Answer Key

Skillful Listening&Speaking

Unit Test Answ An swer er Key

LEVEL 2

Un 1 Global listening 1 on  w 2 in r wrds 3 bsy 4 on  w 5 ovr

Close listening 1 1497 6 vr 30,000

2 1950 7 1992

3 800,000 82

4 1994 9 20

5 1,700 10 6

Vocabulary 1 urnd n 2 nk u 3 pnd u 4 gvng up 5 g … k

Grammar 1 Yu n ry gng  sp rr f yu f rd durng  dy. 2 if yu dn’ undrsnd, yu ud sk yur r fr p. 3 Wn yu v n xm, yu sud   y rkfs fr nrgy. 4 Yu v   rgnzd f yu wn   sussfu  g. 5 a sudns mus rrv  sss n m.

Speaking skill 1 hw u ryng   mr y frm nw n? 2 i mg   gd d   mr fru nd vgs. 3 on d s  ffr  p u    sp. 4 i’d rmmnd png rs s  wy  f gd. 5 i suggs gng mr xrs nd frs r.

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Skillful Level 2 Digibook. This page is photocopiable, but all copies must be complete pages. Copyright © Macmillan Publishers Limited 2013.

1


Unit Test Answ An swer er Key

LEVEL 2

a sry f sng I’m going to tell you a sad story, but, hopefully, hopefully, with a happy ending. It’s the story of sustenance and sustainability. sustainability. It’s a story of shing, and I think it shows what happens when our search for food and prot is led only by greed. Newfoundland is a cold, rocky area on Canada’s Atlantic coast. For millions of years it has had sh among those rocks. A lot of sh. In 1497, John Cabot reported that there were so many sh that boats had trouble moving through them. You You could put your hands out and pick them out. Most of these sh were cod, an excellent sh for eating; rm, white, healthy, healthy, and fat. On the whole, the reason people went there to live was for the shing. So what happened? Well, nothing much for about ve hundred more years. Up until 1950 all was well. Fishermen used traditional shing methods and caught plenty—up to about a quarter of a million tons a year—and the cod recovered each year to similar levels as before. But then the greed started. From all over the world, new, huge factory-shing ships came in. They could catch eight hundred thousand tons a year ye ar,, and with no laws to stop them, they did. In other words, they ignored the consequences of their actions. Scientists were slow to see the danger danger,, and politicians didn’t want to know know,, although traditional shermen warned them. When it came, the disaster was sudden and dramatic. Basically, the sh disappeared. They were overshed, unable to recover, their habitat destroyed by nets as big as football elds, their young destroyed. By 1994, the lowest point, it was estimated that only 1,700 tons of cod remained in the area—an area that used to have millions. Fishing was banned in 1992. Initially intended to last two years, the ban went on for more than twenty twenty.. On the whole, it was devastating for the local economy and society. society. Over thirty thousand people in the area lost their jobs, jobs that went back hundreds hundreds of years, passed from father to son. Towns Towns shrank or disappeared as the young people were forced to leave and look for work elsewhere. Communities were destroyed. Where is the happy ending, you ask? Well, it seems that the sh have now reached a point where they can recover recover.. Six-year old fully-grown f ully-grown cod are now breeding. The waters are lling up again, maybe not like in the old days where you couldn’t move in the water water,, but they are coming back. Overall, Newfoundland is recovering, with a new tourist economy economy.. And the local people hope that the when the sh come back, traditions will return with them. I think there is a clear lesson in this story. Those sh could feed our world, but only if we protect them too. We We need controlled shing that allows the sh to survive and thrive. But will we learn? I hope so. We have to.

