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Category NOTEWORTHY
Public Education: Philosophy and Funding
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on the philosophy and funding of public education, write five short-answer questions that can be answered with a few words or sentences. In addition, write two essay questions; word the questions so that they can easily be turned into topic sentences.
Short-Answer Questions
1. _________________________________________________________ 2.
3.
4.
5.
Essay Questions
1. ___________ 2.
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
Postsecondary Education: Admissions
|
Chapter 11 |
Assign one group member to write down the questions; all members will help plan and compose the questions. For the lecture on postsecondary education, write five short-answer questions that can be answered with a few words or one or two sentences. In addition, write two essay questions,- word the questions so that they can easily be turned into topic sentences.
Short-Answer Questions
1.
3.
4.
5.
Essay Questions
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
UNIT QUIZ PREPARATION 131
Distance Education
|
Chapter 12 |
Assign one group member to write down the questions,- all members will help plan and compose the questions. For the lecture on distance education, write five short-answer questions that can be answered with a few words or one or two sentences. In addition, write two essay questions,- word the questions so that they can easily be turned into topic sentences.
Short-Answer Questions
1.
3.
4.
5.
Essay Questions
1.
Follow-up: Write your questions on the board to discuss as a class.
Written follow-up: Prepare for the quiz by writing answers to the questions your class has proposed. You may have abbreviations in your notes, but do not use abbreviations other than standard ones like U. S. in your answers.
Read MoreTeachers will find that Noteworthy offers both stimulating topics for study and great versatility. Any one of its three major goals can be emphasized to fit the needs of different classes. A teacher who chooses not to devote the extra time needed for students to take notes could use the materials for listening comprehension with a focus on cultural content. Individual lessons could be used to provide background for further treatment of a topic, and suggestions for doing so are given. And, of course, the teacher who wishes to concentrate on production could use the lectures as input for the accompanying oral and written exercises.
Note: The symbol Q in the margin indicates that the material needed to complete the listening activity is on the accompanying Audio CD or cassette tape.
•
|
FEATURES IN THE THIRD EDITION |
A new feature added to the third edition of Noteworthy is a video component. The lecture for each chapter is now available on DVD or VHS. The video is meant to be used as a complement to the traditional audio program. Students may opt to view a chapter’s lecture on video in order to simulate a more authentic classroom listening and notetaking experience.
• The audioscript for Noteworthy is now conveniently located in the back of the Student Book, in Appendix A.
• The Unit Quizzes and Quiz Answer Keys are now located on the Heinle Listening and Notetaking Web site. Teachers can download them from notetaking. heinle. com.
• New topics, "Globalization" and "Distance Education," as well as updated lectures from the second edition.
• Extensive work on rhetorical cues to help students detect the organization of the lectures.
• Communicative follow-ups to lectures in which students verify their notes by asking each other questions.
• Accuracy checks that require students to refer to their notes rather than answer questions from memory.
• Transfer activities that accommodate EFL as well as ESL classes.
• Collaborative activities for writing summaries and essay question answers as well as for developing critical thinking skills.
• Suggestions for pursuing the topic.
• Quiz preparation for each unit. Students review lectures and collaborate in writing short-answer and essay exam questions.
