CENTURY COMMUNICATION LISTENING, SPEAKING, AND CRITICAL THINKING TEACHERS GUIDE 1 Australia • Brazil • Mexico • Singapore • United Kingdom • United States 55493_fm.indd 1 05/10/16 4:57 pm 21st Century Communication: Listening, © 2017 National Geographic Learning, a part of Cengage Learning Speaking, and Critical Thinking ALL RIGHTS RESERVED. No part of this work covered by the copyright herein Teacher’s Guide 1 may be reproduced or distributed in any form or by any means, except as Publisher: Sherrise Roehr permitted by U. copyright law, without the prior written permission of the copyright owner. Executive Editor: Laura Le Dréan Associate Development Editor: Lisl Trowbridge “National Geographic”, “National Geographic Society” and the Yellow Border Director of Global Marketing: Ian Martin Design are registered trademarks of the National Geographic Society Product Marketing Manager: Anders Bylund ® Marcas Registradas Sr.
Director, Production: Michael Burggren For product information and technology assistance, contact us at Manager, Production: Daisy Sosa Cengage Learning Customer & Sales Support, cengage.com/contact Content Project Manager: Mark Rzeszutek For permission to use material from this text or product, Manufacturing Planner: Mary Beth Hennebury submit all requests online at cengage.com/permissions Further permissions questions can be emailed to Interior Design: Brenda Carmichael permissionrequest@cengage.com Compositor: MPS Limited ISBN: 978-1-305-95549-3 National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED, they develop the language and skills they need to be successful global citizens and leaders. Locate your local office at international.com/region Visit National Geographic Learning online at NGL.com Visit our corporate website at www.com Printed in the United States of America Print Number: 01 Print Year: 2016 55493_fm.indd 2 05/10/16 4:57 pm Table of Contents Welcome to 21st Century Communication: Listening, Speaking and Critical Thinking.
This four-level series uses powerful ideas from TED Talks to teach learners to think critically and communicate with confidence. Through authentic models of effective communication, students build fluency in the listening and speaking skills needed to achieve academic and personal success. Teaching a Unit of 21st Century Communication iv Offers strategies and tips for teaching each part of a unit, expansion ideas, and tips for developing critical thinking and other 21st century skills. Using the Classroom Presentation Tool xiv Explains the content and features of the interactive teaching tool, including using the embedded Audio/Video.
Unit-by-Unit Teaching Tips and Answer Keys 1 Provides activity-specific tips for engaging students and enhancing learning. Suggested times are offered for each activity; however, timing will depend on your students and course objectives. Audio Scripts 53 Video Scripts 68 iii 55493_fm.indd 3 05/10/16 4:57 pm Teaching a Unit of 21st Century Communication UNIT OPENER • Ask students to explain how a visual helps them understand an exercise or the unit Each unit begins with an impactful and thought- theme. provoking photograph, THINK AND DISCUSS questions, and an overview of the unit content.
• Have students cover the caption of an image and then try to guess what the caption is. The PHOTO and UNIT TITLE introduce the theme • Ask students to explain what they think the of the unit and aim to capture students’ attention message of a visual is, and why. • Use photos to review and expand target TIPS vocabulary by having students describe an image using vocabulary from the current and/ Ask students questions about the photo and or previous unit. • What is the first thing that gets your attention, and why? The THINK AND DISCUSS questions activate • What else do you see? students’ background knowledge of the topic and help them personalize and relate to the theme.
• What interests you, and why? The OVERVIEW OF CONTENT allows you and the • What questions do you have as you look at it? students to preview the skills they will learn and • Do you like the image? Why, or why not? practice throughout. • What does the caption say? TIPS • What part of the image does it explain? • Does it answer any of the questions you had • Read, or have a student read, the THINK AND about the image? DISCUSS questions. • Does it help you understand something else • Have students answer the questions in pairs or about the image? If so, what? small groups before sharing ideas as a whole class. See the unit-by-unit tips and classroom presentation tool for specific teaching information.
• If they are not sure how the photo relates to the unit title or theme, read the titles of the Part 1 and Part 2 input and ask them how the image relates to what they will hear in the audio/video 21st Century Skill Visual Literacy input. Tips for Using Visuals • Read, or have a student read, the OVERVIEW OF CONTENT. In addition to the Unit Opener, there are several visuals per unit. Many of them are photos, but • Have the students briefly skim the language they also include infographics and graphic skills boxes in the unit.
Ask them which of organizers. Using images taps into and builds the skills they have studied before, what they students’ multiple literacies. Being able to read already know about them, and what they think images is an essential 21st century skill. Here are they will learn about them in the unit.
some tips for using the visuals in a unit. • See the unit-by-unit tips and classroom presentation tool for specific teaching • Have students respond to what they see in information. the visual; what does it make them think of and why? iv 55493_fm.indd 4 05/10/16 4:57 pm PART 1: having students share their work. The ability LISTENING & SPEAKING to communicate clearly and to collaborate are essential 21st century skills.
