINLE
Listen In, Second Edition, Student Book 3 David Nunan
Publisher, Global ELT: Christopher Wenger Editorial Manager: Sean Bermingham Development Editor: Derek Mackrell
Contributing Editor: Ross Wallace
Production Editor: Tan Jin Hock
ELT Directors: John Lowe (Asia), Jim Goldstone (Latin America—ELT), Francisco Lozano (Latin America—Academic and Training, ELT)
Copyright © 2003 by Heinle, a part of the Thomson Corporation Heinle, Thomson and the Thomson logo are trademarks used herein under license
Printed in Singapore
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For more information, contact Heinle, 25 Thomson Place, Boston, Massachusetts 02210 USA, or you can visit our Internet site at http://Awww.heinle.com
Photo Credits
Unless otherwise stated, all photos are from PhotoDisc,
Inc Digital Imagery © copyright 2002 PhotoDisc, Inc
Photos on the cover, title page, pages 7, 24 (inset), 25
(second from left), 28 (top row: second from left and far right, bottom row: second from left), and 33 (top right) are
the exclusive property of Heinle
Photos on page 77 (left and right) are from Associated
Press Photo on page 77 (center) is from Fashion Wire
Daily/Associated Press
Sources of information: Nunan, David 1999 Second
Language Teaching and Learning, Boston: Heinle & Heinle
Director of Marketing, ESL/ELT: Amy Mabley Marketing Manager: lan Martin
Interior/Cover Design: Christopher Hanzie, TYA Inc
Illustrations: Raketshop Design Studio, Philippines Composition: Stella Tan, TYA Inc
Printer: Seng Lee Press
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For permission to use material from this text or product, contact us in the United States:
Tel 1-800-730-2214 Fax — 1-800-730-2215 Web www.thomsonrights.com ISBN 0-8384-0464-2 (page 11); http://www ilo.org/public/english/employment/strat/ kilm/index.htm (page 23); http:/Avww3.sympatico.ca/dalia/buy0/ buyintro.htm (page 41); http://slate.msn.com/ (page 45); http: /www.nimh.nih.gov/ (page 75); http://www biodiversity project.org/newsletters/news0102.pdf and http://www amnh.org/museum/press/feature/biofact.html (page 85); http:
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Trang 4Author's Acknowledgments
First and foremost, I would like to thank Chris Wenger, whose vision for this project matched mine, and who readily understood what I was trying to achieve Sean Bermingham and Ross Wallace have made a great editorial team, and really took the pain out of the revision process Heartfelt thanks are also due to the friends, colleagues, and acquaintances who helped in the collection of the authentic data on which the materials are based—you all helped in the creation of a truly special series Thanks to Dennis Hogan and Tan Tat Chu for their support in paving the way for the second edition, and also to Bob Cullen who astonishes me with his ability to monitor the many projects and initiatives that Thomson Learning has under development
In addition to the above, I extend my appreciation to the following people, all of whom have helped to make this series a pleasure to work on: Amy Mabley, John Lowe, Ian Martin, Francisco Lozano, Tan Jin Hock, and Derek Mackrell at Thomson Learning;
Christopher Hanzie, Stella Tan, and the staff at T-Y.A.; Leo Cultura and the staff at Raketshop Design Studio
I am also very grateful to the following professionals who provided invaluable comments and suggestions during the development of this series:
Brett Bowie Marlene Brenes Grace Chang Grace Chao Jim Chou Susana Christie Karen Cisney Carla Diez Michael Fox Chiu-hua Fu Pierre Gauvin Frank Graziani Ann-Marie Hadzima Patti Hedden Angela Hou Yu-chen Hso
Ju-ying Vinia Huang
Yuko Iwata Inga Jelescheff Monica Kamio Alexis Kim Mia Kim Jane King Mary Ying-hsiu Ku Balk-eum Lee Cheri Lee Jenny Lee Li-te Li
Konkuk University, Korea Benemerita University, Mexico Tak Ming College, Taiwan
Soochow University, Taiwan National Chengchi University, Taiwan
San Diego State University, USA Soochow University, Taiwan ITESM, Mexico
Seoul National University of Education, Korea
Van Nung Institute of Technology, Taiwan
Sung Dong ECC, Korea Tokai University, Japan
National Taiwan University,
Taiwan
Yonsei University, Korea
Fu-Jen Catholic University, Taiwan Soochow University, Taiwan Tamkang University, Taiwan Tokai University, Japan
Saguragaoka High School, Japan AEON Amity, Japan
English City Institute, Korea Kyunghee University, Korea Soochow University, Taiwan Taipei Municipal First Girl’s High School, Taiwan
Aju University Education Center, Korea
One World Language Institute,
Korea
Seoul National University of Education, Korea
