~ Scanned winit 1 Whit 2 unit 3 unit 4 EG unit 5 CONTENTS PREFACE... Pertelecrsete v STARTING OUT: PRE-COURSEWORK EVALUATION 1 A. Evaluating Listening Comprehension and Note-Taking Skills .. 2 LECTURE 1: Academic Listening (Linguistics) . 3 B. Teacher's Note-Taking Feedback Form 6 ©. Student's Goal-Setting Form ...... soe 8 THE STRUCTURE OF ALECTURE....... seeeee 9 ‘A. Comparing the Language of Lecturing to the Language of W1 10 B. Noticing Lecture Structure and Cues .. Pa soe MI C. Understanding the Role of Paraphrase, Repetition, Exemplification, and Digression .. D._ Key Differences between the Language of Letuting and the Language of Writing ........+. wo 16 E, Using Context and Prediction to Get Main Ideas . 18 F. Predicting Content and Lecture Direction .. 20 USING INTRODUCTIONS, CONCLUSIONS, AND DIGRESSIONS cece 23 ‘A. Understanding Lecture Focus and Direction from Introductions . B. Using Conclusions to Check the Lecture’s Main Points . CG. Digressions .. NOTE-TAKING BASICS ‘A. Recognizing and Using Key Words ..... B. Making Abbreviations Work for You .... Using Note-Taking Symbols and Abbreviations D. Visually Representing Relationships and the Relative Importance of Information .. LECTURE 2: Women and Work (Sociology) E. Note-Taking Practice .... Fight DOs and DON'Ts for Improving Lecture Comprehension and Note-Taking .......- 31 34 40 NOTING NUMBERS AND STATISTICS EFFECTIVELY .. ‘A. Numbers: A Review . LECTURE 3: Milestones in Technology (History/Technology) LECTURE 4: Immigration tothe United States (History) Sociology)» see 41 iM Scanned witED Whit 7 HDUhit 8 APPENDIX A. APPENDIX B APPENDIX ¢ APPENDIX p v LISTENING FOR ORGANIZATION (PART 1). A. Understanding the Importance of Recognizing Lecture Organization 3 B. Recognizing Organizational Plans within Lectures 7 C. Defining Terms through Simple and Extended Definitions. A D. Listing Subtopics. 65 E. Exemplifying a Topic. 68 LECTURE 5: Amnesty International (Political Science/Management) , 7 LECTURE 6: Two 21st Century Eco-Heroes (Ecology) .., 8 LISTENING FOR ORGANIZATION (PART 2) 95 A. Describing Characteristics .......... 96 B. Describing a Process or Sequence of Events 98 C. Classifying subtopics - 102 TECTURE 7: Paging Robodoc: Robots in Medicing GBiology/Technology) , 105 LECTURE 8: How to Look at Art (Art) 120 LISTENING FoR ORGANIZATION (PART 3). . 131 A. Describing a Causal Relationship 132 B. Comparing and Contrasting ...., C. "Recognizing Generalizations and their Support 139 LECTURE 9: Hall’s Classification of Cultures (Sociology) 163 TECTURE 10: Earthquakes: Can They Be Predicted? (Geology) . . 157 TYING IT TOGETHER: END-OF-COURSE EVALUATION... im LECTURE 1: Perfectionism (Psychology) ..... 172 LECTURE 12: High-Tech Harvesting: Hope or Horror? (Asrculture/Bcotogy/ Biology) Academic Word List Vocabulary oo . 188 ve 189 190 191 Scanned withPREFACE This book is designed to help advanced ESL/EFL students prepare for the demands of academic lecture comprehension and note-taking. Listening to lectures and taking notes involves more than language skills alone. Rather, lecture comprehension and note-taking require skills in evaluating information (deciding what is important and needs to be noted), organizing information (seeing how ideas relate to each other), and predicting information (anticipating the content and direction of a lecture). This book teaches these skills and also includes exercises focusing on the acquisition of vocabulary and the recognition of language cues (lexical, grammatical, and paralinguistic cues) that are used in lectures to signal lecture organization. One goal of this book is to teach students how to listen to a lecture and take notes: how to recognize lecture organization, use lecture cues and conventions that indicate organization and emphasis, recognize redundancy, and predict information. The text teaches these skills and provides numerous opportunities to practice them. Another goal of this book is to provide materials that replicate the style and function of academic lectures. The lectures in the text have been selected to motivate students to listen, not just to complete a language task but also to gain knowledge about a variety of topics. These lectures cover a wide range of fields, and are accessible to the layperson yet still of interest to the specialist. The text also aims to simulate the lecture situation by allowing teachers to either deliver the lectures live (using the outlines in the Teacher's Manual), play recorded lectures given by a variety of speakers, or both. In addition, many activities in the book include excerpts from lectures originally given to audiences comprising native English speakers KEY CHANGES IN THE THIRD EDITION © The overall organization of the book has been changed to allow teachers and students to proceed through the book more sequentially. ‘© Lectures have been updated and new lectures and excerpts have been added. Lecture topics continue to reflect a diversity of disciplines, including the arts, humanities, sciences, engineering, technology, and social sciences. Explanations have been simplified. © Strategies for listening, note-taking, vocabulary aquisition, and studying are emphasized, © ‘Replay Questions” activities have been added, drawing attention to specific idioms, facts, or attitudes. Scanned wittices? follow-up exercises have been added to each lecture, giving + “Other Voices ice to interaction typical in university setings (eg, SOs A office visits, small group discussions, informal banter Sea after class). Not only do these exercises give students am listening practice, but they also give insight into expectations and behavior on USS. campuses. Post-lecture comprehension checks have been revised and, in addition to questions about facts from the lecture, also include inference and attitude questions. The range of formats for comprehension checks has been expanded beyond True/False, multiple-choice, short-answer, and essay questions to include graphic organizers and sequencing questions. © Because many students are interested in taking the TOEFL® iBT test (which includes a lecture comprehension