Category Life in society

1

Work in a small group. Look at the pictures below. These pictures illustrate some nursery rhymes – traditional children’s songs and poems – that are taught to children in many English-speaking countries. Describe what is happening in each picture.

2 Now listen to the nursery rhymes. In the chart below, write the personality traits from “Personalizing the Topic” that describe the girl(s) or boy(s) in each rhyme. You do not have to use all the traits and you may use some more than once.

Share your answers with your group. Discuss how these rhymes characterize girls and boys. Do you think these characterizations are accurate?

Q AMERICAN VOICES: Linda and Shingo

In this section you will hear two people discuss the ways that boys and girls are raised.

First, Linda talks about how she has tried to bring up her son. Then Shingo, a 26-year-

old man from Japan who is living and studying in the United States, compares his and

his brother’s upbringing with that of his sister.

BEFORE THE INTERVIEWS

PERSONALIZING THE TOPIC

1 As boys and girls grow up, they are usually given chores – small jobs – to do around the house, but these chores are often assigned by gender. Think about yourself and your friends. As children, who was asked to help their parents with the chores listed below: boys, girls, both, or neither? For each chore, check (✓) the appropriate column.

Share your answers to steps 1 and 2 with a partner. Which answers were the same? Which were different?

ABOUT THIS BOOK

Academic Listening Encounters: Life in Society is a content-based listening, note-taking, and discussion text. It focuses on topics covered in sociology courses offered in North American community colleges and universities. The student who will benefit most from this course will be at the intermediate to high-intermediate level. The topics included were chosen for them universal appeal, but as students progress through the book, they will also acquire a basic foundation in the concepts and vocabulary of sociology’. The listening, note-taking, and discussion tasks through which students interface with the content are designed to help them develop the skills they need for study in any academic discipline.

The complete audio program for this book, which conLains the recorded material for the listening and note-taking tasks, is available on both audio CDs and audio cassettes. An audio CD of the academic lectures, which are an important part of the audio program, is included in the back of each Students Book to provide students with additional listening practice.

ABOUT THE ACADEMIC ENCOUNTERS SERIES

This content-based series is for non-native speakers of English preparing to study in English at the community college or university level and for native speakers of English who need to improve their academic skills for further study. The series consists of Academic Encounters books that help students improve their reading, study skills, and writing, and Academic Listening Encounters books that concentrate on listening, note-taking, and discussion skills. Each reading book corresponds in theme to a listening book, and each pair of theme-linked books focuses on an academic subject commonly taught in North American universities and community colleges. For example, Academic Encounters: Life in Society and Academic Listening Encounters: Life in Society both focus on sociology, and Academic Encounters: Human Behavior and Academic Listening Encounters: Human Behavior both focus on psychology’ and human communications. A reading book and a listening book with the same content focus may be used together to teach a complete four-skills course in English for Academic Purposes.

ACADEMIC LISTENING ENCOUNTERS LISTENING, NOTE-TAKING, AND DISCUSSION BOOKS

The approach

Focusing on a particular academic discipline allows students to gain a sustained experience with one field and encounter concepts and terminology that overlap and grow more complex. It provides students with a realistic sense ol studying a course in college. As language and concepts recur and as their skills develop, students begin to gain confidence until they feel that they have enough background in the content locus area to take a course in that subject in order to fulfill part of their general education requirements.

The format

Each book consists of five units on different aspects of the discipline. Units are divided into two chapters. Each chapter has four sections and includes an introductory listening exercise, a selection of informal interviews, an opportunity for students to conduct and present a topic-related project, and a two-part academic lecture. A variety of listening, note-taking, and discussion tasks accompany the listening material. Chapters are structured to maximize students’ comprehension of the chapter topic. Vocabulary and ideas are recycled through the four sections of each chapter, and recur in later chapters, as students move from listening to discussion, and from informal to academic discourse.

A chapter-by-chapter Plan of the Book appears in the front of the book and an alphabetized Task Index is at the back of the book.

