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2LCE Listening
Teacher Pack 2004-2005 Syllabus
2nd year English Studies Comprehension 2004-5 Sentell, Storey, Whyte Syllabus 1 22
Oct Shakespeare’s
English
2 29
Oct Disappearing
languages
3 5
Nov Consumer
society
4 12
Nov US
education
5 19
Nov Serial
killers
6 26
Nov Alternative
Media
7 3
Dec
Audioblogging
8 10
Dec Practice test
9 17
Dec Sarah Waters
10 7
Jan Student group 7
11 14
Jan Student group 8
Revision 17-22
Jan
Exams
24 Jan - 5 Feb
Sem 2
Mon 14 Feb
Groups Group 1 Friday 13-14h room 108 Jeff Storey Group 3 Friday 13-14h room 107 Amy Sentell Group 2 Friday 12-13h room 108 Shona Whyte Exams All students take an end-of-semester listening exam based on the recordings used over the semester: teacher-led and student-led listenings. Student exercises are posted on the Oral English website and all students should review exercises prepared by all three groups. Administrative details Oral English for second year specialists is spread over two modules, UE LL3AN20 and UE LL3AN30. The oral component of UE LL3AN20, UF LL3AN202, comprises a one-hour lecture in phonetics (with a final exam worth 20 points) and one hour per week of comprehension (with a final exam worth 30 points). Oral expression comes under UF LL3AN302, in the form of two hours per week of speaking and listening practice (for a continuous assessment mark out of 20 plus a final oral exam worth 30 points, or 20 for those who are not subject to continuous assessment). These classes are taught by the lecteurs, but are linked to comprehension classes in a number of respects. COMPREHENSION
Goals and activities This class aims to provide opportunities and strategies to improve students' listening skills. Students work on a listening programme of authentic audio and video recordings by speakers of English from a variety of backgrounds and in different contexts. They complete in-class listening exercises and make up exercises on their own selected listenings. Class activities · Teacher-led listening exercises The teacher works from a syllabus of 10 recordings on contemporary English language topics; prelistening (vocab, ideas), listening (note-taking), postlistening (language, discussion) · Student-selected listening exercises Students select a segment from one of the assigned recordings and prepare a listening exercise for the class. The recording should be no more than 3 minutes in duration, with the exercise to be completed in 10 minutes. Students submit an electronic version of the exercise which is posted on site for others to practice. · Teacher-led film viewing Students watch weekly instalments of Midsummer Night's Dream (Hoffman, 1999; 116 minutes) and complete listening exercises. The film also forms the basis of listening/speaking exercises in the multimedia lab. Extracurricular activities Listening file: students review class listening exercises via the internet in preparation for a listening exam based on these recordings. Teacher-led listening exercises Does Shakespeare’s English need translating? http://www.abc.net.au/rn/arts/ling/stories/s691493.htm Disappearing languages http://www.commongroundradio.org/shows/04/0415.shtml#6 Consumer society http://www.commongroundradio.org/shows/04/0408.shtml#3 US education http://news.minnesota.publicradio.org/features/2003/03/03_pugmiret_leftbehindthree/ Serial killers http://www.abc.net.au/rn/bigidea/stories/s673006.htm Alternative Media http://www.abc.net.au/rn/learning/lifelong/stories/s1174652.htm An audioblogging manifesto http://www.idlewords.com/audio/manifesto.mp3 Sarah Waters http://www.worldbookdayfestival.com/2004/swaters.html Student-led listening exercises Students work in groups of three from the same sub-group (to allow groups to work together in multimedia sessions). Ideally at least one member of the group should have internet access. The three group members should work together, but one person is ultimately responsible for preparing the first listening, one for the second, and the third for making handouts, answer sheets, and transcripts for the teacher and for the class. Option A Choose one of the listenings used in class and listen to a new section of the recording. a) select a section lasting 1:30 to 3:00 minutes and copy the transcription b) design a short general comprehension exercise and a longer pronunciation-based exercise c) turn in your transcript, exercise, and answers to the teacher in electronic format Option B Choose one of the listenings below a) select a section lasting 1:30 to 2:00 minutes and transcribe it b) design a general comprehension exercise including global and detailed questions c) turn in your transcript, exercise, and answers to the teacher in electronic format Listening file for Option B Emotional rollercoaster (6 x 15 minute segments) http://www.bbc.co.uk/radio4/science/rollercoaster.shtml Hearing colours, eating sounds (2 x 30 minute segments) http://www.bbc.co.uk/radio4/science/hearingcolours.shtml The Mozart effect (30 min) http://www.bbc.co.uk/radio4/science/mozarteffect.shtml The Routes of English http://www.bbc.co.uk/radio4/routesofenglish/storysofar/series1.shtml John Tusa interviews (3 x 45 minute segments) http://www.bbc.co.uk/radio3/speechanddrama/audioarchive.shtml |
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