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Intermediate Listening Comprehension 1 - Audio CDs by Patricia A. Dunkel, , available at Book Depository with free delivery worldwide. Intermediate Listening Comprehension 1 - Audio CDs by Patricia A. Dunkel, , available at Book Depository with free delivery. Intermediate Listening Comprehension book. Read reviews from world's largest community for readers. The third edition of this groundbreaking book include.

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The third edition of this groundbreaking book includes videotaped lectures in DVD INTERMEDIATE LISTENING COMPREHENSION is designed to familiarize. Intermediate Listening Comprehension. Students Book - Download as PDF File . pdf), Text File .txt) or read online. sppn.info: Intermediate Listening Comprehension, Third Edition (Listening and Notetaking Skills Series, Book 1) (Listening and Notetaking Series).

Contextualisation When we listen in our everyday lives we hear language within its natural environment, and that environment gives us a huge amount of information about the linguistic content we are likely to hear.

Download FREE English Listening MP3 / Audio Lessons – Practise Your English Listening!

Listening to a tape recording in a classroom is a very unnatural process. The text has been taken from its original environment and we need to design tasks that will help students to contextualise the listening and access their existing knowledge and expectations to help them understand the text.

Preparation To do the task we set students while they listen there could be specific vocabulary or expressions that students will need. It's vital that we cover this before they start to listen as we want the challenge within the lesson to be an act of listening not of understanding what they have to do.

While listening When we listen to something in our everyday lives we do so for a reason. Students too need a reason to listen that will focus their attention.

For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well - as I've found that the first time many students listen to a text they are nervous and have to tune in to accents and the speed at which the people are speaking. Ideally the listening tasks we design for them should guide them through the text and should be graded so that the first listening task they do is quite easy and helps them to get a general understanding of the text.

Sometimes a single question at this stage will be enough, not putting the students under too much pressure. The second task for the second time students listen should demand a greater and more detailed understanding of the text. Make sure though that the task doesn't demand too much of a response. Writing long responses as they listen can be very demanding and is a separate skill in itself, so keep the tasks to single words, ticking or some sort of graphical response.

The third listening task could just be a matter of checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.

Listening to a foreign language is a very intensive and demanding activity and for this reason I think it's very important that students should have 'breathing' or 'thinking' space between listenings. I usually get my students to compare their answers between listenings as this gives them the chance not only to have a break from the listening, but also to check their understanding with a peer and so reconsider before listening again.

Post-listening There are two common forms that post-listening tasks can take. These are reactions to the content of the text, and analysis of the linguistic features used to express the content.

Follow the instructions in the lecture. At first, you will just listen and look at the chart. I will tell you when to begin to write the information in the blank spaces on the chart. Helens Washington State U. Chronology Now let's use the chart to list the volcanoes in the order of their erup- tions. Find the name of the volcano that erupted first in this group of six volcanoes.

Write the name of that volcano next to the number 1. Now write the name of the volcano that erupted next according to the dates on the chart. Continue in this way until you have listed the six vol- canoes in the order of their eruptions. Listen to this strange happening. Listen to what happened to the boy's uncle and mentor. Destroyed, Forgotten, and Found 13 I. Listening Preparation Lance Armstrong secured his place in sporting history in the year by winning an unprecedented sixth consecutive Tour de France cycling competition.

Only four other people have won the Tour five times and only one other cyclist has won it five times consecutively. The Tour de France is not only the most prestigious cycling event in the world but also one of the most challenging and grueling contests in all of sports. As amazing as Lance Armstrong's achievements as a cyclist are, his incredible recovery from a near fatal illness and his amazing sporting comeback after his recovery make his life story read like something out of a movie.

Preview of Vocabulary and Sentences competitively in a competitive manner, that is, with the strong purpose of succeeding or winning Lance began running and swimming competitively when he was only 10 years old. National Amateur Champion. Survivor and Winner 15 surgery a procedure involving cutting the body to repair or remove diseased tissue or organs aggressive powerful; strong; attacking chemotherapy a treatment using strong chemicals or drugs to destroy cancerous cells After these two surgeries, he was given a less than chance of survival as he began an aggressive three-month course of chemotherapy.

