Inside Listening and Speaking 4
Transcripts
Unit 1 Your Body Fights Back
PHYSIOLOGY
LISTENING SKILL: Analogies and Metaphors
Listen1 (Audio)
ILS_L4_U1_Listen1
M1: The world’s first space jump took place today, and it was a great success.
From 24 miles above Earth's surface, Felix Baumgartner jumped out of a small
aircraft attached to a balloon. Ten minutes later, he landed safely on the ground with
his parachute. His incredible jump, which was from an altitude three times higher
than most planes fly, was a new world record. It provided heart-stopping images
that were seen around the world.
Baumgartner’s eventful jump took a considerable amount of preparation and work.
In fact, doctors worked for seven years, studying ways to protect his body and keep
him safe. At altitudes so far above the Earth, the temperature is around minus 122
degrees Fahrenheit. Being exposed to such cold temperatures can be a problem
because the heart and liver produce most of the heat your body needs to work
properly. But as the body’s temperature decreases, the heart and liver also produce
less heat. So, these extremely low temperatures can trigger problems related to a
person’s heart rate and brain functions.
To protect Baumgartner from exposure to the cold, a team of experts convened to
design a special suit for a space jump. First, the team designed a temperaturecontrol system that was capable of creating its own heat, so Baumgartner’s body
wouldn’t have to work so hard to produce heat.
The next challenge was to deal with air pressure. At 24 miles above Earth, the suit
would lose air pressure if it had a hole or any small problem. The loss of air pressure
would be dangerous for Baumgartner. So, the suit was designed to protect him
against extremely low air pressure. To give you an analogy, Baumgartner’s suit
worked much like an airplane. It maintained an atmosphere that supports life by
controlling airflow and air pressure and providing protection from the cold.
Baumgartner’s speed was the next problem to deal with. At the beginning of the

jump, he would be falling at 536 miles per hour. In other words, he would be a
supersonic jet, moving faster than the speed of sound. Extreme shaking and
vibration from these high speeds could cause damage to his heart, lungs, and brain.
This created another considerable challenge for the team designing the suit. Unlike
conventional space suits designed mainly for sitting or moving slowly,
Baumgartner’s suit was made for standing, moving, and—especially—for falling.

© Oxford University Press. Permission granted to reproduce for classroom use.

1


Inside Listening and Speaking 4
Transcripts

In preparation for the jump, a flood of doctors arrived at the jump site to study
Baumgartner. Doctors and scientists placed equipment on Baumgartner as if he
were a machine being sent on a long mission into space. He had cameras attached to
his helmet. He had packs placed on his back. He even wore a monitor that
transmitted data about his heart rate and blood pressure to the doctors on the
ground. The doctors watched and checked everything until Baumgartner landed
safely on the ground. As Baumgartner landed, the team that had designed his suit
erupted with joy, cheering and hugging one another. His suit worked like a welloiled machine, protecting his body and helping him become the first human being to
move faster than the speed of sound with just his body.
Having stood on top of the world and survived, Baumgartner has given scientists
new information about how the body reacts under extreme conditions. NASA, for
example, is planning to redesign its suits to better protect its astronauts. And, the
information collected from the jump is also helping scientists develop ways of
ensuring the safety of potential space tourists and travelers to space.
SPEAKING SKILL: Introducing a Presentation

Listen2 (Audio)
ILS_L4_U1_Listen2
F1: Good afternoon. It is very nice to be here today. My name is Dr. Linda Carrol, and
I’m from the school health clinic. I’m going to discuss how we can prevent the flu
virus, also known as influenza.
So, why don’t we get started? Let me ask you this: How many of you have had the flu
virus? Okay, I see almost everyone raising their hands.
Now the flu virus migrates quickly from one person to the next, and it can keep you
in bed for days. So, it’s important to know how we can prevent the flu.
So, first, I’m going to discuss what the flu is. Then I’m going to show you how our
bodies fight it. Finally, I’m going to explain how we can prevent the flu.
What is the flu virus? It’s a disease that causes pain, weakness, fever, sore throat,
and other problems with the body. It is often transmitted by coughing or direct
contact. Additionally, the flu is seasonal. Where we live, it usually occurs during the
fall and winter months.
If you get the flu, your body creates memory cells called antibodies. These
antibodies remember how to fight the flu virus. However, antibodies can only
destroy a virus they already recognize. Unfortunately, every year new types of flu

© Oxford University Press. Permission granted to reproduce for classroom use.

2


Inside Listening and Speaking 4
Transcripts
viruses spread around the world. So, even though you’re immune to old types of flu,
you may not be immune to a new flu virus.
Thankfully, a healthy immune system can usually dispose of most flu viruses in a
few days. But this is not always true. Every year, around five hundred thousand

people die from the flu. On our campus last year, we saw two thousand cases of flu.
Some students even missed a whole week of class. That’s definitely a bad thing,
right?
When you’re vaccinated for the flu, the vaccination induces the creation of new
antibodies. These antibodies fight the flu virus. Because the vaccination creates new
antibodies, it helps your body fight new kinds of flu viruses, too. So your body will
be fighting viruses all the time, and you won't even know it.
Another important part of prevention is herd immunity. This is when most of the
people in an area are immune to a virus. Herd immunity stops the disease from
spreading and makes it less likely that a virus will be transmitted.
Herd immunity is one reason why vaccines are so important. Vaccines create herd
immunity, and herd immunity means that people will stay healthier and that
students can be in class!
As a researcher and health practitioner, I’ve found that millions of people around
the world have been helped and even saved by vaccinations. That’s why I encourage
all of you to get vaccinated. In fact, I recommend that you encourage your family
members to get a flu shot, too. It certainly can’t hurt. Also, new government
legislation has really improved our health care infrastructure in recent years. We
have our university health clinic, for example. There are also quite a few local health
clinics that provide flu vaccinations. And money is no excuse anymore; these
vaccinations are often offered for free, especially for students. Now there are no
laws enforcing mandatory vaccinations, which is why I strongly urge all of you to get
your flu vaccinations so that you’re healthy and able to attend all of your classes this
semester.
Thank you very much for giving me the opportunity to speak with you today. Does
anybody have any questions?
End of Unit Task (Video)
ILS_L4_U1_End
Reporter: Rowan O'Brien is three years old. He should be at school, but he's feeling
unwell.


