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Listening Comprehension - Newspaper Articles
Date: Thu, 07 Nov 1996 From: "Erik Myrup (SM 1996)" Skill: Listening Comprehension Level of Students: Advanced Objectives: 1. Students should be able to understand the main points of the Deseret News article with 80% accuracy. 2. Students should master the skill of identifying the verb(s) of each phrase to aid in listening comprehension (with 80% accuracy). Materials:
y y y y y y
Cassette tape containing a Deseret News article and a USA Today article (both shortened and slightly modified for pedagogical reasons). Typed transcript of both articles. Tape player. Prepared key-word pictures and strips of paper for Deseret News article. Fill-in-the-blank verb activity for Deseret News article. Comprehension activity (on paper) for Deseret News article. Find the verb activity for USA Today article.
Time:Main Ideas:Presentation: :00-:08 Give students a framework in which to understand the new material. Discuss with students the campaign which is currently going on. Ask them if they have feelings of support for one candidate or the other. If they are unaware of the campaign and upcoming election, tell them when the election is, who is running, what they stand for. Ask the students to imagine that they were running against Bill Clinton for president. Ask them what kind of arguments they would use against the president to win the
.Explain to students the following: Identifying the verbs can be a helpful skill in listening comprehension. which are the verbs of each sentence. and fill in the missing words. Play the tape once through. Listen to the tape more than once if necessary. suggest that they might say that he is raising taxes too much. and who/what it was done to. Instruct students to listen carefully." Let the students listen to the taped article one time to familiarize themselves with it. :18-:24 Introduce concept of identifying verbs to students. By identifying the verb(s) of each sentence. you have given yourself focal points for understanding meaning. or in other words.Use the key-word pictures and strips of paper to teach the following vocabulary words: to promise to keep his word broken promises debate aggressive trailing to head into unethical behavior to demonstrate 180 degrees :16-:18 Familiarize students with the new material. (These are just examples. If they don't have any ideas.blanks activity for the Deseret News article. who did it. that he is dishonest. "Dole Vows to Get More Aggressive. pausing for 20 seconds between paragraphs to allow students adequate time. or that he doesn't listen to the American people.State and briefly explain the title of the Deseret News article.) Tell the students that the article they are about to read gives the arguments Bob Dole will use against the president to win the support of the people. :08-:16 Help students to understand key vocabulary words and phrases. After identifying each verb(s) you can then identify the subject and the object of the verb. give them some warm-up practice.support of the people. Pass out to students the verb fill-in-the. :24:36Give students practice in identifying the subject and object that belong to each verb. put the vocabulary pictures and strips of paper away. Then.
COMPREHENSION ACTIVITY FOR DESERET NEWS ARTICLE Answer the following questions: 1. collect completed comprehension questions from students. put them away. ask them to identify the subject and the object (they may look at their activity (a partial transcript) to do so).Ask students to hand in their fill-in-the-blank verb activity. For each verb that students identify.Go through the answers to the fill-in-the. If not.) :44-:50 Check students' ability to identify verbs to aid comprehension. Has the final debate between Bob Dole and Bill Clinton already taken place? 2. (Review vocabulary words/phrases as needed to aid students in comprehension. have students correct their own papers and then hand them in.blank verb activity. stopping at each paragraph. :36-:44 Check students' listening comprehension.) Play the taped USA Today article through one time. and they should use what they hear to answer the comprehension questions. After completing each paragraph. ask students to cover their activity sheets and tell you in their own words what the main idea of the paragraph is.and help them understand the main points of the article. Have students read over the questions one time. Then. Play the taped article through twice. Show the vocabulary pictures and strips of paper to students again as needed. Pass out fill-in-the-blank verbs activity for this article. (This should be completed with 80% accuracy for Objective 2 to be fulfilled. Tell them you will play the taped article through twice. stopping at the end of each sentence to allow adequate time. (These should be completed with 80% accuracy for Objective1 to be fulfilled.Tell students that you will now play a taped article that they have never heard before (USA Today article). Their task is to identify and write down the verbs in each sentence. What is Bob Dole's plan for confronting Clinton in the final debate? . until the activity is completed. have students uncover their activity sheets and proceed to the next paragraph. If time.) Then. Then. collect their papers. stopping for 20 seconds at the end of each paragraph. Pass out comprehension questions (for Deseret News article).