portion), question types typical of that test are also included throughout the text. * Vocabulary practice has been expanded with each lecture unit containing at least three opportunities to learn and practice vocabulary and vocabulary development strategies. Academic Word List vocabulary has been highlighted and is practiced in multiple activities. Vocabulary is often recycled among lectures and activities so that repeated exposure in different settings can strengthen acquisition. Extension activities have been revised to include a range of activities exploring what students might “do” with academic content: research, Presentations, and web browsing, along with general reading, writing speaking, and listening activities, all provide additional opportunities to Personalize and expand upon ideas raised in the lectures. ning, note-taking, study skills habits, and highlighted. © Unit 1 ji help ieee evaluation, containing lectures and exercises that made aa er eee students’ levels prior to using this book (and help evaluate and consider what they might need to concentrate on). The lecture in thi ° in this section i: Fi us it informs as well as tests, *teated to academic listening and wy eer* Unit 2 aims to increase student awareness of lecture discourse, with lecture transcripts and exercises demonstrating the high degree of paraphrase and redundancy in lectures and the use of cues that introduce topics, signal organization, and conclude lectures. Through awareness and practice, students gain an understanding of how important these discourse factors are, enabling them to predict ideas and lecture direction. In Unit 2, students are examining lecture discourse by reading and discussing transcripts of authentic lectures. © Unit 3 allows students to hear authentic excerpts from lectures originally given in university or conference settings. The activities focus on predicting and confirming lecture direction from introductions and conclusions. In addition, students learn to recognize when lecturers go “off track” with digressions and when they get back “on track.” © Unit 4 begins note-taking practice and instruction; it contains guidelines, information, and exercises on note-taking basics: noting key words, using symbols, and using space on the page to show relationships between ideas. © Unit 5 contains lectures and exercises on noting numbers, years, and statistics. ‘© Units 6, 7,and 8, “Listening for Organization, Parts 1, 2 and 3,” introduce students to different organizational plans used in lectures. The students then practice comprehending, predicting, and taking notes from lecture excerpts that demonstrate these organizational plans. (As in Unit 3, excerpt material ig truly authentic, coming directly from transcripts of college or conference lectures, originally given to English-fluent speaking audiences.) © Unit 9 is a consolidation unit, tying together and reviewing skills and strategies learned throughout the book. It contains two lectures that can serve as a final evaluation. Students are given less guidance and preparation for listening and note-taking, and they can use their notes as they might in a university situation. That is, they put them aside and use them as a reference in preparation for a quiz. one or two weeks later. PRE- AND POST-LECTURE ACTIVITIES In Units 6 through 8, activities generally occur in the following sequence: * Discipline or Topic-Related Vocabulary. Students can review words they already know and leam additional words in order to expand their vocabulary and general information schema for the topic covered in the lecture. « Pre-Lecture Discussion. This activity provides background information, elicits interest, and provides a vehicle for the introduction of relevant vocabulary. The discussion often revolves around readings related to the topic. Scanned witi . Students discuss their expectations of the pat er elect and te Pe Lecture Discussion, This helps students build additional background knowledge. It also helps them Ea predictions about lecture content and organization before listening. Often, an introductory excerpt is played to give students continued practice in recognizing topic introductions. + Listening for the Larger Picture, Students listen to the lecture once without taking notes and then answer questions. This helps them focus on getting the larger picture without becoming preoccupied with details. This section employs language similar to that used in the TOEFL® iBT listening sections, asking students to explain how the speaker accomplishes his or her goal (eg, by listing, by comparing) Organization. Students read a summary of the lecture organization to affirm their initial comprehension or guide them toward better comprehension. * Defining Vocabulary. Students listen to vocabulary from the lecture in different contexts and choose the correct meaning. Words marked with an. asterisk are included in the AWL Vocabulary List.* Listening and Note-Taking. Students listen to the lecture a second time and take notes. Minimal comments in the margin guide the students by giving information about the lecture organization, while at the same time allowing them to develop their own note-taking style. After that, they revise or rewrite their notes so that they are better organized and include all relevant information. “Replay” Questions. Students listen to short excerpts from the larger lecture ‘These questions—often similar to those used in the listening section of the TOEFL® iBT exam—target vocabulary, content, inferences, lecturer's attitudes, lecturer's purpose for giving specific information, and lecturer's means of accomplishing a goal. * “Other Voices” Follow-Up. After lectures, students listen to segments (often conversations) that relate to classroom concerns or that follow up on ideas presented in the lecture, Whereas lectures are largely unidirectional with the lecturer doing most or all of the talking, these listening activities typically focus on different types of inte action that take place in and around university lectures, This includes office visits (for multiple purposes such as career guidance, discussion of