LECTURE READY Strategies for Academic Listening, Note-taking, and Discussion Peg Sarosy = Kathy SherakLECTURE READY Strategies for Academic Listening, Note-taking, and Discussion Peg Sarosy American Language Institute San Francisco State University Kathy Sherak American Language Institute San Francisco State UniversityOXFORD 198 Madison Avenue ‘New York, NY 0016 USA (Great Clarendon Street (Oxford OK2 6DP UK (Oxford Univesity Press sa department ofthe University of Oxford Iefuthers the University’s objective of excellence In research, scholarship, and education by publishing worldwide in (Oxford NewYork ‘Auckland CapeTown Dares Salaam Hong Kong Karachi Kuala Lumpur Madrid Melboume Mexico ity Naircbi NewDelhi Shanghai Taipei Toronto ‘With ofices in ‘Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japon Poland Portugal Singapore South Korea Switzerland Thailand Turkey Uxraine Vietnam, ‘OXFORD and OXFORD ENGLISH are registered trademarks of Oxford University Press. 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Information reprinted with permission. “Celebrity Worship Syndrome” by Kenturah Gray. Copyright © 2003 by ‘ABCNews Information reprinted with permision. “For Many Public Buildings, Form Doesnt Follow Punction, Study Finds” bby Jeff Grabmeler for Oblo State Research. Information reprinted with permission. Information for “Burning the Candle a Both Bnds” from Gannett Health Service (www gannett come edu), 2006. Used with permission.Introduction Lecture Ready: Strategies for Academic Listening, Note-taking, and Discussion trains students for academic success. Lecture Ready 1, the first of the three-book series, is intended for academically oriented students at the low-intermediate level. Students learn how to listen to lectures and take notes effectively, and to communicate with other students in group discussions. Through the use of engaging lectures presented via DVD, students expe- rience the demands and atmosphere of a real college classroom. This comprehensive preparation will help enable students to enter a college or university armed with the strategies they need to listen, take notes, and discuss ideas independently and confidently. Thoroughly Integrated Academic Listening and Speaking In college and university settings, students not only listen to lectures but also discuss the ideas in the lecture with classmates and the instructor, drawing on the knowledge gained through listening, By inte- grating academic listening and speaking, this book enriches the training for academic readiness. A Focus on Strategies In order to become proficient listeners and speakers, stu- dents need strategies that will help them meet their listening and speaking challenges in and beyond the language classroom. Listening to isolated listening exercises provides only limited instruction; students need to learn a process for each stage of listening. ‘Similarly, rather than simply speaking and being evaluated in response to a question, students need to learn the language and strategies for successfully engaging in classroom discussions—strategies that they can apply throughout their academic career. In Lecture Ready, students learn and practice a variety of listening, note-taking, and discussion strategies before they watch an actual lecture and Introduction participate in an extended class discussion about the ideas in the lecture, Students learn two types of listening strategies: * strategies for independently preparing for each stage of the listening process—before a lecture, during a lecture, and after a lecture * strategies for recognizing “lecture language” — the discourse markers, speech features, and lexical bundles that lecturers across disciplines ‘commonly use to guide students in taking in information Note-taking strategies focus the students’ atten- tion on the accurate and concise recording of material delivered during a lecture. ‘They learn that effective note-taking is the comerstone of effective studying. ‘Students also learn discussion strategies. These strategies clue students in to university classroom expectations for participation. They also allow stu- dents to practice the language necessary for becom- ing an active member of a classroom discussion. A Focus on Academic Vocabulary ‘Students learn a body of general academic vocabulary from the Academie Word List as well as vocabulary relevant to each field of study. Vocabulary is pre- sented in context in a reading passage, then practiced throughout the listening and speaking process. Academic Readiness Lecture Ready trains students in the strategies they need for the listening, note-taking, and speaking challenges of the academic classroom. ‘Students prepare for a lecture by reading a passage on a relevant topic in one of a variety of formats. The readings introduce the concepts and vocabulary important for students’ understanding of the main lecture material. Before watching the lec- ture, students review what they already know on the topic and make predictions.To get ready for strategic listening, students Jeam and practice listening to targeted lecture language, which will be featured in the chapter’s main lecture. Additionally, they learn and practice note-taking strategies that they will use during the chapter's main lecture. ‘During the lecture, students listen actively and take notes (aided by a structure in the earlier chap- ters, unaided in the later chapters). After the lecture, students solidify their understanding by using their notes to review and summarize the lecture. The last step is discussion. Students learn and practice targeted discussion language, then partici- pate in small group discussions, drawing on the information presented in the lecture. Visual Listening Materials: Lectures on DVD During an academic lecture, listeners comprehend by making sense of what they hear and what they see. Visual cues such as gestures, movement, and board work are an integral part of the spoken mes- sage. Without these visual cues, effective listening is challenging for even the most accomplished student. Lecture Ready allows students to fully engage in the lecture experience by watching each chapter’s centerpiece lecture on DVD. The lectures present facts and research findings as well as their implications. They contain all the characteristics of true academic lectures: natural, language, pauses, backtracking, false starts, recap- ping, filler words, stalling, and other hallmarks of one-way communication. Each lecture is prepared so that it features the “lecture language” presented and practiced in each chapter. Engaging Content In Lecture Ready, students learn about and discuss content from a variety of academic fields—topics that speak to the world they live in. The ten center- piece lectures contain the type of material found in introductory university courses in five academic content areas: business and marketing, science, media studies, social sciences, and humanities. Chapter topics are designed to appeal to a wide range of student backgrounds and are conducive to class discussions that draw on multiple perspectives. Positive Results ‘Students are more competent and confident when they leam how to listen and how to discuss ideas using proven strategies for academic success. ‘With Lecture Ready, students learn these strate- gies explicitly, helping them understand and adopt effective techniques for academic progress. Students also gain a familiarity with the vocabulary, lecture language, and atmosphere of a real classroom. Lecture Ready: Strategies for Academic Listening, Note-taking, and Discussion enables students to make the transition from textbook lessons to successful encounters with real-life academic lectures and discussions. Organization of the Book Lecture Ready I: Strategies for Academic Listening, Note-taking, and Discussion contains five units with two chapters in each unit. Each unit focuses on one field of academic study. Each chapter is built around a lecture from a typical course within the field. In each chapter, students are presented with and prac- tice listening, note-taking, and discussion strategics. Chapters consist of the following components: + Build Background Knowledge Think about the topic, reading passage, vocabulary work, review ‘+ Prepare to Listen and Take Notes Listening strategy, lecture language, practice lecture (listening strategy practice), general academic words, note-taking strategy, note- taking strategy practice + Listen and Take Notes Predictions, lecture, comprehension, Discussion strategy, strategy practice, discussion IntroductionAcknowledgements We'd like to express our gratitude to the following people who played a role in the creation of this book: Dr. H. Douglas Brown, who has inspired us through his own work with strategy-based instruction and who has given us the encouragement and freedom to continue to develop our professional selves. ‘The many professors at San Francisco State University, who generously opened their doors to allow us to attend their classes and listen for all the real-life examples of engaging lectures rich with lecture language. Dr. David Mendelsohn, who inspired us to take up the challenge of teaching listening with a strategy-based approach. Our colleagues at the ALI, for their interest and support all through the process. The teachers at the ALI, for being open to new ideas, which in turn has inspired us to see the possibilities and push the pedagogical envelope. ALI students and teachers for their help with ting lectures and materials. Our editors at OUP, Janet Aitchison, Pietro Alongi, and Dena Daniel for their constant vision, encouragement, and guidance. Finally, to our parents, for their love and support, and to our families, Christine, Maggie, Chaen, and Gabriel, for saying yes . .. again and again and yet again for Lecture Ready 1. Introduction Lecture Ready Program The Lecture Ready 1 program consists of three components: Student book contains the readings, strategy explanations, and exercises for the Lecture Ready program. @ Audio program (CDs or cassettes) contains the audio-only targeted lecture language exercises for chapters 3-10. These exercises are marked with the audio icon. Video program (DVD or VHS) contains the centerpiece lectures for each chapter. These exercises are marked with the video icon.| Contents Introduction... ‘Author acknowledgements ‘Tothe student. UNIT 1 Chapter 1 The Fst Day n Socal Poycology Cs. PSYCHOLOGY Reading: ysis Prony 210... ae Lecture. . : Chapter 2_ The Pace of a Place. Reading: “The Beat of Your Own Drum” Lecture... : Chapter 3 Business Innovation Reading: “Meet the Innovation Experts UNIT 2 Practice Lecture... BUSINESS Lecture 7 beme 23) Chapter 4 Global Business: The Case of MTV. . Reading: “Global Brands” Practice Lecture. Lecture. Chapter 5 Celebrities and the Media . Reading: “Celebrities in the Media: Are You Starstruck?” UNIT3 Practice Lecture. MEDIA STUDIES: ‘Lecture 7 pee Chapter 6 Communication Revolutions ... 56 Reating. "A Look atthe Beings of Mas Communication” ae Practice Lecture 60 Lecture... o Chapter 7 _ How Sleep Affects Thinking dea tathertasetennten 68 Reading: “Te lnponacsof Slept Academie Stee... soseeeseeecees : UNIT 4 Practice Lecture....... SCIENCE me peuve? Chapter 8 The Influence of Geography on Culture eae seceeseeeTB UNITS HUMANITIES age 89 Chapter 10. Architecture: Form or Function? . 100 Reading: “Does Form Follow Function?”..... Snot Practice Lecture... S104 Lecture 106 Teacher's Notes... MM ‘About the Authors... lis vi ContentsListening Strategies Note-taking Strategies Discussion Strategies Lean general academic words ‘Write down the most important words and Show interest during a discussion {ideas during a lecture in your notes. ‘Assess your notes after lecture ‘Lear general academic words ‘Write down the most important words and Enter a discussion about the ideas in a ‘ideas during a lecture in your nots. lecture Use your notes to make spoken summary ofa ‘Recognize lecture language that signals Use an informal outline to take notes Contribute your ideas during a discussion the topic and big picture of a lecture Recognize other lecture language that Use an informal outline to take notes Express interest and ask for elaboration signals the big picture ofa lecture during a discussion Recognize lecture language tat signals a Use symbols torepresent words in your _Inteupt and ask for clarification during transition notes a discussion Recognize leoture language that signals a definition ‘Use abbreviations instead of full words in ‘your notes ‘Ask for more information during a discussion ‘Recognize lecture language that signals Use a visual form in your notes. ‘Agree and disagree during a discussion ‘an example ‘Recognize lecture language that signals Organize ideas in achart in yournotes Disagree politely during a discussion ‘an explanation Recognize lecture language that signals ‘hen information is important Highlight key ideas in your notes ‘Support your opinions during a discussion Review and practice all listening strategies Review and practice all note-taking strategies ‘Connect your ideas to other people's ‘ideas during a discussion Contents, viiTo the Student If you are planning to enter a college or univer- sity in your future, you will face two equally big challenges. You will need to understand long and complex academic lectures, and you will have to participate in discussions with classmates and professors. Lecture Ready 1: Strategies for Academic Listening, Note-taking, and Discussion will prepare you to face these challenges by train- ing you in the strategies you need for academic success. You will learn to do all the things that successful students do—tisten actively to lectures, take effective notes, and participate confidently in discussions about the lecture with classmates. ‘While leaming these strategies, you will also learn and use common academic vocabulary as well as useful idioms. Lecture Ready presents lively and interesting lectures on DVD. These lectures are on a variety of topics from many different fields of study. The lectures are similar to the lectures that students encounter in a college or university. What You Will Learn The listening strategies in Lecture Ready prepare you for each stage of the listening process. You will learn how to use the knowledge viii that you already have to prepare to take in new information. You will become familiar with lecture language, which will help you follow the ideas during a lecture. You will also learn how to bring together all the information from a lecture so that you can better understand, remember, and. use what you have learned. Listening strategies help you get the most out of a lecture. ‘The note-taking strategies show you how to represent the lecture ideas on paper. You will eam about and practice useful methods for taking effective notes during a lecture. You can practice your new note-taking skills during the lectures that are part of each chapter of Lecture Ready 1 ‘The discussion strategies help you talk about information from the lecture with classmates. ‘Many students feel uncertain about taking part in class discussions because they are not sure ‘what to say, when to say it, or how to say it. With Lecture Ready, you can learn what professors expect from you and what you should deliver in return. You will learn specific strategies to make you a more confident speaker no matter what subject you are discussing. Have fun, and enjoy the academic experiences, challenges, and strategies that Lecture Ready has to offer. To the StudentPsYCHOLOGY psychology \sa1'kalodgi\ The scientific study of the mind A AES SLI and how it influences behavior unitChapter 1 = The First Day in Social Psychology Class P 1 CHAPTER GOALS|~) Leam about the expectations of college professors * Learn general academic words that professors in every field use in their lectures * Lear a Note-taking Strategy: Write down the most important words in a lecture | * Leam a Discussion Strategy: Show interest during a discussion Build Background Knowledge 7 1. Look at the pictures. Below each picture, write down what the professor Think about the topic and/or students are doing. Then answer the questions below in pairs. Think about what the students are doing in each photo. + What are the goals of the students in photo 1? + What are the goals of the students in photo 2? + What are the goals of the students in photo 3? 2 Chapter 1 The First Day in Social Psychology Class2. Read this page from a professor's Web site. It contains information for students enrolled in her course. Tools Help ol © s Sop __ Refresh | Read ‘SYLLABUS Psychology 210: Introduction to Social Psychology OBJECTIVES Social psychology is the study of the way people think, feel, and behave in social situations. The purpose of this course is to * teach students the basic principles of social psychology show the importance of social psychology * prepare students for further study in social psychology. GENERAL INFORMATION Instructor's Name Dr. Jennifer Lindley Office, Phone, and E-Mail PH (373), 555-1233, [email protected] Office Hours MW 1:00-2:00, other times by appointment TEXTBOOKS Time Across Cultures, by Dr. Gabriel Chan Social Life: Studies in Social Psychology, by Dr. Maggie Baird REQUIREMENTS AND ASSIGNMENTS 4 exams on lectures and reading assignments: 2 quizzes, 1 midterm exam, 1 final exam 1 class presentation 2 one-page opinion papers Attendance (This includes how much you participate in class discussions.) GRADING POLICY Course Components Quizzes 20% Midterm exam 20% | Final exam 25% | Papers and presentation 20% | Attendance 15% | 1 Attend class regularly. | Do the reading assignments. | ‘Turn in assignments when they are due (on or before due date). | Do your own work. | Participate in discussions: Share your ideas and listen to other students’ ideas. | Contact me if you have any problems or questions. | Unit 1 Psychology 33. Answer the questions about the reading on page 3. Then discuss your Check your answers with a partner. comprehension 1. What will the students learn in this course? 2. What is the grading policy for this course? 3. What does attendance include? 4, Match the words from the reading with their definitions. These words Expand your will also be in the lecture. Look back at the reading on page 3 to check vocabulary your answers. _— 1. syllabus a. what you think or hope will happen — 2 objective b. one of the parts of a whole machine, system, or plan — 3. lecuure ¢. a professor’s plan for a course — 4, assignment 4d. a goal or purpose __ 5. participate e. a long talk given to a group of people, usually students _— 6. class discussion fa piece of work that a professor requires his or her students to do __. 7. component g; to be an active player in something —— 8. expectation h, the students of a class talking about a topic related to their classwork 5. Circle the phrase with a similar meaning to the underlined idiom. ‘The students didn’t understand why the professor assigned the article. Then the professor used information from the article in her lecture. Now the students get the picture. a. are confused b. clearly understand —_e, look at photographs 4 Chapter 1. The First Day in Social Psychology ClassDiscuss the reading Review what you know Unit 1 Psychology | Listening strategy |—~ 6. Discuss these questions in a small group. Share your answers with the class. 1, If you were a student in Professor Lindley’s class, which of her expecta- tions would be new and maybe difficult for you? 2. In her syllabus, Professor Lindley writes in two places that students must participate in discussions. Why do you think she has done that? (Ni a Review What You Know Its easier to take in new information when you already know something about the topic. Lectures contain a lot of new information that you will need to take in quickly. Before a lecture, think about what you already know about the topic. This will help prepare your mind to receive the new information and remember it. 7.With a partner, write down three things that you have learned from tthe reading on page 3 and your discussion about the professor's syllabus.Prepare to Listen and Take Notes Learn General Academic Words There are many general academic words that professors use to talk about ideas in their lectures. These words can be used in any field of study—science, Listening Strategy humanities, business, art. Learn the general academic words that professors use to talk about the ideas in their lectures. This will help you focus on the specific information that they are trying to give the class. 