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Weekly Listening Material for Students

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0% found this document useful (0 votes)
16 views9 pages

Weekly Listening Material for Students

Uploaded by

Funda Dörtkulak
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

2008- 2009 FALL TERM (PERIOD 2)

ÇANKAYA UNIVERSITY PREPARATORY SCHOOL


ELEMENTARY GROUPS / WEEKLY MATERIAL (WEEK 1)

LISTENING I

Pre-listening.
1. Do you like travelling? Why/Why not?
2. Which foreign countries do you want to visit? Why?

Match these words with their definitions.


1. stranger a. active, friendly
2. scenery b. happy, glad
3. make up one’s mind c. showing respect
4. respectful d. view, particular setting
5. cheerful e. entirely, completely
6. extrovert f. enjoyable
7. joyful g. foreigner
8. strict h. exact, not relaxed
9. gorgeous i. wonderful, beautiful
10. totally j. make a decision

Listen to the dialogue between a reporter from Discovery Channel and a traveller. First
complete the dialogue. Then, complete the chart.

Reporter: Hi, Janice, we are here to make an interview with you because you are the first woman
that travels around the world with a motorbike alone. This (1)________ amazing. How did you
decide to go on this trip?
Janice: Hello, it wasn’t a difficult (2) ________ for me because I love motorbikes and I started riding
them it when I was 8 years old. My father bought me my first motorcycle on my (3)________
birthday. At that time, I made up my mind. I always wanted to travel around the world. So I asked
myself: Why not with my motorbike?
Reporter: That’s an interesting story, Janice, You are on the road for four months, Can you please
give us some (4)________? Which countries did you visit?
Janice: I visited Germany, (5)________, Italy and (6)________. I am now on my way to Turkey. I
heard that Turkey is one of the best holiday resorts around the world.
Reporter: So you saw a lot of different (7)________ and different places. Which country did you
like most?
Janice: Actually, all of them have different tastes and people. I loved Germany because people are
very hardworking and disciplined. They are all respectful and (8)________. They are strict in
business but they are cheerful outside the office. (9)________ was totally a different story. They were
amazing. French people don’t like strangers but they are always respectful and kind. They know
English but they never (10)________ another language. Travelling there was sometimes difficult for
me but it was enjoyable. I loved the scenery and the museums there. Italy and (11)________ were
similar to each other. All the people were (12)________ and enjoyable all the time. They are
extroverts so they can adapt to new people easily. All the countries were gorgeous.
Reporter: I see Janice, it looks like a joyful (13)________. We are glad to meet you. Thanks for this
short interview, and enjoy your trip. See you after your around-the-world trip in Britain. When do you
plan to return?
Janice: I am planning to return to Britain in May after I visit Turkey, India, China and (14)________.
Thank you, see you.
Reporter: See you, bye.

1
Which countries
did she visit?

Why did she like


the countries?

SPEAKING I
Fill in the chart below and then discuss your preferences with your classmates.

THE REASONS

THE TYPE OF HOLIDAY YOU PREFER *


(e.g. safari/spa/escorted tours/beach/family)
*
*
*

THE ACCOMODATION YOU PREFER *


(e.g. bungalow/tree houses/five star resorts)
*
*
*

THE TYPE OF TRANSPORTATION *


(e.g. by car/bus/plane/train)
*
*
*

THE PEOPLE WITH YOU *


(e.g. alone/with family/friends)
*
*
*

2
WRITING

Part 1. After the discussion, write a paragraph of about 80 words to describe your
favorite type of holiday. Use the information in the chart above.

I prefer __________ for a holiday because ________________________________

__________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3
LISTENING 2: Before you listen: READING/SPEAKING: Read the following information
about educational programs. Which one do you think is useful for you? Do you think these
programs are useful? Why? Why not? Share opinions with a partner.

COLLEGE LIFE ISN’T ALL ABOUT TEXT BOOKS,


GRADES, EXAMS AND STUDYING ALL THE
TIME. THERE IS A BIG WORLD OUT THERE
AND YOU CAN BE A PART OF IT! HOW? JUST
READ THE FOLLOWING INFORMATION ABOUT
DIFFERENT TYPES OF YOUTH PROGRAMS. WE
ARE SURE THAT ONE OF THEM IS JUST
FOR YOU! BUT… WHICH ONE?

This program is interested in primary This program trains professionals


and secondary education. Young in their jobs to increase their
students learn language with the help performance.
of COMENIUS.

Grundtvig tries to increase adult education ERASMUS is mostly interested in


in the world and also it tries to increase the university students all around Europe.
quality of adult education. Students go abroad to experience
different life styles and cultures.

4
Now you will listen to a short conversation between a teacher and his students about
Erasmus program. After you listen to the conversation twice, complete the following
sentences from the conversation.

1. Erasmus is an ________________ program.

2. Students can ________________ or work abroad.

3. Every year Çankaya University ________________ students to universities in


other countries for _______________.