difficulties, inquiries about grades, sharing of information), end-of-class questions, and student-to-student discussions in and out of class. Questions in this section practice many skills tested in, the listening section of the TOEFL® iBT exam and involve recognizing main topics, facts, speakers’ purposes, attitudes, and methods, Fae ace ore eas veloped in 2000 by Averil Coxhead from a writen academic corpus of material sed in the fields of liberal ars, commerce, aw, and science. It contains 570 words thee appear most frequently in this corpus. vill Scanned with« Post-Lecture Discussion. Students participate in group discussions that encourage communication about issues raised in the lecture. Often these discussions involve additional related readings. This also serves to divert students’ attention from the specific lecture details for a short while, forcing them to use their notes—rather than rely on memory—when doing the next activity. * Using Your Notes. Students test the accuracy of their notes by using them to answer questions representative of those on university tests, such as True/ False, multiple-choice, short-answer, and essay questions. In addition to recognition of stated information, students are asked to infer information and attitudes. © Comparing Ideas. Students compare and discuss their notes to discover alternative and perhaps more effective ways to take notes. © Academic Word List Vocabulary. These vocabulary exercises offer additional practice with academic vocabulary, derivations, and synonyms. ‘© Using Vocabulary. Students practice new vocabulary in different contexts, including conversational ones. © Retaining Vocabulary. Using words employed in the lecture and activities, a specific vocabulary retention strategy is suggested and practiced. © Extension Activities. Students use information from the lecture and related reading(s) in an extension Speaking and Listening Activity (such as a presentation or debate); a Writing Activity (such as an essay or letter); or a Reading/Research activity (such as Web site explorations and reports). ANCILLARY MATERIALS Audio CDs and a Teacher's Manual accompany this text. ‘© The Audio CDs provide exposure to a variety of speaking styles and can be a valuable resource for work in the classroom or language laboratory. «The Teacher’s Manual contains teaching suggestions, lecture outlines, lecture transcripts, exercise transcripts, and answer keys. It also has quizzes for the lectures in Unit 9. Scanned witThis book has been designed for maximum flexibility, Depending on the needs and expectations of their students, teachers have two options for Presenting lectures. One option is to use the CDs, which allow teachers to expose students to a number of speaking styles and accents. Another option is for teachers to present live lectures to the class, To assist teachers in Presenting lectures naturally, lecture outlines are included in the Teacher's Manual. The outlines give the basic information and structure of the lectures; it is up to the teacher to paraphrase, repeat, add information, go off on tangents, and summarize as necessary. The Teacher's Manual also includes transcripts of the recorded lectures to show how the lectures could sound when. Presented. Live delivery of the lectures by ESL/EFL teachers cannot, of course, authentic. Research has shown that ESL/EFL teachers adapt their la the level oftheir nonnative speaker audiences. Although it may be impossible (0 completely erase all such "teacher talk” from lecture delivery, teachers should be aware of whether and how much they adapt their language, The goal should be to help students listen to lectures as they would be presented to native speaker listeners. Therefore, teachers should aim for their usual rave of speaking, vocabulary, and amount of repetition and paraphrase, be completely nguage to fit of Lectures Lecture excerpts in Units 3,6, originally given by lecturers wi audience and who were unaw: language teaching purposes, Terecorded professionally. 7, and 8 are truly authentic; that is, hho were speaking to a native-English-proficient are that their lectures would later b e used for ‘These lectures were transcribed verbatim and they were Scanned witSTARTING OUT: PRE-COURSEWORK EVALUATION Discussion Goals tening to Lectures 1. Rank the following from easiest (1) to hardest (5) for you: © Evaluate listening comprehension skills © Evaluate note-taking skills Evaluate ability to note numbers istening to informal conversations outside of class _— listening to in-class discussions listening to “audio” media (eg,, radio podcasts) _ listening to lectures with no teacher-student interaction —— listening to lectures with some teacher-student interaction Explain your rankings. 2. What specific challenges do you face when you listen to a lecture in English? 3. Do you face the same challenges when you listen to a lecture in your native language? 4, Do you usually take notes when you listen to lectures in your native language? How well do you take notes in your native Janguage? How does this compare to listening to lectures in English and taking notes? Scanned witBeing aware of your note-taking strengths and weaknesses lets you know where to concentrate your efforts. It will also make it easier for both you and your instructor to meastire your progress throughout this course. This unit features two parts of a short lecture about academic listening and then a dictation of numbers. You will take notes and then use them to complete a chart and answer questions. After the activities, both you and your teacher will evaluate your listening comprehension and note-taking abilities, | wish my classmate weren't tapping his | wish she would tell us what was important. pencil so loudly. | wish she would put class notes online. wouldn't talk so quickly. 