Category Life in society

LECTURE, PART TWO: Questions and Answers

GUESSING VOCABULARY FROM CONTEXT

1 The following items contain important vocabulary from Part Two of ihe lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold.

1 the AIDS crisis

2 the way the mass media treats women

3 the way they stereotype women

4 The language question is also on the minds of international organizations.

5 The girls just stand in the background.

6 By focusing on the language we use about women, we may be able to change their expectations.

7 Does Lhis controversy exist in other languages, too?

8 It is definitely receiving more attention worldwide.

2

Work with your partner. Match the vocabulary terms with their definitions bv writing the letter of each definition below in the blank next to the sentence or phrase containing the correct term in step 1. Check your answers in a dictionary if necessary.

a channels of communication – such as television, radio, and newspapers – that reach large numbers of people b ideas that we have about the way people should behave c in a position of less importance d everywhere in the world

e Acquired Immune Deficiency Syndrome – a very’ serious disease f being considered by

g present a fixed, narrow idea of what they are like h debate, dilemma

Q NOTE TAKING: USING TELEGRAPHIC LANGUAGE

1 Read the following questions about gender and language. Think about the kind of

information you might hear in response to these questions.

1 There are many very serious gender issues facing society today. How important is the language question?

2 If we change the way we talk about people, does that mean we change the way we think about them?

3 Docs gender-specific language occur in other languages besides English? Does the same controversy exist everywhere about using gender-neutral language?

Now listen to Part Two of the lecture. Take notes on your own paper using telegraphic language. Use the questions in step 1 as a guide to help you listen for the important points.

► PLAY

Work with a partner. Looking at the telegraphic language you and your partner have used, take turns answering the questions in step 1 orally.

1 Look at the cartoon. What is it saying? How does it relate to the lecture?

AFTER THE LECTURE

APPLYING WHAT YOU HAVE LEARNED

Finding ways to apply what you have learned is a good way to deepen your understanding of new subject matter.

2

Read the following excerpt from a student’s essay. Notice how difficult it is for the student to use pronouns correctly. Rewrite the paragraph using plural nouns and pronouns where appropriate. In this way, you can avoid sexism and also avoid using he/she, his/her, or him/her. You may also need to change verbs to agree with the subject. Compare your completed paragraph with two other classmates.

According. to an article – I Just read, the, ijuality of a university doer, not just teachers,

depend on the – – teacher; but on the – stvele+it. The – teaeher has to make Sure his/her lessons are challenging. and stimulating. 6ut the student is also responsible for doing, her homeworiq brin^in^. her ideas to the classroom discussions, and contributing, her opinions on the topie. He/she must make Sure that he is not being. passive, but are making, full use of the opportunities that are being. offc-rcd to them at the university. For example, the student should be ready to join clvbs and partieipate with her/his classmates on Speeial prjects. He/she ean also leam a lot by having, a job that will bring, him into conrict with all the members of the university. These activities also contribute to a Successful college experience.

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LISTENING FOR DETAILS

Listening for details is an important skill to practice because it will help you improve your listening comprehension. To do this close listening, you have to concentrate and trv not to miss any part of what a speaker is saving.

1
Look at this representation of part of Roberts family tree and then read the questions that follow it.

1 Where did Robert’s parents and grandparents live?

a in the same house b in the same neighborhood

2 What kind of family did Robert grow up in?

a a nuclear family b an extended family

3 What was Robert’s father’s attitude toward him?

a He was very protective. b He encouraged him to live his own

life.

4 When did Robert have a problem with his family?

a when he was in his early teens b when he went to college

5 How important were the other children in the neighborhood to Robert?

a extremely important b not very important

6 Where did Robert and his cousins often play?

a on the block where they lived b in the basement of their house

7 How did Robert’s parents feel about his grandparents’ values?

a They rebelled against them. b They shared them.

8 How much does Robert feel that families today have changed?

a He thinks they have changed a lot. b He does not think they have changed

very much.

9 What does Robert believe is the most important characteristic of a family?

a the fact that people are blood relatives b the fact that people love each other

2

► PLAY

Now listen to the interview with Robert and circle the correct answer to each I question.

3 Compare your answers with a partner.

INTERVIEW WITH CARLOS: Growing up in a single-parent family

Here are some words and phrases from the interview with Carlos printed in bold and given in the context in which you will hear them. They arc followed by definitions.

That industry is seasonal: the amount of work varies from one season to the next There was a good stretch when 1 was in junior high school: a long period of time We’d just play stickball, and marbles, and yo-yos: children’s games I remember being taught to pick up after myself: clean up, put things away I remember running errands: being sent out to buy something

It’s important that you get moral instruction: teaching about what is right and wrong an anchor in your life: someone or something that keeps you focused on your goals School was very influential in my life: had an important effect

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З Clothes Who is encouraged to wear. . . Boys Girls Both Neither pink clothes? □ □ □ □ blue clothes? □ □ □ □ pants or overalls? □ □ □ □ shorts? □ □ □ □ jewelry? □ □ □ □ . INTERVIEW WITH LINDA: Bringing up a son

Here are some words and phrases from the interview with Linda printed in bold ancl[2] given in the context in which you will hear them. They are followed by definitions.

the most critical issue is: important problem They’re expected to excel in sports: do extremely well There’s a major bonding that goes on: feeling of closeness and friendship They still tease each other very harshly and relentlessly: make fun of / in a rough way / without taking a break

Roles were prescribed: already decided by society, unchangeable ^ I want him to be financially stable, but not necessarily wealthy: secure, safe / rich

Q ANSWERING MULTIPLE-CHOICE QUESTIONS

When answering multiple-choice questions, read the directions carefully before you begin. Are you being asked to choose one answer or two? Must you choose the correct answer or the incorrect answer?

1 In this interview, Linda talks about her goals for her teenage son. Before you listen, read the items and possible answer choices below. For each item, two answers are correct and one is incorrect.

1 Linda wants her son to be a proud of himself.

b good to his parents, c sensitive.

2 Boys are expected to a be tougher.

b be better at sports, c form groups easily.

3 Men use spoils as

Linda

a the basis for social relationships, b something to talk about, c a way to relate to women.

4 Many people say that boys are closed emotionally. Linda thinks that boys

a are very closed emotionally.

b share a lot of their intimate feelings with other boys, c are more open than they used to be in the past.

5 In Lindas view, boys are scared of a not being big enough.

b not being accepted, c not being intelligent enough.

6 In society in the past,

a roles were prescribed.

b there was more flexibility.

c jobs often gave lifetime employment.

7 Linda would like her son to be a rich.

b a good friend, c a caring member of society.

SHAPE * MERGEFORMAT

► PLAY

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Now listen to what Linda says and choose your answers.

Compare your answers with a partner.

ґ Л

Shingo

INTERVIEW WITH SHINGO: Growing up as a boy or girl

О LISTENING FOR SPECIFIC INFORMATION

1 Read the following statements before vou listen to the interview. Each statement refers to a way that parents can treat their children.

Parents can. . .

___ 1 care about their children.

2 give them independence and let them do what they want.

3 allow them to study in other countries.

4 want them to live nearby after they many.

___ 5 spend a lot of time with them.

6 take them shopping.

7 pay for what they want to buy.

8 teach them how to cook.

► PLAY

Now listen to the interview. Write S, D, B, or N in the blank next to each statement in step

S (sons):

D (daughter): В (both):

N (neither):

the way Shingo’s parents treated their sons

the way Shingo’s parents treated their daughter

the way both the sons and the daughter were treated

The statement doesn’t apply to either the sons or the daughter.

З і Compai’e vour answers with a partner and then discuss any differences as a class.

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