Listening And Notetaking Skills Level 2 Pdf

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Techniques and Tips for Listening and Note Taking

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Listening and Notetaking Skills 2 - Noteworthy 3 Edition. Document Information click to expand document information Date uploaded Aug 01, Did you find this document useful? Is this content inappropriate? Report this Document. Flag for inappropriate content.

Download now. For Later. Related titles. Carousel Previous Carousel Next. USA Customs and Institutions - complete book guide. Fiona Aish - Lectures. Jump to Page. Search inside document. Amsterdam Photo: Jacqueline Hyde. All rights reserved. Postsecondary Education: Admissions Chapter How- ever, overall we have used a content approach. The final activity of each unit is a written quiz covering the content of the three lectures in the unit. The topics of the fifteen lectures, divided into five units, are both universal and academic in nature: population, immigration, multicul- turalism, globalization, education, and government, for example.

The vocabulary is mostly subtechnical, found and used across disciplines and in different professions. There is a general progression from easy to more difficult within each unit and from the beginning to the end of the book. The lectures are delivered in a relaxed, natural style of speech.

Motivation to take good notes is built in, as students need their notes for oral activities soon after the lecture and for a quiz some time later. Any one of its three major goals can be emphasized to fit the needs of different classes. A teacher who chooses not to devote the extra time needed for students to take notes could use the materials for listening comprehension with a focus on cultural content.

Individual lessons could be used to provide background for farther treatment of a topic, and suggestions for doing so are given. The video is meant to be used as a complement to the tra- ditional audio program. Students may opt to view a chapter's lec- ture on video in order to simulate a more authentic classroom lis- tening and notetaking experience. Teachers can download them from notetakingheinle.

Communicative follow-ups to lectures in which students verify their notes by asking each other questions. Accuracy checks that require students to refer to their notes rather than answer questions from memory.

Collaborative activities for writing summaries and essay question answers as well as for developing critical thinking skills.

Suggestions for pursuing the topic. Quiz preparation for each unit. Students review lectures and collaborate in writing short-answer and essay exam questions.

Teachers who opt to do Pursuing the Topic will nced additional periods. Vocabulary and Key Concepts: to familiarize students with new sub- technical vocabulary and with the major concepts of the chapter. Predictions: to get students to invest in the lesson by predicting the content of the lecture through their questions. As students share their prediction questions with the class, a schema for the content is further established.

Notetaking Preparation: to give students strategics for understanding the organization of lectures and for taking down information in an or- ganized manner and in a meaningful, usable form.

Listening: to lead students through a series of listenings to distinguish the main subtopics from supporting details. Some guidance is given, but content is stressed over skills, and the emphasis is on repcated practice at notetaking.

At the same time, students check the completeness of their notes, which they use for these activities. Review: reconstruction of different portions of the lecture. Collaboration: to provide opportunities for students to further develop language and academic skills in small groups through discussion, sum- mary writing, and writing answers to essay questions. Pursuing the Topic: to offer suggestions for further study of the topic through readings, videos, the Internet, and interviews.

Unit Quiz Preparation at the end of each unit : to help students antici- pate unit quiz questions by reviewing notes in order to distinguish main ideas from supporting ones. Students write quiz questions and answer them. Quizzes require both short answers and essays. Then discuss the questions as a class. Write important vocabulary on the board, if time permits.

The activity should require no more than a few minutes, just enough time to introduce the topic and arouse curiosity. Time: minutes. Vocabulary and Key Concepts: Have students quickly read through the sentences silently before they listen to the dictated sentences on the tape.

This encourages students to invest in the exercise and may be done as homework, After they listen to the tape and fill in the blanks, quickly go over the spelling of each word, and discuss the meanings of words they ask about. Predictions: Ask students to write three questions about the possible content of the lecture so that they make more of an investment in the lesson. Notetaking Preparation: Go over the skill in Section D.

Try to move quickly, because they will practice the skill again during the lecture. Some skill exer- cises could also be assigned as homework, and those that require pre- lecture reading should be. Section D. Listening: The text calls for two listenings per lecture and additional listening outside of class for those students who fail to get at Icast 70 percent on the Accuracy Check.

There is nothing magical in these numbers. Students stronger in listening comprehension may do well with fewer listenings from the beginning, and weaker students may need more, especially at the beginning of the course. Take into account the general level of the class when deciding how many whole-class lis- tenings to do.

Try to maintain some pressurc without pushing students to the frustration level. If possible, provide an opportunity for addi- tional listening outside class.