The audio program

The heart of Academic Listening Encounters: Life in Society is its authentic listening material. The audio program for each chapter includes a warm­up listening exercise designed to introduce the topic, informal interviews that explore a particular aspect of the chapter topic, and a two-part academic lecture on another aspect of the topic. Each of these three types of listening experience exposes students to a different style of discourse, while recycling vocabulary and concepts.

Tasks that involve listening to the audio material (for example, Listening for Specific Information, Listening for Opinions, or Note Taking: Listening for Organizational Phrases) have an earphones icon О next to the title. This symbol indicates that there is material in the audio program related to the task. A second symbol indicates the exact point

within the task when the audio material should be played.

The complete audio program is available on both audio CDs and audio cassettes. An audio CD of the academic lectures is included in the back of each Student’s Book to provide students with additional listening practice.

The skills

The three main skills developed in Academic Listening Encounters books are listening, note taking, and discussion. Listening is a critical area because unlike text on a page, spoken words are difficult to review. In

addition to the content and vocabulary ol what they hear, students are challenged by different accents, speeds of deliver}’, and other features of oral discourse. Tasks in the Academic Listening Encounters books guide students in techniques for improving their listening comprehension. These tasks also develop note-taking skills in a structured format that leaches students to write down what they hear in ways that will make it easier to retrieve the information. After the listening and note-taking practice comes an invitation to discuss. Students discuss what they have heard, voice their opinions, compare their experiences, and articulate and exchange viewpoints with other class members, thus making the material their own. Additionally, each chapter gives students the opportunity to work on a project related to the topic, such as conducting a survey or undertaking research, and teaches them the skills necessary to present their findings.

Task commentary boxes

Whenever a task type occurs for the first time in the book, it is headed by a colored commentary’ box that explains what skill is being practiced and why it is important. When the task occurs again later in the book, it may be accompanied by another commentary box, either as a reminder or to present new information about the skill. At the back of the book, there is an alphabetized index of ail the tasks. Page references in boldface indicate tasks that are headed by commentary boxes.

Opportunities for student interaction

Many of the tasks in Academic Listening Encounters are divided into steps. Some of these steps are to be done bv the student working alone, others by students in pairs or in small groups, and still others by the teacher with the whole class. To make the book as lively as possible, student interaction has been built into most activities. Thus, although the books focus on listening and note-taking skills, discussion is fundamental to each chapter. Students often work collaboratively and frequently compare answers in pairs or small groups.

Order of units

The units do not have to be taught in the order in which they appear in the book, although this order is recommended. To a certain extent, tasks do increase in complexity so that, for example, a note-taking task later in the book may draw upon information that has been included in an earlier unit. Teachers who want to use the material out of order may, however, consult the Plan of the Book at the front of the book or the Task Index at the back of the book to see what information has been presented in earlier units.

Course length

Each chapter of a Listening, Note-Taking, and Discussion book is divided into four sections and represents approximately 7-11 hours of classroom material. Thus, with a 90-minute daily class, a teacher could complete all

ten chapters in a ten-week course. For use with a shorter course, a teacher could omit chapters or activities within chapters. The material could also be expanded with the use of guest speakers, debates, movies, and other authentic audio material (see the Teacher’s Manual for specific suggestions).

CHAPTER FORMAT

1 Getting Started (approximately 1 hour of class time)

This section contains a short reading task and a listening task. The reading is designed to activate students’ prior knowledge about the topic, proride them with general concepts and vocabulary, and stimulate their interest. Comprehension and discussion questions elicit their engagement in the topic.

The listening task in this section is determined by the chapter content and involves one of a variety of responses. The task may require students to complete a chart, do a matching exercise, or listen for specific information. The task provides skill-building practice and also gives students listening warm-up on the chapter topic.

2 American Voices (approximately 2-314 hours of class time)

This section contains informal audio interviews on issues related to the chapter. It is divided into three subsections:

Before the Interviews (approximately 14 hour)

This subsection contains a prelistening task that calls on students to predict the content of the interview or share what they already know about the topic from their personal experience. Allow enough time with this task for all students to contribute. The more they invest in the topic at this point, the more they will get out of the interviews.