. . . Republican nominee Bob Dole into the debate Clinton nationally and in most of the big battleground states -California. . . ." Fill in the blanks with the verbs you hear in each of the following sentences. Bob Dole to more aggressive in the president about broken promises and unethical behavior. DOLE VOWS TO GET MORE AGGRESSIVE --Deseret News October 14. . Bob Dole or Bill Clinton? 4. "I want to demonstrate he doesn't keep his word -. . . .he doesn't keep his word." Sentence Three: "Contrary to fears. . "I want to he doesn't keep his word -. 1996 (shortened and slightly modified for pedagogical reasons) Sentence One: "Almost 9 million . . . . (will) . . "He promises you one thing and then does something 180 degrees different.California. . . . New Jersey and Missouri among them. . . . Bob Dole promises to be more aggressive in questioning the president about broken promises and unethical behavior.he doesn't his word. Who is currently winning nationally. .3. . . . . 1996 (shortened and slightly modified for pedagogical reasons) As he for his final debate with President Clinton." Sentence Four: "The study ." Dole said." Sentence Two: "The League of . . " MOTOR-VOTER LAW SIGNS UP NINE MILLION --USA Today October 14. . What is/are Bob Dole's argument(s) against Bill Clinton? DOLE VOWS TO GET MORE AGGRESSIVE --Deseret News October 14. . . . . (effect)." Is this an example of "broken promises" or of "unethical behavior"? Explain. 1996 (shortened and slightly modified for pedagogical reasons) . . 5." Fill in the blanks with the proper verbs as you hear them. "He promises you one thing and then does something 180 degrees different. . MOTOR-VOTER LAW SIGNS UP NINE MILLION --USA Today October 14. . 1996 (shortened and slightly modified for pedagogical reasons) As he prepares for his final debate with President Clinton. . . . Republican nominee Bob Dole heads into the debate trailing Clinton nationally and in most of the big battleground states -. New Jersey and Missouri among them.(did not) ." Dole "He you one thing and then something 180 degrees different.
history. 1999 OBJECTIVES y y Help students recognize reduced forms of words. the motor-voter law did not produce major registration gains for Democrats. The League of Women Voters estimates that another 6 million will register at motor vehicle agencies by the end of the year. 1998 Listening Lesson Plan Understanding Reduced Forms of Words Teacher: Janette Priddis Proficiency level: High Intermediate/Low Advanced Date of presentation: October 14. The study estimates that Democratic registration fell from 50% to 49%. and independent and minor parties gained from 16% to 17%.Almost 9 million Americans registered to vote when they received or renewed their drivers licenses under the motor-voter law that took effect in January 1995. according to a recent study. and tape with (radio) advertisement . January 24.S. Reading | Writing | Listening | Speaking | Grammar | Culture | Literacy | Other 1998 © Department of Linguistics Brigham Young University Last Updated: Saturday. Republican registration stayed at 34%. Help students understand and identify the words being reduced MATERIALS: y y Tape recorder Tape with sample sentences. Contrary to fears of Republicans. making 1995-1996 the largest increase in voter registration in any two-year period of U.
