Q2e Reading & Writing 5: Audio Script Q Classroom

Unit 1: Linguistics
The Q Classroom
Activity B., Page 3
Teacher: Today we are beginning with Unit 1. Every unit in Q starts with a question. As we go through
the unit, we will continue to discuss this question. Our answers may change as we explore the topic.
“What happens when a language disappears?” First, what makes a language disappear? How does it
happen?
Felix: Some languages aren’t spoken by very many people, like tribal languages. In recent times, I think
what happens is that modern governments take over and establish a national language, and the small
groups of people that spoke the old language break up and get absorbed into the mainstream.
Teacher: And what are the effects of that? Felix: Lots of times the old languages leave traces in the
modern language. There are always some words that have their origin in an old language.
Teacher: That’s true. English has a lot of words from Latin, which of course no one speaks as a native
language today, and it also has words from an Anglo‐Saxon language that has disappeared. What would
you say to this question, Yuna? What happens when a language disappears?
Yuna: It’s very sad. It means a whole culture is gone. Lost.
Sophy: I don’t think anything can really disappear anymore. Everything is recorded. A language may not
have many speakers, but there will at least be a record of it if someone wants to study it.
Teacher: How about you, Marcus? What would you say happens when a language disappears?
Marcus: I agree with Yuna that it’s sad. Language isn’t just words—it’s an important part of culture.
People will fight if you try to take their language away. They’ll try to keep it alive. I think schooling is the
key. If the children speak the language, it will live.
Teacher: Interesting points, everyone. We’ll revisit this question at the end of the unit and see if we
have any ideas to add to our discussion.

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Unit 2: Sociology
The Q Classroom
Activity B., Page 35
Teacher: Today we’re going to discuss the Unit Question: “What’s the difference between work and
fun?” Marcus?
Marcus: Well, work usually pays better. But seriously, I think something feels like work if you’ve done it
a million times before. When something is interesting and new, it’s fun. For me the most important
ingredient for making a job fun is variety.
Teacher: OK. What would you add to that, Sophy? What’s the difference between work and fun?
Sophy: One difference is obligation. Work is something you have to do. Fun is something you do
because you want to. I guess for me the most important way to make work fun is to have choices about
what I’m doing. If I’m making decisions, the work is more fun.
Teacher: What do you think, Felix?
Felix: I agree with what everyone else has said. I would say that not only can work be fun, but things
that are supposed to be fun can feel like work if you’re obligated to do them, or if you’ve done them too
many times. I so think there’s another difference, though. When you work, you work to accomplish
something—to make something or to help someone or some objective like that. When you’re just
having fun, you’re not trying to accomplish anything except enjoying yourself.
Teacher: So Felix is saying that there is a difference. What do you say, Yuna?
Yuna: I don’t know. Accomplishing something is enjoyable. And if it’s enjoyable, it’s fun.
Felix: OK, you’ve got me there!
Teacher: Good points, everyone. We’ll talk about this question more throughout the unit.

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Unit 3: Media Studies

The Q Classroom
Activity B., Page 64
Teacher: “How well does a picture illustrate the truth?” So what do you think? Felix, would you like to
get us started?
Felix: I think it depends on the picture. Pictures can reveal a lot about a subject. You know the old
saying, “A picture is worth a thousand words.” But of course pictures can lie, just like words can.
Teacher: Do you agree with that Marcus? Can pictures lie?
Marcus: Of course. With image software you can put people in places where they’ve never been. You
can put one person’s head on another person’s body. You can change people’s faces.
Sophy: Just look at the models and celebrities in magazine photos. If you ever see a photo that hasn’t
been touched up compared to the one that finally made it into the magazine, they’re really different.
They erase wrinkles, they make people look younger and thinner—it’s pretty amazing.
Teacher: Are there other ways that photographs can lie, besides software manipulation?
Felix: Sure. Even before computers, photographers controlled the image by using certain lighting or by
shooting from a particular angle. Photographs have been lying ever since photography was invented.
Teacher: What do you think, Yuna? How well does a photograph illustrate the truth?
Yuna: Even if you don’t change the picture or take the picture from a strange angle, photographs only
represent one moment. They can’t illustrate the whole truth.
Teacher: Good discussion, class. We’ll look at this question again later in the unit.

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Unit 4: International Relations

The Q Classroom
Activity B., Page 95
Teacher: The Unit Question is “Why is global cooperation important?” Marcus, what do you think?
Marcus: Well, it’s important for preventing wars and conflicts between countries, obviously. We have to
share the planet, so we have to be able to live together.
Teacher: Very true. What else? Felix, what’s another reason that global cooperation is important?
Felix: We can learn from each other. Just like with individuals, you know. If you have a problem, you
want to talk to someone who has had the same problem so they can give you advice. The same is true
for countries. Any economic, or environmental, or political problem that a country is having is probably
similar to something another country has experienced. Countries can learn from each other, just like
individuals.
Teacher: Yuna?
Yuna: Felix mentioned the environment. That’s one reason we need to cooperate. Our environmental
problems affect each other.
Teacher: Good. Sophy, what do you think? Why is global cooperation important?
Sophy: Everyone has been talking about the things we have in common, which are really important, but
we also have important differences. I think when people from different countries and cultures
cooperate, they can learn from each other because they have different perspectives about things. They
help each other see things in new ways.
Teacher: Good discussion. We’ll see if we have anything to add to this discussion after the Unit reading
selections.

