Academi Encouters Encouters 2nd Edition
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CAMBRIDGE UNIVERSITY PRESS
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Academi Encouters Encouters 2nd Edition
READING READ ING WRITING u�lI uj �j www.irLangagecom
Bernard Seal al Series Editor: Bernard Se Seal
u1 1 u j � \P o 1 • I J �JL . v J J -Ip i . 1 LI . e� •, L jl \J,
CAMBRIDGE UNIVERSITY PRESS
www..ir www irLan Languagecom
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Scope & Sequence
4
Introducion
8
Stdent Book Answer Key
16
Content Quizzes
33
Content Quizzes Answer Key
4
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Unit 1: Mind, Body, and Healh •
Cae 1 e Inene f Mind Mind ve Bd p 4
Content
0 R ad ad i ig g Sk s Sk s
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Reading 1 Wht s Strss?
Thk bout th topc Prct r m ss Thk bout wht you lry kow Sc hk crtclly
Prlll stc structur Prlll H
Prsolz th topc Skmm Thk bout th topc rs r sp crs c omprhso r sp r Sc hk crtclly Sctc trms r m s
ompr Urst prrph structur
Reading 2 op wth Strss Reading 3 Reading Strss llss
Reading 1 H Dss Cae 2 Lee and p 9
Reading 2 Smok Reading 3 Hltul r
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Development lopment Through Life • 55 Unit 2: Deve
Cae 3 e een Yea p 58
Content
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Wtn ll ll
Reading 1 D Aolscc
Prsolz th topc Prw r m m s Prw rt rphcs Skmm or tls Thk ctclly
Urst prrph structur Urst txt struc tur H Grus s subjcts
Prsolz th topc Prw rt rphcs ctly hk bout th topc App wht you h r Exm rphcs crs r sp omprhso r sp r
Us t rom rph Jourl wrt Prrph topcs Prrph m s Suppot m s Prphrs
Reading 2 Physcl h Aolscc Reading 3 ot Sol Dlopmt Aolscc Reading 1 Erly Aulthoo
Cae dd p 8
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Reading 2 l Aulthoo Reading 3 t Aulthoo
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Vocabulary Sklls
Guessing meaning fom context Dealing with unknown wods The Academic Wod ist
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Academc Sucess Skils
HighUghting Pepang a test Answeing muiple-choice qestions a r
Descibing chane Descibing expeimenta esults
Answeing tue/lse questions Pepaing f a shoanswe test Wting shot answes to tes questions
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Vocabulay Sklls
Wod miles Synonyms
Collocations uessing meaning fom context
Leanng Outce
Academc Succes Skl
Wte an essay on health isk ctos
Leanng Outce
Definiton answes on tests he 03R ysem (Pa 1) Taking notes in the magins The Q ystem Pat 2}
ynthesizing Goup pojects
Wite an essay compaing and contastin two adacent peiods of Life
Describing change
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Unit 3: Nonverbal Messages• 109 Content
Chapter 5
Bod Lnguage page 112
Reading 1 Gestural Communication Reading 2 Facial Communication Reading 3 Eye Communicatio Reading 1 The Meanings of Tuch
Chapter 6
o, pe. nd e age 137
Reading 2 Spatia Messages Reading 3 Nonverba Communication and Culture
C
Rading Skills
Q
Writing Skills
'Thinking about the topic Thinking of your own e Thinking critical Skimming Pesonalizing the topic Incasing reading spee Comprehension aer sped reaing
Defining language Signaling examples Paraphasing
Thinking about the topic Skimming Reaing etais Gathering ata Preicting
The passive voice Summaizing Using avebs Genealizations about groups of people Transitiona expressions
Unit 4: Interpesonal Relatioships • 163 Conen Reading 1 What is Frenship? Chapter 7
iendsip ae 166
Reading 2 The First Encounte Reading 3 nn nd Relatonships Reading 1 Attracton Theory
Chapte 8
Love age 190
Reading 2 ove Reading 3 Gener Dieences in oving
0
Reding Skills
QI
Wiing Skills
Thinking about the topic Peicting Personaizing the topic Previewing art Skimming Reading for etails ncreasng reang sp Comprehension afer spe n
Efcient sentence stucture nderstaning paragraph structure Journa wting Paraphrasing Summarizing
Pesonaizing the topic Reading for main ideas Reading for details Thinking about the topic Peictng Thinking ctical
ounal wting Using quotations The passive voice
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Vocabulary Skills
Wods ltd to th top Gssn nn fo ontxt Wys of lookn
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Otlnn t Hhlhtn Tkn nots Explon ky onts Wtn sho nss to tst qstons
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Learning Outcome
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Mnons Ppn f tst kn nots
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Introductio The Ademic Enutr Sres
