Learning English with CBC
Listening Lessons for Intermediate Students
Based on CBC Manitoba Radio Broadcasts
November 16, 2011
Lesson 72: Teacher’s Edition
Level:
CLB 5 and up
Topic:
Living in a Fast Speaking World
Language Skills and Functions:
Listening – listening to a short interview for main
ideas and detail;
Speaking – asking for clarification/checking for
understanding
Reading – reading a text for main ideas and detail
Writing
– writing a paragraph
Language Competencies:
Language Tasks:
Vocabulary, Pronunciation, Listening and Speaking
Strategies, Socio-cultural/sociolinguistic Competence
Discussing fast speech across cultures
Listening for main ideas and detail in a radio interview with a Professor
of Communication Sciences and Disorders
Discussing and assessing personal use of listening strategies
Asking for clarification/checking for understanding in a role play
Reading tips on taking good notes
Writing a paragraph on why taking notes is a good learning strategy
Reading a text about President Obama’s speaking style and answering
detail questions
Essential Skills: Reading text, working with others, oral communication, writing
Worksheets1: 1. Vocabulary Match
2. Listen for Main Ideas and Detail
3. Assessing the Language Learning Listening Strategies You Use
4. Can You Ask for Clarification/Check for Understanding?
5. Why Take Notes? Express Your Views in a Paragraph
6. Read a Text about Speaking Styles for Detail
Appendices: Transcript
Tips for Taking Notes
Globe and Mail article: Turtle talk wins the race
1
Answers to worksheets are in the self-study version of the lesson plan.
Living in a Fast Speaking World
Learning English with CBC
Page 1 of 17
Manitoba Memo
Did you know there are over 100 languages spoken in Manitoba? While English is the
dominant language of the province, the next most commonly heard languages are
German, French, Tagalog, Ukrainian and Cree. Immigrants to the province bring their
languages with them, enriching the linguistic make-up of Manitoba.2
When you listen to a language other than your native language, it often sounds as though
it is spoken more quickly than your own language. The words and music of the language
sound foreign and unfamiliar. Some languages are spoken at a faster pace than others.
For example, Spanish and Japanese sound as though they are spoken at breakneck
speed.
However, those who study languages say that in fact, languages tend to convey
information to listeners at the same rate, even though the speed of the delivery of some
languages sounds much faster than others. 3
Scientists studied native language speakers of seven common languages: English,
French, German, Italian, Japanese, Mandarin and Spanish. They also studied a less
common language, Vietnamese. One of the main things they discovered was that
language speed is determined by how much meaning is packed into each syllable. The
more information a language packs into a syllable, the fewer syllables have to be spoken
in a second to convey meaning. For example, the single syllable word “bliss” is full of
meaning. On the other hand, the word “to” is not. And a single syllable in the midst of a
longer word, such as the short “i” in merr-i-ly, has no independent meaning at all.
When scientists listened to a minute of speech in all of the languages studied they found
that each language conveyed about the same amount of information in that minute. They
concluded that while Spaniards “sprint” and Chinese “stroll” when they speak, both tell the
same story in the same amount of time.
In English, there’s growing concern that many people are speaking too quickly. Our fastpaced lives mean we try to say more in less time. But is it working? Communications
experts fear that fast speech means listeners comprehend less and less of what is said.
As language learners, we need to remember that speaking fast is less important than
speaking well and that one key to speaking well is listening well. In fact, eighty percent of
what we learn comes from listening. That’s why we need to learn strategies to help us
listen. We need to be prepared to politely ask speakers to slow down, repeat what they’ve
said or clarify. Above all, we need lots and lots of practice!
2
3
Source: www.gov.mb.ca/ctt/invest/busfacts/overviews/d_language.html
From Time Magazine, www.time.com/time/health/article/0,8599,2091477,00.html
Living in a Fast Speaking World
Learning English with CBC
Page 2 of 17
Pre-listening activities
1. Discuss as a class
Think about the language you hear around you in Canada. Do you think Canadians
speak English faster than people in your country speak their native tongue? If so,
why do you think this is the case?
How does the “music” of the English you hear in Canada compare to the
“music” of your language?
Are there other things that you think are unique to English speakers or unique to
speakers of your language?