Postal Service Team became his new sponsor. Rhetorical Listening Cues In this talk the speaker narrates the story of a great contemporary sports hero, Lance Armstrong.

The speaker uses certain words and phrases to tell the chronology of his life. These are words and phrases such as the following: Lance Armstrong was born on September 18, When he turned 16,. By ,. Initial Listening Now let's listen to a talk about Lance Armstrong.

Chronology An B. Mental Rehearsal and Review of the Talk Let's listen to the talk once again. This time, the narrative about Lance Armstrong will be given in message units.

Remember, do not repeat the units out loud. Consolidation You will now hear the talk given once again.

Na- tional Amateur Championship fa 16 fb 24 c 25 d 32 3. Olympic team d the U. Postal Service Team 6. If the statement you hear is false, put an F on the line and explain why the statement is false.

Survivor and Winner 17 2. Use your notes to recap the information you learned about the life and struggle of Lance Armstrong. Discuss the following questions with a classmate: Who are the two most important sports heroes in your country today? Why are they important? Who are your heroes in life? Your father? Someone in sports? A historical figure?

Explain your choice. Do you agree with this statement: Lance Armstrong survived his cancer because he was rich and able to have the best medical treatment available. Why or why not? Filling in Information and Answering Questions Cycling is not only a popular sport, but an economical, efficient means of transportation for many people. You are going to listen to a short history of the bicycle.

As you listen, follow along in your book. While you listen and read, fill in the missing information in the blank spaces. Chronology History of the Bicycle The precursor to the bicycle appeared in France in the It was a little wooden horse with a fixed front wheel. Because the wheel was fixed, it could not be turned right or left.

This little horse did not have any pedals, and the only way it could be maneuvered was by the rider pushing against the ground with his or her feet.

In the German baron Karl von Drais replaced the fixed front wheel with one that could be steered. Now the wooden horse could be directed right or left. The rider still needed to push it with his or her feet on the ground. The next development occurred in , when a Scottish black- smith, Kirkpatrick MacMillan, designed the first bicycle-like machine with pedals and cranks. MacMillan called his machine a "velocipede" and rode it the 40 miles from his home to Glasgow, Scotland in only hours.

In Pierre Lallement applied for and received a U. The bicycle got more comfortable in when rubber tires were introduced. During the , bicycles enjoyed a boomthat is, a sudden growth in popularity. The highwheelers were very popular, especially among young men, as they could go very fast. However, they weren't very safe. Sitting high up towards the front of the bicycle and traveling very fast, the rider could be easily thrown over the front wheel if the bicycle hit a small bump in the road or if a dog ran in front of the bicycle.

This type of accident gave rise to the expression "to do a header" as the rider often fell onto his head. Fortunately, the "safety bicycle" was invented in The safety bicycle had equal-sized wheels, a chain, and a sprocket-driven rear wheel. The rider was sitting further back on the bicycle and in much less danger of "doing a header.

Pneumatic tiresthat is, tires with air in them were invented in Two- and three-speed hub gears came in the s. The last major innovation, the derailleur gear, arrived in No further significant changes were made until the s. In the s bicycles became more aerodynamic. That is, changes in design and use of lightweight but strong materials allowed bicycles to reduce the amount of air resistance they encountered and thus go faster.

Survivor and Winner 19 Task 2. Listening to Identify Famous People Look at the names of the following famous people. Think about what you know about each person. Then listen to a series of brief biographies and match the number of each biography to the correct name. Are you ready to listen to the first biography?

Listen carefully. Princess Diana 2. Mother Teresa 3. Marco Polo 4. Ghengis Khan 5. Alexander the Great 6. Pele 7. Ibn Batuta 1 There are millions of bicycles in the world and the bicycle is the ma- jor means of transportation for millions of people.