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is a susained conen-based series fr English langage leaers preparng o sudy collegelevel subjec maer in English. The goal of he series is o expose sudens o he ypes of exs and asks ha hey ill encouer in heir academic course ork and provide hem ih he skils o be successful hen ha encouner occurs. A each level in he series, here ar o hemaically paird books. One i an academic reading and riing skills book, in hich sudens ncouner readings ha ar based o auhenic academic exs. In his book, sudens ar given he skills o undersand exs and respond o hem n riing. The reading and ring book is paired i an academic lisening and speakig skills book, in hich sudens encouner discussion and lecre maerial specially prepared by xpers in heir eld In his book sudens lea ho o ake noes om a lecure paicipae in discusions and prepe sho presenaions h books a each level may be used as sand-alone reading and riing books or lisening and speaking books. Or hey may be used ogeher o creae a complee fur-sills course. This is made posible because he conen of each book a each level is very closely relaed. Each uni and chaper, fr example, has he same ile and deals ih similar conen, so ha eachers can easily focus o n dieren sklls, bu he same conen as hey oggle om one book o he oher. AddiionaJly, if he books are augh ogeher, hen sudes are presened ih he culminaing uni ring or speaking assignmen, hey ill have a rich and aried supply of reading and lecure maeral o dra on. Academi Encounters
A sustined content-based approch Th Acdemic ncouners series adops a susained conenbased approah hich means ha a ach level in he series sudens sudy subjec maer om one or o rlaed academic conen areas here are o mor advanages gained by sudens ho sudy ih maerials ha adop his aproach • Because all he subjec maer in each book is relaed o a paicular academic discipline conceps and language end o recur his ha a maor ciliaing eec. As sudens progress hrough he course, ha a rs seemed challenging els more and more accesible Sudens hus gain condence and begin o feel ha aademc sudy in English is no as oerhelming a ask as hey migh a rs have hough. • h n m v suding in a susained conenbased aroach is ha sudens acually gain some indeph oldge of a paricular subjec area. I n oher conenbased series in hich unis go om one academic discipline o anoher sudens' koledge of any one subec area is ineviably supercial Hover afer sudying a level of Acdeic ncouners sudens may el ha hey have sucienly good grounding in he subjec ara ha hey may decide o move on o sudy he academic subec area in a mainsream class, peraps fllling one of heir general educaion requremens irLanguage.com
The four levels in the series The Acdemic ncouners series consiss of fur pas of books designed r fur levels of suden prociency. Each pair of books focuss on one or more relaed academic subjec areas commonly agh in college-level courses. • Acemc nuns : h Nul Wld evel 1 in he series fcuses on earh science and biology. The books are designed fr sudens a he loinermediae level � Q { wr 8
Readings There ae three readings in each chapter of the Academic Encounters redig ad writig books. Readings vary i length and dicul depending o the level of te boo he readings in the upper two levels contain texts that in many cases ae unchaged om the college textbooks om which they were taken he readings i the two owerlevel books make use of authetic source aterals. hey ae adapted so that they ca be bette processed by lower-level students, but great pans have been tken to retai the authetic avor o the orginal materials.
Tasks Beore ad after each readig studets e given tasks that activate one or more of the target skills i te book. he rst tie a task is introduced in the book it is accompaied b a colored commetay x th pla hh k pd why ipn Whn h k yp agai ater in the book it is sometimes accompanied by aother coetary box as a reminder or to resent new ifation about the ski. At the back of the book there i an alphabetized index of all te skils covered in the tasks
Order of units I each book a rationale exists fr the order of the unit topics. eachers ay choose a dieret order i they wish; however because readig skills ad writig skills are developed sequetiay throughout te books teaching the units in the oder that they occur is optima. If teachers do choose to teach the uits out of order they ca refer to te Sills Index at the back of the book to see what types of tasks have bee preseted in ealier units and build infmation om those tasks into their lessons.
Course length
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Each uit i the Academic Encounters reading ad writing books will tae appoimately 20 hours to teach. he six readings per uit should take about two to two and a half hours to teach with about tenty minutes to be spent on the pre-reading activites. he two acadeic writing development sections can be taught as two writing workshops each t akg roughly two to two and a haf hours to teach. he course ca be ade shoter or onger. o shoten the course teachers might choose ot to do eey task in the book ad to assig ome tasks and texts as hoework ather than do them in class. o lengthe the course teacher migt choose to supplement the book with contetrelated aterial om their own les to assign Inteet reseach and to sped more time on the writig assignments.
