Good lecturers make it easy to understand and lake notes on their lectures by using organizational phrases. These phrases may appear in the introduction, the body of the lecture, or the conclusion. You need to listen carefully for these phrases because they will show you the way the lecture is organized and when the main ideas are going to be introduced. Here are some examples of typical phrases:

In the introduction Today, I’m going to talk about. . .

First, I will. . .

Then I’m going to. . .

Finally, I will. . .

In the body of So, first, let’s look at. . .

the lecture Now let’s move on to my second topic, which is. . .

Finally, I want you to consider. . .

In the conclusion Let me summarize for you. . .

So, the three main points that we have examined today are. . .

1 The organizational phrases below are from the lecture. Work out the order in which you think they will appear. Write I next to the phrase that you think will come first in the lecture, 2 next to the second phrase, and so on.

___ a Now let’s turn to . . .

b I’m going to focus on three main ideas in this lecture. . . . c Secondly, I will describe. . . d The subject of todays lecture is. . . e To conclude, lets look at. . .

___ f First of all, we will consider. . .

___ g Finally, I’ll mention. . .

___ h First, then, . . .

Compare your answers with a parLner.

Now, listen to these phrases in the order that they actually appear in the lecture and note which comes first, second, third, and so on. Write the letter in the correct blank below.

1_ 2 _ 3 _ 4 _ 5 _ 6 _ 7 8

LECTURE, PART ONE: Reasons for Culture Shock

GUESSING VOCABULARY FROM CONTEXT

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

1 Culture shock can be seen as a manifestation of group pressure in action.

2 Culture shock is a complex phenomenon.

____ 3 Cross-cultural studies have immense practical value for modern society.

4 when you grow up in a particular set of surroundings

5 the rules and guidelines that govern the behavior of the people around you

6 The rules of a social group are not clearly articulated.

7 People often behave irrationally when they are experiencing culture shock.

8 Jt is a highly stressful experience.

Work with your partner. Match the vocabulary terms with their definitions by waiting 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 put into words

b not logically; not in a reasonable way c something that is complicated and not easy to understand d an example e place; environment f uncomfortable and difficult g very large h control

.. NOTE TAKING: ORGANIZING YOUR NOTES IN OUTLINE FORM

An oulline is a traditional format for organizing notes in English-speaking countries. In a formal outline, main points are usually indicated as Roman numerals (I, II, III, etc.). Under each main point there are usually supporting points – or details – that arc indicated as capital letters (A, В, C, etc.). Underneath these are Arabic numerals {I, 2, 3, etc.).

Remember that you may not be able to organize your notes in the best w’ay wliile you are listening to a lecture. But you should revise your notes as soon after the lecture as possible. [1]

Сл/lture Shock – — 6лroup FreSSure in Acfov

I definition of culture shock. = _____________________________

II 3 Main ideas

A_______

6

<P Applications of culture-shock research

III KeaSonS for culture shock

A one Set of rules growing, up — noti often articulated

5 other countries — _________________________________

C – can’t use ujour ovrn ________________________________

1 people act _________________________________

2 people feel ________________________________

Now listen to Part One of the lecture. Take notes on your own paper.

Use your notes to complete the outline in step 1.

Compare the notes you took on your own paper and your completed outline for step 1 with a partner.

BUILDING BACKGROUND KNOWLEDGE ON THE TOPIC

When you attend a lecture, you almost always know what the topic will be. It is a good idea to do some background reading on the topic first so that you can become familiar with some of the terms and ideas that are likely to be discussed by the lecturer.

Before you hear the lecture on culture shock, it will be helpful to think about the concept of culture. Read the following passage about culture.

Culture has been defined as "everything humans are socialized to do, think, use, and make.” In 1966, Edward Hall compared the nature of culture to an iceberg. You can see part of an iceberg, but most of the iceberg is below the water and cannot be seen. Similarly, most aspects of culture are not visible. These invisible aspects are things that we are familiar with but don’t usually think about or question.

An example of an aspect of culture that is visible – one that is above the water level – would be the types of jobs that people have. In other words, the types of jobs may differ from culture to culture, and this is a subject that people commonly discuss. An example of an invisible cultural aspect – one that is below the water level – would be ways of being polite or impolite. Everyone in a society’ knows what behavior is polite or impolite, but they don’t often think about it consciously or question it.

Read the list of aspects of culture. For each aspect, decide if you think it would be above or below the water level of the cultural iceberg and write it on an appropriate line in the illustration on page 25.

ABOVE the water level: cultural aspects that are easy to identify and discuss

BELOW the water level: cultural aspects that are commonly understood but

are not usually questioned

3 Compare your ideas in a small group. Then, with your group, add other items that you think should go above and below the water level.

STUDYING A SYLLABUS

Many professors hand out a syllabus that includes a brief description of each of the lectures for the course. If you study the syllabus before a lecture and think about the possible content of the lecture you are going to hear, it will make the lecture easier to follow’.

1 Read the following description from Professor Zatz’s syllabus.

Week 6: Culture Shock – Group Pressure in Action

– Definition of culture shock

– Reasons for culture shock

– Stages of culture shock

– Practical applications of research

Work with a partner. Look up the definition of culture shock in a dictionary.