2 Unit Scanned witAcademic Listening Ye ae) ACTIVITY 0 LISTENING AND NOTE-TAKING (PART 1) NG The first part of this linguistics lecture focuses on the differences between listening to lectures and listening in everyday situations. Listen and take notes on a separate piece of paper. Then use your notes to complete the chart. LECTURE ~ | EVERYDAY LISTENING SITUATION _ Language Interaction Expectations Self-Evaluation 1. How would you describe your ability to comprehend this lecture? __ Excellent. __Very Good —_ Good Fair — Poor 2. How would you describe your ability to take notes while listening to this lecture? ___ Excellent ___VeryGood Good —— Fair —— Poor Starting Out: Pre-Coursework Evaluation 3 Scanned witunit 1 > Activity € LISTENING AND NOTE-TAKING (PART 2) ‘The second part of the lecture focuses on what students need to do while listening, Listen and take notes on a separate piece of paper. Then use your notes to answer the questions. 1. The professor said that the first area that a listener needs to focus on in order to comprehend a lecture efficiently is “language.” Specifically, what features of language carry meaning? a. c e b. 2. What additional three areas does a listener need to focus on to comprehend a lecture efficiently? a b. 3. Give two reasons why listeners must predict while listening to lectures. a. b. 4, What two types of predictions can people make when listening to a lecture? a. b. 5. To add information to the lecturer's words, what kind of knowledge do listeners use? ae be 6. Give two reasons why listeners must evaluate while listening to lectures. a b, Self-Evaluation 1. How would you describe your ability to comprehend this lecture? — Excellent. ——VeryGood Good __ Fair __ Poor 2. How would you describe your ability to take notes while listening to this lecture? —— Excellent ——VeryGood __ Good __ fair Poor ocanned WITTACTIVITY @ POST-LECTURE DISCUSSION Discuss the following questions in small groups. 1. According to the lecture, why might nonnative speakers of English have a hard time listening to lectures and taking notes? 2, What do you need to change or improve to be a better listener and note-taker? AcTIviTY @ DICTATION OF NUMBERS: AN EVALUATION HG® Listen to statements containing numbers. Write the numbers that you hear. 1, Anton Chekhov was born in _______and died in 2. Kites were known in China as early as ‘The first reference to kites in Europe was found in 3. Mount Kilimanjaro is ______— meters high. 4, The Sahara Desert is ___ square miles. 5. Mercury's distance from the sun is ________ miles. 6. Pluto's distance from the sun is ____ miles. 7. In 2007, the percentage of the population under 15 was —_____in Germany, in the United States, and ___in Ethiopia. 8. Ina 2005 study of computer use, _____ Canadians and of Americans sat in front of computer screens at least occasionally. 9, A major earthquake occurred in Iran on This earthquake measured _______ on the Richter scale and caused more than deaths and juries. 10, The board measured feet in length, inches in width, and _____inch in depth. Self-Evaluation 1. How would you describe your ability to comprehend the numbers? Excellent. __Very Good Good Fair —— Poor 2, What kind of numbers were hardest for you? Dates? The -teen versus -ty endings such as 18 and 60? Large numbers? Fractions (such as $)? Percentages (45%)? Ratios (1 in 10)? Decimals (3.7)? Starting Out: Pre-Coursework Evaluation 5 Scanned witYour teacher v form similar to the one below when commenting on cher will use a form similai wi jo your notes in this class. Note-Taking Feedback Form Name. Datel Lecture ORGANIZATION OF IDEAS? —— You organize while you take notes. Good, —— Your notes visually represent the relationship between ideas. Good. —— Your notes reflect some attempt at visually representing the relationship between ideas, but could use more work. — Your notes are a ttle unclear; its not always possible to see the relationship between Ideas. Organize your notes to emphasize main ideas and show the relationships between ideas. Use visual cues such as indenting or drawing lines to show how Pieces of information relate to other pieces of information. Use headings to label sections and show how ideas are related. Your notes seem random. Evaluate as you listen to get the main points first. Add details when you have time or when you rewrite your notes, — You're writing down too much, includin minimum number of key words neces: allow you more time while listening to Additional comments about organization: '9 unimportant words and information. Note the ‘sary for noting important information. This will understand and evaluate ideas. ACCURACY AND COMPLETENESS OF NOTES — You correctly noted most points, both major and minor ones. Good ‘major ones) Unit 4 Scanned wit— You may be noting too few key words. Without more key words, your notes will not be helpful later. Revise or rewrite your notes as soon as possible after lectures so that you can add information that you remember or talk to another student or the instructor after the lecture about what you missed. Additional comments about accuracy and completeness of notes: ACCURACY OF NOTING NUMBERS? You noted most numbers correctly. Good. __ You missed or misinterpreted a few numbers. __ You missed or misinterpreted many numbers. ‘Additional comments about accuracy of noting numbers: OVERALL EVALUATION 2 Unit 5, in particular, focuses on noting numbers. Starting Out: Pre-Coursework Evaluation = 7 Scanned witComplete the following chart with information about your current study habit and situation and your listening and note-taking goals. Make your goals realistic, specific, and measurable. For example, instead of saying ‘I'm going to improwe my listening," say, “'m going to record the news in English every day and watch it twice” or “I'm going to create flashcards to practice 25 new vocabulary words every week.” Refer to your goals regularly throughout this course to make sure you are meeting them. Name: Date: Major field of study: Courses I'm taking now where I'll be listening to English: Courses I'll probably be taking in the future where I'l be listening to English: = Places where | listen to English now outside of class; to English in lass * out of class Ways I could practice listening to English more: ee ‘My challenges when listening to English: ee Ideas on how | can overcome these challenges: re My listening and note-taking goals for this semester: OUAINICU