but are different words." There are 50 sentences for them to listen to. or the person spoke too quickly. "what's". give them some suggestions to help them out. Also discuss situations where contractions are used. For example: y y I'd like to see him. and some questions about the ad you picked. and then have the students pick out the reduced word and tell what it is. Talk about any difficulties they have in understanding it. For example. "I'd". "µn". Ask them what is being sold. Intro: Talk to the class about situations they've been in where they couldn't understand what the person has said because it either sounded different from what they had learned. None of them are repeated. Instruction: Explain what reduced forms are and why they occur in English. or else stop after every sentence and discuss it. the teacher can choose to either do all the sentence and then answer them at the end. or an ad from somewhere else. Ask one . Explain to them that they will be listening to some sentences like the ones they have just been practicing.y Chalkboard TEACHING ACTIVITIES: Warm-up: Bring in a radio advertisement. They need to identify and write down on the paper the full form of the second word of each sentence that they hear. y y y y y Djeetyet? Whattyaya want? Wanna come? Who'd he been to see? Who'd he like to see? Discuss how difficult it is to understand native speakers when they talk using reduced forms. If they can't think of any. Give the students a chance to get more familiar with reduced forms and then check to see how well they understand using the following activity/test. Then get some examples and go over some of the most common ones such as "wanna". I'd been to visit my friend. Activity: Have each student take out a piece of paper. Show the areas that were reduced and then write the first few words of the sentences on the board. if they hear "Whadja do yesterday?" Then they would write down the word "did. For this activity. Also give examples of contractions and show how some contractions have the same reduced sound. and play it for the class. Give a couple examples. Explain that the lesson today will help them with their listening skills.
List of sentences: 1. 19. Where m I gonna get five thousand dollars? How ll he ever get finished in time to go at noon? When sh' we tell him to finish the schedule? Izzyer brother coming for the graduation? Wouldja like to have the party at my house? Let cher brother take your place if you can't come. 28. 20. 37. 39. Just's I thought. 40.student what he got and then ask if everyone else got the same answer. What n the name of heaven are you doing? Want n interesting book to read? John n Nancy re coming to the party tonight. 9. 3. 14. Help them out until they figure out the correct answer. 7. 17. 31. So there re no more books in the storeroom. but the others can't. Just's not right for him to work all night. 4. 41. Justice n peace: that's what we need. So they're gonna come after all. Give em a few days and they'll be back. What's been done to improve the class? Whose dancing ll be judged best? Gonna get here for the soccer match? Cup o' coffee when you have a minute? Coulda been the postman ringing the doorbell. Wanna rain like the one we had last week? Wanna go with me to the movies tonight? What a nice drink of orange juice that was. 15. 6. 21. 16. 18. 12. If there are any differences. 30. D' he say what time we're supposed to meet tonight? Willy said just what I told him to. discuss them and listen to the sentence over. he's not coming. Whose re those keys on the table? Saw er come in just a minute ago. Where's there a pharmacy in this part of town? There's got to be a better way to do this. 13. Ahmana see im in just two weeks. 29. 35. 24. This n ll do the job all right. 2. What n old fool he is to say such a thing. 23. 36. 32. 34. isn't he? This's got to be the best we've ever done. Is their car the one that was in an accident? What they're saying shouldn't be repeated. Jess's gone over the accounts already. Give im five minutes and if he doesn't come. Bill r Ralph ll come. Will e say what I told him to? Here t seems like we're always busy doing something. 8. 27. He's finished with the first test. 33. 26. 38. 5. . 25. 22. leave im. 10. 11.
How'd he ever be able to get here in time? Who'd he been to see yesterday? Who da thought he'd ever remember her? What d he done that made the judge so angry? What d he do all day at the library? Where d you like to go on your vacation? Whattaya think ll happen to the new president? 'Zat a copy of the original document? Conclusion:Ask the students about their experience. Reading | Writing | Listening | Speaking | Grammar | Culture | Literacy | Other 1998 © Department of Linguistics Brigham Young University Last Updated: Saturday. Encourage them to listen to roommates. I was a little intimidated during my teaching and discovered several areas I could improve on. 47. I also got some good feedback They suggested that I might consider stopping between each sentence to discuss it because they were pretty fast. it would help the students to see if they were really understanding or not. or movies and try to pick out some examples to bring into class next time. Did they understand? What were some trouble areas? If they had any problems. TV shows. friends.42. I think this is a good activity to help ESL students focus on an area they might have difficulty with in every day speech. 50. but the students might need a little more time to think about the answer. but it is hard to know exactly how it will work in a real ESL setting because they can all speak English. It went ok. 48. go over a couple examples for them. 49. Here t headquarters it seems like we're always busy. The speed of talking was good. January 24. 1998 . Also. 43. 45. 44. 46. SELF-EVALUATION: I tried to teach this to my classmates to practice. by discussing each sentence.