Unit Content Quizzes he Academic Encounters series adopts a sustained contetbaed approch in which studets eperience what t s ike to study an acadeic disciplie i an ngishediu instruction eviroment In such classes students are held accoutable r learnig he content of the course by te adiisterng of tests I the Academic Ecounters series e also believe that students should go back and study the content o the book and prepare r a tet. his review of the material in the books siulates the college leaning experience and akes students review the laguage and conte that they have studied. At the back of this Teacher's Manual are fur reproducible content quizes, one r each uit in the ook. ach quiz contains a ixtue of true/flse questios multple choice and sho-answer qestions plus one question that reqires a longer one or twopaagrap answer. he tests should tk t 50 f a tut hu g pp h hl take it as soon as possible after copleting the unit.
Introduction
11
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Generl Teaching Guidelines In ths stn, v s vy nl nsttns f thn th ln lnts tht n h nt f th Academic Encounters lstnn nd spkn bks: • Th nt pn, hh ntns pv f th nt ntnt, ss, n n ts • Th Pepaing to Read tns, hh bf h dn • Th Readings, hh sts pnd by sht bxd ds • Th Afe Yu Read stns, hh h dn • Th Academic Vocabula Review stns, hh t th nd f hpt • Th Develoing Witing Skills stns, hh t th nd f th st hpt f h nt • Th Pactice Academic Witing stns, hh t th nd f th nd hpt f h nt
Unit Opeer h pnn p f th nt ntns t ttl f th nt, htph tht s sstv f th ntnt f th nt, nd brf pph tht szs th nt M s tht stdnt ndstnd h th ttl ns Hv h k t th n th p nd dsb t nd tk bt h t ht lt t th tt Fny k t th sy pph t th btt f th p Rd t th y stdnts nd hk t b s tht thy ndstnd th vby nd ky npts At hs pnt t nt nssy t ntd th nt tps ny dpth, sn thy t dd pv f th ntnts f th nt n th thd p th nt On th snd p f th nt, stdnts n pv th hpt nd d tts nd s ht skls bn tht thht th nt Hv tdnts d nd ndstnd th hpt nd dn tts nd thn fs n f th sks std Nt ths tht stdnts ht dy b r th nd s n ns tht bn tht th st t n th bk D stdnts' ttntn t th Leaing Outcomes t th btt f th p hs l stdnts t ht thy xptd t b bl t d by th nd f th nt t s s ssntly pv f th ssnnt f th nt On th thd p f th nt tsks tht pv th nt th by hvn stdnts pdt ht ntn thy ht nd n h stn f th nt by vn th s ntn th nt nd hvn th spnd t t h st p f ts tht y th f ths p, t stnts tht hn thy vn n dn ssnnt, sh s hpt f txtbk, t s ys d tty th t p th tts nd hdns f th dn pdt ht th n ht b bt, nd t thnk t ht thy ht dy kn bt th sbt tt h nt pn stn hd tk bt n h f ss t
Preparig to Read Eh dn s pdd by p f p-dn tsks n stn d Ppn t Rd Pdn s hvy phzd n th Academic ncountes dn n tn bks sn t s dd s stp n th dn pss S p-dn tvts ntd stdnts t n vbly; s th stdnts t t n v d f th ntnt y svyn th txt hdns, ph t, ptns, d , nd ths hv stdnts th p knd f th tp nd th psn xpns t hlp th sslt th tl tht thy bt t nnt n th dn Ath n t pdn tsks ys nldd f h txt, shd lk f ys t sppnt ths tsks th ddtl p-dn tvts As y nd y stdnts k y thh th bk, stdnts b xpsd t nd p-dn stts Hvn b xd t th, dt d ddn th t th t, nd y shd n th s F xp ft hvn ptd th sk f xnn ph tl, pvn hdns nd sbhdns nd skn n ds, stdnts shd dy y t ths ptn vy t thy ph n dn 12
Introduction
As a general principle the ower the prociency level of the studets th greater is the need to sped time o the pre-reading activities. The more prereading tasks students udertake, the easier it i s r sudents to access the text when it comes time or them t o do a close reading Each Preparing to Read page should take about thirty minutes of class tme Some may require more or less time
Reading Once it comes time fr studets to read the text how closely should the do so at this point? Some studets believe that after doing the reparng t Read tasks they should ow read the text slowly and careflly They will be particulay tempted to do so bec ause the texs have been crafted to be itentioaly challegig fr the since students need to be prepared to read challenging authentic unsimplied text in their academic studies However studets should b discouraged om doing this For one thig it is a poor use o class time to have students porig ilently over a text or 20 iutes or more More importantly t is vital that students trai themselves to read quickly tolerating some ambiguity ad going r undertading the mai ideas and overal text structure rather than every word and detail o promote ster reading the book icludes one creasing Readng Speed task er unit I this task students are encouraged to read the txt as quickly as possible using techiques that ca help them rad ster while retainig a irly high level of comprehesion f studets cosistetly a ppy these tchiques ost texts will take between 3 and 7 minutes to read Ber students stat reading ay txt therefre it is a good idea to gie them a challengig time limit wich they shoud aim toward t compete their readig of the text n alternative to reading every text i class is to assign some of the loger texts as homework When ou o th you oud o te rerag tss i lss t the ed of th leo d tt te et cass by having studets quickly ski the text again bere moving on t the Afer Yu Read tasks