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2


Unit Test Answer Key

LEVEL 2

Un 2 Global listening 1F 2D 3a 4c 5G

Close listening

(1/2 mrk ) 1 D 2 a 3 e 4 c 5 b 6 J 7 F 8 G 9 i 10 h

Vocabulary

(1/2 mrk ) 1 unr 2 msundrsnd 3 nsuppr 4 rrspns 5 dsppr

ds n wrk w r yu nn rus  n knw w s ru r w s ry ppnng mpss  d w n nkng u  rsus f yur ns sp, n ppn nymr, g wy

Grammar 1 h ud  n  fé, u i nk  s pry gn m. 2 tr my  s f pp   mng mrrw frnn. 3 S mg wn smng   wn s gs m. 4 ty my  wrkng    rry, s dn’ w fr m. 5 h ud  fng unppy fr gng s xm rsu.

Speaking skill 1 cud

2 sp

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3 udn’

4 ud

5 xpn


3



LEVEL 2

budng nn mmuns amd: Thank you, everyone, for attending this staff meeting today. I know that this time of year is a busy one for teachers. However, I also thought today’s presentation would be very useful to you all as we start the academic year. So, we are lucky enough to have with us today Carol Rega, head of IT and Learning, and she’s going to outline for us some basic principles of online communities and how to start them. Welcome, Carol. cr: Thanks, Ahmed. And thank you to everyone for inviting me to your meeting, and giving up your valuable time. So, I’ll get right to the point. Today we are asking a couple of questions. What are online communities ? And how can you, as teachers, build good online communities? So, what is an online community? Well, basically, as you know, it is a group of people, a community, which communicates with each other using Internet tools, for example, discussion boards, chat rooms and avatars. You’re probably familiar with several different types of online communities in your home life, like social networking groups, or at college, for example, your course websites. Most of us nowadays don’t have much of a problem understanding what an online community is, but we can have problems with getting a good one going, and keeping it going. So let’s spend the rest of this session looking at these issues. There are many principles we can use to guide us when building online communities; for example, people should be allowed to control their own environment by doing things like changing the color and layout. However, before we get to those types of things, there are some more basic principles you need to think about. You need to start with rules. I know that sounds boring, but from the very start you need clear rules; for example, a rule about the type of personal information community members should post, or, another example is a copyright rule. The rst interaction with the community should get all members to agree to the rules for use. Another important principle for the start of an online community is purpose. For example, why are people asked to join this community? What will they be doing in it? It is very easy for an online community to be confusing; for example, teachers often make them too big, and ask their students to do too many things. You need to stay focused on the purpose. Let’s move on now to looking at how to keep a community going, by dealing with the problems; for example, when things get slow and people go silent after a few weeks or even days of joining the community…[FADE OUT]

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LEVEL 2

Un 3 Global listening 1 dsgn

2 r

3 wkng

4 md

5  dffrn

Close listening 1 bus f s 5 if…n

2 t rsn s

3 cnsquny

4 t wy

Vocabulary 1 pr 2 urrn 3 mdd 4 usd 5 urn

ds nn rdr nsd unry

Grammar 1 rn’ y

2 ddn’ yu 3 r r

4 ds s

5 s 

Speaking skill 1 i wud prfr  k u  mwrk rs, f w n. 2 Spkng f w, dd yu w  dumnry s ng? 3 t rmnds m, i nd  g   rry fr ss dy. 4 by  wy, d yu knw w mrrw’s ur s u? 5 i jus ug f smng. W  gv us  prsnn ns mrrw?