Listen to learn some scientific information about how energy-efficient the bicycle is. Listen to find out what the other two inventions were and what the significance of each of the three inventions was. Chronology Focus on: Process Process tells how to do something, how something works, or how something happens. Chapter 4 The Internet: How One System Works 34 I. Listening Preparation Millions of people use the Internet everyday to send and receive e-mail messages, to find information on the World Wide Web, or to download files, such as games, music files or movie clips.

What is the Internet and how does it work? How do e-mail messages get from your computer to the computer of the person you send them to? How do Web pages travel to your computer? How do files you download reach your computer?

Intermediate Listening Comprehension. Students Book

Preview of Vocabulary and Sentences to link together into a gigantic network to connect and form an extremely large network The Internet consists of millions of computers, all linked together into a gigantic network. How It Works 23 C. Rhetorical Listening Cues In this talk, the speaker explains how the Internet works, that is, how information travels over the Internet.

The speaker uses words and phrases to show the order, or sequence, of how information travels over the Internet. These are words such as first, then, when, after, and finally. The speaker also uses an analogy, or comparison, to help explain the process. Some common analogies you might be familiar with are: The heart is like a pump. The Internet is like an information highway. Learning to drive is like learning to ride a bicycle once you learn, you never forget how.

In this lecture, the speaker compares how information travels through the Internet with how postcards are sent through the postal system. Initial Listening Now let's listen to a talk about what the Internet is and how it works. Mental Rehearsal and Review of the Talk Let's listen to the talk once more. This time the description of the Internet and how it works will be given in message units. Please repeat each of the sentences or phrases to yourself silently as you hear it spoken.

Consolidation You will now hear the talk once again. Recognizing Information and Checking Accuracy For questions , you will hear multiple-choice questions about the information presented in the talk. Process 1. Use your notes to recap the information you learned about how the information in e-mail messages, Web pages, and downloaded files travel over the Internet.

Discuss with a classmate why you agree or do not agree] with the following statements. The Internet is the best place to find information on almost everything.

Information on the Internet is usually quite accurate. The government needs to control the kind of information that can be on the Internet. Every student should have a laptop computer and an Internet connection. Connecting the Processes Viruses, worms, Trojans! It seems that every week there is something in the news about these invaders that make your computer "si ck. How It Works 25 These invaders often do very harmful things, such as delete files, access your personal data, or use your computer to attack other computers.

Viruses can spread and infect other computers very quickly. It's possible for a virus to go around the world in minutes. There are several things you can do to protect your computer against these invaders, but one of the most important is to have good antivirus software. If you use the Internet at all, or if you ever borrow a disk from anyone, you almost certainly need to have antivirus software. Let's listen to a talk about how to choose the best antivirus software for you.

Fill in the missing transitional cues. Once you decide that you need good antivirus software, to do is to see whether your computer already has an antivirus program pre-installed. You can do this by going to Pro- grams on your Start menu and looking for an antivirus software pro- gram. If you find there is an antivirus program already installed, 2 check to see if it is activiated.

If, 4 this process, you decide you need to download antivirus 5 software, here are you can follow. You will see that there are some free antivirus soft- ware programs available to be downloaded. If one of them suits your needs, your search may be over. If not, 9 10 many reviews, select a few software programs to consider pur- chasing. Many ii programs' Web sites allow you to download them for a trial period. If your computer already has an antivirus software program, be sure to uninstall it your new software.

Keep in mind that antivirus software must be continuously updated to be effective. Process Task 2. A Dictation: How t o Be a Courteous E-mail Correspondent E-mail is a wonderful and inexpensive way to keep in touch with friends and family. Because e-mail is a newer way to communicate than regular mail or the telephone, not everybody knows how to be a courteous that is, polite e-mail correspondent.

The speaker is going to dictate five simple, short rules. As you listen, write these rules on the lines below. After you have checked these rules with your teacher, please write one or two more rules that you think would be helpful. Then put number 1 next to the rule you think is most important, number 2 next to the next most important rule, etc.