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Unit 5: Urban Planning

The Q Classroom
Activity B., Page 126
Teacher: The Unit Question is “What makes a public place appealing?” Before we discuss the question,
let’s clarify what we mean by “public place.” Yuna, what is a public place?
Yuna: Somewhere anyone can go, like the streets, a park, a library, a shopping area.
Teacher: Exactly. And what can make them appealing?
Yuna: They have to be clean.
Teacher: Absolutely! What else? Marcus, what else makes a public place appealing?
Marcus: I’d say lots of light. Places like libraries and stores should have big windows and plenty of
natural light. Everyone likes sunlight.
Teacher: OK. What else? Sophy?
Sophy: I agree that places should be clean and light. I also think they need the right amount of space. If a
place is too cramped and crowded, with people or with things, it can be annoying to get around in. On
the other hand, if you have too much space, it can feel uncomfortable—kind of exposed.
Teacher: I see what you mean. Felix, what do you think? What makes a public place appealing?
Felix: If it’s an outdoor place, plants and flowers, and if it’s an indoor place, art. I guess I’m saying that
beauty makes a place appealing. If people have beautiful look things to at, nice colors and designs,
they’ll enjoy being in a place more.
Teacher: Good ideas, everyone. We’ll talk about this question again later in the unit.

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Unit 6: Ecology
The Q Classroom
Activity B., Page 158
Teacher: “How can we turn trash into treasure?” Maybe we can start by talking about why we should
turn trash into treasure. Marcus, what do you think? Is there a good reason?
Marcus: Of course. We generate so much trash. It’s kind of scary how much stuff we throw away, and
getting rid of it all without destroying the environment is a problem. If we could turn it into treasure,
that would be great.
Teacher: OK, so how can we turn trash into treasure? Yuna?
Yuna: Recycling, I guess. If you use the trash to make something new, you can sell it again.
Teacher: Are we doing that enough now?
Yuna: Oh no, not at all. I’m sure we could do much more.
Teacher: What do you think, Felix? How can we turn trash into treasure?
Felix: Sometimes one person’s trash is another person’s treasure. I think more people are taking
advantage of this by selling things online. Instead of throwing something away, you can put up a post to
see if anyone wants to buy it.
Teacher: Sophy, what do you think? How can we turn trash into treasure?
Sophy: As a society, I think we need to do what Yuna said, to recycle more. And we can do that by
improving our recycling technologies. I think the people who are able to turn trash into good, usable,
raw materials are going to make a lot of money.
Teacher: Interesting ideas, everyone.

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Unit 7: Psychology
The Q Classroom
Activity B., Page 190
Teacher: “Why do people want to change who they are?” What do you think? Yuna?
Yuna: People want to change who they are because they’re not happy. They think they will be happier if
they have a different personality or look different. Teacher: Do you agree with that, Felix? Do people
want to change who they are for happiness?
Felix: Yes, but I think it’s important to look at why they are not happy with who they are. Part of it is the
media, especially for physical appearance. We are constantly surrounded with images of people who are
young, athletic, and beautiful, so we feel bad if we don’t measure up.
Marcus: Not a problem for me, fortunately. But seriously, I think what Felix is saying applies somewhat
to personality as well as physical appearance. In addition to being good looking, we’re supposed to be
outgoing, assertive, and competitive. If people don’t have that personality, if they’re shy or more
passive, they may try to change to make a better impression on others.
Teacher: What do you think, Sophy? Why do people want to change who they are?
Sophy: I mostly agree with Marcus, although I think the ideal personality varies from culture to culture.
But in general, I agree that people want to change who they are so that they can fit in with society and
have more opportunities. Unfortunately, some things, like personality, are pretty hard to change.
Teacher: Is it OK for people to try to change themselves? Or should they just accept who they are?
Felix: There’s nothing wrong with a little self‐improvement, but I think overall, people need to accept
themselves are they are.
Teacher: OK. We’ll consider this question more as we go through the unit.

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Unit 8: Health Sciences

The Q Classroom
Activity B., Page 225
Teacher: The Unit Question is “What energizes people,” so let’s talk about ourselves. How about you,
Sophy? What energizes you?
Sophy: Doing something I like energizes me. I can stay up for hours and hours without even realizing
that the time is going by. Whereas, when I’m doing something I don’t like that much, I get sleepy very
quickly.
Teacher: Good. What else? Marcus, what energizes people?
Marcus: I think the most energizing thing is physical activity. When I’m tired or when I feel like my brain
is operating slowly, I get out and go for a run. No matter how badly I don’t feel like going, I always feel
so much better when I get back.
Teacher: What do you think, Yuna? What energizes you?
Yuna: I agree with both Sophy and Marcus. Also, for waking up, I find showering is the best. I’m always
sleepy in the morning until I take my shower.
Teacher: Good point. And a shower is probably much better for you than a cup of coffee. What would
you add, Felix? What energizes people?
Felix: Well, this may sound obvious, but I would say sleep. A lot of people these days just don’t get
enough sleep. We are working so hard and we have so many distractions that we don’t have time for
sleep. In the old days, when there wasn’t that much to do after dark, I think people slept a lot more.
Teacher: Do you take naps?
Felix: I do. A short nap can be very energizing.
Teacher: I agree with that. Good discussion, class. We’ll talk more about this question as we go through
the unit.

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