Interviews (approximately 1-2 hours)

In this subsection, students listen to interviews related to the topic of the chapter. Most of the interviewees are native speakers of English, but voices of immigrants to the United States also enrich the discussions. The interviewees are of different ages and ethnic and social backgrounds, allowing students to gain exposure to the rich and diverse reality of speakers of English. The interviews are divided into two parts to facilitate comprehension: each part can include from one to three interviewees.

Each interview segment begins with a boxed vocabulary preview that glosses words and phrases the student may not know. The vocabulary is given in the context in which students will hear it. Reading this vocabulary aloud and exploring its meaning within the context will facilitate students’ comprehension.

After each vocabulary preview, students are given the opportunity to scan the upcoming task. Then they listen to the interview and go on to complete the particular task, which might include listening for main ideas or details, drawing inferences, or taking notes on the material to

retell what they have heard. This approach provides a framework for listening, teaches basic listening skills, and allows students to demonstrate their understanding of the interviews,

After the Interview’s (approximately Vi- hour)

In this subsection, students explore the topic more deeply through examining graphic material related to the content of the interviews, thinking critically about what they have heard, or sharing their perspective. Most of the tasks in this section are for pairs or small groups and allow for informal feedback from every student.

3 In Your Own Voice (approximately Vh-2’А hours of class time)

This section continues to build on the chapter topic and is designed to give students the opportunity to take creative control of the topic at hand. Specific tasks, a bxrief description of which are provided in the Plan of the Book, are determined by the chapter content. They may include:

• Personalizing the content, in which students talk with partners or in small groups, sharing their experiences and supporting their points of view.

• Gathering data, in which students conduct surveys or interviews of classmates or people outside the class, or in which they undertake small research projects.

• Presenting data, in which students organize their data and present it individually or in small groups.

4 Academic Listening and Note Taking (approximately 2/2-4 hours of class time)

This section contains a formal, taped, academic lecture related to the topic of the chapter. It is divided into three subsections:

Before the Lecture (1-1/2 hours)

The first task of this subsection asks students to predict the content of the lecture, explore what they already know about the topic, or build their background knowledge and vocabulary by doing a task related to a brief reading, syllabus, or other written entry. As with Before the Interview, this section promotes the student’s investment in the topic.

Each chapter then pi’oceeds to an academic note-taking skill, determined by the language of Lhe lecture itself and sequenced to build upon skills studied in previous chapters. The skill is explained in a task commentary7 box, and the listening task is designed to practice it. The recorded material used for the task is drawn from the lecture.

Lecture (1-1 /2 hours)

In this subsection, students hear the lecture itself. To facilitate comprehension, all lectures are divided into two parts.

Each lecture part begins with a matching or multiple-choice vocabulary7 task to prepare students for the language they7 will encounter in the lecture and help them develop their ability7 to guess meaning from context. Potentially unfamiliar words and phrases are

given in ihe context in which they will be used in the lecture. Reading the items aloud, studying their pronunciation, and exploring their use and meaning will prepare students lor hearing them in the lecture.

Following the vocabulary task, students preview a comprehension task designed to provide a framework for their listening and note taking. The task may involve completing a summary or outline or answering comprehension questions. The task may recycle the note­taking skill taught before the lecture or add a related skill. Students are instructed to take notes during each part of the lecture, and then use their notes to complete the lecture comprehension task. Previewing the task will enable students to answer the questions in a more confident and focused manner.

After the Lecture (1Л-1 hour)

This subsection invites students to share their perspective through discussion questions that allow them to analyze the chapter content more critically. It may also present additional information or ask students to apply what they have learned.

GENERAL TEACHING GUIDELINES

1. Replay recorded excerpts as many times as you think will benefit the majority of students.

2. Encourage students to gain additional listening practice by listening to the chapter lectures that are on the audio CD in the back of the Students Book. Depending on the level of the class, you may want students to listen either before or after you have played the lecture for them in class.

