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Professional Plan B2-C1 Answer Key
New Dynamic English Module 6
UNIT 1: Life Experience
Exercise A
Richard (be) is a teacher at a college in
England. He (teach) has taught science there for the
past five years. Before that, for two years, he (be)
was a graduate student at Newton University. At
the same time, he (work) worked part-time as a
research assistant.
Richard (come) came to England eight years ago.
After finishing his studies in Hong Kong, he (give)
was given a grant to study in the UK. Another
reason he (decide) decided to study in the UK was
that he (want) wanted to be with his girlfriend who
(go) was going to London to get a job as a model.
After about two years, Richard and his girlfriend (get
married) got married Now they (have) have a
five-year-old son. Altogether, they (live) have lived
in England for eight years.
Exercise B
a) Richard used to live in Hong Kong, but now he lives in England.
b) His girlfriend came to London to get a job as a model.
c) Richard enjoys/likes living in England and he likes/enjoys teaching.
Exercise C
1. read
2. like
3. stay
4. work
Exercise D – Writing Practice
Exercise E
John (be) is a well-known writer. He (write)
has written several books. Four of his books (be)
have been best-sellers. Now John (write) is writing
a book about the life of Mikhail Gorbachev.
John (like) likes to travel. He (travel) has travelled to
many parts of the world. When he was eighteen
years old, he (go) went to the US and Canada. A
year later he (go) went to Japan and Korea. Since
then, he (go) has gone to a different country every
year.
Now that he (get) is getting older, John thinks he
should (get) get married. Unfortunately, he still
(meet, not) hasn’t met the right woman for him.
Exercise F
a) Since
b) for
c) ago; after
d) for
e) ago; after
Exercise G – Writing Practice
Exercise H
1. Jack has been arrested three times.
2. Jack was caught and put in jail.
3. John’s first book was rejected (by the publishers).
4. Richard was given a (government) grant to study in the UK.
5. That was the first time he was arrested.
Exercise I
1. still
2. still
3. yet
4. anymore
5. still
6. still
7. anymore
8. already
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UNIT 2: Matrix Vocabulary
Exercise A
1. things like
2. charge a lot
3. almost always
4. to help
5. how things
6. a lot of
7. should be
8. lose their job
9. get a job
10. ga better job
Exercise B – Writing Practice
Exercise C
1. different kinds
2. often held
3. the most famous
4. there are
5. to take
6. rent a car
7. go alone
8. can’t find
9. to learn about
10. find your way
Exercise D – Oral Practice
Exercise E
1. to travel, by airplane
2. by train
3. to travel, one place
4. during
5. commute, by train
6. transportation
7. passengers
8. convenient
9. transportation
10. another
Exercise F
1. tie
2. a suit
3. a skirt
4. size
5. socks
6. a uniform
7. be measured
8. dressing
9. fit
10. laundry
Exercise G
1. get angry
2. sorry
3. nervous
4. I’m afraid
5. smile
6. funny, laughing
7. exciting
8. alone, crying/screaming
9. don’t worry
10. screaming
Exercises H: Matrix Vocabulary Crossword
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UNIT 3 - Comparison
Exercise A
1. c
2. c
3. b
4. a
5. b
6. c
7. b
8. a
9. a
10. b
11. c
12. a
13. c
14. a
15. b
Exercise B
short/shorter/shortest
long/longer/longest
old/older/oldest
heavy/heavier/heaviest
beautiful/more beautiful/most beautiful
expensive/more expensive/most expensive
fast/faster/fastest
young/younger/youngest
new/newer/newest
small/smaller/smallest
big/bigger/biggest
light/lighter/lightest
strong/stronger/strongest
thin/thinner/thinnest
difficult/more difficult/most difficult
Exercise C
1. shorter than
2. longer; than
3. (ten minutes) earlier than
4. (thirty pounds) heavier than
5. less than; more than
Exercise D – Oral Activity
Exercise E
1. the oldest
2. the heaviest
3. the nicest sound.