In English, two or more words are sometimes combined to sound like one word:
gonna (going to), whaddaya (what do you) etc. Do people use reductions like these
in your language?
Do people speaking your language use more or fewer gestures than Canadians
speaking English?
When people speak English very quickly, do the gestures they use help you
understand? What kinds of gestures are helpful? (Ask students to demonstrate!)
When Canadians speak to you, do they stand closer or farther away than people in
your culture do?
2. Vocabulary
Elicit or present key vocabulary that students need to understand prior to listening to the
podcast (see suggested vocabulary and explanations which follow). You can write the
words on the board and elicit possible meanings from the class or break students into
groups and give each group a few words to review. Groups can then present the
vocabulary to the rest of the class. You can also ask students to mark the syllables and
stress for each word, identify word families and practise pronouncing the words. You
may want to ask students to think of sentences that use the new vocabulary. If your
students keep a vocabulary journal, they can copy the vocabulary into their journal.
Vocabulary
texting
When you use your cell phone to send someone a
written message, it’s called texting.
Twitter
Twitter is a social networking service. It allows you to
answer the question “What are you doing?” by
sending short text messages of about 140 characters
to your friends or to people who follow you on
Facebook. These messages are called tweets.
Living in a Fast Speaking World
Learning English with CBC
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the 24-hour news cycle
The 24-hour news cycle is the news system that
makes news available to us at all times, day and
night.
to be bombarded
We often say we are bombarded with information or
questions. It means we’re hearing too much or too
many questions. For example: The students
bombarded their professor with questions about the
exam. Everyone was speaking at once and no-one
could be heard.
to have a thought cross your mind This idiom refers to times when you have a sudden
or passing thought or idea. For example: It crossed
my mind that the store was closing early today and
that I needed to hurry if I was going to get there on
time.
a decade
A decade is a ten year time period.
to cram
You are cramming something in when you try to
force, press, or squeeze it into an insufficient space
or time. For example: Maria had one exam Tuesday
and another on Wednesday. She had to cram a
week’s worth of studying into twenty-four hours.
communications science
Communications science explores how people use
messages to inform, persuade and entertain others.
communication disorders
Communication disorders are when someone has
problems in speech, language, and/or hearing.
Examples of disorders range from saying sounds
incorrectly to being completely unable to speak or be
understood. Speech-language pathologists and
audiologists provide services to evaluate, diagnose,
and treat communication disorders.
clarity
If you speak with clarity, it means you speak clearly
and it is easier for listeners to hear what you are
saying.
words per minute
Words per minute describes the rate at which
someone speaks, writes or types. The rate is
actually a calculation.
typically
Typically is another word for usually. It means that
something happens or takes place in the usual way
or the way you would expect it to happen. For
example: Typically, our classes run from nine to
noon.
Living in a Fast Speaking World
Learning English with CBC
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the central nervous system
The main part of the body’s nervous system is called
the central nervous system. It consists of the brain
and the spinal cord. The central nervous system
controls how the body feels pain, heat etc. and it
controls movement.
to comprehend something
If you are able to comprehend something, it means
that you understand it.
an elongated vowel
Elongate means to lengthen or make longer. An
elongated vowel takes longer to pronounce.
to advocate for something
If you say publicly that you think something should
happen or should be done, you are advocating for it.
For example: Gudrun believes that Canada should let
in more immigrants. She met with her Member of
Parliament to advocate for an increase in Canadian
immigration quotas.
television news broadcasters
The people who deliver the news or current events
on TV are known as news broadcasters.
to take a hint
This idiom describes situations when you suggest
something to someone and they behave as you
suggested. Often the original suggestion is subtle or
indirect. For example: The day before Mother’s Day
Mom told me lilies were her favourite flower. I can
take a hint! I went out and bought her a bouquet of
lilies for Mother’s Day.
constant feedback
When you continuously give someone advice,
criticism and/or praise on something they have done,
you are providing constant feedback.
to pause between phrases
If you stop speaking between thoughts or groups of
words (phrases) and then start again, you are
pausing. For example, you may pause to take a
breath, collect your thoughts or look at the audience.
to mark something down
When you mark something down, you write it down,
often to help you keep track. For example: The
week before she started her low sodium diet, Gina
marked down and kept track of the sodium content of
everything she ate.
