· Web viewFor example, the single syllable word “bliss” is full of meaning. On the other...

Learning English with CBCListening Lessons for Intermediate StudentsBased on CBC Manitoba Radio Broadcasts

November 16, 2011Lesson 72: Teacher’s EditionLevel: CLB 5 and up

Topic: Living in a Fast Speaking WorldLanguage Skills and Functions: Listening – listening to a short interview for main

ideas and detail;Speaking – asking for clarification/checking for

understandingReading – reading a text for main ideas and detail Writing – writing a paragraph

Language Competencies: Vocabulary, Pronunciation, Listening and Speaking Strategies, Socio-cultural/sociolinguistic Competence

Language Tasks: Discussing fast speech across cultures

Listening for main ideas and detail in a radio interview with a Professor of Communication Sciences and Disorders

Discussing and assessing personal use of listening strategies

Asking for clarification/checking for understanding in a role play

Reading tips on taking good notes

Writing a paragraph on why taking notes is a good learning strategy

Reading a text about President Obama’s speaking style and answering detail questions

Essential Skills: Reading text, working with others, oral communication, writing

Worksheets1: 1. Vocabulary Match2. Listen for Main Ideas and Detail3. Assessing the Language Learning Listening Strategies You Use4. Can You Ask for Clarification/Check for Understanding?5. Why Take Notes? Express Your Views in a Paragraph6. Read a Text about Speaking Styles for Detail

Appendices: TranscriptTips for Taking NotesGlobe and Mail article: Turtle talk wins the race

1 Answers to worksheets are in the self-study version of the lesson plan.

Living in a Fast Speaking World Learning English with CBC of 17

Manitoba Memo

Did you know there are over 100 languages spoken in Manitoba? While English is the dominant language of the province, the next most commonly heard languages are German, French, Tagalog, Ukrainian and Cree. Immigrants to the province bring their languages with them, enriching the linguistic make-up of Manitoba.2

When you listen to a language other than your native language, it often sounds as though it is spoken more quickly than your own language. The words and music of the language sound foreign and unfamiliar. Some languages are spoken at a faster pace than others. For example, Spanish and Japanese sound as though they are spoken at breakneck speed.

However, those who study languages say that in fact, languages tend to convey information to listeners at the same rate, even though the speed of the delivery of some languages sounds much faster than others. 3

Scientists studied native language speakers of seven common languages: English, French, German, Italian, Japanese, Mandarin and Spanish. They also studied a less common language, Vietnamese. One of the main things they discovered was that language speed is determined by how much meaning is packed into each syllable. The more information a language packs into a syllable, the fewer syllables have to be spoken in a second to convey meaning. For example, the single syllable word “bliss” is full of meaning. On the other hand, the word “to” is not. And a single syllable in the midst of a longer word, such as the short “i” in merr-i-ly, has no independent meaning at all.

When scientists listened to a minute of speech in all of the languages studied they found that each language conveyed about the same amount of information in that minute. They concluded that while Spaniards “sprint” and Chinese “stroll” when they speak, both tell the same story in the same amount of time.

In English, there’s growing concern that many people are speaking too quickly. Our fast-paced lives mean we try to say more in less time. But is it working? Communications experts fear that fast speech means listeners comprehend less and less of what is said.

As language learners, we need to remember that speaking fast is less important than speaking well and that one key to speaking well is listening well. In fact, eighty percent of what we learn comes from listening. That’s why we need to learn strategies to help us listen. We need to be prepared to politely ask speakers to slow down, repeat what they’ve said or clarify. Above all, we need lots and lots of practice!

2 Source: www.gov.mb.ca/ctt/invest/busfacts/overviews/d_language.html3 From Time Magazine, www.time.com/time/health/article/0,8599,2091477,00.html


http://www.time.com/time/health/article/0,8599,2091477,00.html

http://www.gov.mb.ca/ctt/invest/busfacts/overviews/d_language.html

Pre-listening activities

1. Discuss as a class

Think about the language you hear around you in Canada. Do you think Canadians speak English faster than people in your country speak their native tongue? If so, why do you think this is the case?