Ideally, in one class period, you should get through at Icast the Prelistening Activities and the First Listening. Actual lecture times vary from about 7 minutes to about 12 minutes. Accuracy Check: Do as quickly as is feasible. After students listen to and answer questions by referring to their notes, discuss only those an- swers that students disagree on. Try to raise their consciousness about why they missed an answer: Did they misunderstand the lecture?

Or were they unable to locate the information in their notes? Sometimes students try to write down too much and miss rclevant information. Sometimes they may simply be unable to locate information that they have in their notes.

Strive to complete and discuss the Accuracy Check by the end of the second class. Oral Activities: Review: Be sure that every student is involved in the activity by having individual students responsible for assigned sections of the lecture.

Sometimes you may want individual students to re- port on their sections to just one other student, at other times, pairs or small groups can report to the whole class. Time: minutes, depending on the complexity and length of the lecture and on the format you choose. Stu- dents from the same country can work together to prepare the re- ports and present the information as a panel or assign one individ- ual to present it. In either case, students should prepare bricf notes to speak from rather than write out the full report.

Students in ho- mogeneous classes, such as those in EFL settings, will find class discussions more interesting and less duplicative of effort and in- formation, Time: will vary depending on the activity chosen, class size, and number of different national groups.

Collaboration: Appoint one member of the group as a leader, one as a recorder, and one as a reporter when appropriate. Establish realistic time limits for completing the activity. Allow enough time for sharing upon completion of the task.

Each group should receive pecr feedback especially for summary writing and essay question answer writing. If time is short, assign fewer questions per group for the discussion and essay question answer writing. Time: depends on which skill is being practiced and the number of questions assigned. Pursuing the Topic: If your schedule and course design allow, you may want to use our suggestions for further study of the topic.

We have tried to include suggestions for further listening, reading, and speaking, but not every topic lends itself easily to all three. The suggestions are obviously not exhaustive, but they may remind you of works that you find more suitable for use with your students.

Listening and Notetaking Skills 2 - Noteworthy 3 Edition

The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible.

Register a free. This two-book series offers students valuable tips for getting the most from. Teaches students how to recognize lecture. Audio CDs are also available for this text. Click on the links to the left of this page to purchase. Choose the book you like when you register 4.

[PDF+CD+VIDEO] Listening and Notetaking Skills Noteworthy 2 Student's Book 3rd Edition

Intro 1 Inspire is a listening and speaking course with additional content reading designed to create a richer speaking experience. The spectacular National Geographic photos and video provide enduring images that inspire learners to discover the world in all its brilliance. A mixture of scripted and authentic audio provides opportunities for listening practice.

Contemporary topics intro academic listening and notetaking skills download for free Contemporary Topics Intro Academic Listening and Note-Taking Skills by Jeanette Clement; Cynthia Lennox and a great selection of similar New, Used and Collectible Books available now at great prices. The new, fourth edition of Contemporary Topics expands on its highly respected approach to developing academic listening and study skills. Organized around realistic college lectures, the text guides learners through carefully sequenced activities in skills such as note-taking, focusing attention, intensive listening, and vocabulary building. Contemporary topics. Jeanette Clement; Cindy Lennox Contemporary Topics features college lectures from several academic disciplines, including archaeology, anthropology and economics.

Listening and Notetaking Skills incorporates engaging National Geographic content and video featuring authentic interviews and videos with National Geographic Explorers! This unique approach engages learners while enhancing listening comprehension and developing notetaking and study skills. Authentic National Geographic videos provide a meaningful context for discussion and application of essential listening, notetaking, and vocabulary skills.

Techniques and Tips for Listening and Note Taking

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Он сидел один в полутьме, и гул ТРАНСТЕКСТА звучал в его ушах. Вы всегда добиваетесь своего… вы добьетесь… Да, - подумал.  - Я добиваюсь своих целей, но честь для меня важнее. Я скорее предпочту умереть, чем жить в тени позора. А ждет его именно .

4 Comments

  1. Finley W. 30.05.2021 at 20:54

    Public relations strategies and tactics wilcox pdf early childhood language arts 6th edition pdf

  2. Diane D. 01.06.2021 at 14:25

    Write phrases, not full sentences.

  3. Cacadestsan 04.06.2021 at 23:21

    [bpwnjfoundation.org] Listening NotetakingSkills: Level 2, 4th Edition (Listening and Notetaking Skills,Fourth Edition) Pdf Free. Phyllis L. Lim, William Smalzer.

  4. Jason M. 05.06.2021 at 00:22

    Listening and Notetaking Skills 2 - Noteworthy 3 Edition. August 30, | Author: nhan_ac11a | Category: N/A.