Tung Fang B & E Vocational High
School, Taiwan Jui-hsiang Lu Shiona MacKenzie Rhona McCrae Michael Noonan Maria Ordofiez Daisy Pan Jason Park Young Park Kerry Read Lesley Riley Cathy Rudnick Kathy Sherak Yoshiko Shimizu John Smith Sue Sohn May Tang Yu-hsin Tsai Melanie Vandenhoeven Holly Winber Jane Wu Hsiao-tsui Yang Hai-young Yun
Van Nung Institute of Technology, Taiwan
Gakashuin Boys’ Senior High School, Japan
Freelance English Instructor, Japan
Kookmin University, Korea Universidad de Celaya, Mexico Van Nung Institute of Technology, Taiwan
Korea University of Foreign
Studies, Korea
Dankook University, Korea Blossom English Center, Japan Kanazawa Institute of Technology,
Japan
Hanyang University, Korea San Francisco State University, USA
Osaka College of Foreign
Languages, Japan
International Osaka Owada Koko,
Japan
Sung Dong ECC, Korea National Taiwan University,
Taiwan
Chinese Culture University, Taiwan
Sungshin University, Korea
Senzoku Gakuen Fuzoku Koko, Japan
Fu-Jen Catholic University,
Taiwan
Trang 5
Unit Title/Topic Goals Sources Pronunciation
Starter | Using listening Identifying listening Casual conversations Identifying words in
strategies strategies Sales presentation rapid speech
Page 8 Listening skills Lecture
1 He’s the generous Understanding personal Casual conversations Identifying word stress type qualities Monologs in sentences
Page 12 Pérsenal oustiiles Questionnaire survey
2 We could get him a Understanding reasons Monologs identifying contractions
tie Evaluating information Casual conversations of 'đ and 7
Page 16 | Gift-giving
3 What exactly do you Understanding job Job descriptions Assimilation: would you, do? descriptions Interviews meet you
ao Identifying job responsibilities | Monolo
Page 20 Job responsibilities fying j bẻ 9
4 It doesn’t fit Understanding complaints Monologs Linking: consonant- Distinguishing between fact Casual conversation consonant
Page 24 ldtils-ant'4sshl9fi and opinion Store conversation
5 I’m not sure what it’s Understanding descriptions Household conversations Stress for asking for called of everyday objects repetition
; Understanding vague
Page 28 Household items deaelpabas
1-5 Review Job descriptions Store conversation Page 32 Casual conversations
6 | thought you spoke Distinguishing between Lecture Identifying different
English! varieties of English Hotel conversation accents
Following an academic Te i
Page 34 | Types of English TY Bur syige tats
7 You'll buy anything | Understanding ad Advertisements Elision: dont need Recoaniei land Casual conversation
ecognizing approval an Lecture
Page 38 Advertisements disapproval
8 Our sales target is Identifying large numbers News reports Intrusion: beyable
$1.1 million Understanding business Sales presentations Page 42 Business data Office conversation
9 | have a driving Understanding sequence of | Telephone conversations Identifying and
lesson tonight events Voice messages understanding fillers
T Identifying information on Casual conversations
TH Driving the telephone Instructional talk
10 She wants a seat Understanding travel plans | Telephone conversations Weak forms: overview
to Miami Identifying schedule Automated phone system
information
Page 50 Travel
6-10 Review Sales presentations
Page 54 Casual conversations Car advertisements
Trang 6Title/Topic Sources Pronunciation
11 How do | get Understanding directions Telephone conversations Linking: final consonant-
downtown? Understanding telephone Street conversations initial vowel
Page 56 Directions conversations Hotel conversation
12 fs this where I get my | Identifying purpose Conversation on campus Assimilation: have to,
student ID? Following a sequence of Bureaucratic conversations | has to, used to
Page 60 On campus events Telephone conversation
13 it’s a really cool site Understanding opinions Casual conversations intrusion: goon Identifying frequency Lecture
Page 64 The Internet
14 That's a good Understanding interviews and | Ty broadcasts Strong and weak
question nà ne #42 k Talk show forms of that
entitying aavantages an Interviews at a studio
Page 68 Talk shows disadvantages
15 Do you have a pet Understanding interviews TV interview Intrusion: the fdea,is
peeve? Identifying solutions Casual conversations
Page 72 Peeves and phobias
= Review Monologs
11-15 TV talk show Page 76 Interview
16 That sounds Identifying attitude Casual conversations Intonation for sarcasm
dangerous! Following instructions Instructional talk
Page 78 Adventure
17 It has good points Identifying arguments for Casual conversations Assimilation: whacha
and bad points and against an issue Radio talk show think?