© Oxford University Press. Permission granted to reproduce for classroom use.

3


Inside Listening and Speaking 4
Transcripts
He's got the flu.
Inside him, his body is about to engage in all-out war with one of the most infectious
viruses on the planet.
Flu viruses start by attacking the tissue at the back of your throat. But, strangely
enough, it's not only the virus that will make you feel ill—it's also your own immune
system.
Your body's first response to infection is fever. The flu virus thrives at your normal
body temperature of 37 degrees Celsius. So you raise your temperature by a few
degrees. It's just enough to slow the infection down.
Meanwhile, an army of phagocytes floods the infection site. They have come to feast
on their enemies. But, instead of destroying the viruses, the fighters are themselves
infected and forced to self-destruct.
As their bodies pile up, they form the basis of your snot. Rowan's symptoms are
getting worse. It's a sign the battle inside him is heating up. His body has launched a
second wave of attack. The "killer Ts," they hone in on the cells that have been
infected by the virus. They administer the "kiss of death," destroying the viruses
inside. But this approach has its costs. The killer Ts are causing heavy collateral
damage.
Rowan is feeling the effects. He's got a really sore throat.
Despite everything, the virus remains undefeated. Now your immune system tries a
completely different approach. Instead of trying to destroy the virus head-on, it
releases a cloud of Y-shaped antibodies. They are specifically produced to destroy

this strain of virus. They coat the viruses, making them stick together. Now they are
easily swept up.
Rowan starts to feel better. With his energy restored, he can go back to doing what
three-year-old boys do best.

Unit 2 Wait for It!
PSYCHOLOGY
LISTENING SKILL: Outlining Lecture Notes
Watch (Video)
ILS_L4_U2_Watch

© Oxford University Press. Permission granted to reproduce for classroom use.

4


Inside Listening and Speaking 4
Transcripts
Dr. Morari Subedi: Okay, I hope all of you had a nice weekend. Your assignment
was to read 40 pages in your textbooks before today’s lecture. I’m going to review
two studies on incentives and decision-making that are mentioned in the reading.
The first study that we’re going to look at is the famous Stanford University
Marshmallow Experiment. Psychologist Walter Mischel conducted this study in the
1970s, and it really gave us a lot of insight into how people react to incentives when
they’re making decisions.
So in this experiment, Dr. Mischel studied a group of children who were all aged four
to six. He offered them the following deal. They were each offered their choice of a
treat. This was either a marshmallow, a pretzel, or a cookie. They could eat one
piece of the treat they chose now or wait for 15 minutes and, consequently, get three
pieces. So the children had a strong incentive to wait.

And here’s what happened. During the experiment, a few children ate the treat
immediately. But some of the children turned their backs or covered their eyes with
their hands, trying to inhibit their desire to eat the treat. Some children even kicked
the table where the treat was. After about three minutes, the patience of about half
of the children completely eroded, and they ate the one treat. For the other children,
the incentive—the three treats—was sufficient enough to keep them waiting for the
full 15 minutes.
Now this study showed us two things.
First, many of the kids who waited for the three treats were older. This is partly
because the frontal lobe of the brain is less developed in younger children. That’s
the part of the brain that makes short-term decisions and considers the
consequences of different choices. As a result, it was harder for the younger children
to consider the long-term consequences of their actions. However, as we get older,
the frontal lobe inhibits our desire for immediate enjoyment and helps us make
long-term decisions.
The second thing the study showed is really interesting. Age is not the only factor.
Years after the original tests, Dr. Mischel found that there were distinct differences
between the individuals who had waited and those who hadn’t waited when they
were children. For example, the individuals who had waited had higher test scores

© Oxford University Press. Permission granted to reproduce for classroom use.

5


Inside Listening and Speaking 4
Transcripts
in school and were, in general, more successful in life as adults. The individuals who
had eaten the one treat right away reported having behavioral problems in school
later and weren’t as successful.

So later, Dr. Mischel did a brain scan on the research subjects, who were now adults.
He found distinct differences in brain activity between the two groups. Among many
of those who as children had waited for the three treats, the frontal lobe of the adult
brain was more active. But among those who had not waited, the frontal lobe was
less active in the adult. So, it appears that the ability to consider possible
consequences also depends, in part, on the individual person.
Similar studies have been implemented all over the world with similar results. In
2003, the BBC and Open University got together in order to implement their own
Marshmallow Experiment. Let’s take a look.
Woman: Let's see. Oh, look at the sweets!
Child 1: Oh, yea!
Narrator: Not only do immature frontal lobes mean children can't control their
behavior, they also make resisting temptation difficult.
To put this to the test, we secretly filmed 20 primary school children as they faced
the ultimate childhood challenge. We told them that if they don't eat their favorite
sweet for five minutes, they'll be given three more sweets later.
Man: You can choose. You can either eat your sweet now or . . . daddy has to go out
for a few minutes. If you wait until I come back, then you can have three sweets.
Does that make sense?
Child 2: Three sweets.
Man: Then you can have three. So, you can choose, all right?
Child 2: I'm not going to eat it now because I want three.
Man: Do you think so? Okay, I'll see you in a minute.
Narrator: Little Jacqueline thinks she's on her own, but what she and the other
children don't know is that our hidden cameras are still watching.

© Oxford University Press. Permission granted to reproduce for classroom use.