4. As a result, students can learn about other ________________.

5. The 1st purpose of this program is to ______________ the quality of


_______________.

6. We can also ______________ poor students all around the _______________.

7. We can learn foreign languages because we ______________ friends from


_____________ countries.

8. To apply for Erasmus, you should have high _______________ and your
foreign language level should be at least ________________ level.

9. For more information students can _________________ the website of


Erasmus or can ________________ information from their teachers.

(For more information about Erasmus, visit the following websites.)

[Link]

[Link]

[Link]

5
SPEAKING II: Before speaking: Read the stories of the following people and answer the following
questions.

(CHERRY EVERWOOD) “ I used to be very wild


when I was at high school. I looked like a punk boy! I
didn’t like school, I used to smoke, I didn’t use to listen
to my parents, I used to go out every night and I was
always late for school. I had no plans for the future and I
really really hated life… I just wanted to destroy all the
rules and I didn’t use to be polite because I didn’t care
about other people. Believe me: I used to be a spoiled
brat! God, my life was a mess in high school!
But in my last year of high-school, I understood I was on the wrong path. I changed my annoying
habits, I quit smoking and I rarely go out at nights and I got into a good university. I’m in my 2 nd year
now and everything is going great. I’m helping poor people around my neighborhood and my family
feels proud of me! I am a nice person now.”

 Did Cherry use to be a nice person when she was at high-school? Why? Why not?

 What kind of a person is she now?

(JAMIE CHAN) “When I was at high-school, I used to be very


shy and quiet. I used to study a lot and I was really successful in
class, but I didn’t use to have friends, no one invited me to their
parties. I used to hate everyone in class because they used to
make fun of me.
But, then I decided to change my appearance and it worked like
magic! Now everyone likes me and girls want to go out with me!
I have close friends and we like hanging out. I am really happy
now! My performance in class? No, it didn’t change… I’m still
number one!”

 How was Jamie’s life before?

 How is his life now?

 Think about yourself. What was your life like? What kind of a person were you? What did
you or didn’t you use to do? Consider the following points when you speak.

* Physical Appearance * Personality traits * Habits/Routine

* Relationship with other people * Opinions about life/future plans

6
WRITING/ PART II ORGANIZATIONAL SKILLS

We can organize the lists by dividing it into groups. Also we can give each group a name.
Example:

South America New York City Tokyo


Korea Italy Asia
Spain Istanbul Europe

CONTINENTS COUNTRIES CITIES


South America Italy Tokyo
Asia Spain Istanbul
Europe Korea New York City

Look at the following lists. Organize the lists by dividing them into groups. Give each
group a name.

Spanish Chinese 1.___________ 2. __________


Biology British _____________ ____________
Chemistry Physics _____________ ____________
_____________ ____________

Jet Truck 3. ___________ 4. ___________ 5. ________


Bus Airplane _____________ _____________ __________
Boat Helicopter _____________ _____________ __________
Car Submarine _____________ _____________ __________
Ship

Write a topic for each list.

1. __________ 2. __________ 3. __________ 4. __________


Atlantic Four Apple Computer
Pacific Nineteen Orange Telephone
Indian Fifty Peach Fax machine

Cross the word in each of the following groups that doesn’t belong. Then write a topic
for each list.

1. __________ 2. __________ 3. __________ 4. __________


green desk February flowers
yellow chair Wednesday vegetables
eight table May candy
blue book January meat

7
WRITING
PART II

A) Read the following word groups and write each one under a suitable topic in the box.

How To Do a Reasons for Qualities of a Effects of Advantages of Qualities of a


Research Failing in Class Leader Joining Charity Exercising Good Teacher
Organizations

Spending time with students (1) Being intelligent and hard-working (6) Giving regular feedback
Understanding people’s needs (2) Going to a library (7) (12)
Being healthy (3) Preparing lessons carefully (8) Being brave (13)
Copying homework from friends (4) Not getting tired (9) Learning to share (14)
Surfing the Internet (5) Memorizing rules (10) Helping other people (15)
Not giving up (11) Finding resources (16)
Not studying regularly
(17)
Having a fit body (18)

B) Choose a suitable topic from the box for the following word/phrase groups.

Disadvantages of computer games Effects of pollution How to be popular

Reading Effectively Advantages of living in a foreign country

1. ___________________ 4. __________________

Making clever jokes Making new friends


Looking and acting cool Learning about a new culture
Listening to people’s problems Learning a foreign language

2. ____________________ 5. _________________

Dying of some animals Becoming anti-social


Increase in diseases Not exercising
Dirty water sources Getting lazy

3. __________________

Scanning the text


Finding the topic
Understanding the organization of the text

8
FINDING IRRELEVANT WORDS AND PHRASES

A) Find the irrelevant word in the following word groups and underline them. Then write a topic for
each group of words/phrases.

Brilliant Neptune Horror novels Shopping


Amazing The Sun Science Fiction novels Parachuting
Scary Mars Academic articles Biking
Wonderful Halley Comet Romance novels Mountaineering
Topic: __________ Topic:_____________ Topic:__________________ Topic:____________

B) Read the following word groups and tick the irrelevant one.