1. Study the meaning of these general academic words. Discuss them Learn general with a partner or in a small group. These words will be used in the academic words lecture. affect: to cause a change in something aspect: one part of something that has many parts consist of: to be made of or to contain a number of different parts point out: to make people notice something, usually by telling them research: serious study of a subject in order to discover new facts theory: an idea that is used to explain something 2. Fill in the blank with the correct general academic word or phrase. Compare your answers with a partner. affect consists of research aspect pointed out theories I. The professor Pointed out that many people have never studied social psychology. 2. One ____ of studying in a university is doing homework. 3. The amount of time you study can ___ your grade on a test. 4. Participation __ sharing ideas and listening to others. 5. In this class, students study two different that try to explain how people behave. 6. Students can use the Internet to do their own __ on a topic. 6 CChapter 1 The First Day in Social Psychology ClassNote-taking Strategy Write down the most important words Unit 1 Psychology Write Down the Most Important Words It’s not possible to write as fast as a professor speaks. During a lecture, you do not have time to write down every word the professor says. You should only write down the words that have the most meaning in the lecture. 3. Read this transcript from a lecture on social psychology. Then look at one student's notes from the lecture. Cross out the words in the lecture that are ‘ot in the notes. The first sentence has been done for you. Socal psychology tthe study ofthe way people behave, end how people social situations. So we will learn about what people think about ether pcg and how they think about society, ...and how they behave together. Social psychology Study - way people behave, how people feel - social situations We: learn what people think about other people. how they think about society, behave together ‘The words that are not important to the meaning of the professor's ideas are usually in these categories: Pronouns: our, my, their,... Prepositions: in, on, at, .. . Helping Verbs: be, have, do,... _ Conjunetions: and, but, so, . .. Determiners: a, the, this, .. . 4 Read these sentences from a lecture on social psychology. Write down only the most important words in the lecture. 1. In this class, you will participate in discussions and listen to lectures. 2. I will show you the importance of social psychology. 3. This course will prepare students to continue their studies in social psychology.Listening Strategy Make predictions Follow the lecture Topic: Listen and Take Notes Predict To help you get ready to learn new information and listen more actively, think about what the professor might discuss in the lecture. Think about everything you already know about the topic and make a prediction about what the professor will discuss. 1. Before the lecture, think about everything you have learned and discussed about Professor Lindley’s syllabus for the social psychology class. What do you expect to learn more about i lecture? Write three predictions below. Compare your p1 with a partner. 1, Lewpect to learn more about a pea entreaties eee ead Fa te Ql 2. Now follow the lecture and take notes. Be sure to write down the most important words. General information about social psychology: Objective: How students will spend their time in this course: Information about. the. readings, lectures, and discussions: __ Information about the grade: Attendance: Chapter 1. The First Day in Social Psychology Class3. How well were you able to understand the lecture? Check the Assess your | statement that best describes you. Explain your answer. comprehension T was able to understand all the ideas in the lecture. 1 was able to understand most of the ideas in the lecture, I was able to understand only a few of the ideas in the lecture. 4. Use your notes to answer these questions. 1. What will the students study in this course? 2. What will the professor do in the lectures? 3. What does the professor want the students to do during the discussions? 4, What are the two parts of atfendance? | Assess Your Notes —————————_|_ During a lecture, you might miss an important piece of information that the Note-taking Strategy =" professor gives, such as a word, definition, or idea, To check that your notes are complete, compare your notes with classmates in a study group after the lecture. 5. Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare and discuss your notes with a few other students. Help each other fill in any missing information. Complete your notes. Unit 1 Psychology 9Show interest during a discussion 10 Discuss the Issues Show Interest during a Discussion Your professors will often ask you to discuss the ideas in a lecture with a group of students in the classroom. During these discussions, professors expect students to participate actively. Active participation includes paying attention and letting the person who is speaking know that you are interested. Use actions and expressions to show that you are interested and paying attention when other students speak during the discussion. 1. Read the list of actions that people use to show interest during a group discussion. Can you add others to the list? Make eye contact with the speaker. Nod your head when something is important or when you want to show that you understand or agree. Write down an idea you think is interesting or important. Read the list of expressions, words, and phrases for showing interest during a group discussion. Can you add others to the list? Uh buh, Hmm. That's interesting. Wow! I get it. I see. Chapter 1. The Fist Day in Social Psychology ClassPractice showing interest during a discussion Discuss the ideas in the lecture Unit 1 Psychology 3. In groups of four, read the questions and discuss them. Keep the conversation going until every student has had a chance to practice showing interest during a discussion. 1. Do you prefer taking courses that have 75 or more students in them, or do you prefer courses with fewer students? Why? 2. Is it better to sit in the front of the classroom during a lecture or in the back? Why? 4, Discuss these ideas from the lecture with your classmates. Remember to use the expressions, words, and phrases for showing interest during a discussion, 1. The professor says that some class time will be used for discussior How do you feel about spending time in class discussing ideas with the professor and with classmates? 2. Why do you think professors want students to contribute their own ideas and opinions? 3. Imagine you were a student in the class you saw in the lecture. What would be difficult for you? What would be easy for you? 4. Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions. "Chapter 2 CHAPTER GOALS Think about the topic The Pace of a Place Leam about the pace of life in different places around the world Leam general academic words that professors in every field use in their lectures eam a Note-taking Strategy: Write down the most important words in a lecture Leam a Discussion Strategy: Lead a group discussion Build Background Knowledge 1. Answer the questions in the survey to find out about your personal pace of life. What Is Your Relationship with Time? ‘What best describes you? For each question, circle yes or no. 1. Do you frequently look at your watch or a clock? yes/no 2. Do you always know the time and what day of the week it is? yes/no 3. Are you often the first person finished eating at the table? yes/no 4, Do you sometimes skip meals or eat them very quickly? yes/no 5. Do you walk faster than most people? yes/no 6. When driving in traffic, do you get annoyed when drivers move slowly? yes/no 7. Do you get more annoyed than most people if you have to wait in line for more than a couple of minutes at the bank or a store? yes/no If you answered “yes” to most of the questions above, you tend to live life at a hurried pace. If you answered “no” to most of the questions above, you tend to live life at a more relaxed pace. 12 1. Compare your answers with a classmate, Are you similar or different? How would you describe your pace of life? Give examples to explain your answer, 2. Which is better, a hurried or relaxed pace of life? Why? Chapter 2. The Pace of a PlaceRead Unit 1 2. Read this article from a health magazine about each person's unique pace of life. The Beat of Your Own Drum re you a slow person or a fast person? Do you like to stay busy, or do you enjoy doing nothing sometimes? Do you prefer the highway or country roads? We all know that the pace of life is different in different places and cultures. When we visit a place for the first time, we get a general idea of the place and what life is like there. The pace of life helps to form this general impression. The pace of life in a city, for example, is a big part of its unique atmosphere. This isn’t just true for cities and countries, however. There are also big differences in pace between individuals, even individuals within the same culture living in the same town. Next-door neighbors can experience life at completely different paces. Researchers want to get an accurate idea about why individuals have different ideas about time and pace of life. To study this, they look at people’s ideas of “time urgency.” ‘Time urgency is the effort a person makes to achieve as much as possible in a given amount of time. Everyone Psychology has his or her own sense of time urgency. Some people feel the need to try to achieve a lot, while other people have the tendency to set their goals lower and achieve less. When asked about the pace of their lives, people tend to think about several things: the speed that they feel at their workplace, the level of activity they prefer in their own lives, and the level of activity they prefer in the environment around them. To assess the pace of your own life, ask yourself: Do you feel the pace of your life is too fast, too slow, or just right when it comes to... school or work life? the city or town where you live? home life? social life? life as a whole? You don’t need a psychologist to understand your answers to these questions. The fact is that what is too fast for one person might be boring for another. There is nothing good or bad about an individual’s pace of life. Each of us simply marches to the beat of his or her own drum. 13Check your comprehension Expand your vocabulary 4 3. Answer the questions about the readi answers with a partner, on page 13. Then discuss your 1, What does “time urgency” mean? 2, What are three locations that people consider when thinking about the pace of their lives? 3. According to the researchers, which is better, a fast or slow pace of life? 4, Circle the answer that correctly completes the definition of the underlined word. These words from the reading will also be in the lecture. Look back at the reading on page 13 to check your answers. 1, Culture is the art, beliefs, behavior, and ideas of * a. a society or group of people _b. an individual person 2, Pace is the at which something happens. a, speed b, location 3. The atmosphere of a place is__ the place gives you. a, the amount of air b. the feeling 4, If information is accurate, itis correct, a, almost b. exactly 5. To achieve something means that you in doing it as a result of your actions. a. fail b. succeed 6. To have your own sense of a situation means that you have your own ___ about it. a, feeling b. specific information 7. To have a tendency toward doing something means that you doit. a, usually b. always 8. To assess something means that you make a judgment after thinking __ about it. a, carelessly b. carefully 5. Circle the phrase with a similar meaning to the underlined idiom. City planner Steven Santos won an award for his interesting and original ideas, He really marches to the beat of his own drum and doesn’t follow traditional practices. a. follows the rules b. works quickly _¢. does things in his own way Chapter 2 The Pace of a PlaceDiscuss the reading Review what you know ps Learn general academic words Unit 1 Psychology 6, Discuss these questions in a small group. Share your answers with the class. 1, What are some of the advantages and disadvantages of living life with an extreme sense of time urgency? 2. Think about just one or two areas of life mentioned in the article (school, work, city, home, social life) and answer this question: Do you fee! that the pace of your own life is too fast, too slow, or just right? Explain, 7. With a partner, write down three things that you have learned from the reading on page 13 and your discussion of the pace of life. a a a a lr eter nS Prepare to Listen and Take Notes 1. Study the meaning of these general academic words. Discuss them ith a partner or in a small group. These words will be used in the lecture. analyze: to examine or think about something carefully in order to understand it characteristic: a special quality or feature that someone or something has ‘compare: to examine two or more things in order to show how they are similar and different factor: a fact or situation that influences or causes a situation significant: noticeable or important tend to: to be likely to do a particular thing 52. Fill in the blank with the correct general academic word or phrase. Compare your answers with a partner. analyze compare significant characteristics factors tend to 1. If you ____ the pace of life in big cities in Japan and big cities in Russia, you notice many differences. 2. We will discuss the many _____ that cause individuals to have their own pace. 3. They discussed the problem to____ what went wrong, 4. People who live in big cities ___ live life at a faster pace. 5. Each area of the country is unique and has its own special 6. The pace of life in a city plays a feeling of the place. ___ part in giving people a 3. Read this transcript from a lecture on pace of life. Then look at one Write the most student's notes from the lecture. Cross out the words in the lecture important words that are not in the notes. The first sentence has been done for you. Dpr he pace of life i-the Czech Republic has-beeome more intense since the government changed in 1989. One reason for this is that before 1989, people were guaranteed a job. This quarantee of a job resulted in some people working and living at a more leisurely pace. Pace of life - Czech Republic more intense. since government. changed - 1767 reason before 1767 people guaranteed jobs result of quereriee: some. people. worked/lived more lelswely pace 16 Chapter 2 The Pace of a PlaceUnit 1 Psychology 4, Read this transcript from the lecture on pace of life. Take notes by writing down only the words that have the most meaning in the lecture. Compare your notes with a partner. Today we'll look at how vacation time, ... time away from work, ... varies in different parts of the world. In France, workers get five to six weeks of paid vacation, Sweden has the most vacation time of a European country at eight weeks. In the United States, vaca- tion time for most workers is limited to two weeks. In Japan, three weeks is offered, but reports show that only half ofthis time is actualy used, For example, in 1990 in Japan, 15.5 days of vacation were given, but only 8.2 days on average were taken, W7Listen and Take Notes 1. Before the lecture, think about everything you have learned and Make predictions discussed on the topic of pace of life. What do you expect to learn > ps Follow the lecture 18 more about in the lecture? Write three predi your predictions with a partner. 1 2. 3. ions below. Compare Now follow the lecture and take notes, Be sure to write down the most important words, Topic: Pace of life: Factors looked at in the stuc fastest countries: Slowest countries: Factors that make pace of life faster: Chapter 2. The Pace of a PlaceAssess your comprehension Note-taking Strategy Summarize the lecture Unit 1 Psychology 3. How well were you able to understand the lecture? Check the statement that best describes you. Explain your answer. ____ I was able to understand all the ideas in the lecture. I was able to understand most of the ideas in the lecture. ______ I was able to understand only a few of the ideas in the lecture. 4. Use your notes to answer these questions. 1. Why did Professor Levine want to conduct the study? 2. What three factors did the researchers look at and assess? 3. What are the five places where life during the workday is fastest? And the slowest? 4. What are five factors that places with the fastest pace have in common? ‘Summarize the Lecture ‘A good way to help remember a lecture is to put the key ideas into your own words. This will also help you know that you understood all the information and that your notes are complete. ‘As soon as possible after a lecture, put the key ideas into your own words and speak them out loud to a study partner or to yourself. Tmagine this situation: your friend had to miss class because she was ill. The next day, she asks you to tell her quickly what the professor said in the lecture. What would you tell her to give her the idea of the lecture? * topic of the lecture + the big picture of the lecture (the most important ideas) + a few important points and examples This is the same information that you use when you summarize.Language for summarizing Lead a group discussion 5. Read these expressions for summarizing. Can you add others to the list? The professor talked about . . . He said that... And then he discussed . . . He gave two good examples of .. . She explained .. . After that he wrapped up with... She told us... 6. Review your notes from the lecture. Then explain the main points of the lecture to your partner. Take turns and talk for 2-3 minutes only. Did you both understand all the points in the lecture? Did you both catch all the information? Discuss the Issues Lead a Group Discussion During a group discussion, it can be difficult for the group to know how and when to begin the discussion. Assigning a group leader to manage the group can help. Choose a discussion leader who begins the discussion and gives everyone a chance to talk. 1. Read the expressions for leading a group discussion. Can you add others to the list? Is everybody ready to start? Let's start with question number 1. Anna, do you want to begin? Marino, what do you think about that? Has everyone had a chance to speak? Any other comments? Thanks, everyone. Good discussion. Chapter 2 The Pace of a Placeanes at 2. In groups of four, read the questions and discuss them. For each = at racing question, choose a different discussion leader who begins the group discussion discussion and makes sure that each person in the group participates. 1, What are your general impressions of the pace of life in a small town in Mexico? Why? 2. What are your general impressions of the pace of life in a big city in Switzerland? Why? 3. What are the advantages and disadvantages of living in a fast-paced area? 4, What are the advantages and disadvantages of living in a slow-paced area? 3. Discuss these ideas from the lecture with your classmates. Remember Discuss the ideas in : hae fe hones to use the phrases for leading a group discussion. 1. If a study of pace was done in the city you live in, would your city be ranked fast, medium, or slow? Give specific examples of behavior you have seen at the post office, with clocks, and walking speed, if you can. What other behavior you would add to the list? 2. Where have the different people in your group lived in their life? Compare the pace of the different countries, cities, or towns. 3. ‘The lecture says that places with strong economies and a lot of industri- alization make a place have a faster pace? Why do you think this is true? 4. Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions. Unit 1 Psychology 22 | Unit Wrap-Up | 1. Work with a partner. Do the activity and then share your results with ‘the class. Go online and find a course syllabus in a field of study that you are interested in. Use a search engine to find the syllabus. Search on course syl- Jabus plus your area of interest, For example, if you are interested in history, search on “course syllabus” history. Look at the links until you find a course that interests you. Look carefully at the syllabus you chose. What are the components of the course? What is the grading policy? Does the professor require the students to participate in class? If so, how much? 2. Work in small groups. Follow the steps to make a study of the pace of life in your school. * Decide on three things to observe that will give you information about the pace of life at your school. For example, you might consider the pace of the service in the cafeteria, how fast people walk to their classes, and the accuracy of clocks in classrooms. * Make a chart that shows your study criteria and the results, * Discuss the results in your group. Make three to five general conclusions. * Share your conclusions with the other groups. Did you reach the same conclusions? If not, why not? Unit 1 Psychologyunit The study of making, buying, selling, or supplying goods or services for money jimess \'biznos\ The 2°:Chapter 3 eT Business Innovation CHAPTER coats}_! © Learn how successful companies get the ideas for their products, * Lear a Listening Strategy: Recognize lecture language that signals the topic and big picture ° Learn a Note-taking Strategy: Use an Informal Outline © Leam a Discussion Strategy: Enter the discussion Build Background Knowledge 1. Look at the pictures of new products. Then answer the questions below in pairs. Think about the topic 1. Which of the products is the most interesting to you? How do you think the company got the idea for the product? 2. Imagine that you are the president of a company. You want to design a new product (an electronics product, a game, or a piece of kitchen eq) ment) that young people will enjoy. What kind of people would you hire to create the new product? 24 Chapter 3. Business Innovationdesign new products. Meet the Innovation Experts Meet two of today’s most successful business innovation experts. What do they have in com- mon? They both know how to think outside the box and create success after success. Beth Comstock, General Electric Company Beth Comstock calls herself “a little bit crazy at corporate headquarters,” and it's a g00d description of this General Electric executive. General Electric is most famous for its electric appliances, but GE also makes jet engines, electric motors, and much more. Recently, the company’s CEO decided that GE needed more innovation. He wanted the people in charge of creating GE products to take risks in their thinking, but always keep the goal of increasing the company’s growth. To achieve this task, the CEO put Beth ‘Comstock in charge of making GE and its 300,000 workers more creative and innova- tive. She went to work immediately to try to get people to think outside the box. One of Comstock’ innovations was the “dreaming workshop.” In a dreaming workshop, product designers and customers come together to talk about products that now exist only in people’s imagination. This out-of-the-box thinking is producing many new ideas. For GE, this is the way 10 go Check your comprehension 2. Read this newspaper article about two people who help companies Sohrab Vossoughi, ZIBA Design The field of design research is moving fast. In the middle of it is Sohrab Vossoughi, CEO of ZIBA Design. He uses traditional product design methods but now he has a new strategy: he tries to give customers a very emotional experience when they buy the prod- ucts he designs. His way of thinking continues to create big profits for his own company and the companies that pay him for his ideas. Recently, Logitech, a giant electronic hard- ware company, hited ZIBA to help design their cell-phone headsets. Vossoughi found out that most people prefer attractive headsets that they can touch and use without think- ing. He then thought up several stories about the kinds of possible users for his new prod- uuct—like the “Teenage Talker” who spends hours on the phone each night talking with friends, or the “Family Connector” who calls everyone in her family each weekend. He explained these “people” to the product team. His research led Logitech to create a variety of new headsets that helped them expand the market for their products. Their headsets, thanks to Vossoughi, are now a huge success with customers of all ages. ice Fone, a Neieiat c ere eae eens mene At Mt ny 3. Answer the questions about the reading, above. Then discuss your answers with a partner. 1. Why did GE hire Beth Comstock? 2, How does Sohrab Vossoughi make people want to buy the products he helps to design? 3. What are the similarities between the two people described in the article? Unit 2. BusinessExpand your vocabulary Discuss the reading Review what you know Bos 4, Match the words from the reading with their definitions. These words will also be in the lecture. Look back at the reading on page 25 to check your answers. a. plans that are used to achieve a goal }, something that is either made in a factory or grown ¢. a group of people who might buy a particular thing 4. Chief Executive Officer: the highest person in a company 5. product _¢. a possibility that something bad might happen 6. strategy fi. the money that you make from selling something __7. profit g- anew and different idea, invention 8. market h, a person who buys something 5. Circle the phrase with a similar meaning to the underlined idiom. ‘Some companies can be successful using traditional ways of creating new products, but other companies are successful when they think outside the box. a. don’t spend much money 1b. think in a new and different way ¢. work very quickly with fewer people 6, Discuss these questions in a small group. Share your answers with the class. 1. Was it a good idea for GE to hire Beth Comstock? Why or why not? 2. If you were the CEO of a company, would you hire people like Beth Comstock and Sohrab Vossoughi? Why or why not? What other kinds of people would you hire to think of new products? 7. With a partner, write down three things that you have learned from the reading on page 25 and your discussion about product innovation. Chapter 3 Business InnovationListening Strategy |- Topic lecture language Big picture lecture language Unit 2 Business Prepare to Listen and Take Notes 1.To help you understand the listening strategy, discuss the situation below and answer the questions. Barbara works at a restaurant in the morning then goes directly to school. Because of this, she usually arrives five to ten minutes late to class. She says that she has trouble following the professor during the lecture. Her friends get to class on time and they say the professor is easy to follow. What information does Barbara miss when she arrives late? Why is it important to hear the beginning of a lecture? Recognize Lecture Language that Signals the Topic and Big Picture of a Lecture At the beginning of a lecture, the professor usually tells you the topic, or what. the lecture is going to be about. The professor also tells you the big picture, the general plan of the lecture. The big picture is a kind of map for students to fol- low that shows how the professor will present the material in the lecture, Listen for the words and expressions that professors use to tell you the topic. Also, listen for the words and expressions that professors use to tell you the big picture of the lecture. 2. Read the expressions that signal the topic of a lecture. Can you add others to the list? Our topic today is... We're going to discuss... I want to talk about . ‘What I want to talk about today is .. . I’m going to talk about .. Today I’m going to focus on . . . » Read the expressions that signal the big picture of a lecture. Can you add others to the list? First we'll look at . . . and then we'll look at . . . T’m going to cover ... and then... We'll discuss a few examples offtypes of...Recognize lecture language Listen for the topic and big picture Learn general academic words 4. Read this introduction to a lecture on innovation. Then do these two things: * Circle the topic. * Underline and label the lecture language that signals the topic and the lecture language that signals the big picture. Greetings everyone. This morning we have an interesting topic. We're going to discuss innovation... That's right,... how businesses get new ideas, who thinks of the ideas, and what they do with them. Are you ready? All right. First we'll look at a couple of new companies and then we'll look at one new product creator who is actually a good fiend of mine. ® 5 iston to the introductions of three different lectures on innovation. First listen to each introduction and write down the topic lecture language and the topic. Then listen to each introduction again and write down the big picture lecture language. 1. Topic lecture language: Topi Big picture lecture language: 2. Topic lecture language: Topic: Big picture lecture language: 3. Topic lecture language: Topic: ar, Big picture lecture language: 6, Study the meaning of these general academic words. Then fill in the blanks below with the correct words in the correct form. These words will be used in the lecture. type: a group of people or things that are similar in fact: a phrase that is used to emphasize a point or to add something important General Electric makes many _____ of electric products. they make over a hundred kinds of products just for the kitchen. Chapter 3. Business InnovationN Take notes using an informal outline Unit 2. Business jote-taking Strategy Use an Informal Outline Your notes should give you an accurate record of the ideas in the lecture. They should also show you how the ideas in the lecture connect to each other. Using an informal outline with indentation will help you remember which information is more important and which information is related but less important. 7. Read this transcript from a lecture on innovation. Then look at one student's notes from the lecture. Answer the questions below. OK, . .. now, | want to talk about innovation in the skin-care business. And | want to discuss three ways that skin-care companies are using innovative ways to create new products. One, they are doing market research. Two, they are creating an experience for the customer, And a third way is that they're bringing “real people” into the company and watching how they react to new products. A good example of the third technique is at the Softcare Company Innovation in skin-care. business-3 ways market research create experience for customer bring ‘real people” into company good example: Softcare 1. What is the topic in this part of the lecture? How did the student show this in her notes? 2. What are the three ways that skin-care companies use innovation? How does the student show this in her notes? 3. How does the student indicate that Softcare is less important but related to the third point? 8, Read this transcript from a lecture on innovation in electronics, Take notes in your notebook using an informal outline. OK. Let’ talk about product innovation in the electronics world, Some examples of these kind of products are digital music players, cameras, and of course, computer hard- ware. In the world of computer hardware, there's one company I want to focus on—it's Logitech. They make headsets, computer keyboards, .. . and they're famous for making the mouse for your computer.Listen and Take Notes 1. Before the lecture, think about everything you have learned and Make predictions discussed on the topic of innovation. What do you expect to learn & ps more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1. ee ee ee 3. pacelgagteaetnoertonetarss [2] 2. now follow the lecture and take notes using an informal outline. Follow the lecture Remember to listen for the lecture language that signals the topic and D> outing p. 29 big picture. Topic: CQ Tmovation in the past: Innovation in the present: What innovative companies have in common: Successful companies: 30 Chapter 3 Business Innovation3. How well were you able to recognize the lecture language? Check the Assess your statement that best describes you. Explain your answer. comprehension I was able to understand when the lecturer said the topic and big picture of the lecture. I didn’t understand when the lecturer said the topic and big picture of the lecture. 4, Use your notes to answer these questions. 1. How did companies create new products in the past? 2. What are two things that innovative companies today have in common? 3. How did Apple come up with the idea for the iPod? 4, How did Starbucks use innovative thinking to bring in new customers? 5. Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare and discuss your notes with a few other students. Help each other fill in any missing information. Db ps Complete your notes. ; 6. Review your notes from the lecture. Then explain the main points of ian the the lecture to your partner. Take turns and talk for 2-3 minutes only. Dar Unit 2 Business 31Discuss the Issues Enter the Discussion Your professors will often ask you to discuss the ideas in the lecture with the whole class or with a small group of classmates. The professor will expect all students to participate actively in discussions with each other. Don't wait for someone to ask you to speak. Instead, use expressions to enter the discussion so you can share your ideas. Discussion Strategy 1. Enter the to the list? discussion I'd like to say something here. Can I add something to that? Can T say something here? Note: Speakers often say a small word or interjection to get attention before using one of the expressions above: . I'd like to say something here. can | add something to that? So, ... could I say something here? 32 CChapter3. Business InnovationPractice entering the discussion Discuss the ideas in ‘the lecture Unit 2. Business 2. In groups of four, read the questions and discuss them. Keep the conversation going until every student has had the chance to practice entering the discussion. Use your own ideas or the ones given below. 1, What are some of your favorite new kinds of products and why do you like them? Explain your answer in detail. Possible Ideas digital music players portable photo printers tiny headphones 2. Imagine that you are'looking for a job as a product innovator. What kind of company would you try to work in? Why? Possible Ideas a financial company a drug company a computer company 3. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for entering the discussion. 1. Should companies take risks when they think of new products? What are some of the possible advantages and disadvantages? 2. What kind of strategy mentioned in the lecture would you like to try? How would you use this strategy? Explain your answer in detail. 3. Is thinking outside the box always the best way to create new product designs? Why or why not? What are the possible negative effects of always thinking outside the box? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions.Chapter 4 H Global Business: The Case of MTV CHAPTER GOALS = « Learn about global brands and the business plan of MTV ‘© Leam a Listening Strategy: Recognize lecture language that signals the big picture of a lecture © Lear a Note-taking Strategy: Use an informal outline © Learn a Discussion Strategy: Contribute your ideas during a discussion Build Background Knowledge . 1. Look at the pictures of several brands that are sold around the world. Think about the topic" Then answer the questions below in pairs. 1. What types of products do these brands represent? Where can people find these products? Is there anywhere that people cannot find these products? Why or why not? 2, MTV is a very successful brand that many young people know and enjoy. Why is it so successful? CChapter 4 Global Business: The Case of MTVRead 2. Read this article from a business magazine about international brands. Ihich brands are the most success- ful around the world? Every year Businessweek magazine makes a list of the top 100 brands that are sold around the world. To get on the list, a brand must eam over one bil- ion dollars and over a third of its profits must come from outside its home country. ‘Top Twenty Brands in 2005 1. Coca-Cola 11. Mercedes Benz 2. Microsoft 12. Citibank 3.1BM 13. Hewlett-Packard 4, GE 14, American Express 5. Intel 15. Gillette | 6. Nokia 16. BMW 7. Disney 17. Cisco 8. McDonald's 18. Louis Vuitton 9. Toyota 19, Honda 10. Marlboro 20. Samsung Brands like McDonald's, Mercedes Benz, and Nokia are familiar to people all over the world. They are global brands. Even MTV, which is further down the list at Number 48, is a global brand now. Companies with some of the most popular international brands are finding new custom- ers and increasing their profits with a simple idea: they create one image for their brand all Global Brands eae over the world. In this type of business plan, a brand has one name and one “look” wherever it is sold. Companies do not change the brand to fit the local area, ‘An excellent case study that shows this new way of using a brand’s image internationally is ‘Samsung, an electronics company from Korea. Less than ten years ago, Samsung was making, inexpensive electronics, such as televisions and video cameras, under many different brands— Wiseview, Tantus, Yep, and others. These brands were successful in their own local areas, but the different names caused problems for the company. Samsung decided to make some changes. They invested in creating better qual- ity products and they put the same brand name, Samsung, on all of them. The company thought that if customers liked one Samsung product, they might buy another Samsung product. Beginning in 2001, the “new” Samsung began selling high-quality cell phones and digital tele- visions. Soon people began to think of Samsung, as‘a very high-quality brand. As a result, in 2005, Samsung was Number 20 on Businessweek’s list of the top 100 international brands. This statistic says it all: Samsung’s profits went up 186% in 2005. For Samsung, like many other intemational companies, a strong “global brand” was the key to success. They're now at the top of their game and hope to stay there. Check your comprehension brands? 2, How are some companies finding new customers for their top brands and 3. Answer the questions about the reading, above. Then discuss your answers with a partner. 1. How does a brand get on Businessweek’s list of the top 100 international increasing their profits? 3. What problem did Samsung have? How did it solve the problem? Unit2 Business 35Expand your vocabulary Discuss the reading Review what you know Des 4. Circle the answer that correctly completes the definition of the under- lined words. These words from the reading will also be in the lecture, Look back at the reading on page 35 to check your answers. 1. A brand is the ___of a product that is made by a particular company. a, name b. profit, 2. When a product is global, it is known in most areas of the _. a. world b. business 3. Something is popular when many people __it. a. see b. like 4. A business plan explains what a company wants to do in the. a, future b. present 5. Something is local when it is__the area where you live. a. far away from b. connected to 6. A case study is____a particular thing or situation in order to help people understand a larger idea. a. careful examination of b. a funny story about 7. When companies invest in something, they hope to get something good in return. a. save b, spend 8. A statistic is a that represents facts or measurements. a, number b. person money on it and 5. Circle the phrase with a similar meaning to the underlined idiom. When people or companies are at the top of their game, it means they _. a. play a lot of sports. are very successful now ¢, need to work harder 6. Discuss these questions in a small group. Share your answers with the class. 1, Is Samsung’s business plan a good idea for other companies? Why or why not? 2, Do you think MTV uses a business plan that is similar to Samsung's? 7. With a partner, write down three things that you have learned from the reading on page 35 and your discussion about global brands. L 2 Te Chapter 4 Global Business: The Case of MTVPrepare to Listen and Take Notes Recognize Lecture Language that Signals the Big Picture A professor can give you the big picture—the general plan of the lecture— in many different ways. Often, a professor uses an expression that tells you specifically how he or she will present the material in the lecture. Listen for the words and expressions that professors use to signal the big a | Listening strategy picture. a 1. Read the expressions that signal the big picture of a lecture. Can you Big picture lecture add others to the list? language ‘Today I’m going to look at several ways that... I want to discuss the causes of ‘What I want to do is compare ‘We'll look at several reasons for .. . and 2. Read introduction from a lecture on global brands. Then do these Recognize lecture two things: language © Circle the topic. © Underline and label the lecture language that signals the topic and the lecture language that signals the big picture. Hi there, everyone. It’s nine o'clock, so let's go ahead and get started. What | want to talk about this morning is the history of global brands. Now, why do I want to talk about the history of global brands? Shouldn't we be talking about the future? Maybe, but in business, we can’t understand the future until we understand the past....All right. | want to discuss the causes of the failure of some companies who have tried to do business—Novalites and other companies that are no longer around. Unit 2 Business 37@ 3. Listen to the introductions of two different lectures. Listen for the Listen for lecture language that signals the topic and write the topic of each the topic lecture below. 