6



Inside Listening and Speaking 4
Transcripts
The temptation is almost unbearable.
Our experiment confirmed the results of previous tests.
Even though the kids knew they would get more sweets later, two-thirds of the
children couldn't resist the single sweet in front of them now.
It's all because their brain isn't mature enough to control their impulses. It'll be
another few years before their frontal lobes develop further and all of them can do
what Jacqueline has done: resisted temptation.
SPEAKING SKILL: Stating, Rephrasing, and Illustrating
Listen (Audio)
ILS_L4_U2_Listen
F1: Welcome back to The Morning Show. Today we have a special guest in the
studio: motivational speaker and author Kris Ryan. We’re going to be talking about
self-improvement and how you can accomplish the goals that you set for yourself.
Kris, why is self-improvement difficult for so many people?
M1: Well, self-improvement sounds great to most of us. However, self-improvement
often means undertaking some new task or project in order to achieve a goal. In
other words, the goal is accompanied by physical or mental work, and sometimes
both. So, for instance, you want to get in better shape, but that might require daily
exercise or changing how or what you eat. Whether it is financial, emotional, or
physical self-improvement, it can be difficult to do the hard work required to
accomplish your goals. And that’s one of the prime reasons why people often fail to
reach their goals.
F1: Right. So, what can we do then?
M1: Well, you can begin by establishing a new paradigm for accomplishing your
goals. The model that I recommend is Dr. B. J. Fogg’s Tiny Habits program. The Tiny
Habits paradigm makes self-improvement possible in four simple steps.
F1: Okay, I see that in your book you’ve summarized the tiny steps. What is step

one?
M1: Okay. Well, tiny step number one is to make small changes. Another way to say
this is: Don’t set huge, long-term goals. Instead, try for small successes. For example,
rather than deciding to lose 18 pounds in a month, which would be a considerable

© Oxford University Press. Permission granted to reproduce for classroom use.

7


Inside Listening and Speaking 4
Transcripts
undertaking, commit to eating less food tonight for dinner and doing some exercise
tomorrow morning before work.
Tiny step number two is to make new tasks, plans, or behaviors easier to do. What I
mean by that is plan properly so you have no justification for not doing what you
wanted to do. Let’s say that you want to go running every morning, but you don’t
feel very motivated at 7 a.m. Make it easier by setting out your running shoes, socks,
and clothes before you go to bed at night. Have a water bottle and MP3 player ready
to go, too.
F1: That’s funny. I can’t tell you how many times I didn’t go jogging in the morning
because I couldn’t find my running pants. Okay, so make small changes and make
the smaller tasks easier to accomplish. What about the other two steps then?
M1: The third tiny step is to focus on creating new, positive behaviors. To put it
differently, don’t place all of your emphasis on the old, unwanted habits. So, to give
you a specific example, instead of letting yourself get stressed about how you watch
too much TV, change the circumstances that normally lead you to watch TV by
planning a productive, fun activity for yourself.
F1: That’s something that I might have to do for my kids.
M1: Yeah. I know what you mean.

F1: What’s our final step?
M1: The last one is the easiest for some people and the hardest for others. Step
number four is to congratulate yourself on each small achievement. Tell yourself,
“Good for me,” or “I did a good job today.” Praise often accompanies positive change.
Noticing your small successes and giving yourself credit will help you to continue
moving forward with your goals.
And, so, those are the steps that can help you accomplish your goals. Even though
the steps are not exactly discrete from one another, it’s still important that you
follow all of them as you work toward reaching a goal.
F1: Okay, Kris. Thank you so much for sharing the Tiny Habits ideas with us. And
please come back and see us again.
M1: You bet.
F1: Coming up next, we’ll be discussing how to choose a new laptop that matches
your needs and budget.

© Oxford University Press. Permission granted to reproduce for classroom use.

8


Inside Listening and Speaking 4
Transcripts

Unit 3 Film Know-How
FILM STUDIES
LISTENING SKILL: Recording Definitions
Listen1 (Audio)
ILS_L4_U3_Listen1
Liam: Hello. I’m Liam Rivers, and you’re listening to my podcast, Behind the Scenes!
Today I’ve come to a film studio to learn about some of the different jobs on the set

of a film. I’m here with director Stephanie Aguila. Hi, Stephanie.
Stephanie: Hello.
Liam: Thanks for meeting with me today. What are you working on at the moment?
Stephanie: Well, we’re shooting an adventure story about a man who advocates for
the protection of historical sites. He’s studying one newly discovered historical site
when he comes across something quite mysterious … and that’s where the fun really
starts.
Liam: Sounds exciting. Now we all know the director of any film is very important.
For those at home, can you tell us what the director actually does?
Stephanie: That’s a good question. A film director might be defined as someone
who interprets a story and then makes that story into a film by directing the
cameras, the actors, and the special effects. The director is responsible for the total
vision of the film.
Liam: What about the budget, schedules, hiring of actors? Is that you, too?
Stephanie: That’s more of the producer’s job, but I do work with all of that. So, a lot
of the time, the jobs we both do run parallel to one another. In the end, though, my
opinion on things like the budget is subordinate to the demands of the producer.
Liam: Got it! Thanks for explaining. Now, let’s take a look at the technical side of
making a film.
Wow, I’ve never seen so much high-tech equipment before. Excuse me, what are you
working on?

© Oxford University Press. Permission granted to reproduce for classroom use.

9


Inside Listening and Speaking 4
Transcripts
Effects Artist: I’m creating some of the sounds for the film. Right now, I’m placing

some animal noises over the video that the director just shot.
Liam: Fascinating. And, what is your job title?
Effects Artist: I’m a visual-effects artist.
Liam: What does that job involve?
Effects Artist: Well, visual-effects artist refers to a person who creates the digital
effects for a movie, like the colors, snow, rain, wind, smoke, water, even the
explosions. I create all of those things when I’m working on a film.
Liam: So, how much freedom do you have in the design process?
Effects Artist: Some. As a visual-effects artist, you have a lot of freedom to be
creative, but, at the same time, you can’t let your own bias or opinions affect the
filmmaking process. Normally, the director gives you an explicit description of what
she wants, and you really have to follow that description.
Liam: So you’re free to create, but, in the end, your work is subordinate to the needs
of the director?
Effects Artist: Yep, in the end, it’s the director’s decision.
Liam: Thank you. Next, we're going back to the set.
Liam: Now we’re back on the set. . . .
Excuse me, I just saw you leap off that building over there. Can I infer that you’re a
stunt person?
Stunt Person: Yes, I think that would be a correct inference.
Liam: Tell us about the work a stunt person does on the set.
Stunt Person: Sure. The stunt person can be characterized as the one who does the
dangerous work on the set of a film. We take the place of the actors when action
scenes are dangerous or require doing something that is physically demanding.
Liam: Now, do you ever worry about getting hurt? You know, when you’re jumping
off of buildings or filming an action sequence?