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5



LEVEL 2

Dfns sp Prfssr: In today’s lecture, I will discuss an important concept in design. It is called defensible space. What do we mean by defensible? That you can defend it, look after it? Sr: Prfssr: Right, Sara. So when do we need a defensible space? Dominic? Dmn: I guess when we are designing a house or a place and we don’t want people to come and intrude on it—perhaps a community, a housing development or something? Prfssr: That’s right. When we design a gated community, a park, or a home, somewhere we want used by some people but not just anyone, we need to think about how to defend it. Basically, there are three design features we can use. The rst one is called surveillance. Let’s take a private housing development, say twenty houses on their own land with a common pool and children’s playground. We need to be able to watch the place! If we don’t, then people from outside will start to use it as their own. Because of this, we need to make sure there is good lighting outside, and that the windows look out onto the playground. We need walkways and benches to increase the trafc—human, not cars—to make sure that residents are often walking or sitting in the key areas. The second design feature of defensible space is known as territoriality. I know, it’s a long word, but it just means that we need the design of the housing area to clearly show exactly where it stops and starts, where you can’t go in if you don’t own it. The reason is that people will tend to avoid it if they can see that it is owned and protected. To achieve this, we could put up gates, for example, and a fence or hedge around the whole housing development. Even a small fence will show people where they shouldn’t go. Then we can put up private elements inside it—private trash cans, for example, so that people take responsibility for the area and start to treat it like their own mini-kingdom. Consequently, others will see it like that too! The third element of defensible space is less obvious. It is more about the imagination. We need to put things in our housing development that show that we care about it. That way, other people will see that they shouldn’t use it for themselves. We could make a nice open space with picnic tables and barbecues, for example, and put children’s games in the play area, like slides and swings. These things need to be well looked after, or it can have the opposite effect—if we don’t look after them, then people will think it doesn’t matter if they use them too. Now, you are going to do an exercise. Each of your groups has a picture of a place which doesn’t have any of these features. They are all different, by the way—so no helping across groups! I want you to add at least one of each of the three elements to make it more defensible. OK? Dmn, Sr, nd r vs: Fine, okay, sure….

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6



LEVEL 2

Un 4 Global listening 1b 2G 3a 4e 5c

Close listening

(1/2 mrk ) 1 mprd 2 mr 3 dffrn 4 sm 5 unk 6 dffrn 7 ggr 8 hwvr 9 mr 10 mr

Vocabulary 1 mprsn

2 nn

3 gnry

4 r

5 prpv

Grammar 1 fwr

2 s

3 fws 4 fwr

5 ss

Speaking skill 1 i’m srry, i’m n sur i undrsnd. 2 i’m frd i dn’ knw w yu mn. 3 cud yu g vr  pn gn, ps? 4 cn yu rp , ps? 5 Wud yu xpn  gn?

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7



LEVEL 2

S usnss Today I am talking to you, not as business students, but as business people— men and women who want to go out into the world and make your mark by starting a company. And not only starting a company… you, as business people, want to watch that company grow. Perhaps you want your company to be compared to Google, or you want it to be similar to Facebook. Or maybe you want it to be better. Bigger than Amazon, more famous than Coca Cola. You want it to be different from all the other companies out there… whatever your dream is, though, there are some basic things you need to have in mind now for your business plan. And one of those things is scalability. Whether your plans are for your business to be the same as or different from companies already out there, you will, most denitely, need scalability. So what is this magic ingredient? Well, it’s the ability of a company to grow. All companies, to survive in today’s world, need to get bigger. Companies now, unlike in the past, have competition on all sides. There are online companies, face-to-face companies, blended companies. The business world now is very different from the one our grandparents, or even our parents, worked in. Right from the very start, you need to understand the rules of scalability, and you need to make sure that your company is following these rules. So let’s run through some of these rules quickly, before coming back and looking at each one in more detail. The most important thing to think about is costs. You need to think about the cost of setting up the company, and then the on-going costs. For example, how much will it cost you to deliver your services to your customers? What will happen to these costs if you get more customers? Will they get bigger, smaller or stay the same? If your costs go down as your company increases in size then your business is scalable. Let’s look at an example of this. Online shopping companies spend a lot of money designing their websites. However, once they have developed the site, the cost of delivering their products through digital downloads, or even face-to-face, goes down with every new customer they get. Unlike traditional companies, they do not need to rent more shop space for more customers. They simply add more customers to their online database. To make your ideas scalable, keep them simple from the start. As your company develops, things will become more complex. Don’t introduce complexity at the start if you don’t need to. Scalable companies use more automation. If you can use technology to do a job, then use it. Don’t waste time when you don’t need to. Another rule is…

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8



LEVEL 2

Un 5 Global listening 1 wu 2 suss 3 frd 4 rn 5 2008

Close listening 1 2 3 4 5

Vocabulary 1 md

2 wr

3 r

4 sm 5 w

Grammar 1 S ws wys kng n  pn n  rry. 2 ty wr sudyng n  rry un fr nn. 3 h wsn’ snng wn  r gv  ms mprn nfrmn. 4 Yu wr wys nkng u yur fuur rr wn yu wr yung. 5 ty wrn’ wrkng ysrdy us  ws  mpny dy.