Afer You Read ometimes after students have comleted readig the text te rst order of business is not to move to the Aer Yu Read tasks but to revisit the Preparig to Read tasks to check to see if students ad the correct aswers i a predictig or skimmig activity he tasks in the Aer Yu Read sectin are varied. Some fcus on the content of the readig some on the liguistic atures of th reading such as the vocabulary ad grammar ad some on the orgaization of the text There ar also tasks that teach study sills No two Aer Yu Read sections are the same (i ct o tw Aer Yu Read tass are quite the ame) because the cotet ro ad th laguag of th radg tat th tyes of tss tt wou be pprore. Teachers who ae used to more convntional postreading tasks may be urprised to d that the fcus of the ostreading is ot text comprehension This is because the intetion of every task i n the cademc Encunters reading ad writing books is to deveo a skill nt to test comprehensio. he lowing are the mai nctios of the postreadig activities in th Academc Encunters readig ad writing books: • to have studets read or main ideas and thik cri ticaly about the tex • to as studets to thik about the otent of the text nd a persoal coectio to it or apply ew iormatio leaed om the text in some way • to highlight some of the most salint laguage i the text either vocabulary or grammatical structures ad have students use hat language i some way • to have students gain insight into he style and organization of the tet and to use those insights to e tem become more eeve wters themselves • to develo students' reperoire of study skils by teaching them fr eame how to highlight a text tae notes ad summarize • to deveop studets' testprearation skills by fmiiarizin g them with certain questio types and by asking them to assess what thy woud eed to do if they were going to be tested on the text Introduction
13
It is recommended ha eachers go rough he Afer Yu Write par of e secion in a dieren cass om he rs wo pas of his secon, so ha hey have a chance o proide edback o n sudens' wrng and sudens have a chance diges and apply ha feedbac. Rmnd sudens ha good wrers amos aways wrie and re-wrie heir exs severa imes and h he more rewrng of heir s ha hey do he beer wrers hey w evenually become.
Introduction
15
Chapter 1
The Influence of Mind over Body Reading 1 - Wa Is Sss? Ar You Hhlht B
Page 7
• stresor - stimuli or events in our environment that make physical and emotional demands n us; stres our emotiona an physca reacons to such stimui • Wht all stressors have in common: they interfere with or treaten our accustomed way of if • Stage I : the person or animal rst becoes aware of the tressor the organism becomes highly alert and aroused, energized by a burst of epineprine • Stage 2: the organism tries to adapt to te strefu stimulus or to escape fom it • Stage 3: the organism enters a state of exhaustion, or clapse • Mai idea sentence: Whether a particular stimulus w e stressu epens on he pern' jt appraal of that stimuus.
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B collectively together alet and aroused: awake, aware, paying attention epinephrine: a chemical that gives one more energy subective apprisal: persona] elings threatening: dagerous handed: was able to cope with or ce being caled on: picked, selected pounding beatig pumping
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1 and someimes it is appied to 2 a For another person, being caed on to give a tak b some gve rise to anger and some give rise to helplessness and depression
B Possile response
Some stressors, such as losing a ob, produce negative physical and eotiona reactions, such as exhaustin and depression Oer stressors, ike getting a new ob or panning a vacation, give us energy and excitement
Page 7
A stressor is a stimulus or event in the environment whih brings on stress 2 The three stages of the genera] adaptatin syndrome are larm reaction, resistance, and exhaustin 3 They both represent changes to our nora routine 4 Whreas with rats we can always predit reactions to particular stressors, we cannot predict te reaction of b what ma be sressul to one person may not be stressu to another
Reading - ing wi S o Predicting age 11
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J a hrricane or a tornado very bad, harfu, or destructive event 2 daiy hassles: smal problems that bother us every day 3 in cmmon the same 4 a ut
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Chapter Te Influence of Mid ove Body
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Accoding to eseach, thee appea to be thee main ways to cope with stss. Fist, you nee to ty to take som contol of the stessfl situation o example expeiments with ats show that ats tha can contol a strssful event get fewe ulces than ats that cannot contol the event Second if you can pedict that a stesl vnt is goin to happen you can cope with th event mo easily Thus, students pe scheduled quizzes to supise quizzes Finally you need to see a stesfu event as a challenge not a thet, and develop a sts-esistant pesonality
3 4 5 6
3 Answering multiple-choce questions P 17
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Jos assemly-line woks, aitafc contolles Feld of research: psychoimmunology Researcher Richad Shekelle Other names r PTSD: shell shock attle tigue
fe Yu e 1 Tking notes using rrows P 22 Sss eactions !immun system j ilnesses 3 j Ulcs in wokes in os psychological dmands 4 Sess j hydochloic acid in stomch stomach lining ulces 5 prolonged stss coticosteoids nd noephinephine aility to h cance 6 depessed people dinkng and smoing cance widowed men white lood cell unction
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t c at w a a ca a ac a peson's li Data fom eseach suggest that when the duation of the stess is long and th stess is encounted continually then th chance of developing an illness is high Seveal expeiments have demonstated that the immun system acts to stess This eaction aaentl causes a decline in the immune systems ctiveness Howeve, there ae also indications that th cts of stess can e minimizd if people eact to sess i an active way
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Chapter 1 Te Inluence o Mind ove Body
7
Chapter2
Lifestyle and Health Reading 1 - Hear Disease
Sample answrs:
Parng to Read 2 Skimmig Page 29 _ I. 6 2 3 3 I 4
4 5
5 6.
