《新交际英语 听力教程1》教师用书Unit 4

Teachersbook

Overview

ContentsListeningfocusesSpeakingfocuses

Session1

Topic1:Whatdopeople•Identifyingprocedures•Explainingprocedures

thinkofyou•Identifyingkeywords•Describingappearance

•Guessingwordmeaningfrom

variousclues

Topic2:Myfavorite•Identifyingkeywords•Elaboratingapoint

professor•Guessingwordmeaningfrom•Usingfiguresofspeech

variousclues

•Identifyingexamples

•Understandingfiguresof

speech

Topic3:Typesofparents•Identifyingkeywords

•Guessingwordmeaningfrom

variousclues

・Identifyingexamples

Session2

Topic1:Whatyour•Identifyingkeywords•Talkingaboutpersonality

sleepingposition•Varyingsentence

saysaboutyoupatterns

Topic2:Thepowerof•Identifyingkeywords•Elaboratingapoint

quiet•Understandingexamples

•Understandingcomparisons

•Guessingwordmeaningfrom

variousclues

Topic3:TheBig5•Identifyingkeywords

PersonalityTrait•Understandingexplanations

•Guessingwordmeaningfrom

variousclues

Session1

Topic1:Whatdopeoplethinkofyou?

Task1

Notes:

1.Elicitdifferentsentencepatternsformakingcomparisons.Broadly,thesentencepatternscan

becategorizedintotwogroups:thoseusingthecomparativecaseofadjectivesandadverbs

(e.g.largerthan,shorterthan)andthoseusingcontrastiveconnectives(while,whereas,etc.).

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2.Possiblecomparisons

AspectLeftRight

Hairshort,thin,partedintheleftshoulder-length,thick,partedinthe

middle

Shapeofthefaceroundoval

Chinthinthick

Jawnarrowwide

Foreheadprotrcdingflat

Cheekboneshighlow

Eyesdimbright

Nosenarrow,smallwide,large

Mouthsmalllarge

Overalllookclosedoff,sadfriendly,happy

Task2

Notes:

Thefirstquestionfocusesonidentifyingtheprocedures.

Key:

1.Peopledescribetheirownappearance->anartistdrawsasketchofthemaccordingtothe

description〉astrangerdescribestheappearanceofthesameperson>theartistdraws

anothersketchofthesameperson->thetwosketchesarecompared.

2.Youaremorebeautifulthanyouthink.

Task3

Notes:

1.Theword“forehead"ispronouncedas/'fo:hed/ratherthanthemorefamiliar/'f)rid/.This

maybeacaseofunfamiliarpronunciationthatmaycausesomedecodingproblem.

2.Explaintherelationshipbetweenthechinandthejaw.Thechinistheprotrudingpartofthe

lowerjaw.

Key:

PartsofthefaceDescription

chinprotrudesalittlebit,especiallywhensmiling

jawbig

facefatandrounded,withfreckles

foreheadbig

chinniceandthin

eyesnice,litupwhenspeaking

nosecute

eyes(color)niceandblue

overalllookclosedoff,fatter,andsaddervs.open,friendly,andhappy

Task4

Notes:

Thefocusoftrainingofthistaskisguessingmeaningfromthecontext.Besuretodiscussthe

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contextinwhichthewordsappear.Forexample,theword“forensic“isfollowedby“workedfor

theSanJosePolicedepartment*,whichisrelatedtolaw.

Key:

1.D2.F3.C4.A5.E6.H7.B8.G

Task5

Notes:

1.Thefocusofthetaskisvocabulary.Makesurestudentsmakeuseoftheexpressions

addressedinTask3.

2.Thetaskcanbevariedinanyway,providedthattheexpressionlearnedfromearliertasksare

practiced.Forexample,theteachermaycollectalltheslipsandputtheminabox,andthen

havesomeonetodrawoutasliprandomlyandreadoutthedescriptionontheslip.

Transcript

GilZamora,FBItrainedforensicartist

Zamora:I'maforensicartist,workedfortheSanJosePolicedepartmentfrom1985to2011.

Florence:1showeduptoaplace1hadneverbeenandtherewasaguywithadraftingboard.

Melinda:Wecouldn'tseethem;theycouldn'tseeus.

Zamora:Tellmeaboutyourhair.

Florence:1didn'tknowwhathewasdoing,butthen1couldtellafterseveralquestionsthat

hewasdrawingme.

Zamora:Tellmeaboutyourchin.

Olivia:Itkindofprotrudesalittlebit,especiallywhen1smile.