1. Topic: 2. Topic: cee @ 4 risten to the introductions again. For each introduction, write down isten the big picture lecture language. the big picture 1. Big picture lecture language: 2. Big picture lecture language: 5. Study the meaning of these general academic words. Then fill in the Learn general blanks below with the correct words in the correct form. These words academic words will be used in the lecture. in general: usually, in most situations result: something that happens or exists because of something else To sell their products in other countries, companies need to have a good business plan. If they are not prepared, the _____ can be very bad for the company and all of their brands. When we look at case studies, we can see that, companies that have a solid business plan for international sales are more successful. 38 Chapter 4 Global Business: The Case of MTVae 6. Read this transcript from a lecture on Samsung Electronics. Then look practice using an at one student's notes from the lecture. Answer the questions below informal outline with a partner, So, . .. was saying that ‘Samsung used to have many 1 si different names for their Samsung had many different products, many different brands for same. products brands. They had Wiseview, aoe Tantus, and Yepp. And Wiseview. ‘Samsung wanted to diversify. Tantus ee That's div-e-rs-Hy. Here's what diversify means: it peeetiias ee means to make a larger Wanted to.diversify variety of products, .. . not rakes chy coe ae just one type, but many types a sa re of products So they diversified Profits to increase. their products and then what | 2005—up 106% happened? Samsung's profits ‘began to increase. In fact, ‘Samsung's profits went up 186% in 2005. 1. What are the three important ideas in this part of the lecture? How did the student show this in her notes? 2. What kind of information is indented in the first section? The second section? The third section? 7. Read this transcript from a lecture on global brands. Take notes in your notebook using an informal outline. There are at least two ways global brands are increasing their profits. Many of the most successful intemational brands have one “look” all over the world. So, for example, we have eBay. That's the Web site where people buy and sell things. eBay uses the same Web site in every country where they do business. Another way is to use the same advertisements in every country. Look at the company Global Banks, They started using the same ads all over the world and the value of their brand went up 20% in 2005. Unit 2 Business 39Listen and Take Notes - 1.Before the lecture, think about everything you have learned and Make predictions discussed on the topic of global brands. What do you expect to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. L 2 3. ‘low tha | Co. now follow the lecture and take notes using an informal outline. Follow the lecture Remember to listen for the lecture language that signals the topic > outine p.28, 39 and big picture. Topic: Statistics on MTV: Profits: factors in MTV's success: How MTV does it: —— Result: 40 Chapter 4 Global Business: The Case of MTV3. How well were you able to recognize the lecture language? Check the igsvess your statement that best describes you. Explai : ‘comprehension 7 7 scribes you. Explain your answer. I was able to recognize when the lecturer signaled the big picture of the lecture. I didn’t recognize when the lecturer signaled the big picture of the lecture. 4,Use your notes to answer these questions. 1. What are some of the statistics that show how successful MTV is around the world? 2.What is MTV's business plan? 3.Whiat are the two things that MTV does in order to be successful? 4, What does MTV do in order to produce programs with local talent? 5.Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare and discuss your notes with a bps few other students, Help each other fill in any missing information. ‘Complete your notes. . 6. Review your notes from the lecture. Then explain the main points of roa the the lecture to your partner. Take turns and talk for 2-3 minutes only. ure & pw a Unit 2 BusinessDiscuss the Issues Contribute Your Ideas to the Discussion You should try to add your ideas to a classroom discussion. This shows that aaa you understand the topic and are interested. Your ideas might be points from Scare eat a gerne me i Tok ot ae ‘own opinions. Use expressions to show that you want to contribute something to the discussion. 1. Read the expressions for contributing to the discussion. Can you add Contribute your ideas others to the list? = to the discussion az Chapter 4 Global Business: The Case of MTVPractice contributing your ideas Discuss the ideas in the lecture Unit 2 Business, 2. In groups of four, read the questions and discuss them. Keep the conversation going until every student has had the chance to practice contributing to the discussion. Use your own ideas or the ones given below. 1, What are your favorite global brands and why do you like them? Possible Ideas Starbucks Nokia Chanel 2. Why do you watch MTV or other music channels? Possible Ideas to dance to lea about the latest fashions 3. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for contributing your ideas to the discussion. 1. What if MTV used Samsung’s business plan and had one “look” and one style all over the world? What would happen to MTV? 2, Imagine you work for MTV. The CEO needs your advice about ways to increase the brand’s international profits. What would you tell the CEO of MTV? 3. Choose a brand from the list of the top twenty global brands in the article on page 35. What business plan would you use for this global brand? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions.| Unit Wrap-Up 1. Go online and do research on business innovators. Choose one person whom you find interesting and do further research on that person. Write a short essay (one to three paragraphs) about the person. Include biographical information and details about the innovation. Read your essay in front of the class or in a small group. 2. Work in small groups. Think of a local company that everyone knows (restaurant, clothing store, small manufacturer, etc.). Imagine you are ‘the new owner and want to turn the local business into a global busi- ness. Answer the questions to help you make a business plan. 1, Who is the market for the business? 2. How would you advertise the business? 3. What countries would you market to first? Second? Later? Why? 4. Would you keep the current name or change it? Why? Share your business plan with the class. Notes: —___ a Unit 2. Businessunit _ Mepia STupIES jia studies \'midio 'stadiz\ The study of the processes S bp amuick intarmution’ ts cxcks ngedChapter 5 — Celebrities and the Media CHAPTER GOALS —_» Leam about how celebrity news is changing the media * Learn a Listening Strategy: Recognize lecture language that signals a transition © Lear a Note-taking Strategy: Use symbols to represent words © Learn a Discussion Strategy: Interrupt and ask for clarification during a discussion. Build Background Knowledge 1. Look at the picture. Then discuss the questions below in pairs. Think about the topic 1. Think about your favorite singer, movie star, and athlete. What information do you know about each person? How did you find out this information? 2, Why are people interested in famous people? 46 Chapter 5 Celebrities and the Media2. Read this magazine article about the growing interest in celebrities. “People in our society today are focused too much on celebrities and all the activities of people in the entertainment world.” Many people would agree with this statement by James Houran, a psychologist with the Souther Illinois School of Medicine. He and a group of researchers interviewed over 600 people to try to understand our intense interest in famous people. They discovered three categories of “celebrity interest”: + Entertainment Social: People in this category have a mild interest in celebrities. For example, with their friends they might discuss the recent marriage of a famous movie star just for fun. Intense Personal: People in this category seem to feel that they have a special connection with a celebrity. This person might say, “Tom Cruise is a good friend of mine,” even though it is not true. Celebrity Sickness: Here, the interest in celebrities is so great that it is unhealthy, a kind of sickness. A person in this category might say, “When Halle Berry reads my love letters, she’s going to fall in love with me.” ‘The researchers learned that about a third of the population in the United States fits into the last category. Houran’s team says that this unhealthy interest in celebrities is caused by the increase in the amount of entertainment news in the mass media, both in print and broadcast media. It is just one example of the effect the media has on people’s lives today. “People have been interested in celebrities for as long as there have been famous people,” says Houran. But this interest has become much stronger with the increase in media coverage of celebrities, and all the entertainment content that we now have on the Internet. In fact, people no longer have to look through newspapers, magazines, or other traditional news sources for stories and pictures of their favorite celebrities. They can now use the Internet to find all the latest information on any star they choose. So, in a nutshell, it seems that the more media choices we have, the crazier we become about celebrities. 3. Answer the questions about the reading, above. Then discuss your answers with a partner. 1. Who is James Houran and what did he do? 2. What percentage of people in the United States have “celebrity sickness”? 3. Why are more and more people interested in celebrities now? Check your comprehension Unit3. Media Studies 474, Match the words from the reading with their definitions. These words Expand your will also be in the lecture. Look-back at the reading on page 47 to check vocabulary your answers. ___ Lecelebrity a. a show, book, newspaper, etc. that gives you information about something _2.entertainment —_b, writing that is in books and newspapers 3. mass media __¢. a famous person, usually an actor, singer, or sports star __4. print things such as movies and television shows that people watch for fun __5. broadcast . the amount of reporting about something on TV, radio, or in newspapers __ 6. coverage £. something that is sent out on radio or television 7. content 2. all the organizations such as TV and newspapers that provide news and informationm to many people _- 8. source h.the words or ideas in a book, article, television program, etc. 5. Circle the phrase with a similar meaning to the underlined idiom. ‘The professor spent 15 minutes explaining the meaning of the word “celebrity.” Ina nutshell, it means a famous person. a. said simply ‘b, however ¢. over a long time 6. Discuss these questions in a small group. Share your answers with the class. 1. Which category of “celebrity interest” are you in? Explain your answer. Do you know someone with “celebrity sickness”? If so, give some examples of his or her behavior. Discuss the reading 2. What are some other reasons that people might be very interested in celebrities? 7. With a partner, write down three things that you have learned from the Review what reading on page 47 and your discussion about celebrity news in you know the media. Does Cer eee 2 3. 48 Chapter 5 Celebrities and the MediaPrepare to Listen and Take Notes 1.To help you understand the listening strategy, discuss the situation below and follow the instructions. Imagine your friend is telling you how to get to her house. She says: First, turn right at the traffic light and walk two blocks. Next, turn left at the vegetable store. Now, you're on Main Street. Walk one block, then turn right. My house is the second one on the right. How do the words in bold help you follow your friend’s directions? Recognize Lecture Language that Signals a Transition In Chapters 3 and 4, you leamed that professors usually tell you at the beginning of a lecture how information will be organized. During a lecture, professors will give you signals to help you follow this organization. They will use specific words and phrases when they move from one idea to another. These transitions tell you that a new idea is coming or that they have finished cone idea and are beginning another idea. Listen for transitions—the expressions that help you follow the flow of ideas ina lecture. Transition lecture 2 meaty expressions that signal a new idea. Can you add others to language Now... Let me start with . : . First, let’s look at Next, let’s talk about . 3.Read the expressions that signal the end of one idea and the beginning of another idea. Can you add others to the list? Let’s move on to. . . Now that we've talked about ______, let’s talk about . . . ‘That’s enough about _______. Let’s go on to tacos cs 4,Read the transcript from a lecture about celebrities. Then underline the ie : de lecture language that signals a transition. ‘Now, let me start with an interesting statistic: about twenty percent of people closely follow celebrities in the media, These people like to talk about celebrities with their friends, maybe with their husband or wife. Let's move on to talk about the category of people who believe they have a special relationship with a celebrity. Unit 3 Media Studies o. ® 5. tisten to this short lecture about celebrities and the brain. Match the Listen first part of each sentence with the correct second part. _1. When people see a celebrity, a, seeing a celebrity many times. —— 2. The brain feels pleasure from __b. friends and family. __3. In the past, people felt ¢. their brain feels pleasure. pleasure from seeing . ® 6 tiston to the short lecture again. As you listen, write down the lecture Listen for language that signals a transition. Then listen once more and write transitions down the idea that follows the transition. 1. Transition Lecture Language: New Idea: _ 2. Transition Lecture Language: New Idea: __ 3. Transition Lecture Language: New Idea: ima l | 7. Study the meaning of these general academic words. Then fill in the earn general blanks below with the correct words in the correct form. These words academic words will be used in the lecture. according to: in the opinion of, as said by kind: category or type of person or thing People today know a lot about celebrities in popular culture. media researchers, there are three _______ of celebrity interest. 50 Chapter 5 Celebrities and the MediaNote-taking Strategy Use symbols Unit 3. Media Studies Use Symbols Instead of Words “Most professors say about 125 words per minute during a lecture. You will not be able to write down every word they say. To save time, use symbols in place of words. 8. Look at these common symbols you can use in your notes. Can you add others to the list? = ivare + and # —— isnotare not T increase, rise, go up > more than L decrease, fall, go down < less than AA change, changing # = number % percent 9. Read these sentences from a lecture on celebrities. Take notes using symbols in place of some of the words. 1. As I said, the number of celebrity magazines is increasing. it ines t 2. A small number of people feel they have a special relationship with celebrities. 3. Our ideas about what is beautiful always change. 4. About thirty-three percent of the people in the research group have “celebrity sickness.” 5. Researchers spoke to more than 100 people with celebrity sickness. 51Listen and Take Notes 1. Before the lecture, think about everything you have learned and dis- Make predictions cussed on the topic of the media and celebrities. What do you expect D ps to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. I lag tye merece rae eS 3. [21 2. now follow the lecture and take notes using symbols instead of words Follow the lecture when you can. Remember to listen for the lecture language that signals > symbols, p.51 a transition. Inerease in amount of celebrity news coverage: Reasons for increase in celebrity coverage: 52 Chapter 5 Celebrities and the Media3. How well were you able to recognize the lecture language? Circle the Assess your, answer that best describes you. Explain your answer. comprehension / Twas able to recognize when the professor moved from one idea to another : a. all of the time b. some of the time c. none of the time _d. not often 4, Use your notes to answer these questions. 1, What do scientists tell us about humans and famous people? 2, What has happened to news coverage in the last 25 years? Why? 3. What are two reasons for the increase in the amount of celebrity coverage? 4, What are the two negative results of the increase in celebrity coverage? 5. Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare and discuss your notes with a Dp few other students. Help each other fill in any missing information. Complete your notes. . 6. Review your notes from the lecture. Then explain the main points of Pichia the the lecture to your partner. Take turns and talk for 2-3 minutes only. lecture Dats Unit 3 Media Studies 53Discussion Strategy Interrupt and ask for clarification Discuss the Issues Interrupt and Ask for Clarification During class discussions, students do not always understand everything the professor or their classmates say. This is normal. When this happens to you, you may need to ask someone to repeat or explain something. During a discussion, politely interrupt and ask questions when you don’t understand something. . Read the list of actions and expressions for interrupting and asking for dlarification. Can you add others to the list? Actions to Let Others Know You Want to Interrupt Make eye contact with the person who is speaking. Make a small hand gesture. Raise your hand. Phrases to Use for Interrupting Excuse me, ... T'msony,... Before we go on, ... Questions to Ask When You Don’t Understand Could you repeat that, please? Could you say that again, please? Could you explain that? ‘What does that mean? Chapter 5 Celebrities and the MediaPractice interrupting and asking for dlatification Discuss the ideas in the lecture Unit 3 Media Studies 2. In groups of four, read the questions and discuss them. Keep the conversation going until every student has had a chance to practice interrupting and asking for clarification. Use your own ideas or the ones given below. 1. What's the best way to learn about celebrities? Possible Ideas Took at special Web sites watch a celebrity television show 2. Tell each other about a time when you or a friend saw a real celebrity. What happened? How did you feel? 3. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for interrupting and asking for clarification. 1. How big of a problem is the increase in celebrity media coverage? 2. Make a prediction: will there be even more celebrity coverage in the future? If so, what kind of coverage will it be? What might cause the amount of celebrity coverage to decrease? 3. The professor explained two of the negative effects of celebrity media news. What are some possible positive effects of celebrity coverage? 4. Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions.Chapter 6 H Communication Revolutions CHAPTER GOALS: © Learn about three revolutions in mass communication * Learn a Listening Strategy: Recognize lecture language that signals a definition ‘* Learn a Note-taking Strategy: Use abbreviations to represent words Learn a Discussion Strategy: Ask for more information during a discussion Build Background Knowledge 1. Look at the pictures of four ways to store information. Then answer the questions below in pairs. Think about the topic 1. Which of the four storage methods takes up the most space? The least space? Which one holds the most and least information? Which is most and least easy to move? 2. What do you predict will change in the future of information technology? ‘What inventions or new behaviors will we see in the next twenty years? 