4. the smallest population
5. the largest area
Exercise F
1. taller
2. tall
3. the oldest
4. more than
5. as much as
6. smaller
7. larger
8. larger
Exercise G – Oral Practice
Exercise H
1. 2,800 miles farther
2. 21 degrees warmer than
3. 10 degrees warmer than
4. closer to NY than
5. warmer than
3. ten inches taller than
4. five years younger than
5. costs $3,000 more than
6. a hundred years older than
Exercise I – Writing Activity
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REVIEW EXERCISES (answers may vary)
Exercise 1
1. He has been arrested three times.
2. Each time he had to go to jail.
3. He has been in jail three times. Each time he was there for eight months.
4. He has been in jail for two years.
Excercise 2
1. Yes, he has traveled to many parts of the world.
2. He was eighteen years old when he went abroad for the first time.
3. When he was nineteen, he went to Japan and Korea.
4. Since then, he has gone to a different country every year.
Exercise 3
1. No, he can’t find a job.
2. Nobody will hire him. He doesn’t have any job skills. 3. That is not very surprising because he hasn’t done very much.
4. He wishes he could start his life over.
Exercise 4
1. He has written several books.
2. He is writing about the life of Mikhail Gorbachev, the famous Soviet leader.
3. He kept on trying.
4. His next book was much better.
Excercise 5
1. written
2. was
3. was
4. still hasn’t
5. been
6. had
7. but
8. could
9. coming/going
10. ever
11. used
12. by
13. during
14. order
15. flown
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New Dynamic English Module 7
UNIT 1 – Life Choices
Exercise A
a) Joan
b) Sandra
c) Harry
d) Joe
Exercise B
1. if
2. even though
3. As a result,
4. While
5. unless
6. because
Exercise C
1. Had Harry spent his life feeling sorry for
himself…he wouldn’t have been a successful
translator.
2. Joan wouldn’t have been depressed…if she
hadn’t lost her job.
3. Sandra will have to work harder…if they compete
against her.
4. If a coffee shop hadn’t opened up across the
street…Joe might not have had to close his café.
5. Joan took the job at Ace Health… because she
wanted a challenge.
6. If Joe’s investments fail…he could lose
everything.
Exercise D
1. Had Joan not joined the company, it wouldn't
have doubled in size.
2. Had the other coffee shop not opened up across
the street, Joe might not have had to close his
business.
3. Had Harry not studied foreign languages, he
would not have been able to become a translator.
4. Joan's job would not have been eliminated had
another company not bought her agency.
5. Joan thinks things would not have turned out so
well had she not taken a chance.
Exercise E
1. If Joan had not/hadn't liked the idea of working
for a small company, she would not/wouldn’t
have taken the job at Ace Health.
2. If the factory had not/hadn't had high levels of
pollution, it would not/wouldn’t have had to
reduce its operations.
3. If Joe's prices had been lower, he might not have
lost so much business.
4. If Harry had not/hadn't been injured, he would
not/wouldn't have to use a wheelchair.
5. If Joan had not/hadn’t worked so hard, she might
not have become a vice-president of the
company.
Exercise F
1. study, will pass
2. won’t swim, is
3. has, will see
4. will be, come
5. earn, will fly
6. don’t come, will miss
7. won’t be, forget
8. go/goes (British/American English), will visit
Exercise G
1. had, would buy
2. were, would invite
3. would go, had
4. studied, would be
5. would call, saw
6. had, would play
7. came, wouldn’t be
8. were, wouldn’t go
Exercise H
1. had been, would have played
2. wouldn’t have broken down, had checked
3. had gone, would have had
4. would have understood, had read
5. would have been, had shined
6. had learned, would have written
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Exercise I – Language Extension
Exercise J
Exercise K – My Writing
1W 2W 3A C 4C I D E N T
5C O U L D 6B E E N G H
U u R E A
L 7R U N N E R N L
D E 8S C L 9H
F A Y E 10S A D
11B O U G H T L N P
S 12W A G P
13W H E E L 14C H A I R 15T W E N T Y
A L Y
F K 16B U S I N E S S
E
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UNIT 2 - Space and Time
Exercise A
Jeff, Nicole, blank, Kathy, Sharon, David, Jimmy
Exercise B
a) 1. Sharon 2. Jeff 3. Nicole
b) 1. Nicole 2. Sharon 3. Jeff
c) 2 She telephoned for the tow truck.
4 It started to rain.
1 Her car broke down.
3 The tow truck arrived.
d) 3 She got gas
1 She was talking on the telephone.
2 It started to rain.
4 It stopped raining.
Exercise C
1. While she was driving home, it started to rain.
Since she was low on gas, she decided to stop for gas.
After stopping for gas, she noticed that the rain had
stopped and it was beginning to snow. It was still
snowing when she finally got home. Fortunately, she
had gotten home safely, so she was finally able to
relax.