. Some items below refer to pages at this site. The sample also does not mix in Writing Conventions lessons. If any part of this unit plan does not make sense. It also depends on how long your classes are. please let me know! I want it to be teacher friendly. I am basing the sample on a 45 minute class period. I have included links for your convenience. PREPARATION FOR ALL UNITS: Create Six Trait Manipulatives for the students.com SAMPLE UNIT PLAN FOR WORD CHOICE Below is a sample unit plan for Word Choice. The days are approximate and for sample purposes only. you may move through the items quicker or slower than listed.kimskorner4teachertalk.
Copy sample papers for Word Choice. have the students highlight key words and phrases that exemplify each level of the rubric. Make two copies of the Word Choice peer response sheets for every student. Be prepared to discuss them with your students. Create quotes posters or handouts for Word Choice. Develop a way of sharing the cartoons with the students. Read and score the papers yourself. Make notes for yourself telling why each book is a good example of Word Choice. Create the "Create a Scene With Words" activity. Compile cartoons that illustrate Word Choice. Prepare a writing assignment to assess the trait of Voice. PREPARATION FOR WORD CHOICE UNIT: Create a unit notebook for Word Choice. Create the "Replace Vague Vocabulary With Precise Prose" activity. Share and discuss the descriptors of Word Choice. Create the "Sensory Details" activity. Be sure to create a writing process timeline to accompany it. Display the poster in the classroom or keep copies of the handouts ready for students. Display it in the classroom. Choose a few picture books that illustrate Word Choice.Create Six Trait Handbooks for students. Create a trait descriptor poster for Word Choice. DAY 2: . DAY 1: Share and discuss the definition of Word Choice. Present the rubric for Word Coice. In their handbooks.
DAY 6: .Review the descriptors for Word Choice. Share and discuss the cartoons that illustrate Word Choice. DAY 4: Do the "Sensory Details" activity. or you can save the discussion for the very end. Don't forget to discuss it. Share and discuss the quotes that illustrate Word Choice. DAY 5: Do the "Create a Scene With Words" activity. Students could also create the scenes in groups rather than as individuals. An extension of the activity could be to have the students to evaluate the papers according the rubric. You can discuss each sentence as students complete it. DAY 3: Review the definition for Word Choice. Discussion can be done two different ways. Do the "Replace Vague Vocabulary With Precise Prose" activity. This is best done by reading the papers out loud without mentioning the students' names. Use the rubric and descriptors to discuss why the book is a good example of Word Choice. Share a picture book or two that illustrates Word Choice.
one for a score of 3. Try a different approach than on Day 2. Do another activity for Word Choice. DAY 8: Discuss the "How To Use Word Choice That Catches the Reader's Eye" sheet from the student handbook.Review the descriptors for Ideas and Content. The students are to use the highlighted version of the Word Choice Rubric in their handbooks to score the paper. have them move to the appropriate area. I have others that are not posted at Kim's Korner for Teacher Talk. I recommend starting with basic scores of 1. Answer any questions and encourage those who are having trouble finding a topic.) Pass out the directions and timeline for the writing assignment you developed. When ALL students have had time to score the paper. Provide a graphic organizer for the students' use in organizing the ideas . DAY 7: Review the rubric for Word Choice. (It can also be made into a poster for the classroom. Although scores of 2 and 4 are possible. The students need to be prepared to defend their opinions. Score as many papers as time allows. Brainstorming 1: Do your favorite brainstorming activity to help the students develop topics. and 5. This will make it easier for the students and you. Go around the room and record who has completed the brainstorming activities. Have them use Six Trait Rubric Manipulatives to share their scores. and one for a score of 1. Another method of sharing scores is to divide the room into three areas one for a score of 5. Then have them choose a topic. Have the students move at the same time or they will wait to watch where others are going. 3. Be sure to discuss their reasoning for giving the paper a particular score. Brainstorming 2: Have the students brainstorm ideas about their chosen topics. Share a sample paper with the students.