WILETHE STRUCTURE OF A LECTURE Increase awareness of lecture design. * Increase ability to predict information, including content and organizational direction in lectures Discussion Psychology and Language 1 What kinds of things are studied in psychology classes? Have you ever taken a psychology class? What did you like or dislike about it? What kinds of things did you study? Do you think there are some personality traits that make it easier for some people to learn languages? What personality traits do you have that make it easier or harder for you to lear foreign languages? What are some differences between reading and listening for information? Which do you prefer, and why? Scanned withithelBanguage of Lecturing to La) age of Writing Imagine you're reading in a psychology textbook about one theory of oy psychological development: Abraham Maslow’s “hierarchy of needs. this paragraph and see the chart below. ‘Abraham Maslow, along with other humanists stated that the goal of every individual is to reach his or her maximal potential; that is, “self-actualization. However, before people can reach the selfactualization stage, they must go through other stages. First, they have to meet physiological and basic survival needs (air, water, food). Next... Now imagine that you were listening to a lecturer telling you exactly the same information. Here are the words that a professor used in his Introduction to Psychology class: WEY Okay, let's move on with Maslow ... now if you haven't heard of Maslow's hierarchy of needs you've been living on the moon. ... In Maslow ... we're going to talk about some ages and stages ... everybody has an individual maximum potential ... and the S0al of every individual isto reach that individual maximum potential, That's Maslow, Rodgers, some of these infamous humanists ... you know everybody's got an individual maximum potential and the goal i to reach that individual maximum potential by the way which is self-actualicaton .. your individual maximum potential is self. actualization ... which means ... thar’ it. that's your individual marcimam potential + self actualization ... that's it... we're always trying to achieve it but ... before you can work on sel-actualization you have to go through these other Stages first. ou can't just go out and get self actualized. and Im s0ing 10. this is where I'm going to make it come alive and give You some examples here ... fist ofall ou have to go through the physical stage ... this would be like the caveman/cavewoman days. Physical .. I mean this is like survival + you've got ens {0 have enough air to breathe ... you've got to have enough aes water to drink ... and you've got to have enough food to eat ++ and if you don't have that You can't be self actualized Social Needs ++. according to Maslow .,. | ‘mean it's ie a “ ' pretty obvious Sense of Belonging he YUE Sugg arn as acannon cavewoman ... and you're Tuning around there Safety Needs ‘MyiNg to get the fish and the Saber-toothed tiger is Security ‘after you ... and you know it’s + You're stuck You're stuck in You're not even trying can be ... you're stuck Ng, trying to survive Maslow the next stage secant there ... you're stuck ther that physical thing , 10... be the best you in that physical thi + According to would be .., sabia aniunmnaaeidill ~ Seanned witk Physiological Needs Hunger Thirst unit 2 10ou ’ w? Before Masiow's work, mest psychology had | been concerned | with the abnormal | | | and the ill, Maslow focused on positive || mental health, | | | ‘The information in the textbook and the lecture is essentially the same, but as you can see, it is presented very differently. Compare the textbook paragraph and the lecture excerpt. Explain the ways in which the two presentations differ. [TEXTBOOK PARAGRAPH tru icture and Cues CUES TO TOPIC INTRODUCTIONS In the lecture excerpt, you probably noticed explicit directions (cues) to guide your listening. One of these is the cue to a topic introduction. Example eves to topic introduction (Cis) Ee) wt se Written texts don’t need these cues to topic introductions for a couple of reasons. First, written text is fixed, so a reader can return and reread if necessary. Second, the paragraphs in written text generally focus on one main idea contained in a topic sentence, with new ideas indicated by new paragraphs. A speaker, on the other hand, uses both verbal and nonverbal cues to indicate the beginning of a new idea. The speaker may pause longer between the end of one section and the beginning of another, or the speaker may use a specific language cue to mark a new idea, ‘The Structure of aLecture 11 Scanned witUnit 2 W MANY OF YOU RAVE BEEN Wattan ron tits Tort secause DOES HAVE SUCH IMPORTANCE TO THE FIELD. 20 whiar Tm GoINe 7000 TODAY 1560 INTO A FAIR AMQUNT OF OETA GECAUSEIT Es 50 IMPORTANT. A MASTER OF ‘SUSPENSE, ISN'T SHE? TAKING STRATEGY Listen for cues to topic introductions. Some are specific, such as “Let's look at X" “Today we're going to talk about X," or ‘Let's move on to X.” Others may not be as specific (“All right,” “Now” ), but they can still give you a hint that the speaker is starting a new idea. You will learn more about these cues in Unit 3, CUES TO ORGANIZATION Both writers and lecturers organize their ideas to present t them clearly with Phrases such as “the frst example,” “the second point” “on the other hand,” and Example eves to organization nd give you some examples hore You have to go through the physical stage ‘What do you expect the lecturer to do next in this lecture? Scanned witrListen for cues telling you that the speaker is finishing an idea. Listen for a conclusion or a summary. If the lecture is not over, get ready for a new topic introduction, (ING STRATEGY Listen for cues to organization that will help you predict what the lecturer will say. This will help you organize your notes and decide what is important tonote. In Units 6, 7, and 8, you will learn more about specific cues to organization. CUES TO TOPIC CONCLUSIONS ‘The same psychology professor wanted to talk about other models of psychological development. He finished with one model and then