Zamora:Yourjaw?

Florence:Mymomtoldme1hadabigjaw.

Zamora:Whatwouldbeyourmostprominentfeature?

Shelly:Kindahaveafat,roundedface.TheolderI'vegottenthemorefrecklesI'vegotten.

Kela:Izdsay1haveaprettybigforehead.

Zamora:Once1getasketch,1say“thankyouverymuch“andthentheyleave.1don'tsee

them.

Florence:All1hadbeentoldbeforethesketchwastohave,getfriendlywiththisother

woman,Chloe.

Zamora:TodayI'mgonnaaskyousomequestionsaboutapersonyoumetearlierandI'm

gonnaaskyousomegeneralquestionsabouttheirface.

Woman1:Shewasthin,soyoucouldseehercheekbones.Andherchin,itwasanice,thin

chin.

Man:Shehadniceeyes.Theylitupwhenshespoke.

Woman2:Cutenose.

Man2:Shehadblueeyes,veryniceblueeyes.

Zamora:Sohereweare.

Florence:OK.

Zamora:Thisisthesketchthatyouhelpedmecreate,andthafsasketchthatsomebody

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describedofyou.

Florence:Yeah,that's...

Kela:Shelooksclosedoffandfatter,saddertoo.Thesecondonelooksmoreopen,

friendly,andhappy.

Florence:Ishouldbemoregratefulofmynaturalbeauty.Itimpactsthechoicesandthe

friendsthatwemake,thejobsweapplyfor,howwetreatourchildren.Itimpacts

everything.Itcouldn'tbemorecriticaltoyourhappiness.

Zamora:Doyouthinkyou'remorebeautifulthanyousay?

Florence:Yeah...Yeah....

Kela:Wespendaloto：timeaswomenanalyzingandtryingtofixthethingsthataren't

quiterightandweshouldspendmoretimeapprecia:ingthethingsthatwedolike.

Topic2:Myfavoriteprofessor

Taskl

Notes:

1.Theobjectiveofthetaskistoraisestudents*interest.Vocabularyisnotthefocusofthetask.

2.Askthestudentstogiveexamples.

Task2

Notes:

Thefocusisonidentifyingkeywords.

Key:

1.C,E,J2.G,I,K3.A,F,H4.B,D

Task3

Notes:

1.AsacontinuationfromTopic1,discusstherelationbetweenawordandthedetailsthat

supportitsmeaning.Emphasizetheimportanceofcontextinunderstandingtheexact

meaningofwords.

2.Nodetailshavebeengiveninsupportof“committed".

Key:

1.E,I2.E,I4.A,C5.D,F6.F7.B8.G,H9.G,H10.J11.J

Task4

Notes:

Discussthedifferencebetweenasimileandametaphor.Asimiledirectlycomparestwothings

throughtheexplicituseofconrectingwords("like"or"as").Whileasimilecomparestwothings,

ametaphordirectlyequatesthem,anddoesnotuse"like"or"as"asdoesasimile.

Key：

Sentences(figuresofspeech)Meaning

1.Allthestudentsarelikedeadintheirseats.Studentsaresosleepyintheearlymorning

(Simile)thattheysitmotionlessintheirseats.

2.We'rezombies.(Metaphor)Wedon'thavelives.

3.Everybodywakesup.(Metaphor)Everybodybecomesactive.

4.Shezslikeacupofcoffee.(Simile)Shekeepspeoplealert.

Task5

Notes:

Whencheckingthestudents*workinthewholeclass,givesufficientcomplimentstospecific

examplesandvividdescriptions.

Task6

Notes:

Chef:notethat"ch"ispronouncedas/J/.Similarexamples:Champagne,Chicago.

Key:

Checktheunderlinedpartsofthetranscript.

Task7

Notes:

Thefocusoftraininginthisunitiswordknowledge.Helpthestudentsdiscover1)howthe

contexthelpsonemakesenseo*thewords,and2)howwordscanberemembered.

Key:

1.G2.A3.F4.C5.D6.L

7.E8,J9.I10.K11.B12.H

Transcript

Abigail:MyfavoriteprofessorisDr.Baker.Tvehadherfor,Ibelieve,threeclassesnow.Thefirst

classItookherwithwasaclassonearlyEnglishtexts.SowestudiedEdward[Edmund]

Spenser'sTheFaerieQueene,westudiedBeowulf.AndjtsteveryclassI'vehadherwith,

she/ssopassionateaboutwhatshe'steaching.Ihavehadherfortwo8a.m.classes.

