8

THINK AND
U N I T DISCUSS
1 Read the unit title. Have you

DIY: Do It
ever heard the expression
“Do It Yourself” or “DIY”?
What types of projects are

Yourself
typically “DIY”?
2 Look at the photo and read
the caption. How do you think
Open Source Ecology relates
to the unit title? Explain.

PART 1
The Psychology behind DIY
The LifeTrac IV open-source tractor by
Listening
Open Source Ecology, 2012. Open Source
Understand Content-Rich Material
Ecology was founded by TED speaker Marcin
Jakubowski. It is a network of farmers, Speaking
engineers, architects, and supporters that Explain a Process
uses open-source technology to allow for the Pronunciation
construction of different industrial machines to Intonation in Lists
build a civilization with modern-day comforts.

PART 2
TALKS
Marcin Jakubowski
Open-sourced blueprints for
civilization
Note Taking
Record Information from Lists

PUT IT TOGETHER
Communicate
Present and Explain a Process
Presentation Skill
Organize Information in a Logical
Sequence

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 PART 1   The Psychology behind DIY VOCABULARY

C 2.32 Read and listen to the sentences with words from the lecture. Choose the
correct meaning or explanation of each bold word.
BEFORE YOU LISTEN
1. The table I bought was cheap, but I had to assemble it myself. The instructions
were terrible. It took me hours!
A COMMUNICATE  Work in a small group. Discuss these questions. a. build b. deliver c. put together

1. Look at the photo. What are the people doing? How do you think they feel? 2. Many business people saw the potential for making money with DIY products,
so they started to develop products that people could make themselves.
2. Why do you think some people like to do DIY projects, such as remodeling a
a. certainty b. difficulty c. possibility
house, rather than hiring someone to do it for them?
3. Why do you think some people like to make things for themselves—for example, 3. Despite the slow economy, the sales of our DIY projects have been very good
knitting a sweater or building a piece of furniture—rather than buying them? this month. We hope to maintain or even increase sales next month.
a. improve a little b. keep at the same rate c. slow down
4. Do you like to make or build things yourself? If yes, what kinds of things? If not,
why not? 4.
Some consumers buy furniture that they need to put together themselves
because it’s cheaper. A consumer is someone who  .
B 2.31 THINK CRITICALLY  Predict.  Think about the title of the lecture and listen
a. buys things b. makes things c. wants to save money
to the first section. In a group, make a list of questions in your notebook that you
think the lecture will answer. 5. More and more businesses are beginning to reduce their dependence on oil
because it is not a sustainable source of energy. Instead, they are beginning to
invest in forms of energy that will always be available, such as wind and solar.
a. able to continue to exist and grow b. acceptable to everyone c. easy and ready to use

6.
My brother likes to do projects in his free time. I’ve never seen him sit down
A husband and wife and just watch television. He doesn’t like to be idle. Someone who is idle
remodel an old home.
doesn’t  .
a. feel alone b. have work to do c. like to relax

7.
The researchers are looking for people to be in their study. Participants have
to be over the age of 21. A participant is someone who  .
a. is 22 or older b takes part in a research study c. works in a research lab

8. There are two versions of the instructions. One is in English, and the other is in
Spanish. A version is  .
a. a piece of paper with information on how to do something
b. a different type of explanation
c. a form of something that differs from other forms of the same thing

9. I bought a beautiful old table from someone on the Internet for $100. I took it to
an antique dealer and he valued it at $1,000. Do you think I should keep it?
a. bought b. put a price on c. tried to sell

10. Think about the business implications of the results of the study. Do you think
that business owners will change anything based on the research?
a. extreme difficulties b. possible effects c. special reasons

