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1、Chapter 1 Learning to Listen PART ONE PREPARING FOR THE LISTENING ENCOUNTER: QUESTIONAIRE 1. False Without some prior experience, comprehension is impossible. Merely decoding words without knowledge of the subject will not result in true understanding. For example, a native speaker may understand al
2、l of the words in a lecture concerning physics, but without some scientific background, the lecture will for the most part be unintelligible. Conversely, a foreigner with zero English proficiency can walk into a supermarket and negotiate meaning via knowledge of the general topic “supermarkets.” 2.
3、False This is often impossible even in ones native language for a variety of reasons. Despite loud noises and other distractions, we are still able to grasp the gist of what is being communicated. 3. False On the contrary, longer passages often contain redundancies which help to explain the same inf
4、ormation in more than one way. In lengthy conversations, examples and explanations are often provided a beat or two after language which might initially appear to be rather difficult to negotiate. Students need to learn how to look for the redundancies and expanded explanations, which are particular
5、ly abundant in longer listening passages. 4. False Body language is said to account for approximately 65% of all communication. Clearly, many ideas are communicated through non-verbal means. 5. False It is far more efficient to focus on specific details if that is all that you want or need. In these
6、 instances, worrying about every single word is counterproductive. 6. False Laboring over every word greatly slows down the comprehension process and can even cause a breakdown in communication. 7. False Grammar and intonation provide a great amount of contextual information which can serve to enhan
7、ce comprehension. Specific examples of why these eight statements are false can be found in the discussion of listening attack strategies in Part II. PART TWO LISTEINGING ATTACK STRATEGIES Using What you Already Know (possible answers) Program level placement appointment application register test te
8、acher counselor school forms GPA Room ESL class catalog Exercise 1 Answers will vary. Exercise 2 Possible answers: Studying for a test; discussing homework, borrowing/comparing notes, etc. Scanning for the Main Idea Practice: Main Idea: The cafeteria is closed and the student is very hungry and need
9、s to eat before class begins. Key words: food machines, closed, pass out, stand, get something warm, canteen, stomach growl Scanning for the Important Points (1) a (2) a (3) b Inferencing (Making Intelligent Guesses) (1) True (2) False (3) True (4) False (5) True Scanning for Specific Pieces of Info
10、rmation Practice place Activity Time Price 1 Cafeteria breakfast 7:00-8:30 x 2 Cafeteria Lunch 11:00-1:00 PM x 3 Cafeteria Dinner 5:00-7:00 PM x 4 Snack bar x 9:00am 8:00 PM diverse 5 Oak Room Speaker Carole Berg 9:00 -10:00 AM free 6 Room 27 Student Council Noon 1:30 PM free 7 Green Room Folk Dance
11、 Club 2:00-5:00 PM free 8 Campus Cabaret Bette Milder 8:00 PM $7 9 Union Dial Tones 7:00 PM/9:00 PM $5 Theater Using Context Clues Exercise 2 Practice (1) a (2) b (3) b (4) b (5) a After completing this exercise, you might want to write the idioms and vocabulary highlighted on the board. This will p
12、rovide students a reward for their efforts. It will also highlight some of the vocabulary that you might want to test at the end of the unit. Using Structure and Intonation Clues; Using Structure Clues Exercise 1 Practice: (1) a (2) b (3) a The difficult vocabulary was purposefully chosen to demonst
13、rate that students do not need to know the meaning of every word in order to comprehend a great amount of information which structure and intonation clues provide. (4) b Although “when” is not a necessarily a future time word, in this case, it indicates that the speaker needs to know the specific fu
14、ture time of the event. (5) b Exercise 2 (1) a (2) b (3) b (4) a (5) b Exercise 3 (1) a (2) b (3) a (4) b (5) a (6) b Using intonation Clues You may first want to go over the images in the book and elicit from the class the emotions depicted in each in order to ensure that they can anticipate the di
15、fferent cues. (1) Sad (2) Angry (3) Happy (4) Confused (5) Sarcastic PART THREE TALKING ABOUT TALKING Speaking Attack Strategies (Possible Answers) When you are speaking English, you should not translate word-for-word from your native language. When you are speaking English, you should not worry abo
16、ut using perfect grammar and pronunciation. When you are speaking English, you should not think about what you want to say in your native language. Try to think in English. When you are speaking English, you should try to speak without using a dictionary. When you are speaking English, you should not worry about your level of English. If you are a beginner, you still must practice as much as you can. When you are speaking English, you should use anything, such as