2. After landing at the airport, we took a taxi into the
city. While we were traveling along the expressway,
I suddenly felt ill. That was when I realized that I
had been infected by the virus. From what I had
read about the epidemic, this virus could spread very
quickly. If so, I had probably already infected my
friend, and the taxi driver as well. I wasn’t sure
what to do next. Perhaps it was best not to wait
until we got to the hotel to tell them.
3. During my trip I saw many interesting things and
ate lots of good food. Unfortunately, just after I got
to Athens, my passport was stolen. Since I couldn’t
leave without it, I had to change my schedule and go
to the embassy. Two days later, I had a new
passport, and I was on my way again. I had a
wonderful time!
Exercise D – My Writing
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UNIT 3 – Epidemic
Exercise A
1. For example
2. Because of
3. Therefore
4. Therefore
5. for example
6. If
Exercise B
Medical science has made great progress. If your heart wears out, you can get a new one. Modern drugs have
made it easier to treat a cold or get over the flu. Many
diseases are now under control or wiped out entirely.
Exercise C
1. such as
2. both
3. for example, that/which
4. are used to, such as
5. that/which
6. Some kinds
7. for example
8. that/which
9. a type
10. that/which
Exercise D
1. have made
2. have given
3. have, been developed
4. has increased
Exercise E
Polio (1 – virus)
E . coli (3 – bacteria)
antibiotics (5 – treatment)
tuberculosis (4 – bacterial disease)
HIV (1 – virus)
Exercise F
1. (b)
2. (c)
3. (a)
4. (d)
5. (e)
Exercise G
1. (a), (b), (c)
2. (b), (c), (d)
3. (a), (b), (c)
4. (b)
Exercise H
1. The low cost of producing silicon chips has brought electronic technology into our every life.
2. The diffusion of internet has made information transfer faster than ever before.
3. The rapid development of computer technology has made it difficult to stay updated.
4. The decreased cost of computers has offered a greater number of people the possibility of buying a computer.
Exercise I – Language Extension
Exercise J
1. can
2. can
3. couldn’t
4. can
5. couldn’t
6. can
7. could
8. could
9. could
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Exercise K
Exercise L My Writing
1H 2K 3I 4A
5M E D I C 6A L N 7D N
A D N F R T
R N 8T U B E R C U L O S I S
T E I C G B
Y B T 9P E O P L E
10E I I D
11P O L I O O I
I T N 12L I F E
D 13H I V S
E C
M 14D I S E A S E S
I 15V
16C O N T R O L A
S 17T E C H N O L O G Y
C
18P O P U L A T I O N I
19P N E U M O N I A
E
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English By The Numbers
Unit 4: Line Graphs
1. rose sharply
2. high
3. remained flat
4. 6%
5. 1976
6. 1982 to 1983
Unit 5: Bar Graphs
1. The birthrate for Asia is 3.5.
2. Europe has a birthrate just below 2.0.
3. Japan has the lowest birthrate.
4. The United States has a birthrate slightly higher than Japan’s but lower than Europe’s.
5. The U.S. has a higher birthrate than Japan.
6. Asia and Latin America have about the same birthrate.
Unit 6: Pie Graphs
1. 6
2. Commute
3. Salary
4. Environment & Co-Workers
5. Nuclear
6. Coal, Oil, Natural Gas
7. Occasional & Non-drinkers
8. (c)
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Dynamic Business English
UNIT 3: Manufacturing and Trade
Exercise A (Answers may vary)
1. The YR1 robot is being used to do the work that human workers used to do at Federal Motors.
2. The YR1 is being used on the assembly line(s) at Federal Motors.
3. The OA-X is manufactured by Advanced Technologies, Inc.
4. A Japanese company, Yamashita, developed the YR1 industrial robot.
5. Federal Motors manufactures cars.
6. Ace is using the OA-X to cut costs and improve office efficiency.
7. Computers like the OA-X have a variety of uses, including word processing and communications.
Exercise B
1. were sold
2. were made
3. was sold
4. were manufactured
5. is used Or is being used
Exercise C
1. used to
2. used
3. used for
4. is using
5. used for
6. used to
Exercise D
1. Ten percent were exported to Europe.
2. Twenty-five percent were sold in the US.
3. Fifty percent of the robots were sold in Japan.
4. Advanced Technologies sold seventy-five percent of the computers in the US.
5. The rest were exported to other markets around the world.
6. Two thousand five hundred is fifty percent of five thousand. OR Fifty percent of five thousand is two thousand five hundred.