How does the “music” of the English you hear in Canada compare to the “music” of your language?

Are there other things that you think are unique to English speakers or unique to speakers of your language?

In English, two or more words are sometimes combined to sound like one word: gonna (going to), whaddaya (what do you) etc. Do people use reductions like these in your language?

Do people speaking your language use more or fewer gestures than Canadians speaking English?

When people speak English very quickly, do the gestures they use help you understand? What kinds of gestures are helpful? (Ask students to demonstrate!)

When Canadians speak to you, do they stand closer or farther away than people in your culture do?

2. Vocabulary

Elicit or present key vocabulary that students need to understand prior to listening to the podcast (see suggested vocabulary and explanations which follow). You can write the words on the board and elicit possible meanings from the class or break students into groups and give each group a few words to review. Groups can then present the vocabulary to the rest of the class. You can also ask students to mark the syllables and stress for each word, identify word families and practise pronouncing the words. You may want to ask students to think of sentences that use the new vocabulary. If your students keep a vocabulary journal, they can copy the vocabulary into their journal.

Vocabulary

texting When you use your cell phone to send someone a written message, it’s called texting.

Twitter Twitter is a social networking service. It allows you to answer the question “What are you doing?” by sending short text messages of about 140 characters to your friends or to people who follow you on Facebook. These messages are called tweets.


the 24-hour news cycle The 24-hour news cycle is the news system that makes news available to us at all times, day and night.

to be bombarded We often say we are bombarded with information or questions. It means we’re hearing too much or too many questions. For example: The students bombarded their professor with questions about the exam. Everyone was speaking at once and no-one could be heard.

to have a thought cross your mind This idiom refers to times when you have a sudden or passing thought or idea. For example: It crossed my mind that the store was closing early today and that I needed to hurry if I was going to get there on time.

a decade A decade is a ten year time period.

to cram You are cramming something in when you try to force, press, or squeeze it into an insufficient space or time. For example: Maria had one exam Tuesday and another on Wednesday. She had to cram a week’s worth of studying into twenty-four hours.

communications science Communications science explores how people use messages to inform, persuade and entertain others.

communication disorders Communication disorders are when someone has problems in speech, language, and/or hearing. Examples of disorders range from saying sounds incorrectly to being completely unable to speak or be understood. Speech-language pathologists and audiologists provide services to evaluate, diagnose, and treat communication disorders.

clarity If you speak with clarity, it means you speak clearly and it is easier for listeners to hear what you are saying.

words per minute Words per minute describes the rate at which someone speaks, writes or types. The rate is actually a calculation.

typically Typically is another word for usually. It means that something happens or takes place in the usual way or the way you would expect it to happen. For example: Typically, our classes run from nine to noon.


the central nervous system The main part of the body’s nervous system is called the central nervous system. It consists of the brain and the spinal cord. The central nervous system controls how the body feels pain, heat etc. and it controls movement.

to comprehend something If you are able to comprehend something, it means that you understand it.

an elongated vowel Elongate means to lengthen or make longer. An elongated vowel takes longer to pronounce.

to advocate for something If you say publicly that you think something should happen or should be done, you are advocating for it. For example: Gudrun believes that Canada should let in more immigrants. She met with her Member of Parliament to advocate for an increase in Canadian immigration quotas.

television news broadcasters The people who deliver the news or current events on TV are known as news broadcasters.

to take a hint This idiom describes situations when you suggest something to someone and they behave as you suggested. Often the original suggestion is subtle or indirect. For example: The day before Mother’s Day Mom told me lilies were her favourite flower. I can take a hint! I went out and bought her a bouquet of lilies for Mother’s Day.

constant feedback When you continuously give someone advice, criticism and/or praise on something they have done, you are providing constant feedback.

to pause between phrases If you stop speaking between thoughts or groups of words (phrases) and then start again, you are pausing. For example, you may pause to take a breath, collect your thoughts or look at the audience.

to mark something down When you mark something down, you write it down, often to help you keep track. For example: The week before she started her low sodium diet, Gina marked down and kept track of the sodium content of everything she ate.