56 Chapter 6 Communication RevolutionsRead Check your comprehension 2. Read this section from a history textbook about early written communication. A Look at the Beginnings of Mass Communication The invention of a writing system is ‘one of the most important inventions of humankind, just behind the invention of the wheel and the ability to use fire, Historians say that the invention of a writing system was the beginning of mass communication. ‘The earliest full writing system is more than 5,000 years old. It comes from the Middle East in what was then called Sumeria. The Sumerians had a story to explain their invention of writing: The king of Uruk sent one of his servants to another kingdom far away with an important message. The messenger arrived at the court ‘50 exhausted from the journey that he was not able to convey his message orally—he was too tired to speak. The king heard about this and was upset. He came up with a clever solution. From then on, when he wanted to send a message, he made a flat tablet out of wet clay. He cut the message into the soft clay. The tablet was the medium for the message. There was no alphabet or writing system, so he used pictures to write the message. Each picture or symbol was equal to a word or idea. ‘Though this story is interesting, it should be taken with a grain of salt: itis only a myth. Historians ask, why would the king write a letter if the receiver could not read it? They also doubt that the earliest writing system was a written version of speech. It is more likely that writing began as a separate system of ‘communication. It probably developed to keep track of weighing and measuring animals and foods. Historians agree on a few things, however. Early writing was pictographic— based on pictures, not sounds—and messages were carved into heavy clay tablets. Most importantly, they agree that a writing system was invented to store and transmit information. Prior to writing, communication was strictly “face to face.” People only knew what others told them, Important information was not accéssible to all people. With the invention of a writing system, information became portable. Writing allowed people to share their words and knowledge with others, near and far away. 3. Answer the questions about the reading, above. Then discuss your answers with a partner, 1. What were the two main reasons that a writing system was invented? 2. What is a pictographic system of writing? ‘3. What does it mean for information to be portable? Unit 3 Media StudiesExpand your vocabulary Discuss the reading Review what you know Bos 4. Circle the answer that correctly completes the definition of the underlined word. These words from the reading will also be in the lecture. Look back at the reading on page 57 to check your answers. 1. To convey a message or information means that you it, a. change b. communicate 2. A tablet is a flat piece of that people in the past cut words into. a hard clay or stone b. thick paper 3. Television is an example of a medium. It is one way that __can move from place to place. a, messengers . information 4. The receiver of a message refers to the place where it a, arrives b. begins 5. To store information on a computer means that you the information there. a, create or make b. keep or hold 6. When you transmit information, you places and people. a, keep it away from bs. send or pass it between 7. For information to be accessible, people have to be able to use it or getit__. a. easily b. privately 8. Portable information is information that people can easily _. a, change or correct, b. carry or move 5. Circle the phrase with a similar meaning to the underlined idiom. ‘That writer is famous for telling wild stories about himself. This article he wrote about his childhood should be taken with a grain of salt. a. believed as fact _b. not completely believed _¢. never believed 6, Discuss these questions in a small group. Share your answers with the dass. 1. How would the world be different if writing were never invented” Use your imagination and think of some examples of life without writing. 2. What are some of the ways that transmitting information has changed during your lifetime? 7. With a partner, write down three things that you have learned from the reading on page 57 and your discussion about communication. 1. 2 3. Chapter 6 Communication RevolutionsDefinition lecture language Recognize lecture language Unit 3 Media Studies Prepare to Listen and Take Notes 1.To help you understand the listening strategy, discuss the situation below and answer the question. During a lecture, you sit next to a student who is listening and taking notes. When the professor uses an unfamiliar word, the student stops taking notes and looks up the new word in a dictionary. Is this a good strategy to use during a lecture? Why or why not? | Recognize Lecture Language that Signals a Definition | Professors often use new words as they explain information or ideas. They also __| use a variety of expressions to signal a definition for those words. || Listen for the words and expressions that professors use to signal a definition. t 2. Read the expressions that signal a definition. Can you add others to the list? That is, . In other words, .. . X, meaning By X, I mean What do I mean by X? Well, I mean ___ Let me define that: ‘The definition of that is .. 3. Read the transcript from a lecture on writing tools. Then do these three things: * Circle the word or phrase that the professor wants to define. * Underline the lecture language that signals the definition. © Put a box around the definition. Now that we know a little bit about the invention of writing, let's look at the tools that, early writers wrote with. When people were writing on clay tablets they were using bone tools. As the medium moved from clay to early paper, people began to use reed brushes and pens, Now, by reeds, | mean grasses that usually grow by a river. These were writing tools. When pens were first invented they were made out of quills, .. quills, meaning the end of a bird feather. But by 1850, quill pens were less common because the quality of steel nibs, . . . let me define that: the metal points of pens were called steel nibs, ... these nibs were now very good quality and replaced® 4. Listen to this short lecture about recent communication tools. Match the Usten first part of each sentence with the correct second part. 1. Recent communication has a, send information to large audiences. been influenced by ___.2. Television and radio have _b. without wires. made it easier to 3. Radio sends out signals _¢ technology. : @ ss risten to the short lecture again. As you listen, write down the lecture Listen for language that signals a definition. Then listen once more and write down definitions the definition. 1. Word: technology Lecture language: Definition:, 2. Word: television Lecture language: _ Definition: 3. Word: radio Lecture language: Definition: 6. Study the meaning of these general academic words. Then fill in the Learn general blanks below with the correct words in the correct form. These words academic words will be used in the lecture. major: very important, especially when compared to other things of a similar kind focus on: special attention given to a subject In today’s lecture, I want to____ how technology has affected communication. Then, we'll discuss one _____ invention in particular—the telephone. 60 Chapter 6 Communication RevolutionsUse Abbreviations Instead of Full Words In Chapter 5, you leamed how to use symbols to represent some words Note-taking Strategy 4) and help you take notes more quickly. You can also use a short form, or abbreviation, of some common words. Use abbreviations instead of full words to help you write down ideas more quickly. 7. Look at these commonly used abbreviations. Can you add others to Use abbreviations the list? avg average est estimate info information approx approximately esp especially max maximum btwn between etc. et cetera (and other min minimum cont continued similar things) vs versus diff difference id. identify wi with ca each ie. in other words wiout without eg. example imp important yr year 8. Read these sentences from a lecture on the invention of writing. Take notes in your notebook using abbreviations in place of some of the words and ideas. Compare your notes with a partner. 1. The first writing system developed approximately 5,200 years ago. It was pictographic writing invented by the Sumerians. dst writing system developed approx 5,200 yrs ago Sumer: ie 2. The writing that the Sumerians invented is called cuneiform. Another way to say cuneiform is wedge shaped, like a piece of cake, 3. The information was written down using symbols that were shaped liked wedges. 4, Here are some differences between early picture-based writing. For example, if we look at cuneiform writing versus Egyptian hieroglyphics, we see that cuneiform is more abstract—in other words, it is more like shapes—and hieroglyphics are more like pictures. Unit 3 Media Studies 6Listen and Take Notes = 1. Before the lecture, think about everything you have learned and dis- _Maks/predictions cussed on the topic of communication. What do you expect to learn Dos more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1. gules be eee he ep ES 3. Foll Ql 2. Now follow the lecture and take notes using abbreviations. Remember ‘ollow the lecture to listen for the lecture language that signals definitions. B® abbreviations, p.61 Topic: Mass communication: Communication revolutions: ad Ideas key to mass communication: 62 Chapter 6 Communication RevolutionsAssess your comprehension Assess your notes Bos ‘Summarize the lecture Bow Unit 3 Media Studies 3. How well were you able to recognize the lecture language? Circle the answer that best describes you. Explain your answer. Iwas able to recognize when the professor gave a definition _. a.allofthetime b. most of the time ¢.sometimes _d.. not often 4,Use your notes to answer these questions. 1, What is the definition of mass communication? 2. What two problems about early written communication were discussed’? 3. What are the three communication revolutions discussed in the lecture? 4. What three ideas are key to mass communication? 5.Were you able to answer the questions in Exercise 4 using the information in your notes? Compare and discuss your notes with a few other students. Help each other fill in any missing information. ‘Complete your notes. 6.Review your notes from the lecture. Then explain the main points of the lecture to your partner. Take turns and talk for 2-3 minutes only.Discuss the Issues Ask for More Information During a discussion, you might be interested in an idea and want to cussion Strategy | understand it better, or you might need to know more about it for a test or an assignment. In a discussion, politely ask questions to get more information about a point or idea. |. Read the expressions for asking for more information. Can you add Ask for more others to the list? information Could you explain more about .. ‘What is an example of that? How does that work? What do you mean by that? ‘What's the difference between ______ and 2 Chapter 6 Communication RevolutionsPractice asking for more information Discuss the ideas in the lecture Unit3. Media Studies 2. In groups of four, read the questions and discuss them. Keep the conversation going until every student has had a chance to. practice asking for more information. Use your own ideas or the ones given below. 1. What are some of the ways that people use written language for communicating ideas? Is this changing? Why or why not? Possible Ideas write letters to friends papers for school notes to roommate 2. What are some of the ways that you use computer technology for communicating and learning about ideas? Discuss some specific examples. Possible Ideas e-mail Internet research instant messaging 3. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for asking for more information. 1. Over the centuries, wider communication has become possible between people in many different societies. What are some of the results of this worldwide exchange of ideas and information? 2. Knowledge and information are no longer in the hands of only a few privileged people. Do you think this is a good thing? Why or why not? 3. The lecture states that there are three ideas key to mass communication. Review these ideas. Can you predict what a future communication revolution might be? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions.| Unit Wrap-Up | 1. Work in small groups. Choose one news magazine or newspaper, such as Time, Newsweek, or a daily newspaper. Look at the most recent issue. Together, find and count the number of articles about celebrities. Present your results to the class. Discuss these questions: 1, Are you surprised by the number of articles about celebrities? 2. Would you guess that there are more of these articles now than one year ago? Five years ago? Ten years ago? Why or why not? 3. Has this activity changed your opinion of the magazine or newspaper? ‘Why or why not? 2. Work in small groups, Follow these steps to create a survey about communications and mass media. 1. In your groups, discuss exactly what information you want to get from people. Do you want to know what they think about communications and mass media today? Do you want to know their predictions for the next communications revolution? Create four or five questions that you feel will draw the information you want from people. 2. On your own, survey five people of different ages. Ask them the questions your group created and carefully record their answers. 3, In your groups, collect all the results and record the results in a chart. Discuss the answers you received and draw two or three general conclusions about them. 4, Present your group’s results to the class. Noves: Unit 3 Media Studiesunit 4 science \'sarons\ A system of knowledge concerned with the physical world and its phenomena SCIENCEChapter 7 CHAPTER GOALS Think about the topic How Sleep Affects Thinking | © Leam how sleep affects thinking Leama Listening Strategy: Recognize lecture language that signals an example ** Lean a Note-taking Strategy: Organize key lecture material in visual form in your notes * Leam a Discussion Strategy: Agree and disagree during a discussion Build Background Knowledge 1. Take this quiz about your sleep habits. Then answer the questions below in pait | Your Sleep Habits 14, Most nights, I sleep a. fewer than 6 hours —_b 6-8 hours © 9 or more hours t i 1 2. 1am most likely to skip sleep in order to { a.study 4. watch TY. 1 be work e. hang out with friends ! esparty | don't skip sleep. 1 3, usually make up for lost sleep by |. drinking caffeinated beverages . adjusting my schedule {__ bisleeping late on the weekends d. adapting to less sleep 1. Are your answers similar to or different from your partner’s answers? Which of your answers do you think is the most interesting? Which of your partner’s answers is the most interesting? Why? 2, Do you think it is possible to make up for lost sleep? Why or why not? Chapter 7 How Sleep Affects ThinkingRead 2. Read this brochure from a college student health center about how lack of sleep can affect academic performance. I: no secret that many college students do not sleep enough. Academic studies, social life, part-time or full-time jobs, and relationships are often more important than sleep. Students experience even more sleep deprivation as midterm and final exams approach. Sleep Is Serious Business Lack of sleep can cause these harmful side effects: * daytime drowsiness inability to cope with stress = weight gain * poor health * low energy Most importantly for students, sleep deprivation makes studying and learning more difficult. It also hurts the body’s ability to stay healthy. The National Sleep Foundation recently released a poll that shows that many young adults are suffering from sleep deprivation that is severe enough to impair daytime activities. These young people get an average of 6.8 hours of rest per night, but many funetion on much less. According The Importance of Sleep to Academic Success to current research, most undergraduates need 8,5-9.25 hours of sleep (most adults, 7-9 hours). Burning the Candle at Both Ends College life only increases the problem of sleep deprivation as students try to burn the candle at both ends. Some students work a part-time job to help pay for college expenses. Some students have to support a family while going to school. Because of all these pressures, there is also an increase in stress. Stress can lead to insomnia—the inability to sleep. Sleeplessness is especially bad as final exams approach and students cram for exams. When students force themselves to stay awake to study, they have to function on even less sleep. Too many nights of staying awake can lead to long-term sleep problems. Sleep is a necessity, not a luxury. Your top academic performance depends on getting enough sleep. So remember, as you plan your schedule, be sure to allow plenty of time for sleep. You will have more energy, better health, and greater chances for academic success! Check your comprehension 3. Answer the questions about the reading, above. Then discuss your answers with a partner. 1. How much sleep do college students need and how much do they usually get? What is the approximate amount of sleep they lose per night? 2, What are two reasons that college students don’t get enough sleep? 3. What are three negative results of not getting enough sleep? Unit 4 ScienceExpand your vocabulary Discuss the reading Review what you know Dps 4. Match the words from the reading with their definitions. These words will also be in the lecture. Look back at the reading on page 69 to check your answers. 1. deprivation a. the feeling of being tired and almost asleep 2. side effects b. lack of something considered to be a necessity 3.drowsiness _¢. to work in the correct way 4. cope with the negative secondary results of something __5. impair e. to prepare yourself for a test by studying a lot of information quickly 6. function _£, to damage something or to make it worse 7. cram g; lasting into the future —8.long-term _h.to deal successfully with a difficult situation 5. Circle the phrase with a similar meaning to the underlined idiom. Itis possible to bum the candle at both ends for a short amount of time, but after a while you have to slow down and take a break. If you don’t, your performance will become worse. a.do boring things b.doafewthings —_¢. do many things at once 6. Discuss these questions in a small group. Share your answers with the class. 1. Have you ever felt like you were burning the candle at both ends? What was the situation? What finally happened? 2. How do you stay awake when you need to study? Have you ever experienced any of the side effects of sleep deprivation in the article? What happened? 7. With a partner, write down three things that you have learned from the reading on page 69 and your discussion about the importance of sleep. 1 2. a Chapter 7 How Sleep Affects Thinkinging Strategy Example lecture language Recognize lecture language Unit 4 Science Prepare to Listen and Take Notes .To help you understand the listening strategy, discuss the situation below and answer the question. Imagine someone asks you, What does “burning the candle at both ends” mean? Without using a dictionary, how can you explain the meaning quickly and easily? Recognize Lecture Language that Signals an Example Professors usually give many examples during a lecture. These examples of specific things help students understand general ideas. Listen for words and expressions that professors use to signal an example. xv . Read the expressions that signal an example. Can you add others to the list? For example, .. Here are some example: Take X, for example. ... For instance, .. . ++, Such as... Let me give you an example... 3. Read this transcript from a lecture on the effects of sleep deprivation. Then do these two things: * Circle the lecture language that signals the example. + Underline the example. Lack of sleep causes many problems. For example it hurts the body's ability to stay healthy. Usually, tis isthe result ofthe fact thatthe immune system—the part ofthe body that protects us from infection—is weakened without sleep. Let me give you an example of what happens. Its easier to get infections, such as colds and flu, Another problem that occurs is weight gain. This happens because the body loses the ability to handle sugar for instance, tums sugr int fa rather than burning it n@ 4, Listen to this short lecture about driving while drowsy. Match the first listen part of each sentence with the correct second part. _— 1 It’s a problem to feel a. the effect doesn’t work for drowsy when driving because very long. ___2u It’s good to pull over and b. drivers can’t concentrate and take a nap because react quickly, _—— 3. It is not the best idea to ¢. you feel less tired after resting listen to loud music because ‘idee @® 5. iston to the short lecture again. As you listen, write down the lecture pen sr language that signals an example. Then listen once more and write examples down the examples. 