Speaking skill 1 Yu v  pn. 2 i dn’ nk ’s wys ru. 3 t’s w i nk. 4 i’m srry, u i dsgr. 5 t’s  gr d.

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9



LEVEL 2

Suss & fur Rn: W:

Rn:

W:

Rn:

W:

Rn:

W:

Rn:

OK, so, for this week’s discussion, we’ve been exploring the idea of success and of its opposite, failure. Yes, during the past few weeks of this course, we have had lots of interesting lectures and discussions about success, but Robin and I thought that we also needed to look at success in relation to failure. That’s right. Just as you can’t have the idea of big, without the idea of small, or good without bad, you can’t have success without failure. And Google backed us up, didn’t it, Will? [laughs]. We did a search for success and failure quotations, and we got over 18 million results! One quote we really liked is attributed to Thomas J. Watson, who was the president of IBM up until the 1950s. He said: “If you want to succeed, double your failure.” And this is the idea we wanted to explore in today’s discussion—the idea that you cannot succeed if you do not fail. And the more you fail, the more you will succeed in the long run. Many people are afraid of failure—failure as a student, in exams for example, or failure as a friend, or at work. And what’s worse, is that many people are so afraid of failure, that they stop trying. The thought of failure prevents them from doing anything. But the important thing we need to remember here is what Robin just said… it is the thought of failure which stops people, not failure itself. In fact, as the quote from Tom Watson shows, failure can bring us success. Science provides us with very good examples of this. Scientic developments come out of failure—we learn how not to do things, and this learning helps us toward discovering how we should do things in order to succeed. The key thing is not how much we fail, but how we respond to this failure. What do we do when things go wrong? And from the reading we have done, particularly the work of Higgins & McGee in Failure Means Success published in 2008, we have listed several positive ways to see failure in order to help you to be a success. These are…Will? Yes, rstly, see failure as unavoidable. If you try anything, at some point you will fail. There is nothing you can do about it. But don’t see this failure as your enemy. Learn from it and use what you learn the next time you try the same thing. Next, there is the idea of…

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10



LEVEL 2

Un 6 Global listening 1F 2c 3h 4b 5a

Close listening

(1/2 mrk ) 1 rsus 2 l 3 y 4 nsquny 5 us 6 du 7 s 8 pnn 9 j 10 rsus

Vocabulary 1 g m 2 gs  mprssn 3 gng nggd 4 g rdy 5 g ups

Grammar 1 if r s  mu prssur,  mn w rk. 2 Yu w g mu r grds f yu sudy rdr. 3 W wud yu d f yu f n rquk? 4 if yu f undr prssur, wud yu k  smn? 5 if i d  prm w  frnd, i wud g dv frm my rr.

