1 2 Table of Contents PREFACE. 7 PART 1- LISTENING FOR MAIN IDEAS. 10 NOTE-TAKING SKILLS: USING A CHART TO ORGANIZE NOTES ABOUT MAIN IDEAS. 12 PART 1 - IDENTIFYING DETAILS.
17 NOTE-TAKING SKILLS: TAKING NOTES TO COMPARE AND CONTRAST. 19 PART 1 - MAKING PREDICTIONS. 19 PART 2 – NOTE-TAKING SKILLS: TAKING NOTES USING KEY WORDS AND PHRASES. 24 PART 1 - MAKING INFERENCES.
24 PART 2 - NOTE-TAKING SKILLS: USING A SPLIT PAGE. 30 PART 1 - UNDERSTANDING BIAS IN A PRESENTATION. 30 PART 2 - NOTE-TAKING SKILLS: EDITING NOTES AFTER A LECTURE. 36 PART 1- LISTENING FOR CONTRASTING IDEAS.
36 PART 2 - NOTE-TAKING SKILLS: COMPARING AND CONTRASTING MULTIPLE TOPICS. 45 PART 1 - LISTENING FOR SIGNAL WORDS AND PHRASES. 45 PART 2 – NOTE-TAKING SKILLS: TAKING NOTES ON DETAILS. 49 PART 1 – LISTENING FOR CAUSES AND EFFECTS.
49 PART 2 - NOTE-TAKING SKILLS: TAKING NOTES ON CAUSES AND EFFECTS. 84 4 PREFACE Listening Plus 3 was intended to support both teachers and learners of Listening 3, but most importantly, it was aimed for increased consistency in the supplementary materials and ample practice of the skills taught in the course. In the old programs, the core textbooks used in the Listening courses were designed in the integrated approach with a focus on business English. Two major issues were identified by both the teaching faculty and students.
For one thing, when all the four micro skills were integrated into one single lesson, there seemed to be insufficient instruction and practice for each skill. For another thing, the business contexts given in the lessons turned out to be quite difficult for the English major students, which required both the teacher and learners to spend substantial amounts of time getting familiar with business concepts and terminology before working on improving the language skills. When the new program was launched, the new course books – Q Skills for Success: Listening & Speaking series - were implemented and the two issues were resolved. However, there was a new concern: as our bachelor program specializes in Business English, the students still need exposure to business concepts and opportunities to use their language skills in business situations.
This supplementary material was designed to address this concern. We would like to give students listening tasks in which they can practice the listening comprehension and note-taking skills they have learnt from the core textbook in business contexts. We also want to provide all the teachers in charge of Listening 3 with a collection of handy exercises, which helps to ensure all classes will work on the same business topics throughout the course. Our team of three instructors started our work with deciding on the components of each unit: vocabulary practice, listening comprehension exercises, and note-taking practice.
After that, we discussed to select potential sources of materials, taking into account the levels of proficiency (B1+ – B2), quality of audio recordings, complexity of the business concepts, and the possibility of adapting and designing tasks corresponding to the skills taught in the core textbook. The eight units were divided among four of us, and all the newly designed materials were trialed by the teachers in charge of the Listening 3 classes in the first semester of 2022-2023 for feedback and 5 suggestions. At the end of the semester, the units were revised with too easy or difficult tasks modified, and new tasks added to short lessons. The final version of the book consists of eight units, each of which includes business vocabulary exercises, followed by various listening and note-taking tasks for further practice of the skills introduced in the corresponding units in the core textbook.
Several listening strategies and tips are also provided in each unit to help students review and consolidate their knowledge and skills. The remaining sections are transcripts, suggested answers, and a list of references. A CD containing all the audio files also goes with the book. We recommend that the vocabulary exercises be completed before the listening and note-taking ones so that students can understand the business situations and then use the newly learnt listening skills effectively in these new contexts.
6 UNIT 1 PART 1- LISTENING FOR MAIN IDEAS Exercise 1: Match the definitions (a-h) with the words/phrases (1-8). Word / phrase Definition 1. interesting or attractive 2. a small and useful machine or tool that does something specific 3.
to show people something or tell them about it for the first time 4. something that is designed to look like something else 5. to bring a new product or service to the market 6. a stage within a process or project 7.
a table which shows the different stages of a project 8. designed to make people’s working environment more comfortable and to help them work more efficiently Exercise 2: Track 1 Listen to a short presentation about a new product design and complete the tasks below. Task A: How many key points are there in the presentation? What are they? Which sentence helps you identify the key points? 7 Listening strategy 1 To identify speakers’ main ideas: Pay attention to the discourse markers to signal the main ideas at the beginning of the presentation: Thanks for coming to the presentation on… The purpose of my remarks is … The point I want to cover here is. Another key to identify main ideas is repetition, how many times a word or phrase is repeated.
Listen for ideas that are rephrased or described in more detail; they are usually the gist. Task B: Write the expressions in the box into the corresponding functions. I’d like to talk you through the following (three) points. Firstly, … / Next, … Finally, I’m going to talk to you about … As you can see …, / You’ll notice that … I’d now like to tell you about … As you know, … Do you have any questions? In summary, … 1.