moved on to another like this: Example eve te topic conclusion eve to topic introduction Piaget is basically a childhood model ... and ([et’s move on to) the nes and talk about Kohlberg ... you're going to get s0 sick of ages and stages today ... Notice that when the lecturer finished describing Piaget’s model, he attempted to tie the preceding ideas together by saying “and so” and summarizing the preceding ideas with a conclusion, After that, he used the cue to topic introduction “let's move on to” to show that he was ready to go to a new idea. (OH, rF rcOULD JUST “TUNE IN'FOR THE CONCLUSIONS. You will learn more about cues to conclusions in Unit 3. ‘The Structure of aLecture 13 Scanned witdigression Written language uses much less repetition and paraphrase than spoken 4 language. Writers need to state an idea only once because readers can reread an idea as many times as necessary. However, lecturers need to give listeners time to think about or take notes on what they have heard. Lecturers do this by * Paraphrasing (i.e, restating ideas using different words) © Repetition * Exemplification (ie., giving examples and further details) Paraphrase, repetition, and exemplification give the listener time to better understand the speaker's ideas, rather than introducing new information. ‘They emphasize the importance of a particular idea or concept. Paraphrases and repetitions do not need to be noted a second time unless you missed the information the first time. Examples can be useful to note, however, because they explain ideas. Furthermore, some instructors will ask for examples on quizzes and exams. Lecturers also digress more often than writers do. A story or connected idea might come to them as they are speaking, or they may judge from audience feedback that it would be appropriate to include a joke or a story. Writers can edit their digressions when they realize they are off topic; lecturers cannot. Use the time during digressions to just listen and take a break from note-taking, but be alert for cues that indicate the lecturer is returning to the schedulled topic. Exercise 8 Reexamine the lecture excerpt about Maslow’s theo Work wi Work with a partner and label each of the circled expressions as a repeti ee Petition, paraphrase, example, Otay, let's move on with Maslow {row if you have’ heard of Maslou’s hierarchy of reeds you've been living on the moon... (laughter). hopefully I ean give yu a ite mare insight into it... now . tok an automobile mechanics clas on this campus ~ learn howto work ona car... and he had Maslow’ hierarchy of needs in ° (laughter) and 1... you .. you've got tobe self actualized en on a transmision, if you' i i Mal. ong lr es stages ... everybody has an individual maximum potential. individual is to reach that individual maximum potential, Th some ofthese infamous humanists .,fou know everybodys g maximum potential and the goal isto reach that individual some ages and and the goal of every at's Maslow, Rodgers, 0t an individual 44 unit2 maximum potential Scanned withyou can’t just go out and get self-actualized)... and I'm going to by the way whichis sef-actuatization ..{your individual maximum potential is el Thats it ... that's your individual maximum potential we're always trying to achieve it). but... before 1 have to go through these other stages first this is where I'm ‘actualization ... which means .. + self actualization ... that’s it You can work on self-actualization yo “going to make it come alive and give you some examples here ... frst ofall you have to 'g0 through the physical stage {his would be like the caveman/cavewoman days . ‘Dhysical «I mean this is like survival ... you've got to have enough air to breathe you've got to have enough water to drink ... and you've got to have enough food to eat «and if you don't have that you can’t be self actualized ... according to Maslow I mean it's pretty obvious here ... you're struggling around as a caveman/cavewoman and you're running around there trying to get the fish and the saber-toothed tiger is after you ... and you know it's... you're stuck there ... you're stuck there.... You're stuck in that physical thing ... you're not even trying to... be the best you can be ..- you're stuck in that physical thing, trying to survive.. according to Maslow the next stage would be «| Lecturers spend time paraphrasing, repeating, exemplifying, and digressing, Use this time to decide what is important and what to note. THERE ARE REPORTS OF A CONFLAGRATION ... WHAT. MEAN TO SAY TS .. UH... THAT IS.. BY CONFLAGRATION" WANT TO INDICATE... FIRE! The Structure of aLecture 15 Scanned witunit2 he Language of Lecturing ‘The purpose of this exercise is to identify cues and extra information in a lecture excerpt. This can help you understand the overall organization and recognize the main ideas. The excerpt includes the remainder of the lecture on Maslow’s theory, Directions 1, Listen to and read both of the excerpt sections (below and on the next Page). Try to get a sense of what the lecturer is saying. (First refer back to the diagram on page 10.) 2, In the first section, notice that all of the cues have been circled. Notice that all of the repetitions, paraphrases, examples, and digressions have been crossed out. 3, Do the same in the second section: Circle all the cues and cross out all of the repetitions, paraphrases, examples, and digressions. 4, Compare and discuss your choices with a classmate. Your answers don’t have to be exactly the same, but you should be able to justify your decisions. eves to topic introduction Pay Cha eae a Masow -~ now ifyou haven't heard of Maslot's hierarchy -(we're going to talk about) some ages and stages... everybody has an individual maximum potential. and the goal of every individual is to reach that individual maximum potential. That's Maslow, Rodgers, some ofthese infamous humanists... yo-know everybodys got ainda ‘maximum pote by the way which is self actualization ... your-individua-masinnim potentiate int. before you can work on selfactualiation you have t go through these her stages first ...