Exercise E
1. One thousand two hundred and fifty robots were exported to the US.
2. Seven thousand five hundred OA-Xs were sold in the US.
3. Two hundred units were sold in Japan.
4. One thousand units were sold in Europe.
5. In 1998, most of the computers were sold in the US, and around two thousand five hundred were exported to other countries.
6. Five hundred robots were sold in Europe.
Exercise F (Answers may vary)
1. What percent(age) of OA-X sales are in the US and Europe?
2. How many OA-Xs are being used in the US?
3. What percent(age) of the ten thousand YR1s made in 1988 were sold in the US?
4. How many YR1 robots were bought by Federal Motors in 1987?
5. What percent(age) of the five thousand robots made by Yamashita were sold in Japan?
6. How many OA-X computers did Advanced Technologies manufacture in 1988?
Exercise G
1. high precision
2. a good reputation
3. on assembly lines
4. highly trained
5. the latest technology
6. depends on
7. increased competition
8. provide
9. are sold
10. to restrict
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Unit 4: Product Comparisons
Exercise A (Answers may vary)
1. It gets thirty-four miles per gallon on the highway.
2. The Aria goes about 60,000 miles before it needs
repairs.
3. It seats five passengers.
4. It costs $28,000.
5. It ranks number one in safety.
6. Its parts and service costs are higher than
average.
Exercise B
1. car
2. is
3. car
4. is the Aria
5. higher
Exercise C (Answers may vary)
1. How much does this car cost?
2. How much fuel does the SX use?
3. How many miles is the Aria built to go before it
needs repairs?
4. How much repair work does the Epic need?
5. How many miles per gallon does the Aria get in
the city?
Exercise D (Answers may vary)
1. The SX is cheaper (less expensive) than the Epic. Or: The Epic is more expensive than the SX.
2. The Aria gets worse mileage than the Epic. Or:
The Epic gets better mileage than the Aria.
3. The Epic costs less than the Aria. Or: The Epic
doesn’t cost as much as the Aria.
4. The Epic gets more miles to the gallon than the SX. Or: The SX does get as many miles to the gallon as the Epic.
5. The Aria isn’t as dependable as the Epic. Or: The
Epic is more dependable than the Aria.
6. The Epic is less safe than the Aria. Or: The Epic
isn’t as safe as the Aria.
Exercise E (Answers may vary)
1. The Aria costs $10,000 more than the Epic.
2. The Aria goes 20,000 fewer miles than the Epic
before needing major repairs.
3. On the highway, the SX gets four more miles per
gallon than the Aria.
4. The Aria costs twice as much as the SX.
5. The SX’s warranty covers 14,000 fewer miles than
the Epic’s.
6. The SX costs nearly twenty-five percent less than
the Epic.
Exercise F (Answers may vary)
1. the Epic has the least passenger room of the
three cars.
2. of these three cars, the Aria costs the most. Or the Aria is the most expensive of these three cars.
3. the Epic gets the most miles per gallon on the highway. Or: the Aria gets the fewest miles per gallon on the highway. Or the Epic is the most fuel efficient.
4. of the three cars, the Epic goes the farthest
before it needs repairs.
Exercise G
1. most
2. bigger
3. more
4. best
5. more
6. fewer
Exercise H
1. Though
2. and
3. but
4. Though
5. However
6. As a result
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Unit 5: Decision Making
Exercise A
1. may
2. will
3. will
4. hopes
5. could
Exercise B
1. does
2. is
3. will miss
4. refuses
5. decides
Exercise C
1. d
2. a
3. e
4. b
5. c
6. g
7. h
8. f
Exercise D (Answers may vary)
1. Q: Why does Ed hope he’ll have the opportunity to go overseas? A: He thinks it will help his career. 2. Q: Why would it be easier for Ed than for Bob to make the move to Australia? A: Ed is younger than Bob, and he’s single. 3. Q: Why might Bob go to Australia for a year? A: He might go to open up a branch office in Sydney. 4. Q: Why would Bob have to sell his house? A: He would have to sell his house in order to take his family to Australia with him. 5. Q: Why does Bob hope Sonia will change the housing policy? A: He would like to help his company.
Exercise E
1. to go
2. to help
3. working
4. send
5. to go
6. moving
7. to stay
8. to send
Exercise F (Answers may vary)
1. Who will go to Australia if Ms. Scott changes the housing policy? Or: What will happen if Ms. Scott changes the housing policy?
2. Who could refuse to change the housing policy?
Or: What could Sonia do?
3. Who won’t provide housing for Bob? Or: What
won’t Federal Motors do?
