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