Speaking skill 1 n sur w 2 n’ nk f 3  knd f 4 yu us  5 nkng f

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LEVEL 2

Dmnds We’ve been exploring different forces in nature, and the result that one pressurizing force can have on another. So, now I’d like to take a look at the product of one such natural pressurized situation…I am, of course, talking about the diamond. The word diamond comes from ancient Greek word adamas, and means unbreakable. Diamonds are, in fact, the hardest substance on Earth, and, as a result, they are used not only as jewelry, but also in heavy industry. More on that in a minute though—let’s look at their formation rst. Diamond is formed out of carbon in very specic conditions. Let me explain. A combination of a particular pressure and a particular temperature is needed, and these two things only occur very deep underground—between 140 and 190 km below the surface, actually. The temperature is important too; this must be around 1000°C. The actual formation of diamonds is caused by the pressure underground in these conditions. The pressure must be very high and it needs to last for a very long time—hundreds of millions of years, in fact. These conditions do not happen in most places in the Earth and, consequently, there are only diamonds in a few places, and many of these are difcult to get at because they are formed so deeply underground. As I mentioned earlier, diamonds are used a lot in heavy industry because of their strength For example, they are used in machines and tools for drilling, cutting and mining. Diamonds used in industry do not have the color or size needed in the jewelry business. In fact, 80% of the world’s diamonds are not suitable for jewelry, and so are sold to into the industrial diamond trade. So, extreme pressure is needed to create the diamond, in my opinion, one of nature’s truly beautiful products, and this leads me to ask what happens when a force that cannot be stopped meets an object that cannot be moved? Well, you can’t actually have both. This is because if a force is really unstoppable, then the object must move. In reality, when there is a force or pressure, several things can happen. The object can resist it, or break, or change. And it is this change that results in diamonds.

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12



LEVEL 2

Un 7 Global listening 1D 2e

3a 4c 5b

Close listening 1 prm

2 srus

3 suggs

4 rdu

5 nusn

Vocabulary 1 spss

2 srssfu

3 jss

4 ugfu

5 pnss

Grammar 1 ty v n r w s mn. 2 h sn’ f s v f fr fr. 3 hv yu vr dn smng vry frgnng? 4 S s d m u  mny ms. 5 hs  m nyn w  sm fr?

Speaking skill 1 ppy  2 pn 

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3 v

4 dn’ knw

5  nswr


13



LEVEL 2

cdd & fr In my presentation today, I’d like to talk about fear, and in particular, children and fear. First, I’ll discuss whether adults are making children more afraid than they need to be. I’m going to consider this in relation to childhood in the past, and then I’m going to look at fear and children nowadays. Finally, I’ll mention some guidelines that I think could be very helpful to the modern parent. Some parents have a serious problem with fear. Notice, I said a problem with fear. The problem is not with the actual thing, but with the fear of it. And many children are controlled by their parents’ fear, both in what they are allowed to do, and also in what they think. Let’s take a look at the way things used to be when we were kids. In the past it was pretty normal for us to go off to the local park on our own and play. We could be out all day, and since there were no mobile phones in those days, our parents had to trust us. They told us not to talk to strangers, to look out for cars, not to play too near the river and so on, but we were really on our own. And we survived! These days, that doesn’t seem to happen so much. Parents are afraid of letting children out on their own in case they are kidnapped by strangers. This fear is a serious problem for children, and for society itself. We need to be able to feel comfortable both in our homes and outside of them. Now let’s turn to some hard facts. Statistically there is no greater danger for children nowadays than there was in the past, although people nd this very hard to believe. The rate of crime is lower now than it was twenty-ve years ago, for example. The number of car accidents involving pedestrians is also down. So, we can see that the things parents are more afraid of now are actually going down in numbers. So why do people feel more afraid and more protective of their children nowadays? Well, I blame the media. Watching the news on TV for 24 hours a day can make you very fearful. It makes you think that bad things are happening all the time and that things are always getting worse. How then, can we help reduce these fears? Well, I would suggest, as a rst step, simply turn off the TV. Limit Internet viewing of news sites, and don’t buy a newspaper so often. The guidelines I will go on to talk about support this view. Parents can also reduce their fears by getting information for themselves, and developing a more realistic view of the world. They need to look at why they, themselves, are afraid, before they transfer their fears to their children. In conclusion, let me share with you the main points from a set of guidelines published earlier this year. The guidelines are called Fight the Fear—I’ll give you the download details at the end of the….

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LEVEL 2

Un 8 Global listening 1e 2c 3a 4b 5D

Close listening (1/2 mrk ) 1 c fr 2 e rs

3 a n

4 D nw

5 b fr

Vocabulary 1 dgd

2 mssv

3 sunnng

4 srng

5 unpsn

Grammar 1 t wmn w wrks r s Frn. 2 n prnun ndd 3 t mn w gv  prsnn s s my r. 4 n prnun ndd 5 h wr n r w s nw pusd.