4. Who would like to go to Europe or Japan? Or:
What would Ed like to do?
5. What will Bob have to do if he takes his family with him to Australia? Or: What will happen if Bob takes his family with him to Australia? Or: What will Bob have to do to take his family to Australia with him?
Exercise G (Answers may vary, but should resemble...)
1. Will Bob miss his wife and children if he has to
leave them behind?
2. Will Sonia change her mind about sending Bob to
Australia?
3. Would Sonia like Bob to go to Australia? Or:
Would Sonia like Bob to take the assignment?
4. Would it help Bob’s career if he did well in
Australia?
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Functioning In Business
Episode 3: Confirming Plans
Exercise A
Part 1
1. (a)
2. (b)
3. (c)
Part 2
1. (b)
2. (a)
3. (b)
4. (b)
5. (c)
Exercise B
Part 1 (a)
1. (c)
2. (b)
3. (d)
4. (a)
Part 1 (b)
DISAGREEING
POLITELY
GIVING AN
OPINION
STALLING
I can see why you
don't agree, but
I understand your
reservations, but
I’m sorry, but I
don’t see it that
way.
I’m afraid I don’t
agree.
In my opinion …
I think ….
Let's discuss it
further
tomorrow.
I don't think that
this is the best
time to talk
about it.
Part 2
(1) I think
(2) I understand your reservations, Shirley, but
(3) Let’s discuss it further tomorrow.
Exercise C
Part 1. Student answers will vary
Part 2.
1. (f) 2. (a) 3. (c) 4. (e) 5. (d) 6. (b)
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Episode 4: An Important Introduction
Exercise A
Part 1. Answers will vary.
Part 2
1. Mike Epstein addresses Charles Blake as Mr. Blake /
Charles
2. Charles Blake addresses Mike Epstein as Mr. Epstein
/ Mike
3. Mike Epstein addresses Charles Blake as Mr. Blake /
Charles
4. Mike Epstein addresses Shirley Graham as Ms.
Graham / Shirley
5. Shirley Graham addresses Charles Blake as Mr. Blake
/ Charles
6. Charles Blake addresses Shirley Graham as Ms.
Graham / Shirley
Writing activity
Exercise B
Part 1. Oral practice
Part 2.
1. (d)
2. (f)
3. (a)
4. (j)
5. (k)
6. (g)
7. (c)
8. (h)
9. (b)
Exercise C
Part 1. (Self Assessment)
Part 2. (Self Assessment)
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Episode 5: A Business Lunch
Exercise A
Part 1
Countable: a glass of orange juice, a glass of milk, a piece
of pie, a hot dog, a cup of coffee, a glass of water.
Non-countable: some orange juice, some soup, some
dessert, some milk, some fresh fruit, some water
Part 2
1. pretty good, delicious
2. provide, spare parts
3. use their warehouse
4. decision, limited
5. done business
6. understands, concerns
Exercise B
Part 1.
a) confirm
b) clarify
c) qualify
Part 2.
1. a 10% discount, make the purchase within 30 days
2. How large is the order? OR How much is the order?,
their president will have to approve it
3. prefer to invest in stages.
Exercise C
Part 1.
1. Let me see if I understand you correctly on this.
2. main concern
3. that we use your warehouse
4. not entirely
Part 2. Student answers will vary.
Part 3. Self-assessment
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Episode 6: The Disagreement
Exercise A
Part 1.
(1) can have everything installed and working
(2) new, state-of-the-art technology
(3) no service facilities in the US
Part 2.
1. (b)
2. (b)
3. (a)
4. (c)
5. (c)
Exercise B
Part 1.
1. (a)
2. (g), (l)
3. (i)
4. (b)
5. (m), (c)
6. (j), (d)
7. (h), (e), (k)
8. (f)
Part 2.
1. (S)
2. (N)
3. (N)
4. (S)
5. (S)
6. (N)
7. (N)
8. (N)
Exercise C
Part 1. Self assessment
Part 2. Self assessment
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Episode 7: Keeping in Touch
Exercise A
Part 1.
1. now we know what our biggest problem will be with
the North American market.
2. she’s under a lot of pressure to get this new
operation going by October.
3. meet with another company, Federal Motors.
4. we never know what’s going to happen in the future
or it may be possible for them to work together.
5. for a round of golf.
Part 2
1. When you make a request you ask someone to do
something.
2. When you qualify what you have said, you modify it,
showing that you are taking another point of view into
consideration
3. When you give your opinion you say what you think.
4. When something you hoped for does not happen, you
will probably say something to express your
disappointment.