© Oxford University Press. Permission granted to reproduce for classroom use.

10



Inside Listening and Speaking 4
Transcripts
Stunt Person: Absolutely. But there’s this sort of implicit understanding between
you and the film crew that everyone is going to work hard to make sure the stunts
are safe. But I’ve had broken bones and sprained ankles over the years. You know, if
I hurt an arm or a leg the first time we’re shooting a scene, there could still be seven
or eight more takes. You see it just one time, but I have to live it seven or eight times.
It’s not always easy. Well, please excuse me, I have to get back to this scene.
Liam: Of course. Thanks for your time.
Hello. What is your role in this film?
Extra: I’m an extra. I’ll be sitting in a restaurant. I think my face will be shown for
maybe … about three seconds.
Liam: When you say "extra," what does that mean?
Extra: Actually, the proper term is background actor. It basically signifies anyone
involved in the film that doesn’t have a singing, dancing, or speaking role. It’s harder
than you might think. You’ve got to be here all day long, often just standing around.
And you have to be careful not to break any of the set rules, either, which means
you’re doing a lot of standing and waiting, and being quiet. I usually make about 40
dollars for the whole day.
Liam: Well, good luck to you. And thank you for talking with us.
Extra: Sure, no problem.
Liam: Okay, well, that’s all for tonight. Next time, we’ll talk about progress on the
film. This is Liam Rivers for the Behind the Scenes! podcast. Good night, everyone.
SPEAKING SKILL: Facilitating a Group Discussion
Listen2 (Audio)
ILS_L4_U3_Listen2
Vincent: Hey, guys, what’s going on?
Maya: Nothing much.

Vincent: So, we get to make our own documentary. Pretty exciting.
Liz: I think it’s a tough assignment, albeit a short one. The final film only has to be
ten minutes long.

© Oxford University Press. Permission granted to reproduce for classroom use.

11


Inside Listening and Speaking 4
Transcripts
Maya: Yeah, that’ll make it simpler. And I like that we’re free to choose any topic we
want. Should we brainstorm some ideas?
Liz: Yeah, let’s get started. I was thinking we could do a documentary on the urban
gardens plan that the city recently started. I’ve been reading about it, and the city
government has actually provided a very liberal amount of funds for the gardens.
Also, new garden projects are already being developed downtown. They look pretty
cool.
Maya: What do you mean exactly? How would we be able to do a documentary on
the urban garden projects?
Liz: Well, we could show how local residents are participating in the government’s
plan. Interview them and ask what they think about it. We could shoot some video of
the projects I mentioned downtown to show people exactly what’s happening.
Vincent: That would be interesting. You know, the plan is controversial because the
city government has had to levy some pretty high taxes to pay for it. So, we could get
different viewpoints on the issue. Maybe we could explore some of the ideological
differences between residents in the city based on their opinions of the urban
gardens plan. What are your thoughts, Maya?
Maya: It’s a great plan. But perhaps we could discuss another possible topic and
come back to it after we’ve considered some other ideas.

Vincent: Okay, why don’t we move on.
Maya: All right. One of the ideas I had was to go to the university and do a
documentary about the international students there. I was once an international
student myself. I know international students have different perspectives and ideas.
Vincent: That might be good. . . . Liz, what’s your feeling on it?
Liz: That sounds good. But could you be more specific about what we would do for
the actual documentary, Maya?
Maya: Well, first we’d have to get permission from the university to film on campus,
of course. I wouldn’t want to violate any of the school’s privacy rules or anything
like that. Then we’d try to find about three international students to interview and
get their perspectives on studying here. You know, what do they think about the
culture here, what do they like about it and what do they find that’s different, and
what’s been interesting and challenging for them. I think a film like that could have

© Oxford University Press. Permission granted to reproduce for classroom use.

12


Inside Listening and Speaking 4
Transcripts
really profound implications for how we view the international student experience
here.
Liz: Hmm. That could be a really fascinating topic. I think people would like to know
how international students view their experiences in a new place. Is there anything
else we should cover before finishing?
Vincent: We have two solid ideas. Why don’t we give them some more thought and
make a final decision at our next meeting?
Maya: Sounds good. Let’s set a time and day to meet later this week.


Unit 4 Sound Response
MUSIC
LISTENING SKILL: Cause-and-Effect Relationships
Listen (Audio)
ILS_L4_U4_Listen
Malcolm: Welcome. I’m Malcolm Brown and this is Key Notes. Today, I’m joined by
musician and sound specialist Sergio Sandoval. He is director of the Sound Healing
Center located here in New York. Could you tell us about what you do at the Sound
Healing Center?
Sergio: Sure. We do a lot at the Sound Healing Center, but, in short, we use music to
help people. So, for instance, we help people to develop social and professional skills
with music. We also help people adjust to stress from work. There are even music
therapy classes for children who are having trouble at school. Since we serve so
many different purposes, we have a really wide range of programs that are oriented
toward improving people’s lives with music.
Malcolm: Great. But how do you actually use music to help people?
Sergio: You know that energy you feel when you hear an upbeat, happy sound? We
use music to locate and utilize that energy. Recent medical research done by the
federal government has shown that this process improves blood circulation, heart
rate, and other bodily functions. Our ability to successfully perform tasks at work or
to be effective in social situations can be at least partly attributed to a wellfunctioning body. It’s amazing what power sound can hold.
Malcolm: Besides listening to music, what else do you do at the center?