Speaking skill 1D 2c 3b 4e 5F

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LEVEL 2

Rdng  drn When I was young, a long time ago [laughs] every night my mother or father would come upstairs, into my bedroom and sit down on my bed. First we would talk a little about the day—my day of course! As an eight or nine-year old I didn’t think to ask them about how their day had been. Then after our little chat, Mom or Dad would pick up the book lying on my bedside table, and continue reading from where we had got to previously, transporting us both back to the magical world of the written word. Do you know, I don’t even particularly remember those stories they read—I had started reading to myself long before this age, book after book, so many stories—but I remember the feeling…that shared love of reading, that closeness, that special time. There was also the language side to the experience too… “Mom, what does spiteful mean?” “Dad, what’s an avocado?” Now I am a grandmother, and I listen with some sadness to my own daughter saying that there just isn’t enough time in the day to read to her children. She says after their busy schedules everyone is so tired at the end of the day, that reading goes to the bottom of the list. So my question is, where did reading get lost? Well, somewhere between my childhood and my granddaughter’s, it seems. Perhaps it was people of my generation who didn’t put in time with our children. Perhaps it is the fault of my daughter’s generation. But in today’s session, I don’t want to blame people for the decrease in reading. Instead, I want to remind you all of what a wonderful, positive activity reading to a child is, and encourage us all to try it, whether it’s our rst time, or if we just haven’t tried it in a long time. And here are the reasons why you should read to children. First, it brings you close to that child. As the child gets older and he or she becomes more active, you will nd yourself spending less time with him or her. Reading is a wonderful moment of concentration, but also of relaxation, together. Second, it will improve the child’s communication skills. By hearing how different characters communicate and by understanding the emotions behind the words, the child will become a more skilled communicator. Another benet is to the child’s thinking skills. In the stories the characters will have problems and difculties which your child will be busy trying to solve. Linked to this, is the expansion of the child’s world. You don’t need to pay for expensive trips, when, with a simple book a child—or an adult—can go on the most amazing, magical trip…all in their mind. The next benet is…

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16



LEVEL 2

Un 9 Global listening 1F 2a 3D 4G 5b

Close listening

(1/2 mrk ) 1e 2b 3a 4c 5D 6 G 7 F 8 J 9 h 10 i

Vocabulary 1 2 3 4 5

Grammar 1 Wswr n  ryd fr dms us. 2 a wr mus  nd w fr us. 3 a rg mun f wswr s rusd n Sngpr. 4 t wr s nd y  sp prss. 5 t wswr sud  rd w ms.

Speaking skill 1 as swn n s r,  prng f ryd wr s nrsng. 2 tk  k  s vd. Yu w s w  rmn prss wrks. 3 l m drw yur nn  s sd w sws  w prss. 4 t rfrns r n yur ndu. 5 N   rs u pn sys  wr s rnsprd y pps.

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17



LEVEL 2

Ws  wr As we’ve noted before in this series of lectures on water, water could soon be as valuable as gold. We live in a world where one in eight people globally do not have access to safe drinking water, natural supplies are running out, and yet demand for water is increasing every year. In addition to these issues, there are, of course, also the environmental problems—no one really knows for sure how these will affect water supplies in the future, but with melting ice and changing rainfall patterns, it seems that the effects will not be positive. Some countries with limited supplies of water are already looking at ways of using, and reusing the water they have. Singapore is one such country, and the solution it is working on is recycling wastewater. The idea is not so different in itself. Wastewater—such as water from sinks, showers and laundry machines—has, for many years, been recycled for use in industry and agriculture. However, in Singapore the wastewater is also now used in tap water, and therefore becomes drinking water. Now, it is true some people don’t like the idea of drinking wastewater, but the governments says this water is nearly as pure as distilled water, and many Singaporeans are happy with the idea if it means they no longer need to depend on neighboring countries for water. So, let’s look at the process of recycling the waste water. What actually happens to the water? Well, rst the water travels along pipes to a treatment plant. When it arrives there, then the bacteria in the water is removed. This process is called microltration. First the water goes through holes hundreds of times smaller than a human hair. This removes the bacteria. Next, it goes through a second layer of holes which takes out salt and chemicals. Finally, the water is treated with ultraviolet light and hydrogen peroxide until all organic matter is removed. Once the process is complete, the nal product is ready to be used again—in washing ...or drinking. As soon as this happens, the water is sent back into people’s homes. After that, the process starts all over again. People use the water, the water runs into pipes, the water arrives at the treatment center, and so on. Other governments around the world are now looking at the Singapore model…