Listen to an interesting study reported in NewScientist. What is it? Who likes it? Is it a serious problem? How It Works 27 I.

Listening Preparation How do babies communicate before they know how to speak any language? When do they begin to make language-like sounds? Are these first language-like sounds the same for all babies, or do babies from different language backgrounds make different sounds? At what age do they begin to say their first words?

What does it mean that children's first sentences are "telegraphic"? What kinds of grammar mistakes do children make when learning their own language? You will learn the answers to these questions when you listen to the talk on how children acquire their language. Preview of Vocabulary and Sentences cooing noises soft and gentle sounds like the sounds a pigeon makes The first stage begins in a few weeks when they start to make cooing noises when they are happy. Rhetorical Listening Cues In this talk the speaker discusses how children acquire language.

The speaker uses certain words and phrases to show the order, or the sequence, of the process. As soon as. The first stage. The next stage. Initial Listening Now let's listen to a talk about how children acquire language.

Consolidation Let's listen to the talk once more. This time the description of how children acquire language will be given in message units. This time, as you listen, take notes on what you hear. If the statement you hear is false, put an F on the line.

Process 2. Recapping Information from Your Notes. Use your notes to recap the information you learned about how children acquire language. It is very confusing for a baby to have to learn two languages at the same time, so parents who speak two different languages should agree to speak only one language to the child. It's important for parents to talk to their babies a lot to help them learn their language.

Some language are more difficult for babies to learn than other languages. It's easy for a baby to learn his or her language, but it's hard work for an adult to learn a second language. Babies would not learn to talk if nobody spoke to them. All people who live in a country should be able to speak at least one common language. It would be better if everybody in the world spoke the same language. Some languages are better for science, some for poetry, and others for romance and love.

Solving a Word Problem You are going to listen to a problem that needs to be solved. Look at the picture as you listen to the problem. After you listen to the problem, discuss it with a partner to be sure you both understand the nature of the problem. Then work together to try to solve the problem.

Now, listen to the problem. Take turns explaining the process you used in finding a solution to the problem. After that, we. Next, we. Explaining Steps in Problem Solving You will need a piece of paper and three coins of different sizes to solve the following problem. When you are ready, listen to the problem. When you have listened to the problem, discuss the problem with a partner to be sure you both understand the nature of the problem.

Then work on the problem until you solve it. After you have solved the problem, write out the steps that must be followed in order to solve this problem. Begin this way, "First, move the name of coin to. Listen and learn why both adults and babies use baby talk. Also listen to find out what sounds babies around the world make as they begin to speak their language.

How Children Acquire Theirs 33 I. Listening Preparation According to a recent article in the Arizona Daily Star newspaper, there are many countries and places in the world that lack three essential commodities: Today, however, scientists have developed a simple but effective method of producing fish and vegetables in water rather than soil using hydroponic aquaculture.

How do scientists do this? First, they collect rainwater in a large tank. Then they raise fish in the rainwater they collected, and, finally, they grow vegetables on the waste from the fish raised in the rainwater. How can fish and vegetables be raised in an aquaculture or hydroponic environment?

Let me tell you how one hydroponic process functions. I'll describe for you an aquaculture experiment that raises fish and vegetables on the Island of St.

Croix in the Virgin Islands. Preview of Vocabulary and Sentences substances the materials something is made of The growing of plants without soil has developed from experiments carried out to detennine what substances like soil and water make plants grow. How One System Works 35 C. Rhetorical Listening Cues In this talk the speaker discusses how one system of hydroponic aquaculture works.

The speaker uses certain words and phrases to show the order, or the sequence, of the process described. To start with. Once the tank is filled,. The next step in the process,.

After it is filtered,. It is now necessary to. The nitrates are then used to. So what happens next? And then the hydroponic process starts all over again. Initial Listening Now let's listen to a talk about a hydroponic experiment to raise fish and lettuce plants. Look at the illustration of the process as you listen to the talk.