Living in a Fast Speaking World
Learning English with CBC
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2. Vocabulary development
Hand out Worksheet 1. Ask students to work with a partner and complete the matching
exercise.
Take up the answers as a class.
3. Predict what the interview is about
In this interview, Colleen Ross interviews Professor Ray Hull. He teaches in a University
Department called Communication Sciences and Disorders.
Ask students if they can predict the kinds of things that Professor Hull might teach or
study in his Department. Here are some examples:
He might teach people… how to speak clearly.
Maybe he teaches ...people with speech impediments or problems.
Another thing he might study is…how people learn to speak a language.
I have no idea what he might teach or study.
Beats me what he might teach or study. (informal)
While-listening activities
1. Introduce the podcast
Tell students that in this podcast, they will hear three speakers. They will hear:
Marcy Markusa – host
Colleen Ross – interviewer
Ray Hull – Professor in the Department of Communications Sciences and Disorders,
University of Wichita, Kansas.
2. Listen for main ideas and details
Handout Worksheet 2 and review the instructions with students. Play the podcast for the
first time.
Take up the answers as a class.
3. Think, Pair, Share – Listening strategies
Tell students that Colleen Ross talks about strategies people can use to learn to speak
more slowly. A strategy is a technique or tool we use to help us learn. Strategies are
particularly helpful when we are learning a new language.
Ask students to think about the listening learning strategies they used when they listened
to today’s podcast. (For example, one strategy they all used was to first activate their own
knowledge about the topic.)
Ask students to think of other listening strategies they used and to discuss these
strategies with their partner. Ask students to share their strategies with the class. Write
these on the board.
Living in a Fast Speaking World
Learning English with CBC
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4. Language learning listening strategies
Handout Worksheet 3. Tell students this is a list of common listening strategies, some
of which the class has just discussed. Ask students to read through the list with their
partner and individually check off whether they usually use, never use or sometimes use
each of the strategies listed in listening situations. If students think there are strategies
missing from the list, there is a space where they can write in their own strategy.
Ask the pairs to go back and look at strategies where they have checked “never.” Are
there reasons why they don’t use these strategies? Should they consider using these
strategies in the future or learn more about them? Ask students to share their thoughts
with the class.
After-listening activities
1. Review pre-listening predictions
Ask students whether they were able to predict any of the things Professor Hull teaches
or studies.
Extension activities
1. Asking for clarification/checking for understanding
Hand out and review Worksheet 4. Ask students to work with a partner for the role play.
2. Reading tips on note-taking and writing a paragraph about the benefits of taking notes
as a learning strategy
Hand out and review Appendix 2 and Worksheet 5.
3. Reading a text on President Obama’s speaking style and answering detail questions
Hand out Worksheet 6 and review it with the class. Ask students to work with a partner.
Want to know more…
The scientific information in the Manitoba memo is from:
www.time.com/time/health/article/0,8599,2091477,00.html
Students can practice their listening skills on the Learning English with CBC site at:
www.cbc.ca/manitoba/eal/ or by listening to other CBC podcasts at:
www.cbc.ca/podcasting/
The short document Effective Listening and Note-Taking is intended for college students
but is a good summary: www.northshore.edu/support_center/pdf/listen_notes.pdf
CBC does not endorse and is not responsible for the content of external websites
Living in a Fast Speaking World
Learning English with CBC
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Worksheet 1: Vocabulary Match
Learning new vocabulary before you listen makes it easier for you to understand the story.
Can you match these vocabulary words or phrases with their meaning? The first one is
completed for you as an example.