Discuss the following questions wdth your partner.

1 Why do you think people experience culture shock?

2 How do you think people who have culture shock feel?

3 Do you think that culture shock can be avoided? How?

4 Compare your answers with the class.

this section you will conduct a short survey to find out what other people think the
most recent fads are. Then you will share your findings with a small group or the class.

CONDUCTING A SURVEY

When you are asked to talk about a topic to a group of people, it is often a good idea to collect ideas from your friends and other people that you know. Conducting our own survey may give you ideas that you had not thought of before.

1 A fad is a kind of fashion that becomes popular very suddenly and then usually goes away suddenly, too. Interview three people outside your class about recent fads. Try to find people of different ages and backgrounds. Here is a way to start the interview:

Hi. I’m doing a survey for my English class about fads. Can you tell me about a fashion item that is particularly popular these days?

And what about a food or drink item that is particularly popular at the moment?

Take notes on what the people you interview say. Write your notes in this chart. Also write down the age and sex of each person you interview.

О ACADEMIC LISTENING AND NOTE TAKING: Culture Shock – Group Pressure in Action

In this section you will hear and take notes on a two-part lecture given by Ivan Zatz, a professor of social sciences and cross-cultural studies. The title of the lecture is Culture Shock – Group Pressure in Action. Professor Zatz will explain why and how culture shock occurs.

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

Adolescence is the time when the pressure begins to shift: the time between childhood and adulthood / move or change comes into full bloom at about thirteen, fourteen: becomes fully developed You can tell at a glance: with a quick look

with the hope that the fad would have passed: a new fashion that is suddenly popular

Where w’ould you draw the line: place a limit on what is permitted

They can be talking online: on the Internet

Should you be trying to monitor it: watch it carefully

My kids are into video games: have an important interest in

О LISTENING FOR MAIN IDEAS

Informal interviews and conversations are less organized than lectures or presentations. So, when you want to understand the main ideas, you have to think back over the whole interview or conversation and try to figure out what the people were trying to express.

In this interview’ Henry’ gives advice about how to deal with teenage children. Before you listen, read the following advice that is commonly given to parents on this subject.

Advice to Parents on How to Deal with Teenage Children

Be a good role model. Show them how’ to behave well by behaving well yourself.

Let them make their own decisions about fashion when they are ready. Monitor their behavior.

Give them freedom to experiment and have fun, as long as their behavior is safe and legal.

Set clear limits. Be clear about what they can and cannot do.

Listen to the w’av you talk to them. Try to avoid the annoying language that your own parents used with you.

Now listen. Place a check (✓) next to the main ideas that Henry’ discusses from the list above.

3 Discuss the following questions with a partner.

1 Do you agree with Henry ’s advice?

2 Look back at your answers to step 1 of "Sharing Your Opinion,” on page 19. Were your predictions about what Henry would let his sons do correct?

4 Another main idea that Henry talks about is the importance of peer groups. Read the two statements below and then discuss the questions that follow with a partner.

• As you get older, your friends become less important to you and your family becomes more important.

• As you get older, vour family becomes less important to you and your friends become more important.

1 Which statement expresses Henry ’s point of view?

2 Which statement do you agree with more? Why?

As a student, you will often be asked to answer questions about specific information that you have heard. Preview the questions before you listen so that you know what information to listen for.

1 Read the questions about "group pressure” situations below.

1 You have been invited to the wedding of a family member you don’t like. Everyone else in your family is going. Would you go to the wedding?

2 Your friends are planning to see a popular movie this weekend and have asked you to go with them. You have read reviews that say it is a really bad movie.

Would you go with your friends anyway?

3 All your friends have started to wear a new style of shoes. When you first see the shoes, you think they look uglv. Would you consider buying them anyway?

4 Your parents have been invited to their friend’s house in the country for the weekend. They want you to go with them. You are in college and need to study. Would you go away with your parents for the weekend?

Listen Lo two college students – Rebecca and Jim. What do they say they would do in these situations? Take notes about their answers.

Compare your answers in a small group. Discuss whether anv of Rebeccas or Jim’s reasons for their answers surprise you. What would you do in these situations?

О AMERICAN VOICES: Henry, Victor, and Samira

In this section you will hear three Americans discuss one type of group pressure – peer pressure – among young people. You will hear Henry’s perspective as the father of two xns. Then you will hear two young people, Victor and Samira, talk about the influence ‘ their peers.

BEFORE THE INTERVIEWS

SHARING YOUR OPINION

1 Henry is an American father of two teenage boys. Read the behaviors in the chart. Decide which ones you think he would let his sons do.

Victor is a young boy and Samira is a teenage girl. The interviewer asks them both this question:

Do you think your friends have a lot of influence on you?

Which of the following answers do you think is Victor’s (write V) and which do you think is Samira’s (write S)? Why?

1 “Well. . . sometimes.”

2 ___ "Totally. I mean, we talk about everything, and, like, I have my own

opinions about stuff and all that, but we always talk everything over.”

3 Compare your answers to steps 1 and 2 with a partner.

PERSONALIZING THE TOPIC

Work in a small group. Make a chart like the one below1. Fill in the chart with activities that your own parents or caregivers allowed or did not allow you to do. Discuss the reasons you were or were not allowed to do them.