Read More
The Face of the People Chapter 1 The Population I. PRELISTENING_____________________ B. Vocabulary and Key Concepts 1. census 2. populous 3. race 4. origin 5. geographical distribution 6. made up of 7. comprises 8. relativcly/progressively 9. Metropolitan/densely 10. decreased/death rate 11. birth rate/increasing 12. life expectancy
a. TOC o "1-5" h z 3 b. 1 c. 2 d. 5 e. 4
Chapter 2 Immigration: Past and Present B. Vocabulary and Key Concepts
10. decrease 11. limited 12. quotas 13. steadily 14. trend 15. skills/unskilled a. TOC o "1-5" h z 1850 f. 1776 b. 1915 g. 1882 c. the 1840s h. 1929 d. from 1890 to 1930 i. 1860 e. between 1750 and 1850 j. from approximately 1830 to 1930 2. Language Conventions: Countries and Nationalities
The Scandinavian countries are Sweden, Norway, and Denmark. The Southern European countries are Italy, Greece, Spain, and Portugal. The Eastern European countries are Russia and Poland. II, LISTENING_____________________________________________ ST1 the Great Immigration ST2 reasons for the Great Immigration and why it ended ST3 immigration situation in the United States today III. POSTLISTENING 1. colonists or settlers 2. Dutch, French, German, Scotch-Irish, Blacks 3. The third, 1890-1930 4. Southern Europe and Eastern Europe 5. The population doubled, there was widespread unemployment, and there was a scarcity of farmland. 6. free land, plentiful jobs, and freedom from religious and political persecution 7. the failure of the potato crop in Ireland 8. laws limiting immigration from certain areas, the Great Depression, and World War П 9. They are largely non-European. 10. Industry doesn’t need a large number of unskilled workers. Chapter 3 Americans at Work I, PRELISTENING____________________ B. Vocabulary and Key Concepts 1. statistics 2. goods producing/service 3. stricter/illegal 4. per capita 5. benefits/health insurance 6. wages/workweek 7. romanticize 8. study/productive 9. rising/opposite 10. outproduce 11. stressed 12. matched 13. stagnated 14. CEOs/profits 15. unions/favor a. TOC o "1-5" h z 2 b. 1 c. 3 d. 4 ST1 a historical look at work in America ST2 how U. S. workers are doing today 1. 38% 2. 3% 3. service industries 4. 19% in 1900; 60% in 1999 5. $4,200 in 1900; $33,700 in 1999 6. health insurance 7. U. S. workers 8. They are less stressed (more vacation weeks) 9. No 10. to CEOs, the stock market, and corporate profits Read More |
Discuss the following questions with your classmates:
• Where do you think the people in the picture are?
• What are the people doing?
• What do you think the expression "freedom of religion" means?
• Are there many different religions in your country?
Q B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. The U. S. government cannot ask for information on religious affiliation on a basis.
2. One________________________ done in 2002 shows that 76 per
cent of the total population identified themselves as Christian,
with 52 percent identifying themselves as_____________________
and 24 percent as Catholic.
3. The number of Americans belonging to churches or other religious organizations is surprisingly high compared to other nations.
4. This is not to suggest that religious__________________________
are not important in these other nations.
5. Freedom of worship is________________________ by the First
Amendment to the Constitution.
6. The First Amendment also_________________________ the
separation of church and state.
7. The importance of religion in American history should not be
8. I’d like to talk about the increasing__________________________
religion has________________________ in fairly recent history.
there was a religious_________________________ in the 1970s
that surprised many people.
7. The religious revival was_________________________ in nature
and, at first, largely confined to issues in the private sphere of life.
8. These issues, however, were very_________________________ in
nature and became quite_________________________ in a short
time.
9. Perhaps the "rise of the religious right" is a temporary in American life.
10. Some people predict that American society will become
increasingly_________________________ and less religious in the
future; others predict a more_________________________
political atmosphere based on conservative religious belief.
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photograph and the vocabulary exercise as a starting point,
write three questions that you think will be answered in the lecture.
Examples: • What were the controversial issues that were involved in
the religious revival in the 1970s?
1._________________________________________________________
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
To save time while taking notes, it is useful to use symbols and abbreviations. You may want to develop some of your own for words and phrases that you often hear. However, there are many that are commonly used that you may find very helpful. The following are some of these commonly used symbols and abbreviations. Put a check next to the ones that are new to you and that you think might be helpful in your notetaking. Refer back to this page from time to time to see if you are using all the symbols and short abbreviations that would be useful in your notetaking.
Symbols
+ and, plus
& and
less, minus
= equals, is the same as, consists of
ф does not equal, is different from
> is greater than, is more than
< is less than
-> causes, results in, leads to
/> does not cause, does not result in, does not lead to
<- is caused by, results from
<■/■ is not caused by, does not result from
therefore
because, because of /" rises, increases
goes down, decreases
1 minute, feet (e. g., З’ = 3 feet)
" inches or ditto marks (repeat the word immediately above)
° degrees
% percent, percentage
$ dollar, money
e. g. for example
i. e. that is
etc. et cetera
cf. compare
c. about/approximately
ca. about/approximately
w/ with
w/o without
Listen to and take notes on the following sentences, which contain information taken from several lectures for which you could use some of the symbols and abbreviations above. Try to take down content words, abbreviate as many of these content words as possible, and use your notetaking symbols and abbreviations. You will hear each item two times.
(1-3 from lecture on population)
1.
3.
(4-5 from lecture on immigration)
4.
(6-7 from lecture on American family)
6.______________________________________________
7.
