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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



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



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



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



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



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



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



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



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



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)



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



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.


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



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


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?



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)



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)



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



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



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



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



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.



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



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.



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


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


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


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




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.


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


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




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.


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


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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