Andeveryday,Imean,sheshowsupat8inthemorning.Allthestudentsarelikedead

intheirseats,we'rezombies,andthenshewalksin,andit'sjustlikethere'sinstant

energyintheroom,youknow.Everybodywakesup.She'slikegoingfromsidetosideof

theclassroom,like,justsoener—eticeverysingleday,andreallycommittedand

passionateaboutwhatshe'steachingus.Andit'slike,$he'slikeacupofcoffee,she's

betterthanacupofcoffee.

Adam:Hey!OneofthethingsthatmakesProfessorIzadisogreatisthathe,heisvery

interestedinmakingpeoplelearnandyoucantell.Whenhegoes...Hegivesquizzes

veryoften,pretty...ifIremembercorrectlyit'slikeeveryweekorbiweekly.Hewould

givequizzesallthetime,buthewouldmakesureto-oovertheanswer,hewouldeven

chastiseyouformakingsillymistakes.Buthewasverypersonable.Youcouldtellhe

wantedyoutolearnfromyourmistakes,andhewillgiveyouchancestolearnfrom

yourmistakes.He'safunnyguy!He'snotjustarobot,he'snotjustgoingupthere

readingofffromPowerPointslides.Imean,hetriestogivealittlebitabouthimself,for,

whatheusedtodoinindustry.Imean,heeventalksabout,likeastory,whenhewasin

graduateschool,whenhewastryingtogethisPhD,and,whereatthefinaltest,he

couldn'treallydrawastraightcircle,'causehewassonervous.Andjust,thosekindsof

thingsmakehimreallypersonable,andthat'soneofthethingsIlikeabouthim.

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Angelica:MyfavoriteprofessorwouldbeProfessorWorsham.She'ssoentertaining,andshe

reallygetstheclasstcengageinlivedebates.Andwereallygettotakethelecturesand

theactivitiesintoourdailylivesandreallyjustusethemtothebestofourabilities.

She/sbeenareallygoodleaderinmylife,andshe'sbeenreallyinspirational.She,lltell

usexamplesof,youknow,whenshe'smademistakes,andshe'll,youknow,tellushow

to,um,youknow,moveforward,andownuptoourmistakes,anddotherightthing,

and,um,youknow,bealeader.

Aric:MyfavoriteprofessorisDonaldSt.Hilaire,orDon,aseveryonecallshim.Um,yeah,

he'sprobablythemcstcompassionate,caring,um,professorI'veeverhad.Donwill

prettymuchdoanythingforhisstudents,tohelptheminanywaythathecan.He's,

youknow,he'shelpecmewithmy,uh,withmyhonorscapstoneproject.He'lltakeyou

intohisoffice,um,stayafterclass,he'llprettymuchtrytomakeanyaccommodationas

longasitcanhelpyoulearn,um,andbeengaged.Myfuturegoalistobecomethechef

andownerofmyownrestaurant,andofcoursetodothatyouneedtoknowalotof

accountingknowledgeandhospitalityfinanceknowledge,andsoDonwassomeone

whowasreallyinstrumentalinteachingmethoseskillsthatIneedtosucceed.

Topic3:Typesofparents

Task1

Notes:

1.Thistaskpreparesthestudentsforthefollowinglisteningtasksbyactivatingtheirschema

aboutcaretakers,mosttypicallyparents.

2.Somestudentsmaybeorphanedorbroughtupbycaretakersotherthantheirparentsdueto

variousreasons.Theremayalsobesomecasesofunhappychildhood.Theteachershould

givedueattentiontothestudents'responsewhenassigningthetaskanduseappropriate

languagetoavoidpotentialnegativeimpact.

Task2

Notes:

1.ThetypesofparentsaregiveninTask3.MakesurethestudentsdonotlookatTask3when

completingthistask.

2.Thedifficultyofthistaskliesinrecognizingthelabelsgiventothefivetypesofparents.

Wherestudentsarenotaoletospellouttheexactwords,theteachermayaskthemto

describethekeyfeatureofeachtypeofparentinsteadandlea\»ethelabelsuntilTask3.

Key:

1)"cool"parents,2)“OldSpice*parents,3)“sergeants",4)"wardens",5)"party"parents

Task3

Notes:

1.Theoveralltoneofthistalkisnegative,orevensarcastic.Thespeakerdoesnottalkabout

differenttypesofparentsingeneral,butfocusesonnegativetypes.