© Oxford University Press. Permission granted to reproduce for classroom use.

13


Inside Listening and Speaking 4
Transcripts

Sergio: Well, in some of our classes, we use group singing, songwriting, and
traditional instruments to meet people’s needs.
Malcolm: Sounds like fun. Now, I want to switch topics for a minute. We’ve been
talking about the positive aspects of sound, but what about some of the negative
aspects of sound? What about noise pollution? Does that pose a threat to our health?
Sergio: Well, New York is a big city. Like in any big city, there is always movement of
people and machines, causing noise day and night. Consequently, this frequent noise
can sometimes affect a person’s health.
Malcolm: How so?
Sergio: I’ll explain. Decibels measure how loud something is. For example, humans
speak at about 65 decibels. But, let’s say you live adjacent to a busy city street. The
normal level of noise on a city street is around 85 decibels, which is the highest
sound a person can hear without having a negative effect on his or her health. But if
you’re adjacent to an airport, the sound from planes coming and going is much
louder than 85 decibels, which can result in stress and other health problems.
So for people in these circumstances, we use soft, soothing music to relieve their
stress. It’s funny because we actually use sound to treat problems related to sound.
Malcolm: Right. And how about at home? I have three kids, and it’s always pretty
noisy. Are my kids posing a threat to my health?
Sergio: Probably not. But in many homes you have music, television, videos games,
and all of those machines around the house. As a result, families produce a lot of
noise. I think it’s good for people to unplug every evening. And by unplug, I mean do
something away from electronic equipment. You should try to eliminate the stress
that is often caused by noise from machines. Turn off the TVs and the games, and
enjoy the quiet. In a sense, silence is a valuable commodity in today’s world. You
have to make sure that each day you give yourself some of it.
Malcolm: That does sound nice. For our listeners interested in taking a class with
you, what do they need to know?
Sergio: Orientation for new classes starts on the first Monday of each month. You
don’t have to make an appointment. Just come right in. We’re located downtown,

adjacent to City Hall. The first week is free, so if you don’t feel that you’re benefitting
from the class, you don’t pay anything. We also currently have a financial grant from
the federal government, so the cost of our courses is quite low.

© Oxford University Press. Permission granted to reproduce for classroom use.

14


Inside Listening and Speaking 4
Transcripts
Malcolm: That sounds excellent. Okay, everyone, be sure to check out the Sound
Healing Center!
That’s all of our time for today. Please tune in again next week when we discuss the
latest music software used in recording studios.
SPEAKING SKILL: Citing Sources
Watch (Video)
ILS_L4_U4_Watch
F1: Hi, everyone. My name is Samantha Yang, and my research project is about
perfect pitch. Perfect pitch is the ability to identify a specific musical note without
the help of a reference tone. In other words, if someone plays just one note on the
piano in the next room, a person with perfect pitch can instantly recognize the note
being played. I’m going to explain some reasons why certain people have perfect
pitch.
Perfect pitch is actually a rare phenomenon. Some people believe it’s a natural skill
that people are born with. Others think it’s a skill that can be learned via practice
and hard work. However, the Psychological Bulletin recently did an empirical study
to answer that question. The Psychological Bulletin found that adults cannot learn
perfect pitch. But it’s a little different for children.
In some cases, perfect pitch is related to the age at which music training begins. In

an article published in the American Journal of Human Genetics, Baharloo studied
600 music students in the U.S. and Europe. His study revealed that 40 percent of
those students with perfect pitch began studying music before the age of four, but a
small number, only three percent, began when they were nine or older. Another
point cited in the same study was that sex doesn’t make a difference; the same
percentages of perfect pitch were reported for both males and females.
Interestingly, many of the people with perfect pitch have family members who also
have perfect pitch.
Now let’s look at a 2006 study by Diana Deutsch, which appeared in the Journal of
the Acoustical Society of America. Her study compared Chinese and American
students. The statistics cited in her study showed that 75 percent of the Chinesespeaking students who pursued music studies before age four had perfect pitch, but
only 14 percent of the American students did.
And among those who didn’t study music until they were nine years old, 42 percent
of the Chinese speakers had perfect pitch, and none of the Americans did! Zero!
According to Deutsch, perfect pitch is more common among speakers of tonal

© Oxford University Press. Permission granted to reproduce for classroom use.

15


Inside Listening and Speaking 4
Transcripts
languages such as Mandarin and Vietnamese. This is true for people who are not
musically inclined, too.
According to the Journal of the Acoustic Society of America, perfect pitch is related to
the language that you learned as a baby. In tonal languages, such as Mandarin and
Vietnamese, people express meaning via pitch, or how high or low a sound is. So, for
example, the word ma means "mother," ma is "hemp," while ma is "horse," and ma is
"blame." Deutch’s 2006 experiments demonstrated through the use of empirical

evidence that tonal-language speakers do not vary their pitch. However, in spoken
English, pitch changes. My parents are actually originally from China and I can speak
Mandarin, but, unfortunately, I don’t have perfect pitch.
According to Eric Lenneberg’s “critical period” theory, our brain makes pathways
based on the language sounds that we hear when we’re very young. So it’s extremely
difficult to learn different sounds later in life. That’s why if you learn another
language after the age of 11 or 12, it’s difficult to have a perfect accent. Musical pitch
and language pitch are related, which is why speakers of tonal languages are much
more likely to develop perfect pitch.
Besides age and native language, it seems that genes are also a factor. Geneticists at
the University of California in San Francisco are pursuing research on this issue
right now, and so far, they’ve found that some people are more likely to simply be
born with perfect pitch than others.
Okay, that’s what I found in my research. Here are my citations in case you’re
interested in details of these studies, and you can find more information on my blog
listed at the bottom of the page. Does anyone have any questions?
End of Unit Task (Audio)
ILS_L4_U4_End
Announcer: In 1977, NASA launched two Voyager spaceships. In a 2013 update on
the Voyagers, the Journal of Space Science reported that there was a golden record of
Earth sounds on board the spacecraft. The record included greetings in 59 different
languages. Other Earth sounds on the Voyagers’ golden record, according to NASA
spokesperson Patience Nambwalu, included drums from Senegal, a Navajo Indian
chant, and bagpipes from Azerbaijan. In addition, there were sounds of volcanoes,
wind, rain, thunder, speech, traffic, sawing wood, herding sheep, footsteps, a
heartbeat, and laughter.
The two spacecraft were designed to travel past the planets Jupiter and Saturn and
take close-up photographs of them, and then continue into distant space beyond our
solar system. Ms. Nambwalu claims that the golden records were designed to