Vocabulary Word
1. _c clarity
a)
Meaning
continuous praise, advice or criticism
2. __ to be bombarded
b)
to write down; to keep track
3. __ a decade
c)
clearness, intelligibility
4. __ to cram
d)
to try to fit or squeeze something into a
small space or period of time
5. __ typically
e)
lengthened; longer
6. __ the central nervous
system
f)
a problem with speech, language or hearing
7. __ a communication
disorder
g)
to understand a suggestion and behave
accordingly
8. __ elongated
h)
to be confronted by too much of something
9. __ constant feedback
i)
to send a written message using your cell
phone
10. __ to pause
j)
to publicly say what you think should
happen; to speak on behalf of a cause or
organization
11. __ to mark down
k)
a social networking service used to send
short text messages to tell people what
you’re doing/thinking
12. __ to advocate
l)
to stop; to take a short break
13. __ to take a hint
m)
the system that tells the body when it feel
pain, heat etc. and which controls
movement
14. __ to text someone
n)
a ten year period
15. __ Twitter
o)
usually
Living in a Fast Speaking World
Learning English with CBC
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Worksheet 2: Listen for Main Ideas and Detail
Read the questions with your partner before you listen. When you listen to the podcast the
first time, listen for the main ideas. When you listen a second time, listen for the details to
answer the questions below. Use point form to keep your answers brief.
1. What has changed about the way people speak in the last decade?
• they’re speaking faster
2. What does Professor Hull help people do?
3. How many words a minute do people typically speak today?
4. What groups have difficulty when people speak very quickly?
5. Why does Professor Hull think television news broadcasters need to slow down their
speaking rate?
6. What strategies can someone use if they want to speak more slowly?
Living in a Fast Speaking World
Learning English with CBC
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Worksheet 3: Assessing the Language Learning Listening Strategies You Use
Do you use some of these strategies to improve your listening skills? These are techniques
that help you understand spoken language better. Think about these strategies. Do you use
them? Are they helpful?
Listening Strategies
Yes,
usually
No,
never
Sometimes
When I listen to someone, I try to focus on the
overall meaning and not just the details.
I focus on the person who is speaking.
I watch for non-verbal communication such as
gestures or facial expressions.
I repeat points I have heard to confirm they are
correct.
When I am introduced to a new word, I try to
connect the sound of the word with an image or
picture.
If I know the topic or the title of a lesson or
presentation, I try to activate my own background
knowledge. I think about what the speaker may
talk about so I can better understand the content.
If I’m listening to the radio, I try to visualize the
setting/ subject.
I pay special attention when teachers/speakers
repeat or stress a particular point. These are
often the most important points.
I listen for intonation and tone of voice to better
understand meaning and feeling.
I listen for stressed words or phrases as they
carry the most meaning.
I regularly listen to English outside the classroom.
Another listening strategy I use is…
Living in a Fast Speaking World
Learning English with CBC
Page 10 of 17
Worksheet 4: Can You Ask for Clarification/Check for Understanding?
Do you have the language you need to let someone know that you need further explanation or
clarification? What about when you want to check to see if someone understands what you
are saying?
Here are some expressions you can use:
If you don’t understand or hear what someone says, you say:
Pardon me? (more formal)
I’m sorry. I’m not following you.
Could you please repeat that?
Sorry, I didn’t catch what you said.
I’m sorry, I didn’t get that.
Come again? (informal)
If you want to check to see if someone understands you,
you can say:
Do you understand?
Is that clear?
Did you get that?
Are you following me?
Okay so far?
Got that? (informal)
Work with a partner. Listen to your partner explain a topic from the idea list below. When your
partner speaks too quickly or what they say is unclear, ask for clarification. As your partner
speaks, they will check to see if you are following the explanation. Then reverse roles. You
can change topics too!
Topic Ideas
1) Explain the directions for getting from school to your home
2) Describe in detail how to make your favourite meal/dish/dessert
3) Explain the many features on your cell phone
Here is an example of how you could begin:
Student A: To get to my house from here, you take Elgin to Sherbrook and turn right.
Student B: I’m sorry, I didn’t quite catch that. Did you say turn right?
Student A: Yes, turn right. Then you go one block to William and turn left. Got that?
Student B: Yes, thanks.
Student A: And then…
Etc.
Living in a Fast Speaking World
Learning English with CBC
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Worksheet 5: Why Take Notes? Express Your Views in a Paragraph
Most of us are familiar with the importance of taking notes when we’re listening. But taking
notes can also be very helpful when we read a text – especially a long or difficult text! Taking
notes on what we read can improve our understanding of the content. It also helps us recall
the information. Our notes provide a summary of what we have read.
People have different ways of taking notes when they read. Sometimes the notes are kept on
a separate sheet of paper. Sometimes, they’re written in the margins of the page. Or they
may be written on post-it notes and stuck to the page.