Mental Rehearsal and Review of the Talk i C. This time the description of the aquaculture process will be given in message units. If the statement is false, put an F on the line and explain why the statement is false. How One System Works 37 2. Use your notes to recap the information you learned about the hydroponic system of growing lettuce.

Hydoponic aquaculture would be a cost-effective and efficient method of growing food in my country. Many things could go wrong with hydroponic aquaculture. Developing countries would benefit more using aquaculture than would developed countries. I would prefer to eat vegetables grown in soil than in the hydroponic environment.

Some people eat to live; others live to eat. I live to eat. If the following foods were prepared and served for dinner at a friend's house, I would eat: Process B.

Listening to Identify Steps You are going to listen to steps that can be followed to achieve a yoga position.

First look at the seven pictures below. These pictures are the steps necessary to do the yoga exercise. However, they are not in the correct order.

You must listen carefully and number the pictures. Notice that two of the pictures are the same, but you will need both of them in order to complete the steps. Don't worry if you can't do it perfectly. Just move as far as is comfortable for you. Never do anything that hurts or makes you uncomfortable.

How One System Works 39 Task 2. Taking Your Pulse People who exercise vigorously, for example, people who run or ride a bicycle, are often interested in knowing what their pulse rate is before and after they exercise.

Taking your pulse is easy. Listen to the steps. You may want to take brief notes. Practice explaining these steps to a partner. Then take your pulse and write the number here.

Process Chapter 7 Chapter 8 Chapter 9 Focus on: All of the items in one class have something in common. The classes are separate and complete, and are often organized by physical features or uses. Definition is a way of first describing how something is a member of a general class genus and then how the subject is different from all others of that class. A Tidal Wave: Formal and Informal 48 Power: How Can We Predict it? Tidal waves can be very dangerous to people.

They have caused a lot of destruction to property, and they have killed many people. What exactly is a tidal wave? What causes a tidal wave?

How can we predict when a tidal wave will strike? Do you know the answers to these questions? Listen and find out. Preview of Vocabulary Sentences destructive damaging; causing ruin to rush to move forward very quickly; to speed A tidal wave is a very large and destructive wall of water that rushes in from the ocean toward the shore.

Rhetorical Listening Clues In this talk you will hear several definitions given.

In other words, the speaker will explain the meanings of some of the words or expressions. Sometimes the speaker will explain an expression by telling you what it is. For example, you will hear, "A tidal wave is a very large and very destructive wave that rushes in from the ocean like a huge tide. For example, you will hear, "Tidal waves are not true tides. Sometimes the speaker will give you a synonym for a word.

Sometimes the speaker will explain a word by breaking it down into its parts. For example, the word "seaquake" is made up of two words: You will hear the speaker define the following word or words: Initial Listening Now let's listen to a talk about what a tidal wave is, what causes a tidal wave, and how a tidal wave can be predicted by scientists.

Mental Rehearsal and Review of the Talk All right. Recognizing Information and Checking Accuracy Are you ready for a quiz on the story? Column A contains six blank lines. Column B lists some words and phrases from the story.

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Look over the information in Column B. Here's what you have to do. First, you will listen to a statement. Then you should look at the choices listed in Column B.

Match the correct choice with the statement you hear. For example: Look at 1 in Column A.

Statement 1 is "In Japanese it means 'storm wave'. Put the letter a on line 1. Are you ready to do some more? We'll start with statement 2. Column A Column B 1.

Richter scale M C. Use your notes to recap the information you learned about tsunamis. Discuss with a classmate the following issues: Natural disasters threaten many populations throughout the world, but natural disasters are not the only or most frightening disasters people face.

Diseases like AIDS might put an end to humankind one day. Natural disasters like tsunamis cannot be prevented, but we can do something about the spread of AIDS. What can we do to prevent the spread of AIDS, tuberculosis, and the other contagious diseases that are on the increase? Life expectancy has increased in most countries of the world.