2. Vocabulary development

Hand out Worksheet 1. Ask students to work with a partner and complete the matching exercise.

Take up the answers as a class.

3. Predict what the interview is about

In this interview, Colleen Ross interviews Professor Ray Hull. He teaches in a University Department called Communication Sciences and Disorders.

Ask students if they can predict the kinds of things that Professor Hull might teach or study in his Department. Here are some examples:

He might teach people… how to speak clearly.Maybe he teaches ...people with speech impediments or problems.Another thing he might study is…how people learn to speak a language.I have no idea what he might teach or study.Beats me what he might teach or study. (informal)

While-listening activities

1. Introduce the podcast

Tell students that in this podcast, they will hear three speakers. They will hear:

Marcy Markusa – hostColleen Ross – interviewerRay Hull – Professor in the Department of Communications Sciences and Disorders, University of Wichita, Kansas.

2. Listen for main ideas and details

Handout Worksheet 2 and review the instructions with students. Play the podcast for the first time.

Take up the answers as a class.

3. Think, Pair, Share – Listening strategies

Tell students that Colleen Ross talks about strategies people can use to learn to speak more slowly. A strategy is a technique or tool we use to help us learn. Strategies are particularly helpful when we are learning a new language.

Ask students to think about the listening learning strategies they used when they listened to today’s podcast. (For example, one strategy they all used was to first activate their own knowledge about the topic.)

Ask students to think of other listening strategies they used and to discuss these strategies with their partner. Ask students to share their strategies with the class. Write these on the board.


4. Language learning listening strategies

Handout Worksheet 3. Tell students this is a list of common listening strategies, some of which the class has just discussed. Ask students to read through the list with their partner and individually check off whether they usually use, never use or sometimes use each of the strategies listed in listening situations. If students think there are strategies missing from the list, there is a space where they can write in their own strategy.

Ask the pairs to go back and look at strategies where they have checked “never.” Are there reasons why they don’t use these strategies? Should they consider using these strategies in the future or learn more about them? Ask students to share their thoughts with the class.

After-listening activities

1. Review pre-listening predictions

Ask students whether they were able to predict any of the things Professor Hull teaches or studies.

Extension activities

1. Asking for clarification/checking for understanding

Hand out and review Worksheet 4. Ask students to work with a partner for the role play.

2. Reading tips on note-taking and writing a paragraph about the benefits of taking notes as a learning strategy

Hand out and review Appendix 2 and Worksheet 5.

3. Reading a text on President Obama’s speaking style and answering detail questions

Hand out Worksheet 6 and review it with the class. Ask students to work with a partner.

Want to know more…

The scientific information in the Manitoba memo is from: www.time.com/time/health/article/0,8599,2091477,00.html

Students can practice their listening skills on the Learning English with CBC site at: www.cbc.ca/manitoba/eal/ or by listening to other CBC podcasts at:www.cbc.ca/podcasting/

The short document Effective Listening and Note-Taking is intended for college students but is a good summary: www.northshore.edu/support_center/pdf/ listen _notes.pdf

CBC does not endorse and is not responsible for the content of external websites


http://www.northshore.edu/support_center/pdf/listen_notes.pdf

http://www.cbc.ca/podcasting/

http://www.cbc.ca/manitoba/eal/

http://www.time.com/time/health/article/0,8599,2091477,00.html

Worksheet 1: Vocabulary Match

Learning new vocabulary before you listen makes it easier for you to understand the story. Can you match these vocabulary words or phrases with their meaning? The first one is completed for you as an example.