2.Thespeakergivesspecificexamples,sometimesevendirectquotes,inherdescriptionofthe

featuresofdifferenttypesofparents.Callthestudents'attentiontothewaythespeaker

usesspecificexamplestodescribefeaturesofeachtypeofparents.

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Key:

l.A,I2.B,G3.C,D,J4.E,H5.F

Task4

Key:

Checktheunderlinedpartsofthetranscript.

Task5

Notes:

Possiblecategorizations:

•Figureofspeech:sergeants,chaperones,TacoBellbroke,scaringthelivingdaylightsout

of

•Synonym:strife(stress,pain),bark(yell)

•Context:(ifyourcan't)relate(tothisvideo),(brokenthemdownintoneatlittle)

categories,"cool"(parents...actinglikekidsthemselves...notpayingattentiontotheir

kids),responsible(adult...payingattentiontotheirkids),Walmart(...ontheirshopping

trip),(shoppingcart...climbingup)displays,(dinosaurfrom)Jurassic(World),(theirsons

aregrowingup)andstuff,(Yourbabyisoversixfeettall,noone'sgonna)mess(withhim),

side(withthedadinthesevideos),tucked(inbed),(canof)pepperspray(when...jogging)

•Background:"OldSpice",TacoBellbroke

Transcript

Isitworking?Ooookay.

Hello,itsBapple,andIamawarethatparentscomeinavarietyofkinds.Ifyouhavea

parent,youarecapableofwatchingthis.Soifyoucan'trelatetothisvideo,Igotnothing.

Parentscanbeextremelyconfusing.SoIhavebrokenthemdownintoneatlittlecategories.

Don/tgetmewrong.Ilovem/parents,andI'msureparentsingeneral-Iknowparentsin

general-havetogothroughanunbelievableamountofstress,andstrife,andpain,duetotheir

childoffspring.Nevertheless,herearethecategoriesI'vecomeupwithbasedonrealparents

thatKveseeninthisworld.Soherewego!There'saposterthere.Yeah?No?Okay.

Number1,the"cool"parents.Thesearetheonesthathaven'tgrownoutofactinglikekids

themselves,liketheyhavenoideawhatactinglikearesponsibleadultmeans.Theseparentsare

mostcommonlyseeninWalmartnotpayingattentiontotheirkids.Iftheybring“Kevin“alongon

theirshoppingtrip,I'moverherehidingbehindashoppingcartwhileKevinisclimbingup

displays,andknockingthingsdownofftheaisles,andprettymuchactinglikethedinosaurfrom

JurassicWorld.Wherearetheirparents?Whereistheresponsibleadult?Ohguesswhat!They're

ontheirphone.Ohyeah,keepdoingthat.Seehowitworksoutforyou.

Number2,the“OldSpice"parents.HaveyouseenthoseOldSpicecommercials,youknow,

theoneswherethemomsarebeingallcreepyandstalkingtheirsonsbecausetheirsonsare

growingupandstuffandtheycan'tletgo?Iknowacoupleofthesemomsinreallife.Bythis

time,Kevinislikesixfeetfour.Yourbabyisoversixfeettall,noone'sgonnamesswithhim.Iside

withthedadinthesevideos,because"Woman,lethimgrowup."Kevindoesn'twantyoucoming

alongondateswithhim.Hedoesn'tneedyoutomakesurethathe'stuckedinbed.Kevindoesn't

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needyourcanofpepperspray,whenhegoesjogging.Wearegladyouloveyourchildbutyou

needtolearnto“letgo“morethanElsa.

Number3,the,/sergeants/,.Thesearethekindofparentsthatarelikethechaperonesonthe

trips,likethey'reallinvolvedinalltheseactivitieswiththegroupofkids,andthey/rebusy

barkingoutorderslikeasergeanttotheotherkidswhentheycan'tcontroltheirownKevin!They

yellathimalotbutitjustgoesnoneearandouttheotherbecausetheseareemptythreats.Like,

thesethreatsareasemptyasmywalletandIamwhatyoucall,“TacoBellbroke”.They'llbe

scaringthelivingdaylightsoutofalltheotherkids,andtheneveryonceinawhiletheygo“Kevin!

Kevin!Kevin!Kevin!Kevin!Kevin!Kevin!Kevin!Kevin."Why?!Kevindoesnotcare.

Number4,the“wardens”.Thesearetheparentsthatdon'tettheirkidsdoanything,like,

anything.AndunliketheOldSpiceparentswhoarejustlike"\can'tletmybabygo!"It'sjustlike,

theyjust,theymustkeeptheprisonersin.Thesearetheparentsofthatonefriendofyoursthat

alwaysseemstobegrounded,sometimesforlike,nolegitimatereason.