How long would you like to live? Many countries still have very low life expectancy. What can be done to help increase the life expectancy of people in these countries? The worst kind of natural disaster is. Filling In Information and Answering Questions In this exercise you will complete a crossword puzzle using words from the story. Some of the words will be written across and some of the words will be written down.

When two words meet or cross each other, they will share a common letter. For example, number 1 across and number 1 down both begin with the same letter. Let's do number I across together. Number 1 across: It's a word with I I letters. It's an instrument that records information about an earthquake. The word is "seismograph. Seismograph is spelled s-e-i-s-m-o-g-r-a-p-h. Are you ready to complete the puzzle? I will tell you how many letters each word has and give you a definition of the word.

You may not know how to spell each word. Just do your best. Catching and Correcting Mistakes in Information In this exercise you will listen to a brief news report about a tidal wave that struck Japan several years ago.

Like all news reports, this report is full of factual information. Factual information contains the names of places, dates, numbers, or happenings.

After you listen to the report, you will read five statements about the tidal wave. You will check the accuracy of some statements made about the event, about the tidal wave, by catching the errors and correcting the sentences.

Now listen carefully to the news report of the event that happened on May 26, , in northwestern Japan. Now read the following statements related to the news report you just heard. Each statement contains one error or one incorrect piece of information. Correct the mistake by restating the sentence correctly. For example, you will read: Fifteen people were caught in the tidal wave.

The tidal wave hit the coast an hour after the earthquake. A foot-high wave struck the beach. The quake caused widespread destruction of beaches. The president of the United States declared a state of emergency. Some 36, people were killed by the tsunamis that followed the eruption and the earthquake, but do you know that the largest wave known was not a tsunami? Listen to how fast a tsunami can travel. Listening Preparation Have you ever said something in English and had someone look at you in surprise, laugh at you, or even look at you with uncomprehending eyes?

You might have thought you had made a mistake in English grammar or used the wrong word or phrase. However, maybe you didn't make a grammar or vocabulary mistake. It's possible to use English that is appropriate in one situation but that is not appropriate in another situation.

Learning a language means not only learning a new grammar and a lot of new words and phrases, but it also means learning how to choose appropriate words and expressions for the situation you are in.

Preview of Vocabulary and Sentences reference books books where one can look up factual information, usually arranged by alphabet, topics, or dates Formal written language is found in reference books such as encyclopedias. Formal and Informal 49 C. Rhetorical Listening Cues In this talk the speaker classifies Standard English into two broad categories, or levels, of language usage: The speaker gives examples of where each of these levels of English should be used and then gives examples of sentences in both formal and informal English.

Now let's listen to a talk about formal and informal levels of English usage. Let's listen to the talk once more. This time the description of the levels of English usage will be given in message units. Initial Listening Q B. Consolidation III. The Comprehension Check 2.

Using and Expanding on the Information in t he Talk a. Use your notes to recap the information you learned about formal and informal levels of English usage. It would be better to speak formal English in all situations. It's too difficult for second language learners to learn the difference between formal and informal English. Only native speakers can learn the difference. If a person is not sure which language level to use, it's better to use formal English instead of informal English.

Children should be spoken to in informal language. The way a person speaks tells you a lot about that person. English teachers do not teach students how to use informal English, and this causes problems for second language learners. Formal and Informal 51 B. Labeling the Parts of an Ancient Calculator You are going to hear about an ancient calculator called an abacus. You will hear a definition of what an abacus is and then will label its parts. Labeling the Parts of a Modern Calculator Modern calculators will do a lot more than the ancient abacus.

The abacus is a manual calculator, while modern calculators are electronic. These modern electronic calculators still do the same arithmetic computations that the abacus does, but they also do a variety of other calculations.