Vocabulary Word Meaning1. _c clarity a) continuous praise, advice or criticism

2. __ to be bombarded b) to write down; to keep track

3. __ a decade c) clearness, intelligibility

4. __ to cram d) to try to fit or squeeze something into a small space or period of time

5. __ typically e) lengthened; longer

6. __ the central nervous system

f) a problem with speech, language or hearing

7. __ a communication disorder

g) to understand a suggestion and behave accordingly

8. __ elongated h) to be confronted by too much of something

9. __ constant feedback i) to send a written message using your cell phone

10. __ to pause j) to publicly say what you think should happen; to speak on behalf of a cause or organization

11. __ to mark down k) a social networking service used to send short text messages to tell people what you’re doing/thinking

12. __ to advocate l) to stop; to take a short break

13. __ to take a hint m) the system that tells the body when it feel pain, heat etc. and which controls movement

14. __ to text someone n) a ten year period

15. __ Twitter o) usually


Worksheet 2: Listen for Main Ideas and Detail

Read the questions with your partner before you listen. When you listen to the podcast the first time, listen for the main ideas. When you listen a second time, listen for the details to answer the questions below. Use point form to keep your answers brief.

1. What has changed about the way people speak in the last decade?

they’re speaking faster

2. What does Professor Hull help people do?

3. How many words a minute do people typically speak today?

4. What groups have difficulty when people speak very quickly?

5. Why does Professor Hull think television news broadcasters need to slow down their speaking rate?

6. What strategies can someone use if they want to speak more slowly?


Worksheet 3: Assessing the Language Learning Listening Strategies You Use

Do you use some of these strategies to improve your listening skills? These are techniques that help you understand spoken language better. Think about these strategies. Do you use them? Are they helpful?

Listening Strategies Yes, usually

No, never

Sometimes

When I listen to someone, I try to focus on the overall meaning and not just the details.

I focus on the person who is speaking.

I watch for non-verbal communication such as gestures or facial expressions.

I repeat points I have heard to confirm they are correct.

When I am introduced to a new word, I try to connect the sound of the word with an image or picture.

If I know the topic or the title of a lesson or presentation, I try to activate my own background knowledge. I think about what the speaker may talk about so I can better understand the content.

If I’m listening to the radio, I try to visualize the setting/ subject.

I pay special attention when teachers/speakers repeat or stress a particular point. These are often the most important points.

I listen for intonation and tone of voice to better understand meaning and feeling.

I listen for stressed words or phrases as they carry the most meaning.

I regularly listen to English outside the classroom.

Another listening strategy I use is…


Worksheet 4: Can You Ask for Clarification/Check for Understanding?

Do you have the language you need to let someone know that you need further explanation or clarification? What about when you want to check to see if someone understands what you are saying?

Here are some expressions you can use:

If you don’t understand or hear what someone says, you say:

Pardon me? (more formal) Sorry, I didn’t catch what you said.I’m sorry. I’m not following you. I’m sorry, I didn’t get that.Could you please repeat that? Come again? (informal)

If you want to check to see if someone understands you,you can say:

Do you understand? Are you following me?Is that clear? Okay so far?Did you get that? Got that? (informal)

Work with a partner. Listen to your partner explain a topic from the idea list below. When your partner speaks too quickly or what they say is unclear, ask for clarification. As your partner speaks, they will check to see if you are following the explanation. Then reverse roles. You can change topics too!

Topic Ideas

1) Explain the directions for getting from school to your home2) Describe in detail how to make your favourite meal/dish/dessert3) Explain the many features on your cell phone

Here is an example of how you could begin:

Student A: To get to my house from here, you take Elgin to Sherbrook and turn right.Student B: I’m sorry, I didn’t quite catch that. Did you say turn right?Student A: Yes, turn right. Then you go one block to William and turn left. Got that?Student B: Yes, thanks. Student A: And then…


Etc.

Worksheet 5: Why Take Notes? Express Your Views in a Paragraph

Most of us are familiar with the importance of taking notes when we’re listening. But taking notes can also be very helpful when we read a text – especially a long or difficult text! Taking notes on what we read can improve our understanding of the content. It also helps us recall the information. Our notes provide a summary of what we have read.

People have different ways of taking notes when they read. Sometimes the notes are kept on a separate sheet of paper. Sometimes, they’re written in the margins of the page. Or they may be written on post-it notes and stuck to the page.

Read Appendix 2 with your partner. Discuss the tips. Which ones do you use when you take notes?