Follow-up: (1) Compare your notes with your classmates’. Reconstruct the full message of what you heard from your notes. (2) When you finish taking notes on today’s lecture on religion, look at your notes and see if there were places that you missed where you could have used a symbol such as < or a short abbreviation such as w/o to save time.
Read the following sentences, which contain rhetorical cues to help you follow the organization of the lecture. Decide in which order you will probably hear them. Number them from first (1) to fifth (5).
____ a. Let’s consider the first way America differs from these
other modernized nations.
____ b. Finally, let’s take a closer look at this rise in the influence
of religion on American political life.
____ c. Let’s take a look at two ways that religion in the United
States differs from religion in other modernized nations.
____ d. However, there is another somewhat contradictory difference that we should also consider.
____ e. However, whether this group will be able to influence
political life for a long time cannot be known.
Follow-up: Discuss your answers as a class.
», LISTENING_______________________________________________
In the introduction the lecturer discusses the reasons for the great number of churches in the United States. At the end of the introduction he mentions the three subtopics he will go on to develop. Take down details you have time for, but be sure to take down the subtopics.
NOTES
Introduction:
ST2
ST3
Conclusion:
Follow-up: Check your major subtopics with your teacher before you listen to the lecture for the second time.
Q В. Further Listening
While listening again, write down necessary relevant details below the main subtopic to which they belong. Remember to use symbols and abbreviations to save time.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) Hsten to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
•
|
Examples: |
Do you remember which is the second-largest religious group in America?
• What did the lecturer say about the First Amendment?
• What does "religious right" mean?
• Which people were surprised by the religious revival?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
III. POSTLISTENING_________________________________________
Listen to the following questions, and write short answers. You will hear each question one time only.
1.
3.
4.
5.
6.
7.
9.
10._________________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and retrieve the information in them.
In pairs, use your notes to reproduce sections of the lecture. Student A will present the introduction and subtopic 1, including details, to Student B. Then Student В will present subtopics 2 and 3 with details to Student A. Check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until your partner finishes. Then bring your notes into agreement by seeking clarification, as follows:
• Excuse me, what did you say about the television and film media?
• I don’t think your numbers are correct.
• Could you repeat what you said about the future role of religion in America?
Discuss these questions with a partner or in small groups if you and your classmates come from different countries. If not, discuss them with your teacher and classmates.
• What are the major religious groups in your country?
• What is the relationship between the government and religion in your country?
• Do you think religion is becoming more or less important in your country? Explain.
C. Collaboration: Writing Answers to Essay Questions
To help you prepare for the essay questions in the Unit Quiz at the end of this unit, in groups of three or four, plan and write essay answers to the following questions on religion in the United States. Appoint one member of the group to do the actual writing; all members of the group should participate in planning and helping with the answers. At this point, you should refer to the guidelines in Unit 1, Chapter 2, p. 18. Review the guidelines before you begin to write essay answers.
Questions:
1. Contrast religion in the United States with religion in modernized European countries.
2. Describe the conflict between the government and the religious right on the issues of legalized abortion and prayer in schools.
Follow-up: Share your answers with at least one other group. Or share your answers orally as a class, and discuss the strengths in each answer.
The following are recommended for a closer look at religion in the United States:
Find any contemporary encyclopedia in English. Look up the names of various religious minorities in the United States, such as "Mormons," "Seventh-Day Adventists," or "Amish." Read to learn about their historical background, their major beliefs, and any problems they have had as a religious minority.
Witness, Peter Weir, director; 112 minutes, R.
This film depicts the life of the Amish in the United States: their commitment to nonviolence and the resulting culture clash when one of them accidentally witnesses a brutal murder.
Interview an American about his or her views on religion in America. Beforehand, prepare interview questions as a class to ask on
• religious background
• role of religion in his or her life
• his or her opinion about freedom of religion, the separation of church and state, prayer in public schools, and the relationship between politics and religion
• any other questions your class is interested in
Write down your answers to the questions, and share the information with your classmates.
Variation: Invite an American to visit your class, and have the whole class interview him or her, using the questions you wrote.
Discuss the following questions with your classmates:
• Do you think this oil field is owned by the U. S. government or by a private company?
• Are such industries (oil, gas, electricity) privately or publicly owned in your country?
• Do you think the U. S. government plays an active role in the nation’s economy?
• Does your government play an active role in your country’s economy?