3. Homework assignments can include thinking and writing about discussion questions, doing Internet research, and preparing and rehearsing presentations.

4. If possible, pair students from different cultural and linguistic backgrounds.

5. Depending on your students’ level of interest and time constraints, you may want to pick and choose from the activities in After the Interview and After the Lecture. It is not necessary to do all of them.

6. To some extent, the course material builds upon itself. Skills are recycled (see the Plan of the Book) and the level of exercises increases slightly in difficulty. However, it is not necessary to do the units in order, and you can skip ones that are less appropriate for your students.

7. If you prefer to read the script of a lecture rather than play the recording, tty to match the natural pace of the recorded lectures.

8. Refer to the Teacher’s Manual for teaching suggestions, answer keys, the listening script, and lecture quizzes and answers.

GUESSING VOCABULARY FROM CONTEXT

1 The following items contain important vocabulary from Part Two of ihe lecture. Work with a partner. Using the context and your knowledge of related words, take turns trying to guess the meanings of the words in bold.

1 the AIDS crisis

2 the way the mass media treats women

3 the way they stereotype women

4 The language question is also on the minds of international organizations.

5 The girls just stand in the background.

6 By focusing on the language we use about women, we may be able to change their expectations.

7 Does Lhis controversy exist in other languages, too?

8 It is definitely receiving more attention worldwide.

Work with your partner. Match the vocabulary terms with their definitions bv writing the letter of each definition below in the blank next to the sentence or phrase containing the correct term in step 1. Check your answers in a dictionary if necessary.

a channels of communication – such as television, radio, and newspapers – that reach large numbers of people b ideas that we have about the way people should behave c in a position of less importance d everywhere in the world

e Acquired Immune Deficiency Syndrome – a very’ serious disease f being considered by

g present a fixed, narrow idea of what they are like h debate, dilemma

Q NOTE TAKING: USING TELEGRAPHIC LANGUAGE

1 Read the following questions about gender and language. Think about the kind of

information you might hear in response to these questions.

1 There are many very serious gender issues facing society today. How important is the language question?

2 If we change the way we talk about people, does that mean we change the way we think about them?

3 Docs gender-specific language occur in other languages besides English? Does the same controversy exist everywhere about using gender-neutral language?

Now listen to Part Two of the lecture. Take notes on your own paper using telegraphic language. Use the questions in step 1 as a guide to help you listen for the important points.

Work with a partner. Looking at the telegraphic language you and your partner have used, take turns answering the questions in step 1 orally.

AFTER THE LECTURE

APPLYING WHAT YOU HAVE LEARNED

Finding ways to apply what you have learned is a good way to deepen your understanding of new subject matter.

Read the following excerpt from a student’s essay. Notice how difficult it is for the student to use pronouns correctly. Rewrite the paragraph using plural nouns and pronouns where appropriate. In this way, you can avoid sexism and also avoid using he/she, his/her, or him/her. You may also need to change verbs to agree with the subject. Compare your completed paragraph with two other classmates.

According. to an article – I Just read, the, ijuality of a university doer, not just teachers,

depend on the – – teacher; but on the – stvele+it. The – teaeher has to make Sure his/her lessons are challenging. and stimulating. 6ut the student is also responsible for doing, her homeworiq brin^in^. her ideas to the classroom discussions, and contributing, her opinions on the topie. He/she must make Sure that he is not being. passive, but are making, full use of the opportunities that are being. offc-rcd to them at the university. For example, the student should be ready to join clvbs and partieipate with her/his classmates on Speeial prjects. He/she ean also leam a lot by having, a job that will bring, him into conrict with all the members of the university. These activities also contribute to a Successful college experience.

Listening for details is an important skill to practice because it will help you improve your listening comprehension. To do this close listening, you have to concentrate and trv not to miss any part of what a speaker is saving.