© Oxford University Press. Permission granted to reproduce for classroom use.

16


Inside Listening and Speaking 4
Transcripts
survive for a billion years, because scientists hoped that someday an alien
civilization might find them.
It’s been almost 40 years since the two Voyager spacecraft were launched. Jethro
Silver of Space Center Daily reports that as of June 2013, the Voyagers had already
passed Jupiter, Saturn, and Neptune, and they were about 19 billion kilometers
away from Earth. That’s billion with a b. They’re now at the edge of the solar system,
and they’re still sending back data. In fact, sometime between July and September of
2013, they probably left the main solar system! There’s a computer that shows the
spaceship’s distance from Earth, which you can check for updates on the Web site
“voyager dot jay pee ell dot nasa dot gov.”

Unit 5 Changing Your Brain
NEUROSCIENCE
LISTENING SKILL: Listening for Signal Phrases
Listen (Audio)
ILS_L4_U5_Listen
Susan: Hello, everyone, and welcome to Health Watch. I’m your host, Susan Yamada.
Today we have a very special guest, neuroscientist Dr. Jason Jobin. He’s going to talk
about how we can control and even change the world’s most complex structure: the
human brain.
So, Dr. Jobin, how do our brains change?
Dr. Jobin: Well, it works like this. When you have a new experience or engage in
different modes of thinking, your brain creates new channels, or paths. So, to

illustrate this, when you learn something new while reading a book, your brain
changes.
Susan: So, our brains are always changing then.
Dr. Jobin: That’s right. However, when you repeat an activity or a thought, the
brain’s connections become stronger over time. Scientists have traced everyday
habits and activities to the creation of very strong channels in the brain for not only
good habits, but also unhealthy ones.
Susan: Then what about older people that may have had the same habits for years?
Can their brains still change after they’ve repeated habits and ways of thinking for
many years?

© Oxford University Press. Permission granted to reproduce for classroom use.

17


Inside Listening and Speaking 4
Transcripts
Dr. Jobin: You know, in the past, the predominant view among neuroscientists was
that once a person became an adult, the brain stopped developing, whereas today
neuroscientists know the brain can change at any age. With that said, it’s crucial to
understand that it’s harder to change if a person has had the same habits for a long
time, because the neural channels in the brain are going to be stronger and harder
to change.
Susan: So, what can we do about those old, unhealthy habits that are so hard to
change? How can we do a better job of controlling the brain if we want to?
Dr. Jobin: Well, to begin with, you have to consider how you think. When you have a
negative thought, you have to identify it and turn it into a positive one. Then you can
start building new, positive channels and paths in your brain. It’s important to
remember that it will take time, but positive thinking does work.

Additionally, stress is an important factor. Stress damages the brain, so you should
try to decrease stress whenever you can. For instance, by exercising at the gym,
meeting friends, or even laughing during a movie, we can decrease stress and
improve how the brain functions.
As a final point, you need to get enough sleep. New research shows that new brain
cells and pathways are often created when a person sleeps. Because of this, sleep is
important for developing positive habits and ending bad ones, too.
Susan: So, positive thinking, less stress, and the right amount of sleep can help us
change bad habits and develop new, healthy habits. What about repairing actual
damage to the brain? Can the brain repair itself?
Dr. Jobin: I’m glad you mentioned this, because we’re learning a lot of really
exciting stuff. Studies have shown that a damaged brain can repair itself, to some
degree. One way is to activate neurons in the brain – neurons, that’s what we call
nerve cells. Neurons constitute about ten percent of the brain, and they help repair
damaged areas. Neuroscientists think that someday we may be able to cure diseases
that frequently affect people in old age, such as Parkinson’s and Alzheimer’s, by
repairing parts of the brain damaged by those diseases. We may be able to help a lot
of people.
Susan: That’s incredible. Well, we're actually out of time. Thank you so much for
being here today and sharing your work with us.
Dr. Jobin: My pleasure. Thanks for having me.

© Oxford University Press. Permission granted to reproduce for classroom use.

18


Inside Listening and Speaking 4
Transcripts
Susan: Okay. Up next, we have a panel of health experts here to discuss the benefits

of super foods.
SPEAKING SKILL: Expressing and Responding to an Opinion
Watch (Video)
ILS_L4_U5_Watch
Sam: Hey, Lin. Hi, Blake. Have you been waiting long?
Lin: No, we just got here. How’re you doing, Sam?
Sam: Not bad. Have you started looking at the essay questions yet?
Blake: Yeah. There are just two, but they’re pretty complex. The first question is
“How would you define intelligence?” It seems like Dr. Joshi is trying to invoke some
of the different definitions of intelligence that we studied in class.
Lin: Well, as far as I’m concerned, intelligence is the ability to learn and solve
problems quickly.
Sam: Hmm. Yeah, I understand what you mean, but I think intelligence has to be
much more than that. If we say that it’s just the ability to learn fast, then I think
we’re distorting what intelligence is. From my point of view, there are several
different types of intelligence, like artistic, musical, or emotional intelligences.
Lin: I’m not entirely sure I agree with that. Art seems more like a talent to me,
something in a different category than intelligence. Nonetheless, I see what you
mean. Intelligence does include more than just the ability to learn. What do you
think, Blake?
Blake: I’m still trying to determine what I think about it. There do seem to be some
underlying factors that we need to consider. For example, musicians or artists seem
to have a radically different kind of intelligence than, say, mathematicians or
scientists.
Sam: I think you’re exactly right, which is why I think that to answer the question,
we need to discriminate between those different abilities that make someone
intelligent. I made some notes: There’s problem-solving, communication,
knowledge, creativity, and also memory.
Blake: Good point. The next question is related to the first one: “What is the best
way to measure intelligence?” I haven’t really made up my mind on this one. What

do you guys think?