Q B. Vocabulary and Key Concepts
Read through the sentences, trying to imagine which words would fit in the blanks. Then listen to a dictation of the full sentences, and write the missing words in the blanks.
1. One of the important characteristics of American-style
capitalism is individual_________________________ of
________________________ , including such things as houses
and land, businesses, and intellectual property such as songs, poems, books, and inventions.
2. The second characteristic is_________________________
3. The idea in a pure capitalistic system is for the government not
to_________________________ , that is, for the government to
take a_________________________ -________________________
attitude.
4. In a pure capitalistic system, the government’s role would be severely limited. It would be responsible only for laws governing and property, as well as for the
5. Companies may have to install pollution______________________
equipment to_____________________________________________
government regulations.
6. People who earn little or no_________________________ can
receive__________________________________________________ ,
often called_________________________
7. The government makes sure that the marketplace stays
_______________________ through its_______________________
and________________________ laws.
8. The government interferes with the economy in an effort
to maintain_________________________
9. Through, the government tries
to control___________________________
10. The government has to be very careful to keep—————————
and inflation in_________________________ , however.
11. The government further tries to achieve stability through its
_______________________ and by controlling the
_______________________ rate.
12. Republicans, the more_________________________ party, tend to
_______________________ fewer taxes, less welfare to the poor,
and conditions that help business grow.
13. The government’s role in the economy is not a_________________
thing because the_________________________ of the government
changes every few years.
Follow-up: Check the spelling of the dictated words with your teacher.
Discuss the meanings of these words and any other unfamiliar words
in the sentences.
Using the photograph and the vocabulary exercise as a starting point, write three questions that you think will be answered in the lecture.
Example: • How does the government make sure that businesses
obey environmental protection regulations?
1._________________________________________________________
3.
Follow-up: After you have written your questions, share them with your teacher and your classmates.
Most U. S. college and university teachers plan their lectures assuming that students will have read assigned chapters before class. To prepare for this chapter’s lecture, read the following text describing the ongoing debate about the role of the government, and answer the questions that follow. Notice that a distrust of the government has been seen in all aspects of American politics and economic life since the days of the colonies; however, this text focuses on the debate about the role of the government in the economic life of the country.
Text:
Americans have been debating the role of the federal government ever since the American Revolution in the 1770s. The thirteen original colonies, which banded together to declare their independence from Britain, were very suspicious of a strong central government and protective of their individual rights as states. The Confederation government they formed saw the thirteen original colonies through the Revolution.
A few years after the end of the war, though, the Confederation was unable to solve many problems facing the new nation, and the need for a stronger central government led to a new Constitution, which expanded the power of the national government. Still, the
debate about the role of government went on in many areas, including the economic sphere. Thomas Jefferson, third President, was a believer in laissez-faire economics; that is, he believed the government should not interfere in the economy. His general philosophy was "Government that governs least, governs best."
But by today’s standards, the role of the national, or federal, government in the economy was very small, consisting largely of setting tariffs and excise taxes as well as issuing currency. It wasn’t until the time of the Civil War in the 1860s that the first income tax was instituted. Before that time, the government did not have money for internal improvements to the country.
After that time, the government began to expand its role in the economy. The Industrial Revolution, which was occurring at the same time, led to demands for the government to expand its role in the regulation of railroads and other big business. During these years the government tended to take the side of big business rather than the side of organized labor. During the early years of the twentieth century, the government began to debate its role in the economy more sharply. President Theodore Roosevelt and President Woodrow Wilson took steps toward controlling the excessive power of big business.
However, it was the Great Depression of the 1930s that led most people to give up the idea of a laissez-faire economy. President Franklin Roosevelt led the government to take an increased role in the welfare of the people. His "New Deal" instituted programs by which the government provided employment for large numbers of unemployed people and provided welfare for others. His administration also instituted the Social Security system, by which workers pay into a fund that then provides a kind of insurance protection for older, retired workers and disabled workers. In the years following the New Deal, the role of the government in the economy continued to expand. During the 1960s there emerged a new conservative viewpoint, and efforts were made by many in politics to loosen the control of the government on the economy and to return to a more laissez-faire economy. This issue is still being debated.
Questions:
a. Did the thirteen original colonies want a strong central government? Explain.
b. Why was a new Constitution necessary a few years after the end of the Revolution?
c. What role does the government have in the economy in a laissez – faire economy?
d. How did the Civil War enable the government to expand its power over the economy?
e. Between the Civil War and the Great Depression, which side, big business or organized labor (workers), did the government usually take whenever there were conflicts?
f. What programs did the Roosevelt administration carry out in response to the Great Depression?