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 D COMMUNICATE  Work with a partner. Read and answer these questions. Use the 
Experiment 2
bold words in your answers.
3. Which frogs do you think the participants valued more: their own or the expert-
1. Do you think most people value something more if they make it themselves or made ones? Why do you think so?
buy it? For example, think of a sweater that someone knits for a relative or a
4. Which frogs do you think the people who were not involved in the experiment
piece of furniture that you build by yourself. Explain your answer.
valued more: the participants’ or the expert-made ones? Why do you think so?
2. How important is it to you to have the latest version of a cell phone or computer
program? Explain your answer. F 2.35 LISTEN FOR DETAILS  Read the steps from the first experiment. Then
3. What are some ways for a popular restaurant to maintain its popularity? listen and put them in the correct order. Write 1 next to the first step, 2 next to the
second step, and so on.
4. What is the best way for governments to encourage businesses to invest in
sustainable energy, such as wind and solar power? a.  hey put each participant in a separate room with a bracelet in it, and they did not let the
T
participants take anything into the room with them.
5. As a consumer, what are the things that influence you the most? Price?
Popularity of the product? Advertising? Something else? Explain your answers b.  hey gave each participant a choice. They could take the bracelet apart and put it back
T
with specific examples of products you have bought. together, or they could do nothing.
c. They told the participants to stay in the room for 15 minutes.
d. The researchers divided the participants into two groups.
LISTEN e.  hey gave half of the participants instructions on how to take the bracelet apart and create
T
a new design.
f.  hey told the participants in Group 1 that if they took the bracelet apart, they had to put it
T
LISTENING SKILL   Undertstand Content-Rich Material back together in exactly the same way.
Lectures are often content-rich; that is, they include a lot of information. When g. They left the participants alone for 15 minutes.
listening to content-rich material, you might feel overwhelmed. You might get h. They gave each group a different version of the instructions.
stuck on an unfamiliar word or idea and stop listening in order to figure it out.
Keep listening; you often need to hear what comes next in order to understand
what you just listened to.
2.33 Read and listen to the example from the lecture you are going to listen to.
Now for the second study, which involved origami. Origami is the Japanese art
of folding paper into different shapes, often of animals, such as birds, fish, or
a bracelet
insects.
Notice how the speaker defines origami right after she mentions it.

E 2.34 1.38 LISTEN FOR MAIN IDEAS  Listen to the lecture. It is divided
into two segments. Each segment describes a different experiment. There will be
a pause of about one minute before you hear the experiment results. Work with a
partner to predict what the results will be. Then listen to the results and check your
answers.


Experiment 1

1. What do you think most people in Group 1 did? Why do you think so?
2. What do you think most people in Group 2 did? Why do you think so?

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 G 2.36 LISTEN FOR DETAILS  Read the steps from the second experiment. Then I THINK CRITICALLY  Interpret an Infographic. Work in a small group. Look at the
listen and put them in the correct order. Write 1 next to the first step, 2 next to the infographic and answer the questions below.
second step, and so on.

a. Participants valued their own origami frogs. HOMEOWNER DIY: THE GROWING
b. Participants with no experience making origami followed instructions to
POPULARITY OF HOMEOWNER
make origami frogs. IMPROVEMENT PROJECTS IN THE U.S.
c. People not involved in making the frogs valued the participant-made HOMEOWNERS AND HOME IMPROVEMENT PROJECTS, 2012
and expert-made origami frogs. AMERICANS WHO OWNED HOMEOWNERS PLANNING HOME
HOMES IN 2012 IMPROVEMENT PROJECTS IN 2012
d. Participants valued expert-made origami frogs.
28%
DID NOT
35% 30% PLAN TO DO
AFTER YOU LISTEN DO NOT
OWN
DID NOT
PLAN HOME
THE WORK
THEMSELVES
HOMES IMPROVEMENT
PROJECTS 72%
PLANNED TO DO
H COMMUNICATE  Work in a small group. Discuss the answers to these questions. THE WORK
65% 70% THEMSELVES
1. Did anything in the lecture surprise you? Explain what and why. OWN HOMES PLANNED HOME
IMPROVEMENT
PROJECTS
2. Do you agree with the hypotheses of the first experiment: Most people prefer
being busy to being idle, but they need a reason to be busy? Explain your
answers with specific examples from your personal experience.
WHERE DO THEIR IDEAS COME FROM?
3. Why do you think the participants in the second experiment valued their origami
frogs so highly? Have you ever had an experience that supports or contradicts
what the researchers found? Explain it to your group.