5. When you accept an invitation, you say "Yes."
6. When you invite someone to do something, you ask
them if they would like to do it.
7. When you refuse an invitation, you say "No."
Exercise B
Part 1
1. (h)
2. (c)
3. (f)
4. (a)
5. (i)
6. (b)
7. (d)
8. (j)
9. (e)
10. (g)
Part 2
1. (f)
2. (c)
3. (d)
4. (e)
5. (a)
6. (g)
7. (b)
8. (b)
9.
Exercise C
Part 1
1. She invites him to see their factory and to have
lunch.
2. He says his schedule is all booked up.
3. He says he has other plans.
4. She says, “Perhaps another time.”
5. Student answers will vary.
Part 2. Self-Assessment
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Episode 8: A New Customer
Exercise A
Part 1.
Blake is (i) (k) with Stewart Chapman of Federal Motors.
Mr. Chapman has (j) the technical information (c) was (d)
to him from Yamashita. He is (b) by the technology and he
is (l) (e) with Mr. Blake They plan (g) (f) of using
Yamashita’s robots at Federal Motors.
Part 2.
1. (e)
2. (d)
3. (c)
4. (b).
5. (a)
Part 3.
1. an appointment
2. on a personal matter
3. as soon as he gets back
4. familiar
5. that would be all right.
Exercise B
Part 1
1. (e)
2. (a)
3. (c)
4. (b)
5. (f)
6. (d)
7. (j)
8. (g)
9. (h)
10. (i)
Part 2.
1. S
2. R
3. S
4. S
5. R
6. R
7. R
8. R
9. S
10. S
Exercise C
Part 1.
1. 1 . (c)
2. (b)
3. (a)
4. (c)
Part 2. Self-Assessment
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Episode 9: Negotiations
Exercise A
Part 1
There are still (i) problems (j) need (k) (b). Mr. Blake is (l)
because some of these problems are the same problems
(j) (c) Advanced Technologies (e) not (f) from Yamashita.
However, one (h) in his (a) is that (d) isn’t as much time
(g) as before.
Part 2
1. (e)
2. (c)
3. (a)
4. (b)
5. (d)
Part 3
1. (c)
2. (a)
3. (b)
4. (d)
5. (e)
6. (g)
Exercise B
Part 1
1. (g)
2. (d)
3. (h)
4. (c)
5. (f)
6. (b)
7. (a)
8. (e)
Part 2
Points raised by Gomez Solutions given by Charles
Blake Need group of
English-speaking technical
engineers to train
workforce.
Need clear and easy to
read service manual in
English
Need information about
Yamashita's performance
record
Send over engineers who
are in an English language
training program now.
Manual in preparation
now.
Send reports from
Japanese client companies
Exercise C
Part 1
1. (i)
2. (d)
3. (a)
4. (h)
5. (b)
6. (j)
7. (l)
8. (g)
9. (c)
10. (k)
Part 2 Student answers will vary.
Part 3 Student answers will vary.
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Advanced Listening
Lecture 1 Quiz (Wording and supporting examples may vary.)
1. Contrast diseases in the West today with those of 100 years ago. In your answer, give examples of these
diseases and explain how diseases from these two time periods are fundamentally different.
Today’s diseases in the West are generally diseases for which we slowly accumulate damage over time.
Examples include heart disease, cancer, and Alzheimer’s disease. In contrast, diseases of a hundred
years ago often led to a quick death. For example, people died from the flu, pneumonia, and
tuberculosis.
2. What is a stress response? What happens to your body during a stress response?
A stress response is the body’s response to a physical stressor. For example, if you’re being chased by a
lion, you will have a stress response. During a stress response, your blood pressure goes up and you
secrete stress hormones such as glucocorticoids.
3. What five psychological variables determine why some people deal with stress better than others? Give
an example to illustrate each variable.
The first variable involves outlets. If someone has an outlet for his/her frustrations, their stress response
will be lighter, and they will be healthier. For example, a rat that can chew on a bar of wood after getting a
shock is less likely to get an ulcer than a rat with no outlet. Another example is that if a baboon who
loses a fight can displace aggression onto somebody else, he will be better off for having this outlet.
The second variable deals with predictive information: if you can’t predict what’s coming, you will be more
stressed. For example, a rat who sees a warning light before getting a shock won’t get an ulcer, but a rat
who doesn’t get a warning will get an ulcer. Professor Sapolsky also gave the example of a person
receiving painful treatment at a dentist’s office: a person who doesn’t know how long that treatment will
last will be more stressed.
