Category Life in society

LECTURE, PART TWO: Getting a Story into Print


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

1 whether or not the story is accurate

2 The public would have been misinformed.

3 Bill Jones could decide to sue the paper for misrepresenting his character.

4 That’s called libel, and it’s something judges take very seriously.

5 Every controversial fact should be supported by two different sources.

6 There must be no uncorroborated facts.

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

a given incorrect d the crime of telling untrue stories about a person

information e bring a legal case against

b unchecked f people or documents from which you get information

c correct, true

Now listen to Part Two of the lecture and take notes on your own paper. Pay attention to the signal words to help you follow the lecture.


Complete your organized notes for the lecture by adding information about Part Two to the column or outline format you chose for Part One. Then compare your notes with a partner.

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Listen to Part Two of the lecture and take notes on your own paper.

Revise and reorganize your notes if necessary.

Exchange your notes with a partner. Use the checklist below to evaluate your partner’s notes. Check (✓) the skills that your partner used.

Note-taking Skills

і_ ! Identifying main ideas and supporting details

HU Recording numerical information HU Using symbols and abbreviations HU Using telegraphic language

HU Organizing notes clearly in columns, a map, or an outline HU Using the lecturers handouts HU Identifying anything that was not clear HU Writing questions and comments



S Work with your partner and review each other’s note-taking skills.

Discuss your questions and comments with your partner. Clarify anything you still do not understand by asking other classmates.



1 Look at the first part of a summary of the lecture. Use your notes to finish writing the summary.

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2 і Compare your summary with a partner. Remember that your summaries will not be exactly the same.

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1 Read the following statements before you listen to the interview with Arpad and Evelina.

_ 1 Evelina is concerned about the crime news that she sees on TV.

2 Arpad is not bothered by loud groups of teenagers on the street.

3 Evelina is not worried about the availability of guns.

4 Arpad says that someone was recently shot in a local restaurant.

_ _ 5 Evelina says that parents need to have more contact with their children.

6 Aipad blames the high levels of crime on the availability of guns.

7 Arpad thinks that teachers have the main responsibility for teaching values to children.



Listen to the interview and take notes. Use your noles to answer the questions above.

Write T (true) or F (false) in the blanks.


Aipad supports gun control by the government.

3 Compare your answers with a partner.

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INTERVIEW WITH GAIL AND TOM: Being the victim of a crime

Gail often works late at night. Once she was robbed by some young men, and she explains what happened. Tom talks about being the victim of burglars and pickpockets.

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

Once I was mugged by some young kids: attacked and robbed You’re mining your lives: destroying

Kids like that don’t need prosecuting: being charged with a crime and taken to court

Kids are so vulnerable: easily influenced

It’s almost a macho type of thing: strong and manly

The apartment was ransacked: broken into, searched, and left in a messy condition I lost irreplaceable personal items: something you can never get again It’s like a feeling of violation: invasion

I called the police so that I could have a record of what was stolen for tax purposes: in order to be able to deduct the amount of the stolen property from your taxes

I’ve had things taken by pickpockets: thieves who steal things out of pockets or bags, especially in crowds

It had symbolic value: emotional, sentimental,

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Cultural Change


In this section you are going to discuss the changes in our world that are occurring because of the rapid introduction of new technology. You will also hear a mini-history of the computer and practice listening for dates.


1 Read the following passage.

Today’s world is changing faster than ever before. We have seen technological progress in areas we could not have imagined only ten or twenty years ago. Using computerized robots, a surgeon is now able to perform an operation on a patient in a different continent; music lovers can download their favorite music at the touch of a button and then bum their own CDs at home; digital photography allows us to take photographs and transmit them instantly to the other side of the world.

What is the impact of all this technology on the way we interact with each other? Nobody is quite sure vet. Some people have embraced and celebrated new technology, which allows them to save time and effort. Others are not sure if the supposed benefits are actually worth it. They are concerned that new technologies have too much importance in our lives. They believe that some new technologies are having a negative effect on the way people interact with each other.

Answer the following questions according to the information in the passage.

1 What are some recent innovations in the world of technology?

2 Why are some people in favor of technology?

3 Why are other people concerned about technology’s impact?


Read these questions and share your answers with a partner.

1 In what ways has new technology improved your relationships with other people?

2 What is the most difficult experience you have had with new technology’?

3 What technological innovations do you think will occur in the next fifty years?


1 Look at the mini-history of the computer below. Work with a partner. Using your own ideas and knowledge, guess in which year each of the technological innovations in items 2 through 10 was made. Write your guesses in the “Guess” column.

Mini-history of the Computer

Guess Fact

1 In 500 B. c. the abacus, a tool for counting, was in common use.

2 Blaise Pascal invented the first calculating machine. ______________

3 The first computing machine was built that used a binary – not decimal – method of operation.

4 The term “artificial intelligence” was first used.

5 The first commercial computer with a monitor and a keyboard _______ _______

was developed.

6 The mouse was invented as a time-saving device for giving commands to a computer.

7 The first personal computer was marketed.

8 The laptop computer appeared. _____ _______

9 “Deep Blue,” a supercomputer, beat the world chess champion in a six-game match.

10 The first teraflop computer was installed in a laboratory’. It_______________

could perform one trillion operations per second.


Listen to the mini-history of the computer. Fill in the dates that you hear in the "Fact” column. Then compare vour answers with your partner.


Jn this section you will hear two people discuss how technology has changed the way we interact with other people. Nina, a social worker, is unsure about the benefits of computers and the Internet. Kelly, a university student, is more positive about them.

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1 Work as a class. Choose a day when you will all buy the same edition of the same newspaper. Read the paper before you go to class.



In small groups, analyze the following sections of the newspaper. Decide how good you think each section is. Circle the word that best describes your opinion of the quality of each section.



1 international news



not very good

2 Local or national news



not very good

3 Arts / Entertainment



not very good

4 Sports



not very good

To begin to say something

I have something to say. . .

I would like to make a comment. . . I want to point something out. . .

/ agree with X. . .

I think the same as X. . .

Yes, that’s right. . .

I disagree with X. . .

I have a different idea. . .

Yes, but think about this. . .

To agree with someone

To disagree with someone

Compare your opinions and give reasons for your choices. You can use these phrases in your discussion:

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