Here are some PART 1 introduces the listening of the unit. The suggestions for arranging diverse pairs and listening may be one of several genres such as groups, as well as for getting students to work a university lecture, a podcast, an interview, or effectively, efficiently, and respectfully during a student discussion. Where appropriate (and collaborative work throughout the unit. as indicated in unit-by-unit tips), the listening is accompanied by video slides to enhance and Arranging Diverse Pairs and Groups clarify the content.
The purpose of Part 1 is to • Have students count off according to how prime students for the authentic and inspirational many groups you use. Assign one part of the content they will meet in the TED Talk in Part 2. room to each number, and have the groups convene in their assigned areas. (Alternately, The BEFORE YOU LISTEN section helps students have students “count off” with a set of further build schema about the content of the unit.
vocabulary words instead of numbers, and It gets students thinking about and discussing the review the meanings of the words with their topic of the listening (top-down processing), and it group members before starting the exercise.) also familiarizes them with essential vocabulary to understand the listening and do the speaking tasks • Place students of similar levels together, (bottom-up processing). especially when you need to devote more time to working with the lower-level students in a multi-level class. TIPS • Place higher-level students with lower-level • For each exercise, read, or have a student read, students. Tutoring peers reinforces learning the directions.
for higher-level students, and lower-level • Elicit from and/or provide to the students students benefit from learning from their any information relevant to the activity (such peers. as definitions of words, examples, relevant Working in Pairs and Groups background information). • Have students introduce themselves to • Put students in pairs or small groups to discuss anyone they don’t know in order to build a questions before sharing ideas as a whole positive learning community. This is especially class.
helpful in large classes. • See the unit-by-unit tips and classroom • Tell students what the end requirements are presentation tool for specific teaching of the pair or group work, so they know what information. the expectations of each exercise are (e., to share a comment they agreed/disagreed with and why). • Explain to students that they should not only 21st Century Skill Communicating and share their own ideas, but should also ask for Collaborating their classmates’ opinions about the topic.
Tips for Working in Groups • Assign roles so that everyone participates. Students have many opportunities to The group leader keeps the conversation work in pairs or groups through the built- on track. The time keeper keeps track of in COMMUNICATE and COLLABORATE the time. The recorder takes notes on the exercises.
Additionally, individual exercises discussion. The reporter uses the recorder’s can be extended into group exercises by notes to report back to the whole class.indd 5 05/10/16 4:57 pm VOCABULARY introduces the target vocabulary. Words are selected according to several criteria: across the series giving students multiple frequency, utility, Academic Word List, and CEFR opportunities to work with each word. Content-specific words or to develop vocabulary learning strategies on phrases that are important for comprehension their own.
The ability to work independently and are glossed in Words in the Lecture. All of the to be self-directed learners are essential 21st vocabulary words are on the audio program, so century skills. Here are some tips for helping there is always an aural and written model of students to build their word knowledge on their pronunciation. • Have students keep a vocabulary log in which TIPS they record the unit vocabulary, including definitions, sample sentences, information • Read, or have a student read, the directions about pronunciation, and any other important before having the students work individually., first-language translation, Then, share answers as a class.
Alternately, ask synonyms and antonyms, and collocations). students to compare their work with a partner See example in Independent Student or small group before sharing as a class. • Refer students to the online workbook activities • Have students make flash cards. On one for more vocabulary practice.
side, they should write the word. On the other • See the unit-by-unit tips and classroom side, they should draw a four-square grid and presentation tool for specific teaching distribute the following information into the information. squares: definition, first-language translation, sample sentence, synonyms. • Encourage students to study more than just The VOCABULARY presentation is always the definitions of new words.
In order to have followed by a COMMUNICATE activity. This is an a deep understanding of new vocabulary, opportunity for students to show they understand students need to understand meaning, as well the words and can use them in a familiar context. as connotation, level of formality, word family, pronunciation pattern, and spelling. TIPS • Encourage the students to use the words The LISTEN section in Part 1 provides level- and phrases in bold, which are the targeted appropriate content that encourages students to vocabulary words.
think critically and creatively about the theme of • Have students work in pairs or small groups the unit. This section includes two comprehension before coming back to share as a whole class. activities: LISTEN FOR MAIN IDEAS and LISTEN • You may want to go over all of the questions FOR DETAILS. It also includes a LISTENING SKILL as a class to make sure students understand presentation and practice, and often a NOTE- them, and also provide a model for them.
TAKING SKILL presentation and practice. • See the unit-by-unit tips and classroom presentation tool for specific teaching TIPS information. • Before having the students LISTEN FOR MAIN IDEAS, remind them that the listening is on a topic they have been discussing, so they should 21st Century Skill Independent Learning keep in mind what they know about the topic as General Tips for Teaching Vocabulary they listen. In 21st Century Communication, target • Read, or have a student read, the directions.