“Look,Kevin,canyougobowlingtonight?"

"Ican't,I'mgrounded//

"It'sliterallybeen14hourssinceyouwerelastgrounded.”

Or,worse,theirparentspickupthephone!

“Hello?”

"Hi,canIspeaktoKevin?”

"Whoisthis?"

“Um,thisisBapple.”

"Who'sBapple?"

'TvebeenyournextdoorneighborsinceIwassix.HowdoyounotknowwhoIam?!”

“Oh,yeahyeahyeahwell,I'msorrybut,heh,Kevin'sgrounded.Youknowhowthatis.Yes,

yes,yeah.Bye.”

Thisisthefirsttimeyou'veheardtheirvoicetakeonafriendlytoneduringthisentire

conversation!LikethesoundofKevinbeingunderlockandkeyfillsthemwithunspeakablejoy.

Number5,the“party“parents.Thesearethoseparentsthatlovetheirkidtodeathbut

literallyletthemdoanything.Kevinwantstoholdawildparty?Sure!Curfew?Haha,thafsfunny,

whatdoes“curfew"mean?Oh,Kevin'sgonnagorobabank?”Havefun,honey,we'resoproudof

you!”ThesearetheparentsthatwereresponsibleforKevinhavingallthenewestgamesystems,

aniPod,aflipphone-backinmychildhoodwhenthosewerecool.Kevinislivingthelifeandhe's

probablyaspoiledbrat.Likeyourfriendsareallsuggestingthisidea,andKevin'slike,

“Yeah,yeah,guys.Myparentswillbecoolwithit."

“Kevin,socanweuseyourparents'carSaturdaynight?"

“Yeah,yeah,sure,man,myparentsdon'tcare."

“Ohhey,Kevin!What'sgoingon?Sodideverythingworkoutlike,youknow,whenwe

bustedthathugeholeinyourkitchenwallsduringthatparty?"

“Oh,yeah,bro,myparentsaretotallychill.w

"Heyguys,it'sKevin.”

"Uhhuh."

“Youarearrested?!??

“Ah,yeah,butmymombailedmeoutandwewentoutforpizza."

How?How?!

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Session2

Topic1:Whatyoursleepingpositionsaysaboutyou

Task1

Notes:

1.WhilethetopicsinSession1arerelatedmorecloselytospecificpersons,thetopicsinthis

sessionhavetheirfocusonpersonality.

2.Theobjectiveoftheparticulartaskistoraisestudents'interest.Vocabularyisnotthefocus.

Theinstructormayremindthestudentsofthedifferencesbetweenbacksleepers,side

sleepers,andstomachsleepers,asthesehavebeendiscussedinUnit3.Thentalkabouthow

peopleplacetheirarmsandfeetformorespecificdistinctions.

Task2

Notes:

1.Whencheckingtheanswers,discussthemeaningofthelabelsandhowwelltheydescribe

thedifferentpositions.

2.Thefreefallinaparachutejumpistheperiodofverticaldescentleadinguptoand

immediatelybeforetheparachuteisopened,asisillustratedbythefollowingpicture.The

freefallerfssleepingpositioniscomparabletothisbodyposture,henceitsname.

Key:

ETheFetusCTheFreefallerD_TheLog

BTheSoldierFTheStarfishATheYearner

Task3

Notes:

Thistaskfocusesonidentifyingkeywords.

Key:

1.G,L2.C,I3.B,K4.E,J5.A,D,F6.H,M

Task4

Notes:

1.Discusshowdifferentsentencepatternsareusedtotalkaboutcharacteristics.Most

sentencesfallintotwotypesofpatterns.Thefirsttypefocusesonattributes,suchas

Thesepeopletendtowardworryandanxiety.

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•Theseareworrisomeandanxiouspeople.

•Thesepeoplearetheworrisomeandanxioustype.

Thesecondfocusesonbehaviors,suchas

•Thesepeoplearegreatlisteners.

•Thesepeople(donot)Iketolisten.

•Thesepeoplelookliketheyarereadytolisten.

2.Theteachermayalsodiscusssomesentencesindetailbyvaryingthesentencestoshowhow

thesamewordsorwordsofthesamestemcanbeusedindifferentpatterns,e.g.

•Peoplewhosleepinthefetalpositiontendtobeworrisomeandanxious(vs.towards

worryandanxiety).

•Theyliketocontrol(vs.beincontrolof)everythingaroundtheirlife.