Aer You Read 1 sweig e/false qeis Page 33 I. T 6 F 2 F 7 F 3 T 8 T 4. T 5. F
9 F
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2 Cmpaig Page 34 2 competitive Typ A popl r mor comptitiv thn Typ B popl. Typ B popl r lss comptitiv thn Typ popl (or Typ B popl r not s comptitiv s Typ opl) . laid-back p popl r lss lid-bck thn Typ B popl (or Typ popl r not s lidbck s Typ B popl.) Typ B popl r mor lidbck thn Typ popl 4. god at controlling their eotions p popl wors t controllin thir motions thn Typ B popl (or Typ popl r not s ood t conrolln hr motins s Typ B popl.) Typ B popl r bttr t controllin thir motions thn yp popl 5 acieveentoriented Typ popl r mor chivmnt-orintd thn p B pop. Typ B popl r lss chivmnt-oritd thn p popl. (or Typ B popl r not s chivmn-orintd s Typ popl) 6 ca p p r lss clm thn Ty B ol (or Tp pop r not s clm s Typ B popl.) Typ B popl r clmr thn p popl
18
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Chapter 2 Lifestyle nd Helt
. Typ popl hv hihr risk of hvin hi blood prssur th Typ B popl . Typ popl hv hihr rt of hrt dis thn Typ B popl 4 Typ popl hv rtr sns of tim urncy thn p B popl 5 Typ popl hv mor intns rcton to icul stutions hn Typ B popl
Reading 2 - Smoking er You Read 1 Cmpehesi ae spee eaig Page 390 1
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5 Wng ho answ o questons P 49
4 Preparing for a sho-answ test P 49 A
Answers will va dependng on Tsk 4 questons.
Possible answers:
Type 1
Wht th ts f xs di t ths d? H y ys v d ps v t 20 s fqt ttd t s ss, pd t s h dd t fqty ttd s svs? Db h p p stdts Type2
Wht ds th hvs f s sv ttds d s sv -ttds tht ht xp hy p tds t v th th th?
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Chapter 2 Lifsyl nd Hl
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Chapter3 The Teen Years Reading 1 - Defining Adolescence
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Page 66
Possible esposes
Paring to Read Page 63
Sample answers:
Gir trt their rwth pt erer thn 2 Gr t rwin erer thn . B w tller thn r
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2 Unestaning text stucte
Reading 2 - Phyical Change in Adolesence 1 eviewing a an gahics
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1 eaing f etails
. 2 Page 62
C 3
er You Read
2 Unestaning paagaph Stcte Page 61
4 W famiies
Page 63
1 he ntrtin tell tht the redin wl d ph hne n deene nd hw the n phll et n indvidl It l intrde the rede t the net tht the e pern ht et nd the ex f the ndvidl n l et the impt f pet Wrd/phre dleene ll nd ph hne, rwth p, ex mtr tn, phl wellen whether ne i r r, ve er r ver lte e 2 he thei ttement i in the midde f the ntrdtn: "Undern thee hne m hve innt t n n ndvidl' phll welein he thei ttement repre the reder r the d rrph Pr 2 the h hne f the rwth ; h phli m hil hne n enerl Pr 4 et f he n er nd te ler Pr 5: f n et n lte mer 3 Ye, t mze tht there e mn hne tht r dn dleene Chapter 3 T n Yas
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Possible answers:
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Pages 87-88
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ue 00 sh@he median age a which men ad women in he Unied Saes s go maied beween 1970 and 2008 I ( can be see evey yea beeen 1970 and 2008 he median age of s maiage boh men and woen wen up Qo exam o me i wen u by 48 yeas, om 232 in 1970 o 280 n 2008 o wome, i wen up by 54 yeas n 970, e median age a s maiage women was us ove 20 yeas of ae bu by 008 a e he median age was 262 yeas I ne ossibe ex anaion f hese aa Gs haoing he womens ibeaion movemen, which ook hd in he 1960s and oushed in he 1970s, women wee ooking o ge moe educaion, ge ee obs and becme moe independen
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Chapter 4 Adultho
23
Reading 3 - Late Adulthd
B Possible responses:
The physical changes that begin in middle adulthood remind us of our mortality. Midli crisis is real fr both men and woen, athough they may respond to it dierently
fer Y Rea 1 Compeension ae speed eadig P 11 B
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Main iea The midlife crisis is more of a stereotype than a realiy. Divorce is more common among those in their 20 2 Suiide is more common among those in their 70s 3. Thre is no peak in distress during the idli years 4 Thy report that it is another event suc as illne or job los rather than age that creates the crisis. B
Main idea: The mid-li crisis is a stereotpe Suppot I Divorce more common amon those in their 20s Suppot 2: Suicide more common in 70s Suppot 3 Emotional stability studydistress doe not occur more often in midife ears Suppo 4 f crii not rom age but other events like divorce or illness