-yow-can'+just-go-ont-and-get-selfracttalized-,. - and I'm going to ... Scanned witcves to topic organization ‘his is where I'm going to make it come alive and give you some examples here Ghee next stage would be after physical then the safety thing shows up ... you have to be able to live ... I mean «+ if somebody is after you there and somebody is going to kill you ... or you're in a high-stress occupation or in a high-unsafe occupation then you might be stuck in that second one there ... but again we're going back to the caveman/cavewoman who are running around there with the saber-toothed tiger trying to get them ... and uh safety! ... and other people trying to kill them! ... well, I don't imagine that any of you are stuck there.... How many of you are in a gang? Don't raise your hand back there ... (laughter) no, he didn’ raise his hand ... if you're in a gang maybe they're shooting at you every day ... if you're a cop or a firefighter maybe that’s the deal ... maybe that's your safety issue ... not many of you are stuck there ... well, how about “love”? ... Okay so that's alittle higher, right? ... so relationship? Significant other? Permanent partner? Family? Support system? Maybe some of you are kind of stuck there ... maybe you don't have that taken care of ... nailed down ... yet ... $0 .. you know ... what ‘Maslow is saying ... you really can't move on to self-actualization ... we'll talk about that in a minute ... until you've gone through these other things ... well this is really, really important to have a support system ... and then “self-esteem” ... “self-esteem” meaning that people ... you feel good about yourself ... people ... people ... you're in demand ... maybe ... people ... you feel really good about yourself... people look toward .+. people look up to you ... people ask you for ... for things ... people believe you can .. they believe you're sort of.... There's a lot of aspects of self-esteem but you basically feel good about yourself ... um ... and then self-actualization ... Okay let's tall about self-actualization .. ~ according to MASTOT The Structure of aLecture 17 Scanned wittjon to Get Main Ideas i ber of reasons (eg. inadequate mation for a num! 7 i ide noi they don't need to catch tside noise); however, < vocabulary dayne main ideas, Listeners use cues eect lectures decion and also to fill in missed words and ideas. They also Pte! experiences, logic, and knowledge of the subject matter to gues aa they missed. I Exercise 6 ‘The following excerpt isa later part ofthe lecture about Jean Piaget's theory of child development. Many words and ideas have been omitted. In some cases, you can guess what has been left out; in other cases, you may not be sure. Listeners might miss info Directions 1. Listen to and read the entire excerpt. Do not spend time trying to figure out the missing word(s); just try to get the main ideas. 2. Fill in the chart that follows the lecture based on the information you heard and read. 3. Compare your answers with a classmate. WEY What we are going to talk about here are the stages of Piaget ... first they're going t0 be sensor-motor ... the sensor-motor stage is birth to two years ... the first two years of life Piaget would call “sensor-motor” ... so we're not talking about ... we already talked about language ... we already talked about motor skills ... we're not going to tall about that again ... but we are going to talk about objects... objects OU. meaning people out there... things out there ... Piaget says you know what? .. w? the first couple of weeks afer the aby comes home ... I mean whats the first thing Infants as young as | you all got. what’ the fist thing that someone bought you when you were a baby? «Hts a mobile. twas on of those things that you hang on the crib you | 2wecs of age have | SE it onthe cb. it hangs ovr the erib and e's say there are buterfies fing | color vision and can | round on litle things. itl plastic butterflies... tha’s the Jirst thing you had ... | distinguish ared | everbody has one... or had one .. so kids bac from the hospital, kids just about a | bleet rom aren | week ol, tuo wees old. ll of these big faces are looking atthe bid in thi inthis | one. | +» laying there you know ... and these butterflies are Aying around there and everyone’ ==! going “lt ook, look, isn't he cute! Here's mommy and here's daddy ... here's the mobile and here are the butterflies”... Piaget would say kind of like you know what? just save your breath on this one .. because the child is struggling with object recognition here .. object recognition... in other words well after recognition, after a couple of weeks... or g ‘month or so ... the child 48 Unit2 scanned witrrecognizes the parents and the child recognizes that “hey there's other things out there -» people are looking at me once in a while and there's this thing hanging over the crib with the butterflies” ... then they're going to struggle with control ... they're going to get a little more sophisticated here ... so recognition is ... will go on for the first couple of weeks ... they'll struggle with that ... and it’s basically instinct here ... recognition is instinct ... I mean the kid feels a hunger pain and cries “Oh” ... somebody ee its just there's no control here ... they're not ... they're not doing it on purpose ... but aft about a month or so «a which is going to be different ... not only now do they but now. whether they get yunger pang oF not ... control issues ... and its the same with the mobile ... I mean this thing hanging over there with the butterflies ... they uh ... the parents walk by and the weight of their bodies stirring up some air and the butterflies move and the kid sees this ... but the kid didn't do anything about it... the kid didn't do it on purpose ... but a couple weeks later, you know ... see ... we'e getting more and more sophisticated here ... okay ... permanency ... this is very abstract okay ... and Piaget will say that this permanency switch doesn't really get thrown until about 8 months ... so if you've got an 8-month- old kid here ... um ... um ... you know they've got recognition and they've got control but they haven't got