Core English 1

1
Core English 1

• Listening Skills Introduction
• (Text pp 127 137)

2
Chapter 2 Listening

• 2nd part of exam
• conversations (2 or 3)
• 5 qs per convn
• lectures (4, 5, or 6)
• 6 qs per lectr
• 60 90 min

3

• Put on headphones
• Adjust volume
• Start 1st passage
• Finalize each answer before going to next q.
• After listening section 10 min break

4
Prepare

• Know the question types
• Listen intelligently
• Take good notes
• Avoid incorrect answers

5
GENERAL LISTENING STRATEGIES CONVS LECTSp 128

• Strategy 1 Listen actively.
• Many things while listening.
• Recognize names, places, and times.
• Listen and take notes,
• and anticipate, learn, connect ideas, organize,
  generalize, infer, assume, and conclude.

6
GENERAL LISTENING STRATEGIES CONVS LECTSp 128

• Ask the right qs before listening.
• eg
• What are they talking about?
• How do they feel about it?
• What are the problems or key points?
• Why did he say that?
• What are they going to talk about next?

7
GENERAL LISTENING STRATEGIES CONVS LECTSp 128

• Strategy 2 Anticipate key points based on the
  main idea.
• Think about what will come next.
• Makes listeng easier.

8
Strategy 2 Anticipate key points based on the
main idea.p 128

• Eg. student wants to talk about his term paper
  might have problems with the topic,
  organization, due date, length, bibliography, or
  a partner, etc

9
Strategy 2 Anticipate key points based on the
main idea.p 128

• Eg. professor gives a lecture on sharks might
  discuss their appearance, abilities, evolution,
  migration, reproduction, diet, or reasons for
  studying them, and so on.

10
GENERAL LISTENING STRATEGIES CONVS LECTSp 128
- 129

• Strategy 3 Infer meaning whenever possible.
• Understand unstated ideas
• Meaning, organization, attitude, connections
  among ideas, and purpose not always stated
  explicitly.
• Often implied.
• imply communicate unstated meaning.

11
Strategy 3 Infer meaning whenever possible.p
128 - 129

• eg
• Have you tried the steak in the cafeteria?
  Actually, I'm a vegetarian.
• eg
• Are you married?
• Im only twelve years old.

12
GENERAL LISTENING STRATEGIES CONVS LECTSp 129

• Strategy 4 Write notes quickly and efficiently.
• Fragments, abbreviations, initials, symbols, and
  acronyms. Ignore spelling, verb tenses, and
  proper grammar.

13
Symbol Possible Representation/Meaning/Use
and, also, as well, moreover, furthermore, with, together, etc.
be, become, look, sound, taste, smell, feel, verb like
? be not, not like, dissimilar, not alike
xlty x less/lower/weaker than y, x not as ... as y
xgty x more/bigger/greater/stronger than y, y not as ... as x
? become, change/transform into affect, result in, cause, create, make move/relocate to, immigrate/emigrate to
? increase, rise, jump, spike, go higher/up, raise, lift, improve, be/become popular
? decrease, fall, go lower/down, hurt/ruin, be/become unpopular
x not accept, reject, not like/enjoy, disapprove of, stop, destroy, ruin
? question, not know, unsure, uncertain, must find out/learn/study, debate
14
GENERAL LISTENING STRATEGIES CONVS LECTSp 129

• Strategy 5 Use your own words. Dont copy
  speaker exactly.
• Understand an idea, so you can record it in
  shorter or simpler words.
• Understand academic vocabulary and paraphrase it
  in your notes.

15
Original Passage Notes
John Hancock was the first person to add his signature to the Declaration of Independence. JH first sign DI
The U.S. population exploded around the turn of the 20th century. US pop ?1900
16
GENERAL LISTENING STRATEGIES CONVS LECTSp 130

• Strategy 6 Don't record everything in notes.
• Notes only help you remember
• Don't write a transcript of the conversation or
  lecture.
• Listen, think, and understand.

17
GENERAL LISTENING STRATEGIES CONVS LECTSp 130

• Strategy 7 After the main idea, focus on key
  supporting points, not minor ones.
• The most important ideas are those that say the
  most about what the speakers are discussing.

18
Strategy 7 After the main idea, focus on key
supporting points p 130

• Eg. listen to history lecture about a famous
  battle,
• focus on the main actors (attackers, defenders,
  civilians), actions (attacking, defending,
  surrendering), and sequence.
• A general's marital status (single or married),
  probably is irrelevant.