5 Synthesizing 95 A Early Adulthood .
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Chapter 6 Touc, Sc nd ul
27
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A 1 Yes
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Page 166
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Page 171
Possible answers:
1 wide array - a large number of somthin, each bein dierent 2 mutua positive reard - both peopl ike one another 3. voluntary - by one's own choosin 4 via thouh the use of 5 prowess - above averae ski or taent 6 uarded - cosed o, defensive, shy 7 dispein - provin to be untrue 8 hn d t w noh on
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Page 172
I A: Interpersonal reationship : Mtual positive reard B: Armation fiend can arm our personal vaue Eo Suppot: fiend behaves in a supportive encourain, and helpul manner D Stimulaton fend helps extend your world view I A ontact: chaacterized by awkardness nomn bom u nd D isolution not always bad
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Unit 1 • Content Quiz Pa 1 Tue/False questions (24 pnts)
Decide if the llowing statements are true (T) or flse (F). 1 Stressors are events or fctors that cause stress 2 No studies have und a link between continual stress and greater susceptiility to physical illness 3 The leading cause of death in the United States is cancer _ 4 A pattern of ehavior laeled Type A ehavio, has een identied as that which many elieve is more likely to lead o hear disease _ 5 Despite all the health waings the numer of smokers in the United States continues to rise each yer 6. There are many studies that hve shown that depressed people who exercise regulrly can reduce the amount of depression that they fel Pa 2 Multiple choice questions (24 points)
Circe the es answer om the choi ces listed l What do all stressul events have in comon? a They lead to suering illness or pain They interere with our everyday li or routine c They give rise to elins of anger or fear <,-
d They lead to alarm reaction resistnce and collapse 2 Which of the fllowing would not e good advice to help an individual cope with a strssfl event? a Think of the stressul event as a danger or a threat ry to predict what is going to happen c Gain some control over what is going to happen d Be realistic and understand that stressul events are unavoidale in lif 3 Which of the fllowing would not e identied as a risk ctor fr hear disease r a Tpe B personality? a a high cholesterol level smoking c a mily history of hear disease d. a stressul jo
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© Cambridge University Press 2012
Unit 2 • Conent Quiz Pa 1 True/False questions (24 points)
Decide if the llowing statements are tre (T) or lse (F). __ 1. Psychologists all agree that adolescence is a negaive period of great tmoil and stess _ 2. The gowth spu of early adlescence sually occurs in girls at n earlier age that it does in boys 3. Adolescents tend to be great expeimeners _ 4 JJ ett, who created the tm emerging adlthood," believes that identi formation sually comes to an end by one's late teens. 5 The midli crisis is more stereotype than reality 6. The percentage of those who ay they a death has been fnd to be highest amongst the most elderly. Pa 2 Multiple choice questions (24 points)
Cirle the best answer om the choices listed . Which of the llowing is not a charcteristic of adolescent egocentrism? a thinng oter peope are judging yor appeaance b. being very self-conscios c thinking other people are talking bot yo d. tying to make people notice yo s much as possible 2 Which of the llowing best describe the democratic parenting style a Paents act as fiends and do not impose any rules or limits. b Parents act as expets, give advice and allow a cetain degr ee of eedom bt do set limits c Parnts re suppotive bt interere as little as possible in their childrens lives d Parents are quite strict and are not willing to discss any of the rules tey impose on their children. 3. Which of the llowing wold nt typically be a uestion that a young adult wold ask him or herself a. Should I get maied b. What job should I get c. How long shod I wait before haing children d What can I do to increase my chances of living a long and healthy life
© Cambridge Univer sity Pss 202
Unit 2 tt Qz
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4. Which of the llwng s not n h svn majr hallng n mu n mddl dlhod? dn o n pan b. cdn wh o o c o do on' l o c chn n o ocl nd cc ponbly d ndn hobb nd n o ll n' ncd l
Pa 3 Sho.a � wer questions (4 points) W ho nw o ch o h llown qon In o c no o hn on o wo nnc qd . W h h wy o dnn dolcnc
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Unit 3 • Content Quiz Pa 1 True/False questions (24 points) Decd f th owng statmnts ar tru (T) or fs F). l . Scratchng on's nos whn t tchs s an xamp of an adaptor gstur 2. Faca xprssons appar to b drnt n drnt cuturs. 3 W ar mo ky to judg a prson postvy f th prson has datd pups. _ 4. In th Untd Stats, if o touch bry durng a task-ratd actvty such as gvng chang at a rstaurant th person touchd s ky to hav a natv opnon of th prson who touchs 5 Th cosr you ar to a strangr th mor ky you ar to avod y contact. 6. Womn tnd to mak ongr y contact than mn both whn ntractng wth othr womn and wth mn.
