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PAGE 608 SPEAKING REVIEW EXERCISE(Skills 16 through 18) ALASKA 233 Listen to the passage. On a piece of paper, take notes on the main points of the listening passage. (professor) Something that affects some residents of Alaska and other societies in the far north of the globe during the winter months is a disorder call SAD. SAD is actually an acronym S-A-D,and it stands for seasonal affective disorder. "S" for seasonal, "A" for affective, and "D" for disorder. In the summertime, Alaska is blessed with a tremendous amount of sunshine, 20 hours of sunshine a day in Anchorage and 22 hours of sunshine a day in Fairbanks. In the winter, however, the opposite occurs, and there are long, long hours of darkness and only an occasional few hours of sunshine if the sky during the hours when sunshine is possible isn't cloudy or stormy. During these long periods of darkness interrupted by little or no sunlight, residents can be afflicted by SAD, or seasonal affective disorder, a serious kind of clinical depression. Estimates of the percentage affected by SAD range from 10 to 20 percent of the population. There's actually a physiological cause of this disorder, one that's related to the lack of regular sunlight. When the human body receives less sunlight, it produces less serotonin and more melatonin than usual. Serotonin is a hormone that causes humans to feel cheerful and positive, and less serotonin is produced when there's inadequate sunlight. Melatonin is a hormone that causes humans to feel drowsy and fall asleep, and more melatonin is produced when there's inadequate sunlight. It's this combination of reduced serotonin and increased melatonin that's the cause of seasonal affective disorder in areas where sunlight is reduced considerably for several months at a time. WHAT POINTS DOES THE PROFESSOR MAKE ABOUT SAD? SPEAKING POST"TEST PAGE 240 Question 3 Listen to the passage. On a piece of paper, take notes on the main points of the listening passage. (man) Hey, Sue, are you heading over to the snack bar? (woman) Yes, I am. So you heard that the main cafeteria's closed? (man) I didn't hear about it. I read the notice. (woman) There's a notice about the main cafeteria (man) Listen, do you know why the cafeteria's closed? I can't believe it's closed during the semester. (woman) I heard there was a fire. Some people were in there cooking this morning, and a fire got started. (man) That would explain why the cafeteria's closed. HOW DOES THE INFORMATION IN THE LISTENING PASSAGE ADD TO THE INFORMATION IN THE READING PASSAGE? ;g!i Question 4 Listen to the passage. On a piece of paper, take notes on the main points of the listening passage. (professor) As a teacher, it's important for you to recognize that you can take steps to establish the appropriate kind of social environment to meet the goals of each activity. It's not enough to recognize that certain types of social environments can exist in the classroom; it's also necessary to understand that you can take steps to ensure that the social environment is appropriate for a particular activity. To establish a cooperative environment. your role is to get across to the students that a particular task is to be completed in pairs or in groups and that only those responses that have been agreed upon by the entire group will be accepted. To establish a competitive environment, your role is to get across to the students that they must work alone and that their responses will be evaluated in comparison with responses from other students. To establish an individualistic environment, your role is to get across to the students that they are to work alone and that they are to do the best job they can and that they'll be evaluated based upon a predetermined scale rather than on how well they do in comparison with other students. HOW DOES THE INFORMATION IN THE LISTENING PASSAGE SUPPLEMENT THE INFORMATION IN THE READING PASSAGE? Question 5 Listen to the passage. On a piece of paper, take notes on the main points of the listening passage. being closed? (man) Yeah, there is. It's posted on the door of the main cafeteria. I went over to the cafeteria for lunch, and I read the notice, so now I'm going to one of the snack bars. (woman) Sorry you had to walk all the way over there for nothing. I heard about the cafeteria being closed from one of the students in my class, so I didn't have to walk all the way over there for nothing. (man) Hey, Beth. I saw you running across campus this morning. What was the hurry? (woman) Oh, hi, Todd. I do that every morning I'm on campus. This morning was nothing unusual. (man) You go running across the campus every morning just for fun? (woman) Oh, I'm not running for fun. I have to do that. It's the only way I can get to class on time.