42% 33% 32% 29%

Origami frogs
HOME IMPROVEMENT HOME IMPROVEMENT HOME IMPROVEMENT HOME DÉCOR
TV SHOWS STORE DISPLAYS WEB SITES MAGAZINES
Source: A-1 Equipment Rental Center

1. What is the most popular source for DIY home improvement ideas? Why do you
think it is the most popular source?
2. Were you surprised at the high percentage of people who said they planned on
doing their own home improvement projects? Why, or why not?
3. What percentage do you think actually completed the projects? Explain your answer.
4. If this survey were done in your country, how do you think the percentages
would compare? Would they be similar? Higher? Lower? If you think there would
be differences, what might some of the reasons for those differences be?
5. Do you think the information in the lecture is enough to explain the popularity of
home improvement DIY in the U.S.? If not, what might some other explanations be?

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 SPEAKING
PRONUNCIATION SKILL   Intonation in Lists

When speakers list three or more things, they use rising intonation on all of the items in the
SPEAKING SKILL   Explain a Process list except for the final item, where they use either falling intonation or rising and then falling
intonation.
When you explain a process – how to do something – you can use signal words
2.38 Read and listen to the example.
and phrases to signal steps in the process. Here are some examples:
First,    Second,    Third,    Then,    Next,    Finally, They didn’t let the participants bring anything into the room—no cell phones, books, or paper.

After ( that / 15 minutes), Before ( that / the experiment),

K 2.39 Listen and mark the items in the list with rising () and/or falling( )
2.37   Read and listen to the examples:
arrows according to the intonation you hear. Use the sentence in the Pronunciation
Skill box above as an example.
How something happened:
First, the researchers divided the participants into two groups.
1. There are many Web sites where you can design your own products; for
Second, they put each participant in a separate room with a bracelet in it. They
example, T-shirts, sneakers, jeans, or cell-phone cover.
didn’t let the participants bring anything into the room - no cell phones, books,
or paper.
2. DIY projects include cooking, gardening, knitting, and sewing.
How to do something: 3. There are DIY projects for all age groups: children, teenagers, adults, and the elderly.
First, divide the participants into two groups.
4. People enjoy making origami of animals, such as birds, fish, and insects.
Second, put each participant in a separate room. Don’t let them bring anything
into the room.
5. Researchers have conducted many experiments to test the effects of idleness on
You can use the past to explain how you did something or the imperative to
people’s mental, emotional, and physical health.
explain how to do something. BUT, in fact, we often use the simple present to
explain how to do something.
L 2.39 Listen again and check your markings in exercise K. Then practice reading
You take the … Then, you put the, … the sentences with a partner. Check your partner’s stress and intonation.

J COLLABORATE  Work with a partner. Follow these steps. M COMMUNICATE  Complete each of the sentences with your own ideas. Then say
your sentences to a partner. Practice the correct stress and intonation of your lists.
Step 1: Look at exercise F on page 147. Add signal words where necessary. You do not need a signal Use the same word form for all of the items in your list; for example, use all nouns in
word for every sentence, and sometimes more than one signal word is possible. 1, all gerunds (-ing form) in 2, etc.
Step 2: Look at exercise F on page 147 again. This time, imagine that you are the head researcher for
experiment 1 and you are telling your assistant how to conduct the experiment. Take turns explaining the 1. Some of the reasons I decided to take classes at this program are because of
steps of the experiment. Use signal words where necessary. the  , the  , and the
Example: First, divide the participants into two groups.  .

Step 3: Close your books. Take turns explaining the steps of the experiment to your partner. Use the 2. Some good ways to learn and remember new vocabulary are
imperative, the simple present, and signal words where necessary.
 ,  , and  .

3. There are a lot of things you can do to practice your English

outside of class, for example,  ,  , and
 .

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 BEFORE YOU WATCH

A Read the title, the information about the TED speaker, and the key terms below.
Which of the following statements do you think are true about the TED speaker?
Discuss your ideas with a partner.

a. He grew up on a farm. c. He is concerned about the environment.

b. He has a PhD in physics. d. He studied software engineering.