Refer to the audience’s knowledge ______________________________ 2. Refer to what images you are showing ______________________________ 3. Tell them the structure of your presentation ______________________________ 4. Use signal words to help them follow you ______________________________ 5.
Tell them when you’re moving on ______________________________ 6. Show them when you’re near the end ______________________________ 7. Tell them the main points one last time ______________________________ 8. Open up the discussion ______________________________ 8 Exercise 3: Match the words in the first column (1-8) with the words in the second column (a-h) to form collocations.
imaginative and persuasive e. morales Exercise 4: Track 2 Task A: You are going to listen to a consultant talking about the basic stages of the change process and the people in a change management team. Can you predict how many stages there are in the process? What are they? Task B: Listen and check the answer for Task A. What are the changes? Can you identify the signals for these changes in the recording? 9 PART 2- NOTE-TAKING SKILLS: USING A CHART TO ORGANIZE NOTES ABOUT MAIN IDEAS Exercise 5: Fill in the blanks with the correct words or definitions.
(change format) Word / phrase Definition 1. _________bal giving the right amount of time to work and to the rest of your life ance 2. overtime working more than ______________________________________ 3. to catch up on to do something you _____________________________________ 4.
____________ to (cause to) divide into parts 5. to fade to become less _________________________________________ to open a computer file, a website, etc. in order to look at 7. ____________ or change information in it 8.
mobility the ability to work from __________________________________ Exercise 6: Track 3 You are going to listen to a radio interview about maintaining a good work-life balance. While you are listening, complete the tasks below. Task A: Listen to the interview for the first time and circle the TWO correct answers for main ideas. Access work emails D.
Flexible working hours 10 Task B: Listen to the interview again and complete the notes using the chart below to help you identify the two main ideas. Main idea 1:_________________________ Main idea 2: _________________________ Working lives and private lives are Access work emails ___________________________ ___________________________ Fixed ___________________________ or ___________________________ while on holiday Staying Flexible ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ 11 UNIT 2 PART 1 - IDENTIFYING DETAILS Exercise 1: Match the definitions (a-f) with the words/phrases (1-6). Word / phrase Definition 1. having many related parts; difficult to understand or solve 2.
a thing that you are given because you have done something good, worked hard 3. the act of giving someone a job which is higher status than their current job 4. something that encourages a person to do something 5. someone who studies how people behave in social situations 6.
done by a machine or computer Exercise 2: Track 4 You are going to listen to a talk about motivation and complete the following tasks. Task A: With your partners, discuss several ways to motivate people at work. Way 1: __________________________________________________________________ Reason: __________________________________________________________________ Way 2: __________________________________________________________________ Reason: __________________________________________________________________ Way 3: __________________________________________________________________ Reason: __________________________________________________________________ 12 Task B: Listen to the talk about motivation. Take notes while you are listening and make sure to include both main ideas and supporting details in your notes.
Then, compare your notes with your suggestions about ways of motivation in Task A. (TRACK?) Task C: Are these sentences TRUE (T) or FALSE (F)? Refer to your notes for support. Then, listen again and check. We try to motivate workers in the same way that we try to motivate our children.
In the Glucksberg experiment, the people who were offered a reward finished faster than people who were not offered one. The people who were offered smaller rewards in Ariely's experiment performed better than those offered bigger rewards. In Ariely's experiment, people were more creative when they were concentrating on achieving a goal. In the future, jobs will require workers to be more creative.
People always work better when they start the day later and work into the night 13 Task D: Match the sentence halves. First half Second half 1. Glucksberg's experiment shows that a. the experiment is repeated.
people solve a problem faster when b. they are doing a simple task. Ariely's experiment shows that people c. they are doing the jobs of the future.
are less creative when d. they are not given an incentive. The same results as Glucksberg's e. they are offered a bigger reward.
experiment have been found when f. they can make choices about their 4. An incentive works for people when work. Incentives will no longer work for motivating people at work when 6.
The example of the big tech companies shows that people work better when Exercise 3: Use a dictionary to define the following words and phrases. Discuss with your friends what you have found. a recycling plant disposal a paper mill desirable critics obvious extract (v) shred label wear out 14 Listening Strategy 2 Effective note-taking requires recording information quickly. To do this, DO NOT write down every word or try to take notes in neat sentences.
Instead, write only keywords and phrases. In addition, shorthand (symbols to represent words or ideas) can be used. For instance: w/ with > more than w/o without < less than b/c because = equal to i.e for example Your notes should reflect the organization of the lectures by bullet points. Exercise 4: Track 5 Task A: Listen to an ecology expert talking about the advantages and disadvantages of things being recyclable or reusable.
Complete the table below with notes. Track? RECYCLABLE REUSABLE Advantages Main idea: save raw materials Main idea: Details: Details: Main idea: Main idea: Details: Details: 15 Disadvantages Main idea: Main idea: Details: Details: Main idea: Main idea: Details: Details: Task B: Look at the details in your notes above. Which of them support the main ideas?