Follow-up: Discuss your answers with your teacher.
Read the following sentences, which contain rhetorical cues to help you follow the organization of the lecture. Decide in which order you will hear them. Number them from first (1) to seventh (7).
___ a. In truth, because the United States is not a pure capitalistic
system, government today does not maintain a completely laissez-faire attitude toward business.
___ b. The first reason the government tries to regulate the
economy is to protect the environment.
___ c. Let me begin today by saying that the American economy
is basically a capitalistic economy. One of the important characteristics of American-style capitalism is individual ownership of property.
___ d. The last reason for the government’s interfering with the
economy is to maintain economic stability.
___ e. The second characteristic is free enterprise.
___ f. The second reason the government interferes with the economy is to help people who for some reason beyond their control earn little or no income.
___ g. The third characteristic is free competitive markets.
Follow-up: Check your answers with your teacher.
IL LISTENING_______________________________________________
In the introduction the lecturer discusses how a pure capitalist government would function in order to point out how the United States is not a pure capitalist country, and then he goes on to explain why the government interferes. Notice that the lecturer starts out with the simpler reasons and finishes with the most complex. Take down as many relevant details as possible, but be sure to take down subtopics. Continue to work on structuring your notes and using abbreviations and symbols.
|
Introduction: |
|
ST2 |
|
ST1 |
Follow-up: Check your major subtopics with your teacher before you listen to the lecture for the second time.
While listening again, write down necessary relevant details below the main subtopics to which they belong. Remember to structure your notes to make them easier to use later.
Follow-up: Check your notes. If you missed important information or have doubts about your notes, (1) verify them by asking a classmate questions to fill the gaps in your notes or (2) listen to the lecture a third time. When verifying your notes with a classmate, do not show each other your notes; ask specific questions to get the information you need.
• How does the government try to help people who don’t have enough money? I couldn’t catch the names of the programs. Do you have them?
•
|
Examples: |
Did you get why the government lowers the interest rate?
This is also a good time to check to see if the lecturer answered your Predictions questions about the lecture.
Ill, POSTLISTENING__________________________________________
Listen to the following questions, and write short answers. You will hear each question one time only.
1__________________________________________________________________
3.
4.
5.
6.
7.
8.
9.
10.__________________________________________________
Follow-up: Check your answers with your teacher. If your score is less than 70 percent, you may need to listen to the lecture again or rewrite your notes so that you can understand and use them later.
In small groups, review your notes, section by section, to be sure that all members have a complete set of notes for each subsection. At the end of this activity, your instructor will ask various class members to reproduce sections of the lecture for the whole class to listen to. At that time, check what you hear against your notes. If you don’t understand or you disagree with what you hear, wait until the speaker finishes. Then bring your notes into agreement by seeking clarification, as follows:
• Excuse me, I didn’t catch what you said about free enterprise.
• You said that raising taxes raises the inflation rate. I think it lowers it.
If you and your classmates come from different countries, discuss these questions with a partner or in small groups. If not, discuss them with the whole class.
• Is your government basically laissez-faire, or does it take an active role in the economy?
• Does your government provide welfare, that is, help people who do not have enough money?
• Does your government provide medical care, or must people pay for it?
• Does your government regulate businesses in order to protect the environment?
In pairs, write a one-paragraph summary of the lecture. Include the main ideas from each of the main subtopics. Include important secondary points, but do not exceed 125 words.
Follow-up: Exchange summaries with at least one other pair. Find two things you like about the other summary.
The following is recommended for a closer look at the role of government in the United States:
Galbraith, John Kennneth. The Good Society: The Humane Agenda. Houghton Mifflin Company, 1996.
Canadian-horn U. S. economist discusses many aspects of the economy with a chapter on regulation.
Interview a U. S. citizen to find out his or her views on some of the issues highlighted in the lecture. Beforehand, write questions as a class to ask
• what the person thinks is the primary responsibility of government
• what the person thinks about tax money in the form of welfare going to unemployed healthy adults
• whether he or she thinks the government is doing enough to protect the environment
• any other questions your class is interested in
Write down the answers to the questions, and share the information with your classmates.
Variation: Invite an American to visit your class, and have the whole class interview him or her using the questions that you wrote.
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