1, Idea: Loud noise Example lecture language: Example: 2, Idea: Caffeine Example lecture language: ‘Example:, eo 3. Idea: Sleep Example lecture language: Example: i 6. Study the meaning of these general academic words. Then fill in the earn general blanks below with the correct words in the correct form. These words academic words will be used in the lecture. evidence: one or more reasons (¢.g., facts, objects, or signs) for believing that something is true or not true area: a particular subject or range of interest. This team of researchers has studied sleep for many years, concentrating on the ___ of sleep deprivation. I’m going to present some of the _____ from their studies to show you the serious nature of the issue. n Chapter 7 How Sleep Affects Thinking| Note-taking Strategy Take notes using a visual form Unit 4 Science Use a Visual Form Sometimes, itis easier to record and remember the ideas in a lecture when you record them as a picture, Using a visual form of the ideas in the lecture allows you to see easily how the ideas are connected. In your notes, record information in a visual form to remind yourself how the ideas in the lecture relate to each other. 7. Read this transcript from a lecture on sleep. Then look at one student's notes from the lecture. Answer the questions below with a partner. Today, Id like to discuss some of the advice that is given on how to improve sleep. I'll talk about three major areas SLEEP ADVICE to consider. These are psychological Dares solutions... meaning what can we | oe on do to get our minds to relax. Physical 5 s = z solutions, . .. meaning what we can do ipeyehological ~eavicerment to get our bodies to relax. And finally, (ie, mind) (ie, space) the things we can do to improve our | Sh sleep environment, . .. that is, the th 1. What was the topic of this section of the lecture? How does the student indicate this? 2. What are the three areas to consider? How does the student indicate this? 3. How does the student indicate examples? 8. Read this transcript from a lecture on advice about sleep disorders. Take notes in your notebook in visual form. Today, we'll tlk about sleep problems, . also called sleep disorders. There are two major categories of sleep disorders. I'l start by explaining the first set of disorders. These have to do with difficulty going to sleep and staying asleep. You might have heard the term “insomnia.” That is the word used for difficulty in falling asleep or remaining asleep. About 35% of adults in the United States experience insomnia. The second category of sleep disorders make it difficult for people to stay awake. People with one of these disorders are very sleepy during normal waking hours, ... even though they sleep normally at night. This condition is less common than insomnia. Only about 5 to 10% of people have it. nListen and Take Notes = 1. Before the lecture, think about everything you have learned and Make predictions discussed on the topic of sleep. What do you expect to learn more Dope about in the lecture? Write three predictions below. Compare your predictions with a partner. 1 z 3. [2] 2. now follow the lecture and take notes, using a visual form when Follow the lecture appropriate. Remember to listen for the lecture language that signals D visual form, p. 73 an example. Topie: Need for sleep: Effects of sleep deprivation ie The frontal lobe: 4 Chapter 7 How Sleep Affects Thinking3. How well were you able to recognize the lecture language? Circle the Assess your answer that best describes you. Explain your answer. comprehension I was able to recognize when the professor gave examples__. a.allofthe time b.some of the time ¢. sometimes _d. not often 4. Use your notes to answer these questions. ‘1. What are two of the reasons that people need sleep? 2. How are our bodies affected by sleep deprivation? 3. When sleep deprivation affects the frontal lobe of the brain, how do people act? 4. Why is sleep especially important for students? 5.Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare and discuss your notes with a Dopo few other students. Help each other fill in any missing information. Complete your notes. 6. Review your notes from the lecture. Then explain the main points of cunt the the lecture to your partner. Take turns and talk for 2-3 minutes only. BD pis Unit 4 ScienceDiscuss the Issues ‘Agree and Disagree During a group discussion, you might want to agree with another student and say more about an idea. You might also want to disagree with another student ‘and explain why. This type of exchange is good because it shows how well you understand the topic. Use expressions to agree or disagree with others in a discussion. 1 Agron with Can you add others to the list? Tagree with [classmate’s name]. ‘That's a good point... . . Read the expressions for agreeing with others during a class discussion. She/he is right. .. : 2. Read the expressions for disagreeing with others during a class chem with discussion. Can you add others to the list? I don't agree with that... . I disagree with [classmate’s name]... I’m sorry, but I have to disagree. . .. Thave a different idea. . . . 76 Chapter 7 How Sleep Affects Thinking3. Read each statement about sleep and decide whether you think it is true (T) or false (F). Then in groups of four explain and defend your choice. Keep the conversation going until everyone has had a chance to practice using the language for agreeing and disagreeing. Tork? Practice agreeing and disagreeing 1, Men need more sleep than women, 2. Not everyone dreams every night. . As adults get older they need less sleep. 4, If you play audio lessons during the night, you can learn while you sleep. 5. If you have insomnia at night, you should take a long nap during the day. 4. Discuss these ideas from the lecture with your classmates. Remember Discuss the ideas in to use the phrases for agreeing and disagreeing. the lecture 1, Have you ever had too much sleep? What was the situation? What effect does too much sleep have on a person’s mind, body, and personality? 2. Work alone and write a list of five pieces of advice for a classmate who is having trouble sleeping. Then, compare your advice with the other students in your group. Create one list with only five pieces of advice on it. You must agree on these 5 pieces of advice and put them in order from the most effective to the least effective. 3. Do you agree that getting sleep is necessary in order to do well on a test? Have you ever crammed and done well? Done poorly? Why do you think this happened? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions. Unit 4 Science 7Chapter 8 H The Influence of Geography on Culture CHAPTER GOALS. © Learn how geography influences culture * Leam a Listening Strategy: Recognize lecture language that signals an explanation * Leam a Note-taking Strategy: Organize the ideas in the lecture in a chart * Lear a Discussion Strategy: Disagree politely during a discussion Build Background Knowledge ‘1. Look at the pictures. Then answer the questions below in pairs. Think about the topic 1. What geographical features (ocean, mountains, etc.) are in these pictures? ‘What other geographical features can you think of? 2. Describe the climate and main geographical features of the area you ‘grew up in. 78 Chapter 8 The Influence of Geography on CultureRead Silicon Valley. 2. Read this article about the geographical features that helped create ilicon Valley is a commonly used nickname Yfor the southem part of the San Francisco Bay Area in California, Silicon Valley is a specific ‘geographic area—the northern part of Santa Clara Valley and surrounding communities on the San Francisco Peninsula and in the East Bay. Its name, however, comes from the world of technology. This area has a high concentration of computer-related companies that make and use silicon chips. How did this small areabecomethecenter of such an innovative and successful indus- ty? Many people point to geographical reasons to explain Silicon Valley's high-tech success. Pleasant climate and available space are two geographical features that attract people and companies to Silicon Valley. These features hold them there after they arrive also. In a survey of Silicon Valley CALIFORNIA Geography Helps Explain the Success of Silicon Valley ‘companies, more than two-thirds rated the location and climate as outstanding. Other factors have helped Silicon Valley's success as well. Although the area exists in a valley, it is not isolated. There are major universities—a key factor in the spread of new ideas and in training workers. It is also close to San Francisco, a major city and financial center. This means investment money is available. Some of the biggest markets for Silicon Valley's products are the countries across the Pacific Ocean: Japan, Taiwan, and South Korea. And the bay city of Oakland is one of the few major ports on the West Coast of the United States, making. it easier to exchange goods. These geographical advantages have helped Silicon Valley overcome some of the barriers to trade that exist in other regions. They encourage rather than inhibit business relationships. When you consider geography, access to new technology and technicians, availability of investment money, and ease of transport, there isn’t much to prevent Silicon Valley's growth and success. The bottom line is, Silicon Valley is the heart of the high-tech industry in the United States, and that’s, not going to change anytime soon. 3. Answer the questions about the reading, above. Then discuss your Check your comprehension answers with a partner. 1, Where and what is Silicon Valley? 2, What are three geographical features that help explain the success of Silicon Valley? 3. Silicon Valley is close to an ocean and a port city on a bay. What influence do these two geographical features have on business in the area? Unit 4 Science4. Circle the answer that correctly completes the definition of the Expand your underlined word. These words from the reading will also be in the vocabulary lecture. Look back at the reading on page 79 to check your answers. 1. A yalley is an area of _____ land between two hills or mountains. a. drier b. lower 2. The location of something refers to its __. a. place or position b. geographical features 3. To be isolated means to be other things. a. far away from b. close to 4. When ideas spread, ___ people know about them. a. fewer b. more 5. An exchange occurs when one person or company gives something to another, and the other person or company gives : a. something in return b. thanks 6. Barriers are things that two areas or groups of people. a, bring together b. separate 7. To inhibit something is to keep it from in the usual or expected way. a. going away b. growing 8. When you prevent something, you happen. a. help it b. don’t let it 5. Circle the phrase with a similar meaning to the underlined idiom. Some people don’t like Silicon Valley, but the bottom line is, if you work in the computer industry, you will probably have to spend time there. a. the traditional way b. the best system —_¢. the core idea 6. Discuss these questions in a small group. Share your answers with the Discuss the reading lass. 1. Think about the main geographical features of the city that you live in or grew up in, What influences do they have on the area? 2. What geographical features might have a negative influence on the success of an area? Why? 7. With a partner, write down three things that you have learned from Review what the reading on page 79 and your discussion about how geography you know influences a place. Dos L 2. 3. 80 Chapter 8 The Influence of Geography on CulturePrepare to Listen and Take Notes 1. To help you understand the listening strategy, discuss the situation below and answer the question. Imagine that you are going to hear a lecture on how waterways—tivers, oceans, canals—affect the development of an area. Which aspect of the lecture will help the class best understand how waterways affect development? Why? (Choose one.) a. an example of a waterway that has influenced development b. an explanation of how a waterway influences development c. a detailed definition of a waterway | Recognize Lecture Language that Signals an Explanation (|= H Professors usually give many explanations during thelr lectures. They describe [_stening Strategy complex processes and ideas in a way that makes them easier to understand. L Listen for the words and expressions that professors use to signal an explanation. 2. Read the expressions that signal explanations. Can you add others to Explanation lecture the list? language EE Let me explain . . . What I mean is... Let me show you what I mean. Let's look at how this works. : 3. Read this transcript from a lecture on how geography affects the Recognize lecture development of cities. Then do these two things: language + Circle the lecture language that signals the explanation. * Underline the explanation. Today, we are going to discuss one geographical feature that has been important to the development of cities. We'll look specifically at waterways, Let me explain what I mean by waterways. By waterways, I mean rivers, lakes, ocean bays—water that is deep and wide enough for ships to travel on... to transport... move products back and forth. So, et me show you why waterways have been so important. n the time before rail roads, and before road systems and trucks and airplanes... waterways were the main way, and the least expensive way, to exchange products. So you can see that, when a city was close to a waterway, it could have more exchange of products, and as a result, more economic development. Unit 4 Science® 4, Listen to this short lecture about the effect of waterways on culture. Listen Match the first part of each sentence with the correct second part. __.1. Waterways allowed exchange of a. slow development. ___2.In the past people learned about —_—b. contact with other people. the world through ___3. Isolation from waterways meant ¢. ideas and products. @® 5. tisten to the short lecture again. As you listen, write down the lecture Listen for language that signals explanations. Then listen once more and write explanations down the explanation. 1. Idea: There are many Ways that we learn about the world. Explanation lecture language: Explanation; 7 2, Idea: Waterways increased contact with other people. Explanation lecture language: Explanation: = 3. Idea: Cultures that live in isolation from waterways are similar. Explanation lecture language: —__ Explanation: ao 6. Study the meaning of these general academic words. Then fill in the Learn general blanks below with the correct words in the correct form. They will be academic rules used in the lecture. classic example: something that is the best or most common example of its kind end up: to be or to have finally Today, I'll discuss the geographical features that cause a city to fail. How does a city ____ with so many problems that it dies? To explain this, I'll give youa____ ofa failed city to help you understand. a2 Chapter 8 The Influence of Geography on CultureOrganize Ideas in a Chart Sometimes professors explain similarities and differences between ideas. When ‘Note-taking Strategy| you know that the professor is going to present information this way, it may be easier to record the ideas in your notes in the form of a chart. This structure can help you remember the comparisons that the professor made. 7. Read this transcript from a lecture comparing waterways in Western Learn general Europe to waterways in Africa. Then, look at one student's notes from academic rules the lecture. Answer the questions below. Today, I'd like to discuss how two different areas of the world, ... two continents, . Europe and Africa... have developed differently—and how waterways have played a role in this development, Let me start by explaining the physical features and climates of these two areas and how they vary from each other. First, physical features. Rivers in Wester Europe flow gently through large flat areas of land. They connect wide geographical areas. In Africa, rivers don’t flow through flat land. In fact, they fall a thousand feet or more on their way to the sea, There are also many waterfalls that make it difficult for ships to pass. Their climates vary also. In Western Europe, rivers stay about the same all year because of regular rainfall and melting snow. But Africa's rainfall is not consistent. Rivers rise and fall dramatically with the seasons. gentle flow over fat land result: easy for ships rivers fall > 1000 result: hard for ships 1. What main geographical feature is compared in the chart? How does the student indicate this? 2. What two aspects of Western Europe and Africa are compared? Where does the student indicate this? 3. Where does the student put the details describing the physical features and climate of the two areas? Unit 4 Science 83Listen and Take Notes 1. Before the lecture, think about everything you have learned and Make predictions discussed on the topic of cultural geography. What do you expect Dops to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1. 2 3. a) 2. Now follow the lecture and take notes using a chart when appropriate. Follow the lecture Remember to listen for the lecture language that signals explanations. © char, p. 83 Topic: a4 Chapter 8 The Influence of Geography on Culturea 3.How well were you able to recognize the lecture language? Circle the ess your answer that best describes you. Explain your answer. comprehension I was able to recognize when the professor gave explanations _. a.all of the time b. some of the time. sometimes _d not often 4.Use your notes to answer these questions. 1. What is cultural geography? 2. What does “barrier effects” refer to? 3. How does isolation cause differences in cultures? 4, Describe the physical barriers that isolate people. '5.Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare your notes with a few other Dope students. Discuss the differences and help each other fill in any missing information. Complete your notes. . 6.Review your notes from the lecture. Then explain the main points of oummee the the lecture to your partner. Take turns and talk for 2-3 minutes only. re Dar Unit 4 ScienceDiscuss the Issues Disagree Politely People often disagree with each other during a discussion, and you can disagree with your classmates. Discussing different opinions shows you are thinking carefully about the topic. When you disagree, it is important to show respect for the opinions of others, You don’t want them to take the disagreement personally and stop sharing their ideas. Disagree politely and everyone will stay involved in the discussion. 1. Read the expressions for disagreeing politely. Can you add others to Disagree politely aod ee oe isagreeing politely. Can yo I see your point, but. . . I think you are right about about ‘That may be true, but... ‘That’s an interesting point, but .. but I don’t agree with you 86 Chapter 8 The Influence of Geography on Culturesce dicanresing 2: 9T0UPs of four, do the following activity. Keep the conversation Practice disagreeing" going until everyone has had a chance to practice using the language politely for disagreeing politely. Read this list of the six things that affect a culture. On your own, put them in order of the strongest (1) to the weakest (6) influence. Then compare your list with the other students in your group. Your group must create one list and agree on the order. Be prepared to explain and defend your list. Geography: the geographical features of a place —— Religion: the beliefs and opinions about a higher power Language: the language that is spoken —— Media: the many forms of media that we are exposed to (newspapers, film, radio, TV, etc.) ——— Family: the people that love us Climate: the weather 3. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for disagreeing politely as well as other discussion language you have learned. Discuss the ideas in the lecture 1, Imagine that you live in a country surrounded by physical barriers. How do you think this would affect the culture? Would isolation bring people closer together? Would it make people more tolerant of each other or would the rules become more strict? 2. In the modern world, geography is less of a barrier between cultures. Is this a good thing or a bad thing? Why? 3. Do you agree or disagree with the following statement? Why? Geography creates limits but people determine what they will do within those limits. 