the permanency thing until after about 8 months ... $0 ... ult. let's talk about it here... Fill in the chart about the “sensor-motor” stage of development, according to Piaget. Younger than 2 weeks 6 weeks old 8 months old The Structure of aLecture 19 Scanned witUnit2 If you don’t understand some words or ideas, the context. If you missed something important, put classmate or the professor later. i 1 idea from n still often get the general ; seputa fin your notes and check with a Predicting the content and the direction of a lecture lets you organize your notes more effectively and listen more efficiently, It isn’t necessary for predicting to always be correct in order for the skill to be useful for you, but your guesses should be reasonable ones. The following excerpt is from a sociology lecture about women and work. At 12 ferent points, you will be directed to stop reading and discuss with the class what you predict will come next, Important: Cover each section of the lecture until you are ready to read it. Don’t read ahead until you have stopped and made a prediction! All over the world the question of women's role in society is becoming... or is an emotionally charged issue... women are questioning their previous roles and exploring new roles. everyone seems to have an opinion about it... one good thing that has come out of this is that women now feel that they have control or more control over the direction of their lives .. but this has caused some conflict... in fact .. some people are saying that there is more strain on women than ever before. in any case. at least in the United States and many other countries... women must now devide major question Stop and Predict Whether to work ouside ofthe home. pursue a carer. or whether home ane raise a family or whether todo both. must ad thatthe dilemma of lucky few women ... here in the United States nowadays the majorin, of sl tn ae euide and iti mo longer a usury. but anyuay when tt eins wom on inthis lecture are some ofthe factors a woman might wa good ite then deciding whether to enter the job market or nos. {0 take fnto account Stop and Predict Stop and Predict wy ewerme «@ Let me first look at the physical side of the question ... Stop and Predict Previously we knew that men had a higher heart-attack rate than women did ... and that most people blamed that on the fact that they worked outside of the home and women didn’t... work in the job market being more stressful than staying at home .. however Stop and Predict Now with more than 50 percent of women in the job market and still there is an uneven heart-attack rate ... this theory has lost credibility ... in fact research has shown that women who work outside of the home appear to be at no greater risk than women who stay at home ... for heart disease at least... $0 .. Stop and Predict It seems that physically there is no benefit... in working outside the home or not ... they seem to be about equal ... but .. what about the emotional side of the question? Stop and Predict Vd like to tell you about a study that was done at three universities and colleges that compared women working in the job market to housewives ... the employed women ... whose mean age was 33 ... ranged from secretaries to professionals and executives ... most of the women in both groups were college educated ... now the test was designed to study who was emotionally stronger... the women in the job market or the housewives “the researchers defined emotional strength as ... the degree ... of psychological distress ... to which someone ... reacts... toa life crisis... let me repeat that ... the degree of psychological distress... to which someone ... reacts... toa life crisis .. i other words how much psychological distress did they show when there was a cri their lives? ... you might ask, well, how did the researchers judge psychological distress? Stop and Predict They used five measures. te first measure was anxiety .. how much anxiety did the ‘woman report in her life? ... how often did she complain of anxiety? .. the second one ... irritability... how often did she complain of being irritated? .. the third one "_ somatic complaints ... somatic meaning bodily .. complaints relating to the body in other words ... how often did the woman complain about having headaches or backaches? ... the fourth one ... depression ... how often did the woman complain about being depressed? feeling depressed? ... the fifth one was problems in thinking and concentrating ... how often did the woman complain about having this sort of problem? “added together these measures formed a way of judging how much psychological distress was in someone's life .. what did the researchers find? ... Stop and Predict ‘The Structure of aLecture = 21 Scanned witHEY Fist ofall they found that housewives generally experience lower levels of stressful ife events than employed women do ... yet ... Stop and Predict WGY They seem to react to life crises with more psychological distress than employed women do... that is Stop and Predict WEY They have less stress in their lives yet they show more psychological distress ... to put it from the employed women's perspective ... the employed women have more stress in their lives both at work and in their marriages yet they show fewer signs of psychological distress ... this test seems to imply quite a lot ... Stop and Predict WGY It implies that employment may equip women better for coping with stressful life events than does staying at home ... the researchers caution that other factors such as social class ... job status ... may contribute to these differences ... and that the results may apply only to certain types of women in certain situations. How did you do? Were you able to predict the direction of the lecture at least some of the time? If so, that's good. Once again, predicting does not mean getting the right answer; it means making an educated guess. Use cues to organization and topic introduction to Predict what the lecturer will cover. Predicting well helps you organize your notes as well as listen more effectively as an active, involved listener. Scanned wit