Can you summarize the information you have read in a paragraph? What do you think are the main benefits of taking notes while you listen or when you read a text? Use the outline below to help you.

Begin with a topic sentence. The topic sentence introduces what you want to talk about. It makes the reader want to know more.

I think taking notes is an important learning strategy that all students should know.

Add two or three supporting sentences. The supporting sentences will tell the reader why you think taking notes helps someone learn English.

The main benefits of taking notes are _____________________

and _____________________________________. In addition,

taking notes helps students__________________________

____________________________________________.

Personally, I find taking notes very helpful when I ___________

____________________________________________.

Write a concluding sentence. It summarizes what has been said.

I think everyone should learn how to take good notes because

___________________________________________________.


Worksheet 6: Read a Text about Speaking Styles for Detail

Sometimes, when we read a text, we are looking primarily for details. Read the adapted Globe and Mail newspaper article in Appendix 3 with your partner. 4 Can you find the information you need to fill in the details on this reading chart? Use your note-taking skills and keep your answers short. The first question is completed as an example.

Question Answer1 How does the article describe President Obama’s

speaking style? - inspiring - slow - formal - careful - deliberate

2 How many words per minute did President Obama speak in New Hampshire?

3 What is the average number of words per minute for a politician?

4 What is the average number of words per minute for regular conversation?

5 What advice do speechwriters give political clients?

6 Why do speechwriters advise politicians to slow down?

7 Pausing is described as a powerful speaking tool. Why?

Bonus questions:

1. The title of the article is “Turtle talk wins the race.” What do you think the title means? Do you think it is a good title for the article? Why or why not?

2. In class or at home:Watch/listen to the first three to four minutes of the clip of President Obama speaking. It can be found at: www.theglobeandmail.com/life/article669604.ece . Take notes on his speaking style as you listen. What do you think? Is his speaking style effective? Why or why not?

4 This article was written when Senator Barack Obama was running for President. Since he is currently President, and that’s how we know him, he’s referred to as “President Obama” in this lesson.


http://www.theglobeandmail.com/life/article669604.ece

Appendix 1: Transcript

October 31, 2011(broadcast date) Speaker Podcast Line

Marcy Hi I'm Marcy Markusa and you're listening to Learning English

with CBC. Well things like texting, Twitter and the 24 hour

news cycle continually bombard us with information in our

fast–paced world. But do you sometimes wonder if people are

also talking faster than they used to? Well, if that thought has

crossed your mind, you’re absolutely right. We are speaking

faster than we did a decade ago. So how does cramming more

words into every minute affect our ability to understand what

we’re saying to each other? Well that’s one of the questions

CBC reporter Colleen Ross put to communications expert Ray

Hull in this interview.

5

10

Colleen Ray Hull is a Professor of Communication Sciences and

Disorders at Wichita State University in Kansas. People seek

his help to talk slower and with greater clarity. To get back to

where we used to be. 15

Ray A decade ago I measured the speed of speech of teachers,

family members and those out in society at a rate of about 145

words per minute. That is certainly not what we’re finding

today. People are speaking at a rate of typically of around 160

to 180 words per minute. 20

Colleen Hull says the central nervous system is best able to

comprehend speech at around 124 to 130 words per minute.

That’s about how fast he just spoke. When we talk slowly, the

central nervous system has the time to fill in the gaps of

speech with elongated vowels and consonants. 25


Colleen

(continued)

Teachers or parents who think that kids don’t hear them, (they)

actually might not understand them. And it’s not just kids. The

ever growing number of new immigrants, and especially

seniors, can have a hard time with fast talkers.

Hull says we all need to advocate for slower speech. 30

Ray When I work with television news broadcasters who I time

speaking at 200 words per minute, and people call in and

complain that they cannot understand, then it would seem as

though people would begin to take the hint that they need to

slow down. 35

Colleen There’s a few ways to do that. Look people in the eye to get

constant feedback and pause between phrases. And time

yourself. Mark 130 words on a page and clock how fast you

read it. If you’re done in less than a minute, try slowing down a

little and see what it feels like. Then again, I’ve been speaking

at around 170 words per minute and hopefully you’ve

understood me.