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions. Unit 4 Science 37| Unit Wrap-Up | 1.Go online to the National Sleep Foundation Web site. Read about one of the sleep related topics you find there (for example, jet lag, insomnia, caffeine). Find the following information about the topic: ‘+ What are the symptoms? + How many people does it affect (poll data)? + What treatments do they suggest? Write a one-paragraph summary and include your opinion about the best treatment. Read it to the class or a small group. Discuss other possible treatments. 2. Walk around your town or neighborhood and study the local geographical features. In your notebook, record the answers to the following questions. Share your results in a small group. + What geographical features do you see? + How does each geographical feature affect the growth and development of the area? For example, if there is a mountain, how has that affected the flow of traffic, or the location of local shopping and living areas? + How have people changed or worked with the geographical feature(s) to prevent it from having an effect, or from having a stronger effect, on the area? Notes: Unit 4 Scienceunit HUMANITIES humanities \hyu'manatiz\ The study of human constructs and concerns (such as philosophy, language, and the arts) rather than natural processes or social relationsChapter 9 H The Story of Fairy Tales CHAPTER GOALS | Lear about the reasons that fairy tales developed and continue to exist * Leam a Listening Strategy: Recognize lecture language that signals when | information is important * Leam a Note-taking Strategy: Highlight key ideas in your notes * Leam a Discussion Strategy: Support your opinions during a discussion I | | | Think about the topic Build Background Knowledge 1. Look at the pictures. Then answer the questions below in pairs. 1. Describe the characters. Describe what is happening in the pictures. 2, Name all the fairy tales that you are familiar with. Which do you still remember from your childhood? Why do you think you still remember them? 90 Chapter 9 The Story of Fairy TalesRead 2. Read this section from a psychology textbook about the themes found in fairy tales. Common Themes in Fairy Tales child's world is rich with stories. ‘The tales they see in movies, read in books, or that their parents and grandparents tell them take them on magical joumeys. They take them to many different places, where they meet many strange and wonderful people, animals, or creatures. When we take a step back, however, it becomes clear that the stories are not quite as different from each other as they might first appear. Fairy tales—these first magical stories told tochildren—contain many similar main ideas, or themes. These themes are also similar across cultures. No matter where a child is bom, his fairy tales probably have characters like a poor servant girl who marries a prince, starving children who find a new home, or a young peasant boy who discovers that he is actually a lost king. In fact, the most popular theme in fairy tales involves a person rising above his or her low position in life. Another very common theme is caution, ‘The main character, or protagonist, often receives a warning: “Be home before midnight,” says the godmother to Cinderella. Fairy tales teach the young listener the terrible consequences of ignoring warnings. ‘The message is predictable and clear: if you ignore the warning, you will pay the penalty. The plots, or story lines, of fairy tales vary, but they usually follow the same sort of progression: + The protagonist does not obey a warning or is unfairly treated. ‘+ Hes sent away or runs away. Unit S Humanities + He must complete a difficult or dangerous task, or must suffer in some. other way, in order to make everything. right again. + He returns home in a better condition than before. At some point in the fairy tale, something magical happens. The protagonist meets mysterious creatures. Perhaps he rubs a lamp and a genie appears to grant his wishes. ‘The creatures sometimes give him helpful magical gifts with special powers, like a cape that makes him invisible. ‘There is danger and drama, but most fairy tales end happily. The protagonists successful and rewarded with marriage, money, survival, and wisdom. And the audience leams an important lesson about life without ever leaving home.3. Answer the questions about the reading on page 91. Then discuss your answers with a partner, 1, What is the definition of a fairy tale? Check your comprehension 2. What are two of the most popular themes in fairy tales? 3. What is one of the lessons that children learn from fairy tales? Expand your 4,Match the words from the reading with their definitions. These words vocabulary will also be in the lecture. Look back at the reading on page 91 to check your answers. 1. magical a, the people listening to a story 2. creature b. one of the players in a story __3. theme c. a living thing in a fantasy story that is not a person 4. character d. strange and removed from everyday life 5. protagonist e. the main subject or idea in a story 6. consequence —_f, the events that form the main action of a story 7. plot g. something that happens as result of an action 8. audience h. the main player in a story 5. Circle the phrase that best completes the meaning of the underlined idiom. ‘We know that fairy tales from different cultures have different characters and settings, but when we take a step back we understand things _. a. in a new way b. ina better way . in the wrong way : : 6. Discuss these questions in a small group. Share your answers with Discuss the reading the dass. 1. What are some of the lessons that you remember learning from fairy tales? 2. What are some of the magical objects and creatures that you remember from fairy tales? As a child, which of these things did you wish could have or meet? 7. With a partner, write down three things that you have learned from the abet reading of page 91 and your discussion about fairy tales. ps a zw 3. 92 Chapter 9 The Story of Fairy TalesLecture language for important information Recognize lecture language Unit 5 Humanities Prepare to Listen and Take Notes 1.To help you understand the listening strategy, discuss the situation below and answer the question. During a lecture, the professor says, “Now, let me repeat that.” What should you do? a. Stop listening because you heard it already. b. Listen carefully because the information must be important. Recognize Lecture Language that Signals When Information Is Important During lecture, a professor will often communicate that he or she is making an important point and that you should pay special attention to it. When this happens, be sure to write the information down. Listen for the expressions that professors use to signal an important piece of information. 2. Read the expressions that signal an important piece of information. Can you add others to the list? This is important: .. . Till say that again: It’s important to note that .. . Let me repeat that: ... I want to point out .. ‘You should write this down: .. . 3. Read these two parts of a lecture on the fairy tale Cinderella. Then do these two things: * Circle the lecture language that signals an important piece of information. * Underline the important piece of information. Excerpt 1 Today we'll discuss a fairy tale that some say isthe best-known fairytale in the world. Take a minute and guess which one that is... Did you guess "Cinderella"? If you did, you are correct. | want to point out that there are over 700 variations of the story... Let me repeat that, ... 700 variations ofthe story from many countries: Italy, Denmark, Vietnam, Russia, and France, to name a few. Excerpt 2 Next lass, we're having a quiz. | will include names and dates on the quiz, so itis important to write these in your notes now. The oldest version of Cinderella is “"Yeh-hsien” from China. The Chinese version of Cinderella isthe earliest recorded version of the tale. This version is over 1000 years old, ... from the Sth century.) 4, Listen to this short lecture about two characters from fairy tales. listen Match the first part of each sentence with the correct second part. ___ 1. Cinderella and Harry Potter have unkind a, many hardships. ___ 2. Cinderella and Harry Potter wish for b. family members. ___ 3. Cinderella and Harry Potter have cc. a different life. . 7 @® 5. Listen to the short lecture again. As you listen, write down the lecture Listen for important language that signals an important piece of information. Then listen information ‘once more and write down the important information. 1. Important information lecture language: Important information: 2, Important information lecture language: 7 Important information: 3. Important information lecture language: Important information: toute qemand 6. Study the meaning of these general academic words. Then fill in the wadieticoenh blanks below with the correct words in the correct form. These words saad will be used in the lecture. purpose: the reason for doing or making something ‘assume: to think that something is true although there is no proof People _______ many things about fairy tales without really thinking about them, Let’s look at the ________of fairy tales from an educational point of view. Highlight Key Ideas Professors let students know when an idea is especially important. As you listen to a lecture, highlight the important points in your notes by marking | them in some way. Note-taking Strategy |— 94 Chapter 9 The Story of Fairy TalesHighlight key ideas Unit 5 Humanities 7. Read this transcript from a lecture on fairy tales. Then, look at one student's notes from the lecture. Answer the questions below. [ets begin today by looking at the plot we find in a lot of faiy tales. ithas five steps. Step one: the character is treated unkindly by the family. Step one i the most common and important. Second, he or she receives magical help. Then third, he or she meets a prince or someone else of a higher status in life, The fourth step is the character must prove his or her identity. And finally, ... the fifth step ...s marriage. Take Cinderella, for ‘example... she married the prince. He is the person of a higher status. Here isa key question: why do these stores usually have a character who is treated unkindly? Hm? What do you think? Well, this treatment is what helps the character look for change. Without the desire for change there would be no tal. So this is very important. Plots in Fairy Tales 5 steps 1. character treated unkindly *MOST COMMON THEME * 2. magical help 2. meet person with more power 4. prove his/her identity 5. marry a person with more power > Why unkind treatment? helps character look for change KEY 1. What ways did the student use to highlight information? Give examples. 2. What are the two most important points in the lecture? How do you know? 8. Read this transcript from another lecture on fairy tales. Take notes and highlight key points and important information. Td like to focus on one of the common themes that we see in fairy tales, .. .one idea that runs throughout every story—we must be cautious... Let me repeat that idea, ... we must live cautiously. n these tales, peace and happiness can only exist if warnings are obeyed. This idea is key to fairy tales. Let's look at a few examples. Cinderella may have a magical dress, but she must bbe back when the clock strikes twelve. The king may invite fairies to the party for the new princess, but he must invite ALL the fairies or terible results will follow. This idea that we see in every story is very important... the idea that all happiness depends on one action, All will be lost if one bad thing happens.Listen and Take Notes __. _ ‘™ 1.Before the lecture, think about everything that you have learned and Make predictions discussed on the topic of fairy tales. What do you expect to learn more Dope about in the lecture? Write three predictions below. Compare your predictions with a partner. — ‘az 2. Now follow the lecture, take notes, and highlight important information. Follow the lecture Remember to listen for the lecture language that signals when informa- D> highlighting, p95 tion is important. 96 Chapter 9 The Story of Fairy Tales3. How well were you able to recognize the lecture language? Circle the Assess your that be i l comprehension answer that best describes you. Expl: your answer. Iwas able to recognize the signals for important information a. all of the time b, some of the time ¢. none of the timed. not often 4. Use your notes to answer these questions. 1. What are some examples of things in fairy tales that do not happen in ordinary life? 2. Who were fairy tales written for? 3, What are the purposes of fairy tales? 4, Fairy tales are not just simple and childlike. How does the lecture describe them? 5. Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare your notes with a few other Das students. Help each other fill in any missing information. Complete your notes. 6. Review your notes from the lecture. Then explain the main points of Summarize the the lecture to your partner. Take turns and talk for 2-3 minutes only. lecture D pis Unit 5 Humanities 97L Discussion Strategy Your opinions are more interesting and persuasive when you can support them ate9Y |) with details, examples, personal stories, and other information, Use expressions | and phrases to indicate that you can support your opinion. 1. Read the expressions for supporting your opinion. Can you add others Support your to the list? opinion I think a Let me tell you why. . . Let me give you an example. . .. The reason is... This is because ... : : 2.1n groups of four, read the questions and discuss them. Keep the Practice supporting conversation going until every student has had a chance to practice supporting his or her opinions. Many fairy tales have been made into movies: Cinderella, Snow White, Beauty and the Beast, The Little Mermaid, etc. 1. What are the advantages «ind disadvantages of seeing a movie version of a fairy tale? Possible Ideas beautiful scenery and costumes movies make it harder for children to use their imagination 2. What are the advantages and disadvantages of reading a fairy tale? Possible Ideas beautiful pictures written stories are sometimes scary to children 98 Chapter 9 The Story of Fairy Tales. sceas iq 3: Discuss these ideas from the lecture with your classmates. Remember oe ne ideas in" to use the phrases for supporting your opinion. 1. The five most common fairy-tale themes can be summarized as follows: Lack of something causes the protagonist to go on a search, during which he or she encounters a magic helper, who helps the protagonist pass a test, after which the protagonist receives a reward. Using these five themes, create a brief, original fairy tale. Try to use as many of the five themes as you can. You can make notes below. Share your fairy tale with your classmates. Are all your fairy tales similar in some way? Why do you think that is? 2. What other reasons might there be for people to read and enjoy fairy tales? Do film versions of fairy tales have the same purposes as written ones? 3. The lecture says that we need fairy tales for wonder, entertainment, and for education. What are some of the warnings that you received from. fairy tales? What warnings do you think should be included in a modern fairy tale? Explain. 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions. Unit 5 HumanitiesChapter 10 | Architecture: Form or Function? CHAPTER GOALS) * Learn about trends in modern architecture “© Review and practice all listening strategies |_© Review and practice all note-taking strategies ‘Connect your ideas to other people's ideas during a discussion Build Background Knowledge 1, Look at the pictures. Then answer the questions below in pairs. Think about the topic 1. Which of the buildings in the photo is an office building? A parking lot? A hotel? A museum? (Check the Answer Key for the correct answers.) 2.Do you like these buildings? Why or why not? 100 Chapter 10 Architecture: Form or Function?2. Read this article from an architecture Web site about the form and Read function of buildings. DOES FORM FOLLOW FUNCTION? A SURPRISING STUDY When you look at the outside of a building, can you tell whether it is an art museum, or a library, or a theater? Most people can't. A recent study shows that many modern public buildings no longer follow the famous rule in architecture: form follows function. The idea behind this rule is that people should be able to understand the purpose of a building, its function, from the way it looks, its form. — ‘The Seattle Public Library In the study, people in three countries—the United States, Canada, and Japan— were shown photographs of city halls, theaters, libraries, and art museums. The researchers asked the people to name the purpose of each building in the photograph. Surprisingly, people in the study chose correctly only 32% of the time. This shows that for many modern buildings, including the towering skyscraper, form does not follow function. “The form of a building shows its meaning,” said researcher Jack Nasar, who worked with Professor Kazunori Hanyu from Japan to conduct the study. “So it makes sense that architects design buildings to indicate their use. But our results suggest it doesn't often happen.” In other words, people don’t always know if the building is designed for shelter, for work, or for cultural activities. The researchers in the study believe that when buildings clearly show their purpose, visitors can more easily find their way, and city life is more comfortable and under- standable for everyone. Some architects today are more interested in designing buildings to catch our attention than to tell people what goes on inside. Nasar and his team disagree with this idea: “You should be able to look at a building and have a good idea about what happens inside.” Unit 5 Humanities 101Check your comprehension Expand your vocabulary Discuss the reading Review what you know Bs 3. Answer the questions about the reading on page 101. Then discuss your answers with a partner. 1. What does “form follows function” mean? 2. Why did the researchers show photographs of different buildings to people? What was the result? 3. Why do the researchers believe that form should follow function? 4, Circle the answer that correctly completes the definition of the underlined word. These words from the reading will also be in the lecture. Look back at the reading on page 101 to check your answers. 1, Architecture is the style and design of a a a, machine b. building 2. The form of a building is its__. ‘a. shape b, purpose 3. The function of something is its_. a. shape . purpose 4. A skyscraper is a very_ modem building. a. ordinary b. tall 5. An architect is a person who a building. a, designs b. researches 6. To design a building means to make a__ for a new building. a, advertisement b plan 7, Shelter usually refers to a place where people 7 a live 1b. work 6. Discuss these questions in a small group. Share your answers with the class. 1. Do you think it’s important for architects to design buildings that indicate their use? 2. Look at the photos in the article on page 101. Both of these buildings have a serious purpose, Why do you think the architects designed these buildings this way? 7. With a partner, write down three things that you have learned from ‘the reading on page 101 and your discussion about the form and function of buildings. L 2 3. Chapter 10 Architecture: Form or Function?Prepare to Listen and Take Notes 1.To help you understand all the listening strategies, discuss the situation below and think about all the listening strategies you have learned in this book. Imagine that itis your first day of college. You sit down in a large lecture hall and get ready to listen to a two-hour lecture in English. Which listening strategies could you use with confidence? Which listening strategies do you still need to practice? Listening Strategy Review Strate Soe Review all the listening strategies that you have leamed in this book. 2. Look back at the strategies that you have learned in this book. Review Review listening ‘them by giving some examples of lecture language for each strategy. strategies pz 1, Listen for the topic of a lecture ® p.27.37 2, Listen for the big picture of a lecture BD pas 3. Listen for transitions between ideas in a lecture Dass 4, Listen for definitions in a lecture Ren 5. Listen for examples in a lecture BD per 6. Listen for explanations in a lecture Das 7. Listen for important information in a lecture Unit5 Humanities 103®@® 3. Listen to this short lecture about architect Louis Sullivan. Match the Listen first part of each sentence with the correct second part. ___1. Sullivan believed that the a. form follows function skyscraper should celebrate __2. Sullivan believed that b. things ahead of anyone else __3. Sullivan thought of «its height @ 4 tisten 0 the excerpt again. As you listen, write down the lecture language. Then listen once more and write down the information that follows the lecture language. Listen for lecture language 1. Topic lecture language: Topic: 2. Big picture lecture language: — 3. Transition lecture language: New idea: 4. Definition lecture language: Definition: 5. Example lecture language: Example: ___ 6. Explanation lecture language: Explanation: 7, Important information lecture language: Important information: 5. Study the meaning of these general academic words. Then fill in the Leam general blanks below with the correct words in the correct form. These words academic words will be used in the lecture. point: the most important idea that someone says about something concept: the idea of something The _____ I want to make is that the architect believed in the that form should follow function. 