© Oxford University Press. Permission granted to reproduce for classroom use.

19


Inside Listening and Speaking 4
Transcripts

Lin: To be honest, I think IQ tests are the best way to go. They've been used for a
long time. IQ tests are fairly good at predicting income, academic performance, and
success. Supposedly, the standard IQ test is also fair and objective.
Sam: You know, I view it somewhat differently. Again, I think the underlying
problem with the IQ test is that it leaves out some functions of the brain. Like
emotional intelligence. Research has shown that people with high emotional
intelligence are more likely to be happier and successful in life, so shouldn’t that be
tested, too?
Blake: Well put, Sam. I think that I’m in agreement with you for the most part. We
probably need several ways to test a person’s intelligence.
Sam: Right. It sounds like you’re invoking the theory of multiple intelligences, and I
agree. Remember when we studied Multiple Intelligences tests, which look at eight
different kinds of intelligence? As far as I’m concerned, that’s the best way to
measure intelligence.
Lin: Okay, I think we’re getting somewhere, but would you mind if we suspended
this discussion for a bit? I need a snack!
Blake: Me, too. Good idea!

Unit 6 Micro Approach, Macro Improvement
ECONOMICS

LISTENING SKILL: Inferences
Watch (Video)
ILS_L4_U6_Watch
Interviewer: Welcome to today’s How Money Works podcast. I'm joined by two
guests to talk about microcredit. We have Sean Murphy, who works for a
microfinance bank, and economist Dr. Patience Owusu, who recently published a
study on the aggregate value of microcredit loans in Tanzania.
Mr. Murphy, let’s start with you. Could you please tell us what microcredit is?
Murphy: Sure. Microcredit is providing small loans to people who normally would
not be able to get a loan from the bank. So if you have a poor credit history, or
maybe you don’t have much income, or no income at all … a microcredit bank will do

© Oxford University Press. Permission granted to reproduce for classroom use.

20


Inside Listening and Speaking 4
Transcripts
its best to loan you money. It’s a way of not only helping individuals, but also
integrating many more people into the economy.
Interviewer: Now why can’t traditional banks offer these loans?
Murphy: That’s a good question. In most countries, the banking sector is regulated,
and there are often legal constraints on how a bank can operate. They want to make
safe loans to people who the banks think will be able to pay the loans back. If you
have little or no income, a bank might consider you as being too risky, and they
might not give you a loan. Or they might give you a loan with a very high interest
rate.
Now that’s where microcredit banks come in. They don’t have the same constraints
as traditional banks. They don’t care who you are. They’ll make small loans to

almost anyone no matter how much money he or she has.
Interviewer: Thanks, Mr. Murphy. Professor Owusu, can you give us an idea of what
impact microcredit has had in Africa?
PO: Well you know, that’s quite an issue. Economists are still debating some of the
aggregate effects of microcredit, but it’s clear to me that microcredit banks are
becoming an integral part of local economies in many African countries. Also, their
sphere of influence is growing, especially in rural areas away from the cities. In
many small towns, a microcredit loan of one or two hundred dollars can help
someone start a new cell phone business or a small convenience store. Microcredit
is hope.
Interviewer: That’s great. Just to give us a little background, how did all of this
originally get started?
SM: Actually, the idea has been around for a very long time. But I think the success
of the Grameen Bank in Bangladesh is what really got things going. You may know
that Grameen Bank was founded by Muhammad Yunus, a Bangladeshi economist
and Nobel Prize winner. He started the microcredit bank in a small town, using his
own money to make low-interest loans to people. Today, Grameen Bank has nearly
eight million borrowers, and it lends more than one hundred million dollars each
month to people in need.
PO: I think with Grameen, it’s important to note that in aggregate terms, it loans
around a billion dollars each year and most of that money goes to small
communities. Much of the money that is repaid from those loans also stays within
the domain of the local community, because repaid money is loaned back to local
people.

© Oxford University Press. Permission granted to reproduce for classroom use.

21



Inside Listening and Speaking 4
Transcripts

In Africa, the microfinance sector is doing well because of this. When a person takes
out a loan, there is an incentive to pay it back in order to get another, larger loan in
the future … to continue growing a business.
Now let’s say a woman borrows maybe 50 or 100 dollars to purchase supplies for
her shop. And she pays it back over a few months. Then she can take out another
loan to finance a computer or something else that will help her business grow. To
me, you know, that’s what I call strategy.
Interviewer: We’ve talked a little bit with Mohammad Yunus and the Grameen
Bank. I would like to turn our attention to a report that features an interview with
Yunus.
Narrator: On a March evening in Chicago, a group of self-employed women met
Mohammad Yunus, a man who changed their lives with a profound idea that turned
banking logic on its head.
Mohammad Yunus: Yes, please.
What banks are saying, the poor are not creditworthy. That's a big problem, and we
are trying to demonstrate that this is not true.
Narrator: His idea was born two decades ago, half a world away in Bangladesh.
Yunus, an American-trained economist, believed his people could escape crushing
poverty if they could borrow even small amounts of money for their own
businesses. The problem: Banks only loaned money to people who already had lots
of it.
MY: So, we reversed the principle. We said, the less you have, higher priority you get
in getting a loan. If you have nothing, you get the highest priority.
Narrator: Yunus began making very small loans, or microloans, to poor women
because he felt they were the group the mainstream banks considered the least
creditworthy. Today, the Ramen Bank of Bangladesh has over two million
borrowers and an incredible 98-percent repayment rate. And it doesn't stop there.