40


Appendix 2: Tips for Taking Notes5

Taking Good Notes Can Help Us Learn

Taking good notes is a valuable skill. Taking notes when we are listening or when we read a document can help us learn, identify important points and recall what we have heard or read. Good notes are brief and clear. Less is more in the world of taking notes!

Some Situations Where We Might Take Notes

listening or reading in class; studying at home or with friends; at the workplace; at a parent-teacher interview at a doctor’s office; at a presentation, information session or meeting; when we’re on the phone; when we see information in a newspaper, on the internet, on a

bulletin board or in a magazine that we want to remember.

Tips for Taking Notes

1. Be concise. Write down main points, key words and important details. Do more listening/reading than writing.

2. Be neat. Do it right the first time. Don’t assume you will re-write your notes later.3. Don’t crowd your notes. Leave some white space so you can add more notes later.4. Use pen. Pencil is easily erased or smudged and can be hard to read.5. Only use familiar short forms or abbreviations. It’s risky to make up short forms.

There’s nothing worse then re-reading your notes and realizing you have no idea what word your short form stands for!

6. Draw or illustrate a point if that makes sense. Sometimes an illustration or symbol works well. For example, if you are listening to an interview and want to remember the speaker sounded very sad, you might draw a sad face - .

7. Try to put your notes in your own words. The exceptions to this rule are if you are taking down formulas, definitions, words, specific facts or names.

8. Don’t worry if you miss something. You’ll never catch all the important points. Do your best and keep going.

9. Read your notes over. When you finish, read your notes over. Add additional detail, clarify or correct if needed.

10.Decide what note-taking style works best for you. What works for you? Bullets or point form? Short phrases or full sentences? One or two word points? Lots of illustrations or symbols?

5 Adapted from: www.northshore.edu/support_center/pdf/ listen _notes.pdf


http://www.northshore.edu/support_center/pdf/listen_notes.pdf

Appendix 3: Turtle talk wins the race6

An inspiring orator such as Barack Obama pulls people in by slowing it down, speech experts say

By Jane TaberGlobe and Mail, Friday, Feb. 22, 2008

Barack Obama speaks at turtle speed. In various one-minute chunks of his now famous "Yes we can" New Hampshire speech, Mr. Obama speaks as few as 110 words a minute.

The 46 year-old-senator speaks slowly and formally. He chooses his words carefully and deliberately, allowing his audience to savour every syllable, conjunction, vowel and pause.

Speechwriters say the average speaking speed for politicians making public presentations is between 120 and 125 words a minute. This compares with between 170 and 180 words a minute in regular conversation.

They will tell you, too, that they advise their clients to slow down, way down, and deliver their speech at between 110 and 120 words a minute.

"To be below 100 is rather quite dramatic," says a former speechwriter for former U.S. president George H. W. Bush. And to be above 125, 130 is breakneck."

At that speed, he says, you lose people - or worse, you could create questions in the minds of listeners "as if to say you don't want us to listen closely."

But in addition to speaking slowly and with cadence and rhythm, good speakers emphasize the power of the pause. A well-timed pause can focus the listener's interest and attention as they lean in, wanting more.

The rate of delivery "tends to reinforce the message," says another expert. "There isn't a set rule," she says. "More rapid speech creates a sense of urgency. Visionary rhetoric tends to be delivered thoughtfully ... slowly."

Grammar Note: In English, important words in a title are capitalized. For example in the title of this lesson, Living in a Fast-Speaking World, all of the important words are capitalized. But that’s not the case in the world of news headlines. In Turtle talk wins the race only the first word is capitalized. If you look in the newspaper or at news stories on line, you will find that only the first word in a headline is capitalized (unless it’s a proper noun, e.g. the name of a person, country or organization).

6 An excerpt/adaptation from the Globe and Mail, www.theglobeandmail.com/life/article669604.ece


http://www.theglobeandmail.com/life/article669604.ece

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