Page 82 : Listening critically to
g Conservation alternative viewpoints
18 | was so embarrassed Following a narrative Monologs Weak forms: pronouns
ldentifying feelings and emotions
Page 86 Feelings
19 What's on TV Identifying the topic of a TV broadcasts Intonation to show
tonight? monolog Instructional talk enthusiasm
Page 90 Television Following instructions Casual conversation
20 | hear what you're Understanding a scientific Academic lectures Flision: cup of tea
saying explanation
Followi demi Page 94 The senses Fotowing an academic
16-20 Review Monologs
Casual conversations Page 98 TV show previews
Pages 6-7 To the Student / Classroom Language Page 107 Guide to Self-Study Practice Units
Page 100-104 Language Summaries Pages 108-127 Self-Study Practice Units
Trang 7
To the Student
Dear Student,
Welcome to Listen In This three-level series will give you many opportunities to develop your listening skills It will also help you improve your speaking skills There are several important features of the series that may be unfamiliar to you They include real-life tasks, real-life language, and learning strategies
Real-life tasks
The tasks you do in Listen In are all based on the kinds of listening that you do in real life, such as following
directions, listening to telephone messages, and understanding the news and weather Real-life language
The listening materials are also taken from real life You will hear many different kinds of recorded language,
including conversations, telephone messages, store announcements, news and weather broadcasts, and public announcements
Learning strategies
In addition to teaching you language, Listen In also focuses on learning strategies In completing the tasks, you
will use strategies that will improve your listening inside and outside the classroom
Each level of Listen In consists of a Starter Unit to get you thinking about the listening strategies in the book, as
well as giving you some practice using those strategies There are 20 main units and four Review units Linked to each of the main units is a page of Self-Study Practice at the back of the book Here is what each unit contains: Warm-up Task € )
This section is designed to introduce you to the topic for the unit and present some of the important vocabulary
and expressions that you will hear and eventually use in the unit
Listening Tasks &)
You will then hear a number of different listening passages, all of which relate to the target language of that unit
One of the listening tasks in each unit focuses on pronunciation; another type of task allows you to decide on your own response The Listen for it boxes highlight useful words and expressions commonly used in everyday speech The teacher will ask you to listen to most passages more than once This will give you the chance to
understand more of what you hear, use a variety of listening strategies, and check your answers to the listening tasks
Your Turn! ®
The last page gives you the opportunity to practice the target !anguage you have been listening to Try this is a communicative task that you complete in pairs or in groups The sample language in the box will help you to complete this task in Focus gives you cultural information that you can discuss as a class
Self-Study Practice 2
After class, you can get extra listening practice by turning to the back of the book (pages 107-127) and completing the Self-Study Practice Units
The main thing to remember when you ate using these materials is to relax and enjoy yourself as you learn In some units, you will hear conversations in which you will not understand every word This does not matter Not even native English speakers understand or listen for every single word This series will help you develop
strategies for understanding the most important information
Thad a great time creating Listen In I hope that you enjoy using these materials as much as I enjoyed writing them
Trang 8Classroom Language
a ee eee
“ — Could you repeat Ả that, please?