Read Appendix 2 with your partner. Discuss the tips. Which ones do you use when you take
notes?
Can you summarize the information you have read in a paragraph? What do you think are the
main benefits of taking notes while you listen or when you read a text? Use the outline below
to help you.
Begin with a topic
sentence. The topic
sentence introduces what I think taking notes is an important learning strategy that all
you want to talk about. It students should know.
makes the reader want to
know more.
Add two or three
supporting sentences.
The supporting
sentences will tell the
reader why you think
taking notes helps
someone learn English.
The main benefits of taking notes are _____________________
and _____________________________________. In addition,
taking notes helps students__________________________
____________________________________________.
Personally, I find taking notes very helpful when I ___________
____________________________________________.
Write a concluding
sentence. It
summarizes what has
been said.
Living in a Fast Speaking World
I think everyone should learn how to take good notes because
___________________________________________________.
Learning English with CBC
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Worksheet 6: Read a Text about Speaking Styles for Detail
Sometimes, when we read a text, we are looking primarily for details. Read the adapted Globe
and Mail newspaper article in Appendix 3 with your partner. 4 Can you find the information you
need to fill in the details on this reading chart? Use your note-taking skills and keep your
answers short. The first question is completed as an example.
1
Question
How does the article describe President Obama’s
speaking style?
2
How many words per minute did President Obama
speak in New Hampshire?
3
What is the average number of words per minute for
a politician?
4
What is the average number of words per minute for
regular conversation?
5
What advice do speechwriters give political clients?
6
Why do speechwriters advise politicians to slow
down?
7
Pausing is described as a powerful speaking tool.
Why?
Answer
- inspiring
- slow
- formal
- careful
- deliberate
Bonus questions:
1. The title of the article is “Turtle talk wins the race.” What do you think the title means? Do
you think it is a good title for the article? Why or why not?
2. In class or at home:
Watch/listen to the first three to four minutes of the clip of President Obama speaking. It
can be found at: www.theglobeandmail.com/life/article669604.ece. Take notes on his
speaking style as you listen. What do you think? Is his speaking style effective? Why or
why not?
4
This article was written when Senator Barack Obama was running for President. Since he is currently President, and that’s
how we know him, he’s referred to as “President Obama” in this lesson.
Living in a Fast Speaking World
Learning English with CBC
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Appendix 1: Transcript
October 31, 2011(broadcast date)
Speaker
Podcast
Line
Marcy
Hi I'm Marcy Markusa and you're listening to Learning English
with CBC. Well things like texting, Twitter and the 24 hour
news cycle continually bombard us with information in our
fast–paced world. But do you sometimes wonder if people are
also talking faster than they used to? Well, if that thought has
5
crossed your mind, you’re absolutely right. We are speaking
faster than we did a decade ago. So how does cramming more
words into every minute affect our ability to understand what
we’re saying to each other? Well that’s one of the questions
CBC reporter Colleen Ross put to communications expert Ray
10
Hull in this interview.
Colleen
Ray Hull is a Professor of Communication Sciences and
Disorders at Wichita State University in Kansas. People seek
his help to talk slower and with greater clarity. To get back to
where we used to be.
Ray
15
A decade ago I measured the speed of speech of teachers,
family members and those out in society at a rate of about 145
words per minute. That is certainly not what we’re finding
today. People are speaking at a rate of typically of around 160
to 180 words per minute.
Colleen
20
Hull says the central nervous system is best able to
comprehend speech at around 124 to 130 words per minute.
That’s about how fast he just spoke. When we talk slowly, the
central nervous system has the time to fill in the gaps of
speech with elongated vowels and consonants.
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Learning English with CBC
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Page 14 of 17
Colleen
Teachers or parents who think that kids don’t hear them, (they)
(continued)
actually might not understand them. And it’s not just kids. The
ever growing number of new immigrants, and especially
seniors, can have a hard time with fast talkers.
30
Hull says we all need to advocate for slower speech.
Ray
When I work with television news broadcasters who I time
speaking at 200 words per minute, and people call in and
complain that they cannot understand, then it would seem as
though people would begin to take the hint that they need to
35
slow down.