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18



LEVEL 2

Un 10 Global listening 1b 2F

3G 4h 5J

Close listening 1D 2a 3e 4c 5b

Vocabulary 1 kng  ss 2 k ns 3 k rg 4 kng  n 5 k  s

Grammar 1 Sr sd s d  g nw us f  mng  12. 2 Nr xpnd y wud g r   r. 3 Dv nd am sd  y d n n  nw fé n  sppng m. 4 Zk mnnd  ws mvng   nw prmn nx wk. 5 J pnd u  w d nsd  pr f  urs rdy.

Speaking skill 1 Yu md  pp wys fw nsruns. 2 t’s n ru us w v srng vdn swng  pps. 3 i’m frd ’s n ur sn ms rsr sws  pps. 4 t my  ru, u n f  gnr rgumn s dffrn. 5 tr’s sm ru  yur rgumn. hwvr, i m n y nvnd.

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LEVEL 2

hypnrpy Sn:

Dr. cusk: Sn: Dr. cusk: Sn: Dr. cusk:

Sn: Dr. cusk:

Sn: Dr. cusk:

Sn: Dr. cusk:

Sn: Dr. cusk:

Our next guest is Dr. Leah Cusk. Still on the topic of persuasion, Dr. Cusk is going to explain a form of persuasion used in the medical world in order to change the behavior of patients—I’m talking about hypnotherapy…a, let’s say, interesting therapy. [Slightly dubious sounding intonation.] Welcome, Dr. Cusk. Thank you for joining us today. Thank you very much for inviting me. So, let’s get right down to it. Dr. Cusk, let’s start with the basic question, what is hypnotherapy? Well, Sean, as with many medical words, the name comes from Greek, and in this case the word hypnos, which means sleep. So, it’s a form of sleep? More a form of relaxation. Hypnotherapists use exercises to put the patient into a state of deep relaxation. In this state, the patient is very open to ideas and images. Hmmmmm, that sounds very controlling. No, it’s not—the hypnotherapist does not control the person, but, instead, makes suggestions and leads the person to make their own decisions. How is that supposed to work? Actually, Sean, it’s a fact that it does work. Let me explain how, and then I’ll give you some statistics. So, how it works… well, most people know that the way we respond to something is how we learned to respond based on our rst experiences. For instance, if someone has had a bad time at the dentist, they learn to respond negatively to future visits to the dentist. In hypnotherapy, the therapist will ask you to think about the rst experience and how you responded. Then you will separate the experience and response. Finally, you will learn a new, more positive response. Hmmm, sounds too good to be true. You mentioned some evidence to show it works. Yes, according to one research report, based on a study of 43 participants using hypnotherapy treatment to stop smoking, 90% didn’t touch cigarettes for three years. Another report on patients trying to lose weight claims that giving counseling treatment with hypnotherapy is 5 times more effective than giving treatment without it. OK, those reports seem to support the use of hypnotherapy. It’s sounding more promising now. Yes, Sean, like you, many people nd it difcult to believe that hypnotherapy works and need to see some hard facts. At the end of the program I’ll give out a website where you can nd lots more information about hypnotherapy and results from many clinical studies. So now, let me give you some more details about how hypnotherapy actually works…

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