104 Chapter 10 Architecture: Form or Function’Note-taking Strategy Review Review all the note-taking strategies that you have learned in this book. ; : 6. Read this transcript from the short lecture on architect Louis Sullivan. Review note-taking Then, look at one student's notes from the lecture. This student used strategies five of the note-taking strategies you learned in this book. Circle the ‘examples of these note-taking strategies in the notes. I'm going to cover some of the big ideas we got from Louis Sulliv going to be very important to us in this class. Sullivan is most famous for saying that in architecture form follows function. In other words, the purpose of a building should help the architect create the shape and design of the building. Now, Sullivan also had strong ideas about skyscrapers. And the thing you should know about Sullivan is that he was a true visionary ... By visionary, | mean someone who has a great ability to imagine things for the future. So Sullivan had all these really new ideas. For example, one of his ideas was the way he thought about, .. . and the way he designed, ... skyscrapers. He believed that the skyscraper should celebrate and show off its height. So what he means is, ... the skyscraper should be tall and also be decorated with lots of attractive shapes. Qu Big ideas of Louis Sullivan _____|_____* famous for FORM FOLLOWS FUNCTION | 4 ie (purpose indicates shape) ig 4 someone. w/ Fe things for future. LS ideas - skyscraper ae he fas pels | OF | = _____should be tall + decorated w/ shapes _| Unit S Humanities 105Make predictions ope Follow the lecture 106 [2] 2. now follow the lecture and take notes using all the note Listen and Take Notes 1. Before the lecture, think about everything you have learned and discussed on the topic of modern architecture. What do you expect to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1.___ SA 3. ing strategies you have learned. Remember to listen for all the lecture language that you have learned. Chapter 10 Architecture: Form or Function?Assess your comprehension Assess your notes Bro Summarize the lecture Dpw Unit 5 Humanities 3. How well were you able to recognize the lecture language? Check the statement that best describes you. Explain your answer. I was able to recognize most of the lecture language. I was able to recognize some of the lecture language. 4.Use your notes to answer these questions. 1, What was Louis Sullivan’s famous statement? 2. What does Frank Gehry believe about form and function? 3. How does the professor describe the museum in Bilbao? 4, How well does the museum at Bilbao follow the idea that form follows function? Explain. 5.Were you able to answer the questions in Exercise 4 using the formation in your notes? Compare and discuss your notes with a few other students. Help each other fill in any missing information. Complete your notes. 6.Review your notes from the lecture. Then explain the main points of the lecture to your partner. Take turns and talk for 2-3 minutes only. 107Discuss the Issues Connect Your Ideas to Other People's Ideas During a discussion, you may want to say something that is related to what another person said earlier. Be sure to acknowledge the other person's idea. faa tap sopye stn itso opera person. Use expressions to let everyone know that you want to connect your idea to another person's idea. . 1. Read the expressions for connecting your ideas to other people's ideas. baa tee bie eae Can you add others to the list? ideas. My idea is similar to Anne’s idea. . ‘As Anne already said/pointed out, . Td like to go back to what Anne said. . . . I'd like to go back to the point Anne made about__.. . Tagree/disagree with Anne that .. . Anne said and I'd like to add . . . 108 Chapter 10 Architecture: Form or Function?Practice connecting ideas Discuss the ideas in the lecture Unit 5 Humanities 2.In groups of four, read the questions and discuss them. Keep the conversation going until every student has had a chance to practice connecting his or her ideas to other people's ideas. 1. What are two or three of your favorite buildings in the world? Why do you like them? 2, What do you think about skyscrapers? For example, would you like to work in one? Would you like to live in one? Why or why not? 3. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for connecting your ideas to others. 1, Imagine that Louis Sullivan and Frank Gehry were asked to design a building together. What would it look like? 2. If you were an architect, would you be more like Louis Sullivan or Frank Gehry? Why? 3. Do you think people in the future will like Frank Gehry’s buildings? Why or why not? 4. Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions.Unit Wrap-Up 1. Go online and find a fairy tale that you are not familiar with from another culture. Do the following activity. Think about the typical plot features of fairy tales that you learned about in Chapter 9 and analyze the fairy tale, + Does it have characters that you would expect to find in a fairy tale? In what way? * Does it follow the expected pattern? How or how not? + What lessons would a child lear from listening to this story? In small groups, summarize the fairy tale. Then present your analysis of it to the group. Does everyone agree with your analysis? Did someone see something different in the story? 2. Go online and find pictures of modern buildings. Create your own survey to test the “form follows function” rule. * Ask your classmates to guess the purpose of the building. * Create a chart with their answers. * Present your survey to the class or a small group. Which of the buildings was the most surprising? How many people correctly guessed its purpose? Notes: 110 Unit 5 HumanitiesTeacher's Notes Organization of the Book Lecture Ready 1: Strategies for Academic Listening, Note-taking, and Discussion contains five units with two chapters in each unit. Each unit focuses on one field of academic study. Each chap- ter is built around a prepared lecture from a typical ‘course within the field. In cach chapter, students are presented with and practice listening, note-taking, and discussion strategies Chapter Guide Strategy Boxes ‘Throughout the book, strategies are presented and explained in strategy boxes. These boxes are tabbed within each chapter for easy navigation. After a strategy is introduced, itis recycled in subsequent chapters. At each instance of recycling, a page number tab in the left margin directs students to the original strategy box for quick reference. Build Background Knowledge ‘The purpose of this part of the chapter is to introduce the topic and help students think about what they already know so that they can be more active listeners during the lecture. Think about the topic In this section, students activate current knowledge of the chapter topic and begin to build understanding and topic vocabulary. Students look at a visual prompt and answer questions about it in order to share information. Encourage broad discussion— there are no right or wrong answers. Read ‘The readings employ common academic formats and are based on information from authentic sources. They introduce information that is rel- evant to the topic of the lecture but not the main Teacher's Notes ideas of the lecture. The readings also present some of the key vocabulary from the lecture in context. Students should read for general compre- hension, Check your comprehension ‘This aims to reinforce students’ comprehension of the larger ideas in the reading. Again, the goal is to help them build background knowledge about the ideas in the coming lecture. Expand your vocabulary Words and phrases from the reading that will be used in the lecture are addressed here. These words and phrases are important for understanding the key ideas in the lecture. In many cases, they come from the Academic Word List, so learning them will be valuable for future academic pursuits as well. (Additional vocabulary will be presented in the “General Academic Words” section.) Discuss the reading This continues to build background knowledge and add to what they know about the topic. These questions are designed to get students to react with opinions and personal experiences related to the ideas in the readings. Students do not need to reference the reading; instead, an open-ended discussion should be encouraged. Review what you know This is a strategy that good listeners employ auto- matically: They consciously think about what they know in preparation for taking in new information, Rather than having students begin listening right after they build background knowledge, students are directed to take a moment to collect their back- ground knowledge. They will revisit this section before they watch the lecture. 111Prepare to Listen and Take Notes ‘The purpose of this part is to present and practice three things: the targeted lecture language for that chapter, general academic words, and note-taking strategies. Lecture Language: Students learn about and practice the strategy of recognizing lecture language—the specific expressions that profes- sors use to guide students through the ideas in the lecture. This language, which can be found in lectures from all disciplines, ranges from expres- sions that signal the topic of a lecture to the phrases professors use to indicate a definition, example, or explanation of something. General Academic Words: Students learn com- mon words and idioms that professors in‘any field of study use to talk about the ideas in their lectures. Knowing words such as “consist of” and “theory” in addition to content vocabulary improves students’ ability to comprehend academic discourse. Note-taking Strategies: Students learn about and practice a specific note-taking strategy in cach chapter. These strategies range from using a simple outline form to highlighting key ideas to aid study- ing later. Prepare to Listen and ‘Take Notes starts with an activity that introduces the chapter listening strategy ina friendly way. Thinking about the situation helps students discover the need for learning the listening strategy featured in the chapter. Give students time to discuss the situation with a partner before they share with the class. Listening strategy Have students read the Listening Strategy box. Then have students work with the set of lecture language expressions. You can have students read the expres- sions and add others to the list. Or you can first elicit the expressions that students know already. Then look at the list to confirm what they know and add others. 112 Students practice recognizing the chapter's lec- ture language in a printed excerpt before listening to the practice lecture on the audio program. You may prefer to work with the printed excerpt as a class, using an overhead transparency. listen for lecture language ‘Students listen to a short practice lecture related to the centerpiece lecture. This audio practice lecture uses simplified content so that students can focus on listening for the target lecture language. ‘Students listen first for content, in order to under- stand the ideas. After this activity, have students share their answers with the class to gain confidence. ‘Students then listen a second time in order to focus on recognizing the chapter lecture language. Since the listening focus is so specific, you might need to replay the practice lecture in order for students to catch all the instances asked for. First, have students listen and write down only the target lecture language. Then have them listen again and write down the information referenced by the target lecture language. Note-taking strategy Have students study the Note-taking Strategy box. In most chapters, students analyze the note-taking strategy by examining an example of student notes that employ the strategy. You might want to show these sample notes on a transparency and point out the specific features of the note-taking strategy, ‘Students then practice the note-taking strategy by reading an excerpt from a lecture and taking notes on it. Have students compare their notes in pairs. Listen and Take Notes In this part, students put their new strategies to work by watching an actual lecture and taking notes on it. Make predictions ‘The section begins with a prediction activity. The purpose of this exercise is to remind students of their earlier topic work and help them prepare to take in new information. Teacher's NotesFollow the lecture Students are now ready to “attend” the lecture. In Chapters 1-7, a note-taking outline has been pro- vided to guide students toward the key ideas in the lecture. These outlines help them focus their listen- ing and provide a structure for their notes. This scaf- folding decreases as the book progresses so that by ‘Chapter 8, students are taking notes unaided. ‘Assess your comprehension After the lecture, students assess three key compo- nents: their comprehension of lecture language, their general understanding of some of the key points in the lecture, and their notes. First, they evaluate their own understanding of the lecture language and tie their comprehension of the lecture to their ability to follow the lecture lan- guage. Students then answer basic comprehension ques- tions about the larger ideas in the lecture using their notes. Encourage students to share their answers and also to explain how they arrived at their answer—to explain what the lecturer actually said. Next, students assess their notes to see what information they might have missed or misunder- stood. Encourage students to discuss the differences in their respective notes and try to understand why they missed or mistook something. ‘Summarize the lecture Here, students summarize the lecture to consolidate what they have learned and find out how well they have understood the important ideas in the lecture. ‘The goal is to enhance comprehension of important ideas in the lecture by putting them in their own words. Summarizing the lecture aloud with a part- ner gives students training in an authentic academic activity—comparing and discussing notes with a classmate. Summarizing is an important strat- egy that will be useful throughout their academic careers. Explain to the students that, if they find they have too little to say, this is a good sign that they missed information and should look back at their Teacher's Notes notes, Encourage students to use the summary lan- guage presented in Chapter 2. Point out that they do not need a partner to summarize. This is an excel- lent strategy to use on their own. Discuss the Issues ‘This part is aimed at providing students with appro- priate words and phrases for classroom or small- group discussion of the ideas in a lecture. In doing. so, these strategies also inform students about the basic expectations for participation and conduct in a discussion setting. Like the listening and note-taking strategies, discussion strategies become progres- sively more sophisticated, going from “entering a discussion” to “connecting your ideas to other people's ideas.” Discussion strategy Have students read the Discussion Strategy box. Then have students work with the set of discussion expres- sions. You can have students read the expressions and add others to the list. Or you can first elicit the expressions that students know already. Then look at the list to confirm what they know and add others. Discussion practice In this role-play activity, students are given the chance to practice the discussion language in a more guided way. The content in this section is easily accessible so that the focus can be on practicing the discussion language. Be sure to monitor the groups as they do their role-plays and hold students accountable for their use of the discussion language. Discuss the ideas in the lecture ‘Students now bring all their knowledge of the con- tent and the discussion strategy together in a real classroom or small-group discussion of ideas in the lecture, Encourage them to have their lecture notes with them, as they should refer to actual lecture content when appropriate. Encourage students to use the discussion language they have just learned. You ‘may want to appoint a group member to keep track of this. 113Unit Wrap-Up At the end of each unit (80, at the end of every second chapter), there is a Unit Wrap-Up that aims to get students to synthesize the topics in the two chapters and/or think more conceptually and criti- cally about the broader theme. You can assign these activities or not—they are not strictly part of the units or chapters. Students get a taste of academic project work such as planning and carrying out a survey, collect- ing data and drawing conclusions, presenting their findings and conclusions before an audience, and doing research on the Internet. 114 Teacher's NotesAbout the Authors Peg Sarosy Peg Sarosy is an Academic Coordinator at the American Language Institute at San Francisco State University. She previously taught at San Francisco State University in the ESL department and the Design and Industry department. She taught academic preparation at the University of California ~ Berkeley intensive English program and was a USIS Teacher Trainer in the Czech Republic. She has a Master’s Degree in TESOL from San Francisco State University. Peg is co-author of Lecture Ready I and Lecture Ready 2, and a series editor for Lecture Ready 3. Kathy Sherak Kathy Sherak is Director of the American Language Institute at San Francisco State University. She previously taught in San Francisco State University’s ESL program and was a Fulbright Teacher Trainer in Italy. She is the author of the Teacher's Manual for Grammar Sense Book 3 from Oxford University Press. She has a Master's Degree in TESOL from San Francisco State University. Kathy is co-author of Lecture Ready 1 and Lecture Ready 2, and a series editor for Lecture Ready 3. About the Authors 15,TERIC AN NGLISt Strategies for Academic Listening, Note-taking, and Discussion Even the most able student in a traditional classroom can feel overwhelmed and unprepared in an academic lecture. Oxford’s new series, Lecture Ready: ‘Strategies for Academic Listening, Note-taking, and Discussion, prepares students to encounter academic lectures with skill and confidence. ‘Students attend actual lectures via DVD after practicing with targeted lecture language. The lectures include elements of natural speech, such as false starts and digressions, to aid students in recognizing and deciphering language that might otherwise distract them from the meaningful content of a lecture. DVD, with academic lectures for students to view on their own or in class = Themed chapters, arranged into units that align with core academic content areas: Social Science, Business, Media Studies, Science, and Humanities Academic vocabulary strand, to help students maximize their comprehension of lecture material Listening Strategies, to help students recognize and tune in to verbal and nonverbal language markers typically used by professors in the lecture setting Note-taking Strategies, to help students manage information intake Discussion Strategies, to help students participate fully and smoothly in classroom discussion Audio program, with all lectures plus exercises targeting specific Tecture language Level 1 Level 2 Level 3 To order Oxford University Press publications, please see our latest catalog or contact your local Oxford office or sales representative. ISBN 978-0-19-430065-3 | ‘www.oup.com, 9 ll 6: OXFORD ‘UNIVERSITY PRESS