19
GENERAL LISTENING STRATEGIES CONVS LECTSp 130

• Strategy 8 Connect details to the main idea and
  supporting points.
• The TOEFL tests how much you understand, not just
  how much you remember.

20
Strategy 8 Connect details to the main idea and
supporting points p 130

• Eg
• Professor refers to a woman.
• What is her importance? What did she do? What
  happened to her? Is she compared to anyone? Why
  is she mentioned?
• Remember or record her importance in your notes.

21
Strategy 8 Connect details to the main idea and
supporting points p 130

• Eg. Student complains that he has football
  practice in two days.
• What does this relate to? Is this a good thing,
  or a problem? If it is an obstacle, what does it
  stop him from doing?
• If the detail doesn't relate to anything, then it
  is minor ? irrelevant.

22
GENERAL LISTENING STRATEGIES CONVS LECTSp 130
- 131

• Strategy 9 Notice cohesive devices.
• CDs can help you recognize organization,
  anticipate ideas, make inferences, and recognize
  connections among the main idea, supporting
  points, and details.
• CDs make connections among the various ideas in a
  sentence and a paragraph.

23
Strategy 9 Notice cohesive devicesp 130 - 131

• CDs include pronouns, adjectives, articles,
  transitions, synonyms, repetition, and variations
  of word form.

24
Strategy 9 Notice cohesive devicesp 130 - 131

• eg
• Newton's law of inertia is perhaps the easiest
  law to understand, but it is often
  misunderstood. Many people assume that the law
  states that a body at rest will remain at rest
  until another force acts on it. This is true. If
  you place an apple on a perfectly flat table,
  the apple will not move on its own. However, if
  the table is not perfectly flat, the apple will
  start to roll because gravity pulls it down.
  But, this is only part of the law. Actually, the
  law states that ...

25
Strategy 9 Notice cohesive devicesp 130 - 131

• The pronoun it in Sentence 1 refers back to
  "Newton's law of inertia'
• In Sentence 2, the law uses the specific article
  to refer to the same law while it refers to "a
  body at rest."
• Sentence 3 uses the pronoun this to refer to the
  law's statement that a body at rest will remain
  at rest until another force acts on it.
• The adverb actually in the last sentence is a
  transitional device that signals a clarification
  or correction.

26
GENERAL LISTENING STRATEGIES CONVS LECTSp 131
- 133

• Strategy 10 Spoken English has unique elements
• Lectures and conversations have elements that are
  not found in academic writing.
• Speakers do not sound like they are reading an
  essay.
• Speech is more natural and resembles everyday
  spoken English.
• Can include interruptions, confusion and
  clarification, self-correction, and fragments.

27
Strategy 10 Spoken English has unique elementsp
131 - 133

• Interruptions
• An interruption occurs before the speaker has
  finished making a point or observation.
• Usually, an interruption comes in the middle of a
  sentence. Interruptions are relatively rare.
• Speaker could be interrupted by a q or comment,
  and have to resolve the interruption before
  returning to the original topic.
• Remember what was said before the interruption to
  understand what is said after.

28
Strategy 10 Spoken English has unique elementsp
131 - 133

• Confusion and Clarification
• Any person could be confused or uncertain about
  some information.
• They could ask for an explanation or someone else
  could identify an error in the person's
  statement.
• Then there is some clarification, i.e.
  explanation that removes confusion or
  misunderstanding.

29
Strategy 10 Spoken English has unique elementsp
131 - 133

• Self-Correction
• Any person can speak incorrectly, often using the
  wrong word.
• The speaker recognizes his or her own error and
  immediately corrects the mistake.

30
Strategy 10 Spoken English has unique elementsp
131 - 133

• Self-Correction expressions
• No/Actually/Hang on/Hold on
• That's not exactly right
• That's not really true
• Let me rephrase that
• Let me start again/start over

31
Strategy 10 Spoken English has unique elements
p 131 - 133

• Fragments
• Speakers don't always speak in complete
  sentences. A fragment is an incomplete sentence,
  eg. phrase (in my class, to buy a new book,
  sitting on the lawn, etc.), clause (because I'm a
  freshman, etc.), or just one word.
• Fragment - a question or an answer, listen to the
  intonation of the speaker (a question rising a
  statement flat or falling).
• Context - very important for understanding
  fragments based on an assumed connection to
  previous statement or question.