Pa 2 Multiple choice questions (24 points) Cc th bst answr om th choc lstd 1. Th study of th way pop gsture and us body movmnts s cad a. haptics
b. knscs c. promcs d. occuss Whn "radng somons fca prsson whch of th fowng s most dcut to know. a. whn somon s happy b whn somon s surprsd c. whn somon s yng d. whn somon s fng angry 3 Two coworkrs ar takng at an oc pa y. W hat dstanc ar thy key to kp btwn thm? a ntmat b prsona c soca d. pubc 4. Long y contact n Japan may oft b rcvd as a sgn of _ a. ack o rspct b rat honst c codnss d. grat rspct
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Pa 3 Sho answer questions (24 points) Wrte a short nswer to ech o the fowing questons. In most cses no more thn one or two sentences re requred 1 Expln brey the fc edbck hypothess
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38
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Unit 4 • Content Quiz Pa 1 True/False questions ( 24 ponts} Decide if the owing statements are tue (T) or lse F). _ Most iendships in the United States are voluntary eationships 2 A good opening ine when you see someone whom you woud like to stat a conversation with and get to know s "Haven't seen you ere bere? 3 Reseah shows that just under 50 percent of romantic relationshps that stat on the Inteet ead to maae o a pemanent relatonsp two yers e 4 Men tend to p er to have roantic relationships with women o lower socioeconomic and educationa status than themseves 5 he Judi lover is most intereted in a ong, peacefl and satisfyng reationship, simiar to a iendshp 6 More women than men said they would marry someone they werent in ove with
Pa 2 Multiple choce questions (24 ponts) Cir e te best answer om the coices listed a rend helps you nd a new job his is an example of his o r er value a stimuation b ego-support c armation d utiity 2 Which of the lowing nonverba behaviors is not recommended on a st encounter? a getting iry close pysicaly b maintaining steady eye contact mn d sitting with arms ded across the chest 3 When two peope wo work in the same oce become attracted to each other which ctor in Attraction heory most iey expais this? a reinfrcement b socioeconomic and educationa status c similarity d proximity
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Unit 4 C Qz
© ambridge niversity Press 2012
Content Quiz Answer K eys Unit 1
Pa 1 True/False questions (24 points)
I. T
2 F
3 F
4 T
5.
F
6 T
Pa 2 Multiple choice questions (24 points) 1. 2. a 3. 4. Pa 3 Sho answer questions 24 points) 1. Stress-resistant personalities eoy challenge and like to e control. When they do something, they are lly committe to doing it and not giving up. 2. Rerence shoud be made to three of the fllowing characteristics: Type A personalities are (I) more competitive, (2) more aggressive (3) drive themselves harder, (4) ar mor e likely to get into challenging situations, (5) are more intene (6) have a greater sense of urgency than people with ype B personalities. 3. n the past 0 years the number of mokers in Canada has decreased shaply; whereas in China the number of smokers has soared. he number of fmale smokers in Canada is about equal to he number of male smokers, while in China ten times more men than omen smoke Pa 4 One paragraph or sho essay answer (28 points) 1 A goo piee o wg oud expain what stressors are (they disupt one's usual routine and way of ife) and refrence the Hans Seyle hypothesis that the more major the stressor he more likely that one will become ill Mention should also be made of research that shows hat continual stress often akes the immune system weaker Some typcal illnesses that are associate with great stress shoud be mentioned such as ulcers. The witer shoud probably ote that a causal link eteen stress and cancer is not yet proven. 2. Many aspects of this unit may be drawn upon to write on this topic: coping wit h stress well y adopting certain ehaviors that lssen the impact of the stressors avoiding ype A ersonality behaviors which seems to me individuals more prone to heart attacks not moking eercising regulaly; and ating a healthy lowft diet A reall compete answer would speculate on why religiously active people ive longer and are healthier his could ncude belonging to a community, having a sense of purpose, and adopting a meditative approac o e irLanguage.com