1. Topic: Getting Late to a Meeting


Results: Missing important decisions ( )
Making your boss angry ( )
Getting a higher salary ( )

2. Topic: How to scuba-dive


Steps: Watching professional divers on TV ( )
Finding a training program ( )
Following the trainer’s instructions carefully ( )

3. Topic: Types of Teachers


Types: Strict ( )
Flexible ( )
Not flexible ( )

4. Topic: How to improve your memory


Steps: Sleeping well ( )
Watching soap operas ( )
Doing crossword puzzles ( )

5. Topic: My Hero
Reasons: His negative feelings for his friends ( )
His good communication with me ( )
His support for his family ( )

Common questions

Powered by AI

Structuring lists into organized groups, as demonstrated, helps students develop their cognitive skills related to categorization and organization. It enhances their ability to recognize patterns, understand relationships among items, and improve memory retention by logically dividing information into easily manageable chunks . This method also fosters critical thinking as students analyze similarities and differences between items, a skill applicable across various academic subjects and in real-world problem-solving contexts.

The introductory matching exercise in Source 1 serves as a preparatory tool that familiarizes students with key vocabulary and concepts before engaging with the dialogue. By matching words with their definitions related to social and travel experiences, students can better understand the nuances of Janice's descriptions of countries and their cultures. This exercise helps activate prior knowledge, build relevant vocabulary, and supports comprehension of the dialogue's context by priming learners to engage more deeply with the cultural observations and personal testimonies shared in the interview .

Janice's journey across different countries illustrates the diversity and cultural nuances she encountered. In Germany, she appreciated the disciplined and respectful nature of people, highlighting strict professional environments juxtaposed with cheerful personal lives . In France, she observed a different cultural dynamic, noting that although French people often don't like strangers and typically don't switch to English, they remain respectful and kind. This showcases a unique cultural trait of linguistic pride and politeness . Such observations underscore how traveling exposes individuals to varied cultural attitudes and societal norms.

Discussing holiday preferences, as suggested, can present challenges such as varying levels of confidence in sharing personal opinions, potential language barriers, and differing cultural backgrounds. However, it offers substantial benefits by enhancing students' communication skills, encouraging active listening, and fostering an understanding of diverse perspectives . These discussions can build a sense of community and improve interpersonal skills, preparing students for collaborative environments.

Personal travel stories like Janice's can significantly impact students by promoting intercultural understanding and global awareness. They bring to life the complexities and joys of experiencing different cultures, from the beauty of diverse landscapes to the challenges of language barriers and social norms . Such narratives can encourage students to appreciate global diversity, reflect on cultural assumptions, and motivate them to seek similar experiences, potentially through programs like Erasmus, fostering a more interconnected and empathetic worldview.

Cherry Everwood's transformation from a rebellious and socially detached teenager to a conscientious and community-oriented college student likely sets a new trajectory for her life. By quitting negative habits and choosing to help others, she not only improved family relations and personal well-being, but she also built a foundation for future ambitions that might include furthering her education and engaging in community service or leadership roles . Her new social orientation towards helping and interacting positively could enhance her relationships, leading to more supportive social networks and opportunities for personal and professional growth.

Key factors contributing to personal transformation in characters such as Cherry Everwood and Jamie Chan include self-awareness and the willingness to change. Cherry's realization of being on the wrong path prompted her to quit smoking and engage positively with her community, transforming from a rebellious teenager to a proactive university student . Similarly, Jamie's decision to change his appearance led to a social transformation, increasing his confidence and peer interactions without affecting his academic performance . These narratives highlight introspection, targeted changes in habits, and external social influences as crucial elements driving personal growth.

Educational programs like Erasmus encourage students to view cultural diversity as enriching rather than intimidating by immersing them in diverse academic and social environments. This exposure fosters a deeper appreciation for different cultures, promotes openness to diverse perspectives, and enhances intercultural communication skills. Academically, students experience varied educational systems and methodologies, which broadens their learning approaches and adaptability . Such programs contribute to developing globally competent graduates who are prepared to thrive in multicultural and multinational contexts.

Character transformations, such as those of Cherry Everwood and Jamie Chan, can be highly effective in educational settings for imparting life skills and moral lessons. These narratives provide relatable contexts for students, showcasing tangible changes resulting from personal decisions and actions. They serve as powerful examples of resilience, self-improvement, and the importance of social skills . Such stories can inspire students to reflect on their own lives and encourage them to adopt positive behaviors and attitudes, thus reinforcing educational goals related to character development.

The Erasmus program contributes significantly to students' growth by offering opportunities to study or work abroad, thereby exposing them to different lifestyles and cultures, which enhances cultural awareness and adaptability . It aims to improve the quality of education by allowing students to learn foreign languages and develop cross-cultural communication skills through friendships with students from various countries . This global experience can enhance personal growth, intercultural competence, and professional development, making participants attractive candidates in a globally interconnected job market.

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