Students may peer revise more than one paper. Choose or create a graphic organizer that works well with the writing assignment. Ask (or require) them to come in before school. (Make adjustments if necessary. DAY 10: Have the students find someone to trade papers with for peer revising. or after school for extra help. Otherwise you may get behind. Your stronger writers will finish their rough drafts first and usually make the best peer revisers. Answer questions and encourage those who are getting behind. When a student finishes with the peer revision step and has you record .for their papers. Grade all first drafts before you grade peer editing sheets. Give the students the remaining time to work on their rough drafts. or after school for extra help. DAY 9: Have the students begin their rough drafts. review the descriptors for Word Choice again.) Go around the room and record who has completed the graphic organizer. Start in a different part of the room than you did yesterday. Explain to them how you want it completed. When you have recorded grades for the graphic organizer. The writer's name should be at the top of the form and the peer reviser's signature should be at the bottom. Start in a different part of the room than you did yesterday. Based on their graphic organizers. The graphic organizer is due at the beginning of class on Day 9. Ask (or require) them to come in before school. during recess. The rough draft is due before the end of class on Day 10. Then give everyone a peer response sheet for Word Choice. Any student who is not finished with his rough draft may not peer revise anyone else's paper. Have them write specific suggestions for the back of the form. The peer revising sheet is due at the end of the class period. Answer questions and encourage those who are getting behind. Go around the room and record who has completed the rough draft. during recess.
If you do not have time to record all of the grades. or after school for extra help. (Make adjustments if necessary.) Go around the room and record who has completed the second draft. do that as one of the first activities on Day 11. The final draft is due at the beginning of class on Day 14. (Some students may try to bypass this step. he may go on to the final draft. (You can offer extra credit for peer revising more than one first draft. Again. ask or require them to get extra help. Finish recording grades for the peer revision sheets. When a student finishes with the second peer revision step and has you record the grade. Ask (or require) them to come in before school.) Any student who is not finished with his second draft may not peer revise anyone else's paper. she may go on to the second draft. which is due before the end of class on Day 12. When you are finished recording grades for the second draft. Ask those who finish early to make themselves available to peer revise more papers. Students may not begin the second draft until the peer revision grade is recorded. this time with a different person. Students may peer revise more than one paper. Start in a different part of the room than you did yesterday.) Take this time to conference with students who are behind.) When you are finished recording grades for the rough draft. during recess. Ask those who finish early to make themselves available to peer revise more papers. record grades for the second peer editing sheets. (Make adjustments if necessary. Answer questions and encourage those who are behind. DAY 11: Have the students begin working on the second draft. do that as one of the first activities on Day 13.the grade. . record grades for peer editing sheets. DAY 12: Have the students trade papers for another peer editing session. If you do not have time to record all of the grades. (You can offer extra credit for peer revising more than one second draft.
.DAY 13: Have the students work on the second draft. All you are doing at this point is recording a few daily points for actually doing the work. (Some students may try to bypass this step. If you have students who are behind. even more so than the first peer revision step. which is due at the beginning of class on Day 14. Save the in depth grading for later. DAY 14: Collect and record the final drafts. Again. ask or require them to get extra help.) Take this time to conference with students who are behind.) Finish recording grades for the second peer revision sheets. (Make adjustments if necessary. Students may not begin the second draft until the peer revision grade is recorded. you can allow them to work on their papers while the students who are finished do something as a reward.
please include the URL and give appropriate credit. that's stealing. Links to pages at other sites are labeled as such.Send me an email message. Kimberly Steele. Use a link to my site instead. You may print and reproduce materials from KIM'S KORNER FOR TEACHER TALK for personal and educational purposes only. External links last verified 2 September 2007. . All material at this site copyright © 1997-2007. Feel free to link to KIM'S KORNER FOR TEACHER TALK as long as you explain that the link is to this site.com This site last updated 14 November 2007. unless otherwise noted or credited. kimskorner4teachertalk. just as I have done for links to other sites. Please do not copy my material onto your own website. If you share materials with other teachers.
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