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�11 { L Unit 2
Pa 1 True/False questions (24 poins) 1. F
2 T
3 T
4 F
5 T
6 F
Pa 2 Multiple choice questions (24 points)
d
2 b
3 d
4 b
Pa 3 Sho answer questions (24 points)
. Adolescece ca be dened physicay how an ndvidua's boy canges) pychoogiay (ho a idvduals tough prcese, feeing, and bhors chge), ad soally (how n du sca stats changes 2 I auhd ndivda ea o bcoe ndepedn of i prens; n h ohe and, they d togee wt the people. 3 Emerging adulthood s a cocp prood by the dveoptal pyhost J. J. Aett t sttes that dntity cofon w sually oy asociad wh cece is now ocrring i yug dlts we ino he wnes dveong couies. Emegg adls ry o pstpone t oigatons o aduod: career, marriag chdren a oe ownehip as lon a pssble Tey wat o conne the experenaion ha ttd n he doeece to teir twetes Pa 4 One paragraph or short essay answer (28 points)
. Refrece shuld be mde to sefesee problems r le-loomn oy nd th advanages aybooing gi nd boys A ful answer shoul ao enon tt lboomi gil n adence n ems of se-eem), but h hs may u out o be a advantage ae n i since they can oncentae beer o udis ad ohe insts 2 In ts answ the e shud s scbe he seeopca beavir f a ae i dfe crs ad f a woan. A wel-blaced pece o wrtng ght enin th phyca decne tht ddeaged people suer through whch mgh epai why thy old expeenc isi. Howeer e wrier wu en duce de h resarch shos less dvoce greer emiona staiity greae over job scon less sucide, an more n oyen of arge geea aog thse n de adulod
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Cne Qz Ae Ke
u�1 uj E www.irLangagecom Unit 3
Pa 1 True/False questions 24 pints) 1. T
2 F
3 T
4 F
5. T
6.
Pa 2 Multiple choice questions (24 points)
b
2
C
3
C
4
Pa 3 Sho answer questions 24 points) Th l fdbk hypthss stt tht k l xpss tht shs prtl tl stt tll ld t l tht tl stt F xpl f k f lk lk y sd, y stt t l sd 2 Ass ll ld dspts f t f th ll fts: t t dbk t ttt t lt th vst t sl th t f tshp t sl tts d t pst physl dst 3 Rtl th s st ly dd s vtll ptbl th tht tks pl h ppl t h th dpt h th h typ f th s tly dpd sh s s th d ltshp stts lt f th tpts Pat 4 One paragraph or short esay answer 28 points) Th s t ths qst tht fl xpsss vsl th sts Th ly ptd t b ht ts tht l vt t d tt ppl skd d ht ppl fl d s th l hh d f y I s ls td tht lthh s lts d t dsply th l xpsss t h s d ths s sll tbtd t ht s ltlly psbl h vd tht sts t vl s th t tht "bl sts v dly lt t lt 2 d s t ths qst ld th th d t dstd ltl ds bdy l h t th ppl f dt lts Wtht ths kld sdstd ld t fld t Gsts y b stptd s y dt lth f y tt h t shld ls t dt xptts th bhv s lts hh tt lts d s l
C i rLanguage.,om
C Qz A K 43
Unit 4
Pa 1 True/False questions (24 poits} 1. T
2 F
3 F
4 T
5 F
6 T
Pa 2 Mutiple choice questions (2 points} d 2. d 3. d 4 b Pa 3 Sho answer questions (24 points} irLanguage.com 1 Th answer cold inclde three of the llowing: Get the converation focued on the peron you are talking with; compliment the oher peron bt be incere doing o talk energeticaJly; do't be too peronal too qickly nd t what yo have in common with the other peron and ta abot thoe things; and ty to avoi ye /no qetion On reaon h inh ha a h I a m l i ha l fee more comftable chatting when tey are not fce-toce o they bild intimacy and rapot more qickly ne reaon that they can be le ccel i that people may reveal too any prvate detail abot theele on the nteet, which can lead to an awkward or ncomfrtable fce-to-ce meeting 3 Th imarity pnciple imply tate tat we tend to be attracted to and fl in love with people wh ae very mch like orelve in oher word omeone who look lik s think like hae the ame nationality, ocioeconomic backgrond, religion and race Par One paragraph or sho essay answer (28 points} . In te anwer to thi qetion rerenc mt be made to the fr tage tat endhip can go thrgh contact, involvement cloene and intimacy and dioltion Each tage hold be dd d xml giv 2 Reerence hold be made to reearh hat how that men tend to be more romantic abot marrage than women, and le likely t cae a breap by nding another partner Men tend to believe in love at rt ight more than women Alo girl tend to be infated and ll in love a tenager at a lightly yonger age tan men
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Content Quiz Answer Keys