32
Strategy 10 Spoken English has unique elements
p 131 - 133

• Fragments
• x Wow, youve got a nice tan. Whereve you
  been?
• y Florida.
• x On a vacation?
• y Actually, to do research. Im in marine
  biology.

33
GENERAL LISTENING STRATEGIES CONVS LECTS p 133

• Strategy 11 Avoid answer choices that repeat too
  many words exactly from the lecture or
  conversation.
• Most qs are multiple-choice (others require you
  to reorder a list or complete a table).
• Choose one or more correct answers from four
  possible.
• Vocabulary such as names might be repeated, but
  the correct answer usually paraphrases ideas from
  passage.

34

• To paraphrase means to restate ideas in new words
  and structure with the same meaning.
  Paraphrasing is done for many types of questions
  (Main Idea, Detail, Purpose, etc).
• Incorrect answers, or distracters, usually repeat
  some words exactly from the passage in order to
  make the choice seem correct.
• Be aware of this trick and stay away from it it
  is common for most question types.

35

• Remember
• The best thing is to understand what you are
  listening to.

36

• Listen to a lecture.
• cambridge Test 1 listening Q 1
• CD1 02 Track 2

37

• GENERAL LISTENING STRATEGIES
• CONVERSATIONS
• p 133

38
GENERAL LISTENING STRATEGIES CONVERSATIONS p 133

• Strategy 1 Pay attention to organization.
• The basic conversation organization is the turn.
• One person speaks and the other responds.
• A conversation usually has many turns.

39
Strategy 1 Pay attention to organization p 133

• x Good morning, Professor. I hope I'm not
  disturbing you.
• y Of course not, Steve. Come in.
• x Thank you. I wont take long.

40
GENERAL LISTENING STRATEGIES CONVERSATIONS p 133
- 134

• Strategy 2 Prepare for delayed answers in
  conversations.
• One turn might be interrupted, so a turn might
  last several statements.
• Eg., a request or question might require one or
  more other turns before it is answered.

41
Strategy 2 Prepare for delayed answers in
conversations p 133 - 134

• x Hello. I'm looking for census data. Which
  aisle is it in?
• y What year do you want?
• x Oh, don't worry Just point me in the right
  direction and I'll find it myself.
• y We keep the records for all years before
  1970 in digital format. Everything else is in
  books on this floor.
• x Well, I need data for the 1990s.
• y Then look in the stacks down Aisle 6.
• x Thanks.

42
GENERAL LISTENING STRATEGIES CONVERSATIONS p 134

• Strategy 3 Create one column for each speaker in
  your notes.
• Connect the ideas in your notes to the correct
  speaker.
• Don't worry if you miss the names of the speakers
  in the conversation.
• Names distinguish between the speakers and other
  people who could be discussed.
• Identify each speaker as Professor and Student,
  Man and Woman, or Student 1 and Student 2.

43
GENERAL LISTENING STRATEGIES CONVERSATIONS p 134

• Strategy 4 Focus on the student's need or
  desire.
• A student always has a reason to see a professor
  or school official.
• Possible reasons include request information, a
  delay or extension, a change, a clarification of
  a misunderstanding, or advice about a problem.
• The student is usually very direct about the
  reason, saying I want to discuss or I need to
  know, and so on.

44
Strategy 4 Focus on the student's need or
desire. P 134

• However, be prepared to infer the student's
  reason if the student is not direct or explicit.
• A student won't be completely vague or confusing
  since that is rude.
• But, the student might be indirect and the
  professor or official could infer the student's
  need or desire based on one or more details.

45
Strategy 4 Focus on the student's need or
desire. P 134

• Prof How's your work on your project going,
  Tom? The deadline is only a few days away.
• Stud Well, that's what I want to talk to you
  about, professor. Is that date set in stone? I'm
  hoping there's some flexibility something's
  happened to my experiment.

46
GENERAL LISTENING STRATEGIES CONVERSATIONS p 135

• Strategy 5 Listen for the official or teacher's
  suggestions or comments.
• Think about how they react to the student's
  request.
• Be prepared to infer their suggestions,
  directions, or comments to the student.
• They might recommend another person, offer to do
  something, or want the student to do something.
• Listen for more than one possibility, and any
  conditions.
• Don't rely on short answers to requests or
  questions.
• Reactions may take several turns because of
  complicating factors, from the student or the
  other speaker.