Today you will label the parts of this fairly simple, modern electronic calculator. For example, many dictionaries will tell you if a word is informal. Listen to a short talk about the very long time it can take to prepare a comprehensive dictionary. Sometimes slang can be rude or vulgar, but often slang is simply words or expressions used by certain groups of people, for example, college students.

The use of slang is also often generational. Listen to learn about the slang expressions, swell, groovy, and cool and how they have been used by different generations. Formal and Informal 53 I.

Listening Preparation What is power? When you think of power, what do you think of? The social psychologist Edwards defines power as the ability to determine or to change the actions of other people. What kinds of power do people use to influence the actions or behavior of other people? According to Edwards, they use five basic kinds of power: In this talk, I will briefly describe each of these five classifications of power, and I'll give you some examples to illustrate a few of the types.

On the other hand, Edwards also says that a feeling of powerlessness is one of the most disturbing of human emotionsa feeling to be avoided at all costs. Preview of Vocabulary and Sentences a disturbing emotion a strong feeling that destroys a person's peace of mind On the other hand, he also says that a feeling of powerlessness is one of the most disturbing of human emotionsa feeling to be avoided at all costs.

Having information increases a person's sense of power. Waco, Texas a small city in central Texas, in the United States More recently, a man named David Koresh controlled the lives and destinies of a small community of men, women, and children in Waco, Texas. The Kinds People Use and Abuse 55 a guard a person who protects someone or something from danger.

In this experiment, a researcher asked people on the street to move away from a bus stop. When he was dressed as a civilian, few people moved away from the bus stop. When the researcher was dressed as a guard, most people moved away from the bus stop. Rhetorical Listening Cues In this talk, the speaker classifies various kinds of power.

She begins by defining power, and she then goes on to discuss the different types of power. She uses words and phrases which indicate that she is classifying the various kinds of power, and is giving the order or sequence in which they are being discussed; she uses words such as "classify," "is classified," and expressions such as "the first type of power," "the third kind," and so forth.

Initial Listening Now listen to a talk about the basic forms of power. This time the classification of the various kinds of power will be given in message units.

A framework for planning a listening skills lesson

Listen to each question and decide whether a], b , c , or d is the best answer to the question. If the speaker mentioned the idea in the talk, put a check in the box "I heard this idea in the talk. Ask a classmate to listen as you say the statements and then to complete the chart.

I heard this idea in the talk I didn't hear this idea but can infer it from the information given I did not hear this idea in the talk and cannot infer it from the information given 2. Use your notes to recap the information you learned about the five basic kinds of power.

To some people, power is a game in which winners are powerful, and losers are powerless. There's a saying, "It's a man's world. Winning a war is the major sign of the power of a country. Referent power is useful to rock stars and movie stars, generals in the army, religious leaders, and parents.

There are more than five basic kinds of power. Information power is the most effective type of power. Governments that use coercive power over their people generally use the coercive power for good purposes. According to Ralph Waldo Emerson, "You shall have joy or you shall have power, said God; you shall not have both. Or something else? Naming the Animal and Naming t he Category All animals can be grouped according to whether or not they have a backbone, which is sometimes called a spinal column.

Animals that have a spinal column are called "vertebrates. It is classed as an "invertebrate. You must first identify the animal described, and then you must categorize the animal as vertebrate or invertebrate by underlining the term "vertebrate" or "invertebrate. Listen to the following description. Look at the pictures of the animals on page Itsa n invertebrate. Its a n invertebrate.

The Five Categories of Vertebrates: Placing the Animal in the Category All vertebrate animals are divided into five general categories: In this exercise, you will listen to and read definitions of each vertebrate category. After all the definitions have been given, you will use the information you heard to identify members of each category.

Now follow along as the speaker explains what a mammal is. The explanation is very general. A mammal is a warm-blooded vertebrate that feeds its young with milk from the mother's body. A bird is a warm-blooded vertebrate that has feathers and two feet.

Instead of arms, a bird has wings. A fish is a cold-blooded vertebrate that lives its entire life in water. It has fins instead of arms or feet. It gets oxygen from the water, not air. A reptile is a cold-blooded vertebrate that crawls or moves on its stomach or on small short legs.