The third variable involves how much control you have over a situation. For example, a low-ranking often
cannot control his life; if he finds food, for instance, any baboon of greater rank can come and take it
away.
Fourth, you are more likely to be stressed if you interpret your situation as worsening. For example, if a
baboon won a fight, but isn’t sure whether he won or lost, he will secrete more stress hormones because
he can’t tell if his life is improving or getting worse.
Fifth, you will secrete more stress hormones if you are socially isolated. For instance, if a rat can sit with a
friend after receiving a shock, he won’t get an ulcer, whereas a rat who is socially isolated will get an
ulcer.
4. What are glucocorticoids? Explain their importance in the stress response. How can they affect you in
the short term and the long term?
Glucocorticoids are important stress hormones which are released during a stress response. In the short
term, the release of glucocorticoids help to mobilize energy to your muscles to deal with a sudden
emergency. That is, it shuts down most systems of the body, such as the reproductive and digestive
systems, so your body can concentrate fully on the crisis. However, over the long term, if you chronically
secrete glucocorticoids, you will get sick. For example, if you are constantly stressed and you secrete
this hormone all the time, you are at risk for ulcers, osteoporosis, impotency, and other conditions.
5. How does a baboon’s rank affect his psychological and physical health?
Low-ranking baboons have no control or predictability in their lives, so they chronically secrete stress
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hormones. Consequently, because their everyday levels of glucocorticoids are so high, their immune
systems are suppressed (they have fewer white blood cells), they have a greater risk of heart disease,
and they have less of the “good cholesterol” and more of the “bad cholesterol.”
6. How does the sort of society in which you live influence your physiology? What particular characteristic
of a society leads to good physiological health for high-ranking baboons?
If the society in which you live leads to a loss of control or predictability, you will secrete unhealthy levels of
stress hormones. For example, in the case of baboons, a revolutionary period creates a loss of control
and predictability for high-ranking males, since everybody’s constantly fighting and changing ranks.
Therefore, for high-ranking baboons, a stable society is best.
7. How does one’s personal experience affect glucocorticoid levels? Explain this relationship using
examples from the lecture.
If your personal experience is that of a loss of control or predictability, you will secrete unhealthy levels of
stress hormones. For example, during a revolutionary period among baboons, an aggressive newcomer
named Hobbs primarily attacked females. The more a female was attacked, the higher her
glucocorticoid levels. If a female was never attacked, her personal experience of the revolutionary
situation was not harsh, and thus her glucocorticoid levels remained unaffected.
8. Name four personality traits that Professor Sapolsky identifies as being healthy for baboons. Give a
brief explanation of each one.
1. Can a baboon tell the difference between the big things and the little things? In other words, can a
baboon differentiate between threatening events and neutral events? If he can’t, his
glucocorticoid levels were double.
2. If baboons are in a bad situation, do they attempt to take control of that situation? For example, if a
baboon is faced with an inevitable fight, his glucocorticoid levels are double if he lets the other
baboon start the fight.
3. If a baboon goes through a fight, can he tell if he had won or lost? That is, can he tell if his life is
improving or not or whether there has been a good outcome from the fight? If a baboon can’t
tell the difference, he will have twice the amount of glucocorticoids in his bloodstream.
4. After losing a fight, if a baboon has an outlet for his frustrations, his stress levels will be better.
Displacing aggression onto another baboon is an example of an outlet for a male baboon.
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Lecture 1 Vocabulary Quizzes, Parts 1-3
1. in the face of
2. gracefully
3. cholesterol
4. life expectancy
5. accumulate/have accumulated
6. find out
7. recognize
8. risky
9. had to do with
10. hygiene
Lecture 1 Vocabulary Quizzes, Parts 4-6
1. critical
2. mind my own business
3. crisis
4. store
5. toss out
6. dominant
7. divided up
8. went through the roof
9. chronically
10. short-term
Lecture 1 Vocabulary Quizzes, Parts 7-9
1. assimilate
2. awful
3. status quo
4. punch line
5. stand up to
6. simplistic
7. coalitions
8. on the edge of
9. left and right
10. static
Lecture 1 Vocabulary Quizzes, Parts 10-11
1. traits
2. went through
3. neutral
4. irritates
5. sees the glass as half full
6. came up with
7. outlive
8. tremendous
9. spin control
10. subset
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Lecture 2 Quiz (Wording and supporting examples may vary.)