47
GENERAL LISTENING STRATEGIES CONVERSATIONS p 135

• Strategy 6 Listen for complicating factors.
• Usually, a solution isn't easy or immediate, and
  the student or teacher will have extra problems
  or responsibilities.
• These could include the rules of the school,
  schedules and deadlines, the demands of another
  class or professor, the needs of another student,
  or family responsibilities, etc.
• Prepare to infer the effect of a complicating
  factor on the student's need or desire.

48
GENERAL LISTENING STRATEGIES CONVERSATIONS p 135

• Strategy 7 Use the questions of each speaker to
  anticipate information.
• Be aware of what the speakers might say next.
• Both speakers in a conversation will have some
  questions for each other.
• Questions include clues to the information in the
  other speaker's answer.
• These clues can come from the vocabulary in the
  question, especially the verb, as well as from
  the pronoun used what (noun thing), who/whom
  (person), whose (possession), which (choice),
  when (time), where (place), why (reason), and how
  (method/ manner).

49
GENERAL LISTENING STRATEGIES CONVERSATIONS p 135

• Strategy 8 Pay attention to any conclusions or
  final decisions.
• A conversation normally does not end with key
  words.
• Speakers rarely will signal the end of the
  conversation in the same way that a professor
  would end a lecture.
• The key words that signal the conclusion to the
  conversation relate to the student's final
  decision.
• These words could include verbs like decide,
  intend, plan, or choose (also decision, choices,
  etc.).

50
Strategy 8 Pay attention to any conclusions or
final decisions. P 135

• Key words depend on topic recognizing any
  decision or choice depends on your knowledge of
  what the student is asking or looking for.
• Eg. a student wants an extension for an
  assignment, the conclusion uses vocabulary that
  shows a resolution to that problem, eg the verbs
  take, postpone or extend, and a date or amount of
  time.

51

• Listen to the discussion between a lecturer and a
  student.
• cambridge Test 1 listening Q 2
• CD1 03 Track 3

52
GENERAL LISTENING STRATEGIES LECTURES p 136

• Strategy 1 Use the typical organization of a
  lecture to help you follow the lecture and
  connect ideas.

53
Strategy 1 Use the typical organization of a
lecture p 136

• A lecture is organized into paragraphs.
• First paragraph Introduction
• Middle paragraphs Body paragraphs
• Last paragraph Conclusion

54
Strategy 1 Use the typical organization of a
lecture p 136

• First paragraph Introduction
• The opening statements, or hook, may mention the
  main topic or ideas related to it.
• The last sentence is the thesis statement, which
  will mention the main topic and the supporting
  points.
• The thesis may state or imply the speaker's
  attitude and opinion about the main topic.
• But, there may be no thesis statement.

55
Strategy 1 Use the typical organization of a
lecture p 136

• Middle paragraphs Body paragraphs
• Each body paragraph begins with a topic sentence
  (key supporting point).
• Note them.
• Understand the main topic, identify the topic
  sentences by key words (First, Second, Next,
  Another, One more) and by ideas that are elements
  or parts of the main topic.
• Part of active listening.

56
Strategy 1 Use the typical organization of a
lecture p 136

• Also supporting points contrast with the detail.
• Topic sentences contain general information, and
  are followed by detail (examples, facts,
  description, definition, explanation).
• Once a lecturer mentions general ideas after
  giving some explanations or examples, then the
  speaker has just begun another topic, or
  supporting point.

57
Strategy 1 Use the typical organization of a
lecture p 136

• Last paragraph Conclusion
• May or may not begin with clue words (Finally, To
  sum up, To wrap up, Generally).
• May or may not paraphrase the thesis.
• Gives the conclusions, observations, opinions,
  and/or predictions related to the main topic.
• Not always stated directly ? prepare to infer.
• Speaker might mention the topic for the next
  lecture.

58
GENERAL LISTENING STRATEGIES LECTURES p 136

• Strategy 2 For a lecture with comments, use
  turns as clues to key points.
• Academic discussion follows same basic lecture
  format (introduction, body paragraphs, and
  conclusion), but has multiple speakers taking
  turns.
• The professor begins and is interrupted by
  students.
• The qs and as are clues to topic shifts and new
  supporting points.

59
GENERAL LISTENING STRATEGIES LECTURES p 137

• Strategy 3 Stop taking notes during dense parts
  of a lecture.
• - too many details (actors, actions, parts, steps
  etc) to be recorded accurately.
• - rely on memory and focus on understanding.

60

• Listen to lecture
• cambridge Test 1 Q 4
• CD1 05 Track 5