Reptile babies hatch from eggs with shells. An amphibian is a cold-blooded vertebrate that starts its life in water. Later, an amphibian develops lungs to breathe air.

Then it can live on land. Now you know the five categories of vertebrate animals. You will now hear the name of an animal. It may be a mammal, a bird, a fish, a reptile, or an amphibian. Listen for the name of the animal, and then write the name you hear on the blank line next to the correct number. Then write the category that the animal b. For help, look at the pictures of the animals on page Animal Category 1.

Comparison describes the similarities between two or more things. Contrast describes the differences. Chapter 10 Asian and African Elephants: Tragedies at Sea 77 63 I. Listening Preparation Elephants are fascinating animals.

Almost everyone has seen an elephant in a zoo, in a circus, or, at least, in a picture. Tell me, what do you think of when you hear the word "elephant"? Do you know that there are two kinds of elephants? There's the African elephant and there's the Asian, or Indian, elephant. The African and the Asian elephants are alike, but they are also different in many ways.

First, let's find out how they are similar, and then let's learn about how they are different. In other words, we are going to compare the African and the Asian elephants to see how they are alike. Then we are going to contrast these elephants to see how the African and the Asian elephants differ from one another. Preview of Vocabulary and Sentences enormous very large; huge; gigantic Elephants are really enormous animals.

Rhetorical Listening Cues In this talk the speaker compares and contrasts elephants. The speaker uses words that show similarity, words like "both" and "similarly. Similarities and Differences 65 I I. Initial Listening Now let's listen to a talk about the similarities and differences between Asian and African elephants.

It's the elephant's a ear b nose c tooth d tusk 2. It is a larger and lighter b heavier and larger c lighter and smaller d smaller and heavier 5. I heard this idea in the talk Now, you create four statements about the talk yourself.

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Ask a classmate to listen to the statements and to complete the chart below. I did not hear this I didn't hear this idea idea in the talk and I heard this idea but can infer it from cannot infer it from in the talk the information given the information given Use your notes to recap the information you learned about African and Asian elephants.

What are the most important working animals in your country? What kind of temperament do they have? Are they treated well? Have you ever been to the circus? What were some of the animals you saw? What kinds of things were these animals trained to do? Is it ethical to use animals in circuses for entertainment? Similarities and Differences 67 3. Do you think it's good for people to have animals as pets? If so, what kinds of animals make good pets? Have you ever had a pet? What was it? What was its name?

Many animals such as the elephant, the giant panda, and the koala bear are endangered species, that is, they are close to extinction. Do you feel human beings have a responsibility to try to save these animals from extinction? Do animals have rights equal to humans?

Completing a Sketch I am going to talk about my two sisters, Alice and Betty. Alice and Betty are very different from each other. Look at the pictures of Alice and Betty below. As you can see, these sketches are incomplete. I will describe my sisters in detail and you will complete the sketches from my description. For example, I will say, "My two sisters have different hair styles.

Alice has short, curly hair while Betty has long, straight hair. Don't worry about how well you draw. Just do your best and have fun completing the sketches. Alice Betty How did you do? Were you able to get all the details? Did you complete the sketches? Listen again as I describe my sisters. This will give you a chance to fill in any details you missed the first time. Listening to a Dictation I'd like to tell you about my two brothers, Charles and David.

Look at the pictures. Charles and David are a lot alike. They have many similarities. I am going to tell you some things that are very similar about Charles and David.

I want you to write exactly what I say. This is a dictation. Be careful with the spelling and punctuation.Although they lived in different centuries and were different in many ways, you will learn that there were some interesting similarities in the personal and political lives of these two men.

Column A contains six blank lines. He liked living in Paris. Here's what you have to do. Almost everybody has heard of the Titanic. Consolidation Let's listen to the talk once more. What does it mean that children's first sentences are "telegraphic"?