MARCIN JAKUBOWSKI  Farmer and Technologist

Marcin Jakubowski is the founder of Open Source Ecology, which is creating
the Global Village Construction Set—the blueprints for simple construction of
everything needed to start a self-sustaining village (starting cost: $10,000). At
Factor e-Farm in rural Missouri, he’s been successfully putting those ideas to the
test.
Marcin Jakubowski’s idea worth spreading is that open-source technology can
enable human creativity and create more environmentally sustainable methods of
production.

Key terms
open-sourced: information that is published on the Internet that others can use or
adapt for free. It is available (“open”) to anyone with an Internet connection.
blueprint: a design plan or technical drawing that shows you how to build something,
for example, a machine or a house.
self-sustaining village: a small town where everything the community needs to survive
(for example, food, shelter, energy) is made right in the village.

 
a starter kit: a starter kit is something that contains all of the material and instructions
PART 2 you need to start a DIY project.

Open-sourced
blueprints for B COMMUNICATE  Work with a partner. Discuss these questions.

civilization 1. Why would someone want to set up a self-sustaining village?

2. What kinds of blueprints do you think you would need in order to build a self-
sustaining village?
3. What kind of information is the TED speaker making available? Why do you think
he is doing it?

“
4. Look at the quote on page 152. What do you think a “civilization starter kit”
. . . a single burned might be?
DVD is effectively a
civilization starter kit.
”
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 C THINK CRITICALLY  Predict.  Work with a new partner. Think about and compare 1.   (phrasal v) begin an action or plan
your answers from exercise A on page 153. Then discuss what you think the TED
speaker is probably going to present in his talk. 2.   (n) a quantity of products

3.   (n) a very small or limited amount of something

VOCABULARY 4.  (n) a new area where a group of people has decided to live

D 2.40 The sentences below will help you learn words in the TED Talk. Read and 5.  (n) the relationship between how many quality products and
listen to the sentences and guess the meanings of the words in bold. Then write
services each worker or industry can produce in a given amount of time
each word or phrase next to its definition on page 155.

a. When I set out to do something, I am usually successful in completing it. 6.   (n) in a big or small way

b. After the earthquake, people whose houses were destroyed had to move. They started a 7.   (n) methods or ways
settlement just outside of town, close to the river.
c. The new machines helped increase productivity on the farm. They helped the farmers do their work 8.   (n) spread or placement over an area
faster and more efficiently.
9.   (adj) logical; supported by evidence
d. His ideas are sound. He has developed them over years of research.
e. In some countries, the distribution of wealth is quite unequal. For example, one percent of the 10.   (v) overcome; go past the limitations
people might control 99 percent of the wealth.
f. In today’s world, there are many different means of communication: email, text messages, E COMMUNICATE  Read the statements. Are they true or false for you? Write T for
telephone, etc. true or F for false for each statement. Then explain your answers to a partner.

g. You can only transcend your fear if you understand what you are afraid of and face it directly. By
facing your fear, you can often get past it and move on. 1. When I set out to do something, I sometimes get distracted and don’t finish what I started.

h. When there is a large supply of houses and very few buyers, house prices go down. On the other 2. The productivity of workers in my country is high, compared to other countries.
hand, when there is a scarcity of houses and a lot of potential buyers, housing prices rise. This is
called the law of supply and demand. 3. The distribution of wealth in my country is very unequal.
i. Using machines rather than human workers, factories are able to make products on a large scale.
For example, a shoe factory might be able to produce a thousand pairs of shoes a day, while 4. One day, human beings will be able to transcend their differences and live in peace.
someone making shoes by hand can only work on a small scale, making two pairs a day.
5. One of the biggest problems facing humanity is the scarcity of water.

6. I think it would be exciting to live in a small settlement far away from a big city.

WATCH

F 1.39 WATCH FOR MAIN IDEAS  Watch the TED Talk. Check [✓] the three
phrases that express what Jakubowski is trying to achieve. Then compare your
answers with a partner’s. If you did not check a statement, explain why.