Key:

1.(TheFetus)Peoplewhosleepinthefetalpositiontendtowardsworryandanxiety.Itsnotall

bad,though.Imean,whatwouldthisworldbelikewithouttheshysensitivetypes?

2.(TheStarfish)They'regreatlistenersandasourceofcomforttoothers.

3.(TheSoldier)Soldiersleepersdonotliketomakeabigdealoutofthings.They'rethestrong

silenttype.

4.(TheYearner)Theyearnersleeperslooklikethey/regraspingfcrsomething.Itsallapartof

theirlongperiodsofindecision.Butoncetheymakeachoice,theysticktoit.

5.(TheFreefaller)Theyliketobeincontrolofeverythingaroundtheirlife.They'reoutaoina

andconfidentpeople.Butforthem,extremesituations?That'sanono.

6.(TheLog)Logsleepersareverytrusting,alittlenaive,butareusuallysocialandeasygoing

individuals.

Tasks

Notes:

Thatyoursleepingpositionrevealsyourpersonalitycanbesaidtobepseudoscience.Therefore,

somestudentsmayfindacloserfitbetweentheirsleepingpositionandpersonalitythanothers.

Askthestudentsnottotakethistooseriously.

Transcript

Whatyoursleepingpositionsaysaboutyou

(TheFetus)Thisisthemostcommonpositionintheworld.Peoplewhosleepinthefetal

positiontendtowardsworryandanxiety.Itsnotallbad,though.Imean,whatwouldthisworld

belikewithouttheshysensitivetypes?

(TheStarfish)Thispositioncouldleadtosnoringandaroughnightssleep.Ifyouhavea

starfishsleeperasthebestfriend,you'reinluck.They'regreatlistenersandasourceofcomfort

toothers.

(TheSoldier)Sleepinglikeasoldiercanleadtoabadnightssleep.Tryusingap川owto

supportthenaturalcurveofyourback.Soldiersleepersdonotliketomakeabigdealoutof

things.They/rethestrongsilenttype.

(TheYearner)Thisisagoodpositiontoavoidsnoring.Theyearnersleeperslooklikethey*re

graspingforsomething.Itsallapartoftheirlongperiodsofindecision.Butoncetheymakea

choice,theysticktoit.

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(TheFreefaller)Thispositioncanaidindigestion,buttheirsleepisunsteady.Theyliketobe

incontrolofeverythingaroundtheirlife.They'reoutgoingandconfidentpeople.Butforthem,

extremesituations?That'sano-no.

(TheLog)Forthosewhosufferfrombackpain,thelogpositioncouldbehelpfulforyou.Log

sleepersareverytrusting,alittlenaive,butareusuallysocialandeasygoingindividuals.

Topic2:Thepowerofquiet

Taskl

Notes:

1.ExcerptedfromthebestsellerQuiet:ThePowerofIntrovertsinaWorldThatCan'tStop

TalkingbySusanCain(thespeakerintherecordingofthistopic),thesestatementswere

formulatedonthebasisofcharacteristicsofintroversiondescribedbycontemporary

psychologists.

2.Themoreoftenoneanswers"Yes,"themoreintrovertedoneprobablyis.However,Cain

notedthatevenifoneanswerseverysinglequestionasanintrovertorextrovert,one's

behaviorisn'tpredictableacrossallcircumstances.

Task2

Notes:

1.Thevideoadaptationofthistalkthatmaybefoundonlinetendstodistractthestudents/

attentionconsiderably.Ifthevideoisavailable,theteachermayhidethevideoandplayonly

theaudiotracks.Thenrewardthestudentswiththevideoafterthetasksarecompleted.

2.Theword“extrovert“issometimesspelledas“extravert,"but"ntrovertMisnotspelledas

“intravert.”

Key:

1.Theintrovertsandtheextroverts./Quietpeopleandloudpeople.

2.Thespeakercriticizesthetendencytoassociateintrovertswithdisadvantagesandextroverts

withadvantages.

3.Themosteffectiveteamsareacombinationofextrovertsandintroverts./Thetwotypesare

reallydrawntoeachotherandneedeachother.

Task3

Key:

Theintrovert:H,I

Theextrovert:A,B,C,D,F,G,J,K,L

Neitherintrovertnorintrovert:E

Task4

Notes:

1.Thistalkcomparesintrovertstoextroverts.Inmakingthecomparison,synonymsand

antonymsareusednaturally.Thesecanhelpthelistenertoidentifythemeaningofwords.

2.Thistaskischallengingtorroststudents.Theteachermay