1
Look at this representation of part of Roberts family tree and then read the questions that follow it.

1 Where did Robert’s parents and grandparents live?

a in the same house b in the same neighborhood

2 What kind of family did Robert grow up in?

a a nuclear family b an extended family

3 What was Robert’s father’s attitude toward him?

a He was very protective. b He encouraged him to live his own

life.

4 When did Robert have a problem with his family?

a when he was in his early teens b when he went to college

5 How important were the other children in the neighborhood to Robert?

a extremely important b not very important

6 Where did Robert and his cousins often play?

a on the block where they lived b in the basement of their house

7 How did Robert’s parents feel about his grandparents’ values?

a They rebelled against them. b They shared them.

8 How much does Robert feel that families today have changed?

a He thinks they have changed a lot. b He does not think they have changed

very much.

9 What does Robert believe is the most important characteristic of a family?

a the fact that people are blood relatives b the fact that people love each other

2

Now listen to the interview with Robert and circle the correct answer to each I question.

3 Compare your answers with a partner.

INTERVIEW WITH CARLOS: Growing up in a single-parent family

Here are some words and phrases from the interview with Carlos printed in bold and given in the context in which you will hear them. They arc followed by definitions.

That industry is seasonal: the amount of work varies from one season to the next There was a good stretch when 1 was in junior high school: a long period of time We’d just play stickball, and marbles, and yo-yos: children’s games I remember being taught to pick up after myself: clean up, put things away I remember running errands: being sent out to buy something

It’s important that you get moral instruction: teaching about what is right and wrong an anchor in your life: someone or something that keeps you focused on your goals School was very influential in my life: had an important effect

Here are some words and phrases from the interview with Linda printed in bold ancl[2] given in the context in which you will hear them. They are followed by definitions.

the most critical issue is: important problem They’re expected to excel in sports: do extremely well There’s a major bonding that goes on: feeling of closeness and friendship They still tease each other very harshly and relentlessly: make fun of / in a rough way / without taking a break

Roles were prescribed: already decided by society, unchangeable ^ I want him to be financially stable, but not necessarily wealthy: secure, safe / rich

Q ANSWERING MULTIPLE-CHOICE QUESTIONS

When answering multiple-choice questions, read the directions carefully before you begin. Are you being asked to choose one answer or two? Must you choose the correct answer or the incorrect answer?

1 In this interview, Linda talks about her goals for her teenage son. Before you listen, read the items and possible answer choices below. For each item, two answers are correct and one is incorrect.

1 Linda wants her son to be a proud of himself.

b good to his parents, c sensitive.

2 Boys are expected to a be tougher.

b be better at sports, c form groups easily.

3 Men use spoils as

a the basis for social relationships, b something to talk about, c a way to relate to women.

4 Many people say that boys are closed emotionally. Linda thinks that boys

a are very closed emotionally.

b share a lot of their intimate feelings with other boys, c are more open than they used to be in the past.

5 In Lindas view, boys are scared of a not being big enough.

b not being accepted, c not being intelligent enough.

6 In society in the past,

a roles were prescribed.

b there was more flexibility.

c jobs often gave lifetime employment.

7 Linda would like her son to be a rich.

b a good friend, c a caring member of society.

SHAPE * MERGEFORMAT

INTERVIEW WITH SHINGO: Growing up as a boy or girl

О LISTENING FOR SPECIFIC INFORMATION

1 Read the following statements before vou listen to the interview. Each statement refers to a way that parents can treat their children.

Parents can. . .

___ 1 care about their children.

2 give them independence and let them do what they want.

3 allow them to study in other countries.

4 want them to live nearby after they many.

___ 5 spend a lot of time with them.

6 take them shopping.

7 pay for what they want to buy.

8 teach them how to cook.

Now listen to the interview. Write S, D, B, or N in the blank next to each statement in step

the way Shingo’s parents treated their sons

the way Shingo’s parents treated their daughter

the way both the sons and the daughter were treated

The statement doesn’t apply to either the sons or the daughter.

З і Compai’e vour answers with a partner and then discuss any differences as a class.