1. teach people how to live without modern technology

2. help people live in a way that does not hurt the environment

3. sell machines to the public that are easy to fix and last a long time

4. teach people how to achieve high productivity in a small business environment

A shoemaker works in his shop,
Alexandra, Egypt. 5. help people become more self-reliant and less dependent on large industry and corporations

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Segment 5:  Who does this work help, and what does it help them to do?
learnmore  These days, many
Americans are involved in activities
to help the environment. One popular
activity is to join a CSA. CSA stands
for Community-Supported Agriculture.
H COMMUNICATE  Work with a partner. Compare your notes from exercise G. Add
If you are a member of a CSA, you pay
items to your lists if possible.
to have a local farm deliver fresh fruits
and vegetables to you every month.
I 1.41 Read the questions and answer choices. Use your notes from exercise G
to help you choose the correct answer to each question. Then watch the segments
from the TED Talk and check your answers.
NOTE-TAKING SKILL   Record Information from Lists

Segment 1
When you are taking notes, listen for the speaker’s intonation as he or she lists
items. If the list is long, write down as much as you can. Often, even writing 1. How will Jakubowski’s idea allow people to save money?
one item in the list will help you understand the speaker’s point. Later you may a. Using his free designs and instructions, they can build their own machines.
remember other items from the list and you can add them to your notes.
b. They can use his Web site to design machines that he will build for them.
Read the example and look at the notes.
If we can lower the barriers to farming, building, manufacturing, then we can 
Segment 2
unleash just massive amounts of human potential.
2. What did Jakubowski discover when he tried to set up his own environmentally
Notes during talk:  lower barriers to farming, bldg., use more human potential sustainable farming community?
Notes after talk:  lower barriers to farming, bldg., mfg use more human potential a. He was able to build his own tools and machines, but they broke too easily, were
difficult to repair, and his productivity was too low.
b. The tools and machines he needed were too expensive to buy, broke too easily,
G 1.40 WATCH FOR DETAILS  Watch the segments from the TED Talk and take
and were too difficult or even impossible to fix.
notes to answer the questions. Concentrate on writing down as many items in the
lists as you can catch. You will see each segment two times.

Segment 3


Segment 1:  What is Jakubowski’s background? 3. What did Jakubowski do to solve the problem?
a. He proved that he could achieve industrial productivity on a small scale and got
people from all over the world to invest money in his project.
b. He built tools and machines that allowed him to achieve high productivity and
What were some of the most important machines that Jakubowski needed? then made his designs available to others on the Internet.

J COMMUNICATE  Work with a partner. Compare your answers from exercise I.

Segment 2:  What were the characteristics of the machines and tools he needed?
K 1.42 EXPAND YOUR VOCABULARY  Watch the excerpts from the TED Talk.

Guess the meanings of the phrases in the box.


Segment 3:  What information has he published on his wiki?
at a fraction of the cost be broke show up unleash supply chain


Segment 4:  What are the barriers that he wants to lower?
WORDS IN THE TALK
the grid (n): the electrical power system managed by large utility companies
prototype (n): working model of a machine or other object used to test it before producing the final version
repository (n): a place to store objects or information where they can be easily accessed
wiki(n.): a Web site that allows users to change or add things on it

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 A farmer driving a bulldozer
Put It Together
A THINK CRITICALLY  Synthesize. Work in a small group. Consider the lecture
from Part 1, The Psychology Behind DIY, the TED Talk from Part 2, and your own
experience as you discuss these questions.

1. What motivates people to do or make things themselves, rather than hiring

someone else or buying something? Think of as many motivations as you can.
2. Now think about what benefits people receive from doing or making things
themselves.