Colleen
There’s a few ways to do that. Look people in the eye to get
constant feedback and pause between phrases. And time
yourself. Mark 130 words on a page and clock how fast you
read it. If you’re done in less than a minute, try slowing down a
little and see what it feels like. Then again, I’ve been speaking
at around 170 words per minute and hopefully you’ve
understood me.
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Learning English with CBC
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40
Appendix 2: Tips for Taking Notes5
Taking Good Notes Can Help Us Learn
Taking good notes is a valuable skill. Taking notes when we are listening or when we read a
document can help us learn, identify important points and recall what we have heard or read.
Good notes are brief and clear. Less is more in the world of taking notes!
Some Situations Where We Might Take Notes
listening or reading in class;
studying at home or with friends;
at the workplace;
at a parent-teacher interview
at a doctor’s office;
at a presentation, information session or meeting;
when we’re on the phone;
when we see information in a newspaper, on the internet, on a
bulletin board or in a magazine that we want to remember.
Tips for Taking Notes
1. Be concise. Write down main points, key words and important details. Do more
listening/reading than writing.
2. Be neat. Do it right the first time. Don’t assume you will re-write your notes later.
3. Don’t crowd your notes. Leave some white space so you can add more notes later.
4. Use pen. Pencil is easily erased or smudged and can be hard to read.
5. Only use familiar short forms or abbreviations. It’s risky to make up short forms.
There’s nothing worse then re-reading your notes and realizing you have no idea what
word your short form stands for!
6. Draw or illustrate a point if that makes sense. Sometimes an illustration or symbol
works well. For example, if you are listening to an interview and want to remember the
speaker sounded very sad, you might draw a sad face - .
7. Try to put your notes in your own words. The exceptions to this rule are if you are
taking down formulas, definitions, words, specific facts or names.
8. Don’t worry if you miss something. You’ll never catch all the important points. Do
your best and keep going.
9. Read your notes over. When you finish, read your notes over. Add additional detail,
clarify or correct if needed.
10. Decide what note-taking style works best for you. What works for you? Bullets or
point form? Short phrases or full sentences? One or two word points? Lots of illustrations
or symbols?
5
Adapted from: www.northshore.edu/support_center/pdf/listen_notes.pdf
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Learning English with CBC
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Appendix 3: Turtle talk wins the race6
An inspiring orator such as Barack Obama pulls people in by slowing it down, speech
experts say
By Jane Taber
Globe and Mail, Friday, Feb. 22, 2008
Barack Obama speaks at turtle speed. In various one-minute chunks of his now famous "Yes
we can" New Hampshire speech, Mr. Obama speaks as few as 110 words a minute.
The 46 year-old-senator speaks slowly and formally. He chooses his words carefully and
deliberately, allowing his audience to savour every syllable, conjunction, vowel and pause.
Speechwriters say the average speaking speed for politicians making public presentations is
between 120 and 125 words a minute. This compares with between 170 and 180 words a
minute in regular conversation.
They will tell you, too, that they advise their clients to slow down, way down, and deliver their
speech at between 110 and 120 words a minute.
"To be below 100 is rather quite dramatic," says a former speechwriter for former U.S.
president George H. W. Bush. And to be above 125, 130 is breakneck."
At that speed, he says, you lose people - or worse, you could create questions in the minds of
listeners "as if to say you don't want us to listen closely."
But in addition to speaking slowly and with cadence and rhythm, good speakers emphasize the
power of the pause. A well-timed pause can focus the listener's interest and attention as they
lean in, wanting more.
The rate of delivery "tends to reinforce the message," says another expert. "There isn't a set
rule," she says. "More rapid speech creates a sense of urgency. Visionary rhetoric tends to be
delivered thoughtfully ... slowly."
Grammar Note: In English, important words in a title are capitalized. For example in
the title of this lesson, Living in a Fast-Speaking World, all of the important words are
capitalized. But that’s not the case in the world of news headlines. In Turtle talk wins
the race only the first word is capitalized. If you look in the newspaper or at news stories
on line, you will find that only the first word in a headline is capitalized (unless it’s a
proper noun, e.g. the name of a person, country or organization).
6
An excerpt/adaptation from the Globe and Mail, www.theglobeandmail.com/life/article669604.ece
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