1. What is a gene? What is the relationship between genes and proteins?
A gene is a section of DNA. Genes carry the information to create living organisms. They do this
through codes, and these codes refer to specific proteins.
2. Explain the concept of “spell check” in genes. Give a specific example of what can happen if the “spell
check” is broken.
“Spell check” refers to the cell’s mechanism for scanning the DNA for mistakes; if a mistake is found, it is
fixed immediately. If the spell check is broken, results are often disastrous. For example, colon cancer
occurs because this spell check mechanism is broken and DNA mistakes accumulate. Consequently, the
control of growth is lost and a tumor results.
3. What are the two jobs of DNA?
The first job of DNA is to replicate itself extremely accurately. The second job of DNA is to provide genetic
information.
4. Explain why cystic fibrosis occurs and how it affects a person. How does Professor Shapiro propose this
disease be treated with gene therapy?
Because of a mutation in a single gene, a child is not able to clear his or her lungs of mucus. As a result,
bacteria get trapped, infections occur, and inflammation occurs. Children with this disease rarely live
more than into their twenties. However, Professor Shapiro notes that this disease can be treated with
gene therapy. In this therapy, the correct gene that one needs to not have cystic fibrosis is isolated in
bulk quantity and put into a cystic fibrosis patient. This correct gene travels to the lungs and combines
with other cells, enabling children to regain normal function in their lungs, clear the mucus and live.
Lecture 2 Vocabulary Quizzes, Parts 1-2
1. accumulated/had accumulated
2. single
3. accurately
4. scanned/had scanned
5. resides
6. mechanisms
7. precise
8. disastrous
9. screwed up
10. replicate
Lecture 2 Vocabulary Quizzes, Parts 3-4
1. manipulate
2. reaction
3. infancy
4. wrapped
5. bulk quantity
6. accumulates/will accumulate/is going to
accumulate
7. trapped
8. series
9. wind up with
10. spray
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Lecture 3 Quiz (Wording and supporting examples may vary.)
1. Describe the economic growth of China since 1979. In your answer, compare China’s economic growth
with that of Japan and the United States.
Since approximately 1979, China has been the fastest growing country in East Asia, which, in turn, has been
the fastest growing region in the world. Since 1979, in fact, China has grown at an average rate of 10%
per year. To put this in perspective, Japan, in its fastest growing decades (1955-1975) grew at a rate
between 9-10%; the United States, in its fastest growing decades (1875-1895), grew at approximately 6%
per year.
2. Professor Lau says that although China has made a lot of progress since 1979, it is still not an “economic
giant.” Explain this statement.
Professor Lau means that even though China growth rate has been extremely high since 1979 (10% per
year), China’s per capita GDP is still relatively low. For example, China’s per capita GDP at the time of
the lecture is slightly above $600 per person per year, while that of the United States was about $25,000.
3. Explain the four parts of China’s 1979 economic reform.
1. The first part of the reform is the “open door.” Here, China made the decision to open up the
economy to foreign investment and increase its foreign trade with other countries.
2. The second part is “marketization.” Marketization, in the context of this lecture, is the process of
giving private enterprises more autonomy to produce for the market. For example, in 1979 China
gave enterprises more power to determine what to produce, how much to produce, to whom
products should be sold, and how much to charge.
3. Professor Lau calls the third part of the reform the “devolution of economic decision power.” Here,
decisions about investment, production, and other areas were transferred from the central
government in Beijing to the provincial, local, and sometimes enterprise levels.
4. The fourth part of the reform was the creation of new non-state owned modes of organization for
production. The professor illustrates this through his explanation of changes to the agricultural
system. Prior to 1979, all the farming land was organized into communes, and all the people in a
given area would work together to farm the land. All decisions were made centrally by the
communes. However, after 1979, the communes divided up the land and leased it to individual
households. Under this arrangement, the households made all production decisions and farmed
the land themselves; in return, they were responsible for paying fixed rents and taxes.
Lecture 3 Vocabulary Quizzes, Parts 1-3
1. a good deal of
2. region
3. bear in mind
4. transition
5. reform
6. accomplish
7. claimed
8. point out
9. somewhat
10. autonomy
Lecture 3 Vocabulary Quizzes, Parts 4-5
1. prior to
2. fulfills/is fulfilling/fulfilled/has fulfilled
3. supervise
4. countryside
5. quota
6. caught/is catching/has caught
7. spontaneously
8. divide up
9. provision
10. autonomy
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