Could you play it
again, please?
Could you turn up
the volume, please? Ỏ
( _ How đo you Say in English?
What does Ba
mean?
I’m not sure
Sorry, I don’t
understand
~ What did you get for
\ 1 question number one?
Trang 9Using listening strategies
Ce Oal S ® Identifying Iistening strategies
Different kinds of listening tasks involve different kinds of listening strategies Sometimes we need to listen for gist, or for the main idea In some cases we need to infer information that is not said directly
BÀI
độ FA Listen and number the situations (1-8) in the order you hear them
Has Brad done this procedure before? The woman is being given directions
a Yes b No to
a someone’s office b someone’s house
The two speakers Does the man like classical music?
Trang 10The speakers are talking about How does the speaker feel about the
a someone they know well company’s performance?
b someone they don’t know well a He’s happy b He’s unhappy
The woman is applying for a position as a What subject is this class?
a designer b finance officer a Mathematics b History
B Listen again Circle the correct answer under each photo
Another strategy is listening for purpose, i.e., trying to understand the speaker's intention When we listen, we may not hear or understand every word, so guessing and predicting are also useful strategies to use
/~\ Listen What is the speaker doing? Circle the purpose of each statement
Purpose Your response
apologizing / introducing
offering / requesting
inviting / giving directions
complimenting / criticizing introducing / accepting oa pen a suggesting / inviting
Listen again Predict what the next speaker will say Write your response Then listen
to hear how the other person responded a
⁄Z
Trang 11~
When people speak quickly, the pronunciation of individual words, and groups of words, can change from their pronunciation in slower speech Being able to recognize what is being said in fast speech is an important skill
/~\ Listen Write the sentences you hear
oa Fon = ¬ =“ :
B Listen again and check your answers
Vy Sometimes we need to listen for the most important pieces of information The next two tasks involve
listening for key details, first in a lecture, and then in a conversation
@ Listen to the lecture Number the listening strategies in the order the lecturer
mentions them
asking for repetition
asking for clarification
listening for key words
B Listen again Give examples of each strategy
A Listen to Kim and Tina talking about their listening class What problems does Tina have?
— r
bB Listen again What strategy does Kim suggest for each problem?
—
Trang 12Talking about types of listening @©O©OO©OCOC©OO © Listening in mỹ language
* As soon as | woke up | turned on the radio and listened to the news
e Then | was listening for key details—| wanted to
find out the sports results
e Later on, my brother was telling me a long story,
and | was trying to understand the sequence of
events
e Later in the day, | was chatting with friends It
was pretty noisy, so | had to keep asking them to repeat what they were saying
e This morning | was just listening for the general
ideas of a lecture, | wasn’t really listening for
details
Try this
Work with a partner How many types of listening (in your first language) have you listened to since you woke up this morning? Make a list What skills or strategies did you use for each one? Make a similar list for English Discuss with your partner
Most learners would agree that listening in English can be difficult at times What is it that makes some listening tasks more difficult than others? Research has shown that there are four factors that contribute to the difficulty of a listening task: speaker factors—including the number of speakers, how quickly they speak, and their type of accent; listener factors—whether the listener is simply
overhearing another conversation or is able to join in, and how much the learner knows about the topic and how interested they are in it; support—for example, are there diagrams, pictures, or other visual clues to help; and the content of the listening—how difficult is the grammar and vocabulary,
and what background knowledge of the topic does the learner need Also, listening is easier when information is presented in the same order as it occurred in real life /s listening in English difficult for | you? What factors do you think can make listening difficult?
I really find listening to technical language difficult There
are too many words | don’t know I’m OK when it’s just one person, but
listening to a group is tough for me
Listening to English would be a lot easier if everyone spoke a
bit more slowly
Trang 13He’s the generous type €eoals
oO
A How would you describe the people below? Write a word to complete each sentence
e Understanding personal qualities
-
Lucy is Patis Kyle is
Who do you think is saying each of these things? Write the name of the person next to each quote 7
“When he wants something, he really goes out and gets it “T don’t want to share! It’s mine!”