AFTER YOU WATCH

COMMUNICATE
L THINK CRITICALLY  Evaluate. Work with a partner. Imagine that you are starting
a settlement. Which machines would you need most? Look at the descriptions of
some of the machines that are included on the Open Source Ecology Web site.
Then choose five of the machines. ASSIGNMENT  Present and Explain a Process You will present and explain
a process to a partner. Review the ideas in Parts 1 and 2, and the listening and
1. a microhouse: a small, energy efficient, low-cost house for two people
speaking skills as you prepare for your presentation.
2. a 50kW wind turbine: a machine that produces electricity from wind energy
3. an open-source truck: a vehicle used to transport large amounts
of material PREPARE
4. a universal seeder: a machine that can plant seeds for crops, such as wheat
or potatoes
PRESENTATION SKILL   Organize Information in a Logical Sequence
5. a dairy milker: a device that gets the milk from cows and goats
If you organize your ideas and information well, you can say a lot in a short
6. a bulldozer: a large machine that can clear land amount of time. Marcin Jakubowski’s TED Talk is only four minutes long, yet he
7. a backhoe: a large machine that can dig large, deep holes in the ground manages to explain a complex process. Here are some guidelines for organizing
a process into a logical sequence.
8. an ironworker: a machine that cuts steel and makes holes in it
• Break the process down into a series of short, individual steps.
9. a tractor: a large powerful machine used for construction and farm work If a step is long, break it down into two or more shorter steps.
10. a well-digging rig: a machine that digs wells for water • Use simple language to describe each step.
11. a cement mixer: a machine that mixes the ingredients that make cement • If you need to explain why a step is necessary, do so before you
introduce the step.
12. a bakery oven: an oven used for baking bread
• If you need to explain the result or effect of a step, do so immediately
after you explain the step.
M THINK CRITICALLY  Compare. Form a group with another pair of students.
Compare and explain your choices from exercise L. • Use signal words, such as the ones form the Speaking Skill box on
page 150, to signal that you have finished one step and are moving
on to the next one.
N COMMUNICATE  Work with a partner. Discuss these questions.

1. Jakubowski mentions that participants from all over the world have traveled to
his farm to help him develop the Global Village Construction Set. Would you like
to visit Jakubowski’s farm and meet him? Would you like to be involved in his
project? Why, or why not?
2. Do you think Jakubowski will achieve his goal of completing the Global Village
Construction Set? Why, or why not?

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 B 1.43 Read the sentences from the TED Talk that explain the steps in a process. D Prepare for your presentation. Follow these steps.
Then watch the segment and put the steps in order. Write 1 next to the first step of
the process, 2 next to the second step, and so on. 1. Break the process down into small steps.
2. Put key words for each step on one note card. Write a signal word in front of
a. And I found that industrial productivity can be achieved on a small scale. each new step.
b. And now the project is beginning to grow on its own. 3. Put the steps in a logical order. Write a number on each note card.
c. … prototyping new machines during dedicated project visits.
d. I found that I would have to build them (the machines) myself. PRESENT
e. Then contributors from all over the world began showing up.
E Read the rubric on page 182. Notice how your presentation will be evaluated. Keep
f. So I did just that. these categories in mind as you present and watch your classmate’s presentation.
g.  o then I published the 3D designs, schematics, instructional videos,
S
and budgets on a wiki. F Give your presentation to a partner. After your partner finishes evaluating you, your
h. And I tested them. partner presents and you assess him or her. Add notes or feedback to share. Use
the rubric as a guide. Add notes or any other feedback you want to share.
i. So far, we have prototyped eight of the fifty machines.

C Choose a process to present to a classmate. You can use one of the suggestions G THINK CRITICALLY  Evaluate. With your partner, discuss the feedback you
below, or you can think of your own idea. received. Discuss what you did well and what might make your presentation even
stronger.
How to build, make, or fix something How to plant a garden

How to play a game How to use a computer program or mobile application

Your own idea:

REFLECT
Reflect on what you have learned. Check [✓] your progress.

I can   understand content-rich material.

  explain a process.
  use rising and falling intonation in lists.
  record information that is given in lists.
  organize information in a logical sequence.
  present and explain a process.

I understand the meanings of these words and can use them.

Circle those you know. Underline those you need to work on.

assemble AWL maintain AWL scale supply

consumer AWL means scarcity sustainable AWL

distribution AWL participant AWL set out transcend

idle potential AWL settlement value
implication AWL productivity sound version AWL

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