Narrator in studio: The concept has taken hold, not only in one of the world's
poorest nations, but also in the poorest neighborhoods of one of the world's
wealthiest nations.
Narrator: Francine Brown peddles her own line of hats. She's one of five hundred
Chicago-area women benefiting from Yunus's vision through the Women's Self-

© Oxford University Press. Permission granted to reproduce for classroom use.

22


Inside Listening and Speaking 4
Transcripts
Employment Project. Wee-SEP lends support and seed money to women who can't
otherwise get credit.
Narrator to FB: Have you ever gone to a bank for a loan?
Francine Brown: I filled out an application, and that's as far as I got because I didn't
qualify.
Narrator: Last year, Brown cleared just $8,000 selling her designs, but she rejects
welfare, choosing hustle, hard work, and $10,000 in loans as her ticket out of
Chicago's South Side.
Narrator to FB: For your first loan, what did you use as collateral?
FB: My bicycle.
Background, customer: I like this, yeah. It's beautiful. OK. Just, can we do one of
each?
Narrator to FB: If you had not received the microloan, would you be in business?
FB: No, I would not. Would not be in business at all.
Interviewer: What a story! Well, this has been very interesting. I thank you both.
PO: My pleasure.
SM: Thank you.

SPEAKING SKILL: Checking for Understanding
Listen (Audio)
ILS_L4_U6_Listen
Jack Davis: Welcome to State of the World, where we explore the stories around the
world that are changing people’s lives. Today, we’ll be exploring the framework
behind person-to-person online microlending. Microlender and Web developer
Nancy Callahan is here to explain more about it.
Nancy Callahan: Hi Jack. It’s great to be here.
Jack: Tell us how you became a microlender, Nancy. What got you interested?

© Oxford University Press. Permission granted to reproduce for classroom use.

23


Inside Listening and Speaking 4
Transcripts
Nancy: Well, a few years ago, I was reading an article about contemporary
microfinance programs that described all the great work being done. Then I did
some research online, and I was able to get involved pretty quickly.
Jack: So, what exactly is microlending all about?
Nancy: It’s kind of like this. Let’s say you run a small import-export company and
you need a loan to buy some important new equipment for that business. But you
don’t have the money or the credit to work your way up the traditional banking
hierarchy to get a loan. With microlending, notwithstanding a poor credit history or
not having enough money, you can find individual people online to loan you the
money through a microlending Web site.
Jack: I just want to make sure that I’ve got this straight. What you’re saying is that
someone who needs money for a business can simply go online to a microlending
site. Is that all it takes?

Nancy: It’s a little more than that. Unlike the hierarchy that you see in a bank with
clerks, loan officers, and managers, microlending uses field partners. Each field
partner is part of the local community. Field partners help people take pictures and
set up profiles online. They also have a good sense of whether or not the person is
trustworthy and if their business prospects are reasonable. That’s how individual
lenders decide whether or not someone is a good prospect to loan money to. And,
likewise, that’s how a person who needs money can find prospective lenders online.
Jack: So, if I understand it correctly, someone can get help from a field partner to set
up a profile that tells lenders about them and their business in order to attract
lenders. What do the lenders get in return?
Nancy: Right. Well, that depends. Some sites offer zero-interest loans. Other sites
pay lenders as much as five percent. There are many different types of loans and
many different types of borrowers and lenders.
Jack: Now, you mentioned that some lenders make five percent on a loan, right?
That’s a pretty good return on your money. What do you generally earn on a loan?
Nancy: Well, I participate in a zero-interest loan site, so I don’t earn any money, but
I’ve always gotten my money back from the loans that I made. Actually, the
percentage of people who repay their loans is high, even higher than with
traditional banks. You know, lately I’ve read about government officials working in
finance ministries around the world, praising the microlending system. And another
great thing about microlending is that you can go online and get status updates from

© Oxford University Press. Permission granted to reproduce for classroom use.

24


Inside Listening and Speaking 4
Transcripts
the people you loan money to. You can see how they’re doing, and if their business is

growing.
Jack: So, in essence, what you’re telling us is that the lender becomes a part of the
process. Is that a fair characterization?
Nancy: In a way, yes, you are part of the process. Some microlenders even provide
advice and business support to the people that they lend to. That’s something we’ve
seen a lot of success with.
Jack: Wow, very inspiring. To all of you out there, be sure to check out a
microlending site to see how you can get involved, too. Okay. Next up, we’ll be
talking about small business miracles here on State of the World.

Unit 7 Nature or Nurture
SOCIOLOGY
LISTENING SKILL: Telegraphic Language
Listen (Audio)
ILS_L4_U7_Listen
Professor: Good morning. Looks like everyone is on time today. Great, why don’t we
get started then? Today I'm going to continue our discussion of the sociology of
language, which we talked about last time as the study of a language’s effects on
society.
One of the important questions in this field is whether or not language is inherent in
all human beings when we’re born, or if it’s something that we learn. How many of
you think language is learned? Okay most of you do . . . Now, it might be easy to
presume that language is learned when we think about parents teaching their
children, but isn’t it also conceivable that language is a natural, intrinsic part of
being human? For example, many experts have found functions and parts of the
brain that relate to language. So, at this point, we don’t really have an agreed-upon
or coherent theory that tells us exactly how language is acquired. This topic is
actually still being debated, and I unfortunately don’t have an answer for you. You’re
going to have to develop one on your own, which we'll be addressing in one of your
assignments later this month.

For now, I want to talk about another question, which is … do different languages
affect a person’s thinking in different ways? Or do all languages have the same
intrinsic properties for thought and feeling?

© Oxford University Press. Permission granted to reproduce for classroom use.

25