“Excuse me, ma’am Why don’t you sit down here?” “He's having lunch with Jennifer Again!”
“Can't we go any faster?”
“Mark couldn't use his, so he gave them to me.”
C Brainstorm! Work with a partner What are some other words that can be used to describe personality? Make a list
Trang 142
@ A Listen and number the pictures (1-6) in Task 1 in the order you hear them
B Listen again and read the statements Circle T for True, F for False, or U for Unknown
Jim Stockdale is a successful businessman T F
Kyle’s sister always shares her candy with him
The young woman is getting off the bus at the next stop
The woman in the car is going to a meeting that starts in 20 minutes
¬ ¬ ¬ ¬ ¬ 1” TT TT TT TT cCcœcccec 1 2 3
4 Pat’s friend doesn’t believe that Scott and Jennifer are having lunch together 5
6 Mark is taking a friend to the basketball game
What qualities do the speakers like and dislike?
Listen and fill in the chart A quirk is an odd or unusual habit
or personality characteristic
Speaker es people D are Dislikes neonle ee
|
B Listen again and check your answers
iil
Trang 15+
Cindy is answering a magazine survey with her Hit the roof is an idiom
boyfriend Listen and check () the correct column meaning to become very angry
B Listen again In what situations has Cindy been ?
aggressive when rhe driver kind jealous
selfish impatient
@ Fy Listen Which word is stressed? Check (’) the sentence you hear
1 Why can't you be a little more patient with me? 4 | am not jealous of her Why can’t you be a little more patient with me? | am not jealous of her Why can't you be a little more patient with me? | am not jealous of her
2 I said Cheryl is not the aggressive type 5 You're being a bit too kind
| said Cheryl is not the aggressive type You're being a bit too kind
| said Cheryl is not the aggressive type You're being a bit too kind 3 You don’t think | was being selfish, do you? 6 Try to be more generous to him
You don't think | was being selfish, do you? Try to be more generous to him
OOO OOO OOO OOO OOO OOO
You don’t think I was being selfish, do you? Try to be more generous to him
B Listen again and practice
Listen and circle the answers that are right for you
1 Yes, | am Oh, sort of, | guess No, I’m not
2 No, | wouldn't Not really Yes, | would
3 Oh, extremely Yes, | am No, not very
4 Yes, very! No, not very No, not at all
5 Yes, extremely Sort of, | guess No, not very
6 No, | hate it | don’t really mind Actually, | do
Trang 16Asking and answering questions EFS S5 ỶẺN‹ about personality traits
e What kinds of people do you like most?
| really like people who are adventurous and outgoing | prefer people who are thoughtful and caring * What qualities don’t you like in a person?
| can’t stand people who don’t listen
It drives me crazy when people get impatient ® What's your best friend like?
He’s a really generous guy | once saw him give $20 to a homeless person on the street e How do you feel about aggressive people?
| really hate people who can’t control their temper
Try this
What qualities do you like most in a person? What qualities do you dislike? Make a list of at least three for each and share them with a partner Explain why you like or dislike each quality Answer your partner’s questions
SS ẽ:ẽ
For centuries, attempts have been made to assign people to simple, easy-to-define categories The
most common of these are the signs of the zodiac, both Western and Asian, but another common _ |
one is blood types According to this theory each of the four blood types has its own personality characteristics Type A people are calm, polite, shy, and sensitive Type B are practical, serious, and
individualistic Type AB are unique, trustworthy, and responsible, while Type O people are outgoing,
energetic, and social Renowned psychologist Carl Jung also classified people into one of four categories: “Rationals” such as Albert Einstein, “Idealists” such as Mahatma Gandhi, “Artisans” such
as Leonardo da Vinci, and “Guardians” such as England’s Queen Elizabeth | What's your opinion of theories that seek to classify people into a limited number of “types”? If you had to choose a category for yourself based on Jung’s categories, which would it be? Why?
Tf I had to choose,
I'd say I’m an Idealist I believe in making the world a better place to
live
I don’t think you can pigeonhole everyone
quite so easily People are much too complex for_4
that an My blood type is O
I'd never date a person
with type A 4