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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:
: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 support of the people. If they don't have any ideas, suggest that they might say that he is raising taxes too much, that he is dishonest, or that he doesn't listen to the American people. (These are just examples.)
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.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.State and briefly explain the title of the Deseret News article, "Dole Vows to Get More Aggressive."
Let the students listen to the taped article one time to familiarize themselves with it.
Then, put the vocabulary pictures and strips of paper away.
:18-:24
Introduce concept of identifying verbs to students, give them some warm-up practice.Explain to students the following:
Identifying the verbs can be a helpful skill in listening comprehension. By identifying the verb(s) of each sentence, you have given yourself focal points for understanding meaning. After identifying each verb(s) you can then identify the subject and the object of the verb, or in other words, who did it, and who/what it was done to. Pass out to students the verb fill-in-the- blanks activity for the Deseret News article. Instruct students to listen carefully, and fill in the missing words, which are the verbs of each sentence. Play the tape once through, pausing for 20 seconds between paragraphs to allow students adequate time. Listen to the tape more than once if necessary. :24-:36Give students practice in identifying the subject and object that belong to each verb, and help them understand the main points of the article.Go through the answers to the fill-in-the- blank verb activity. For each verb that students identify, ask them to identify the subject and the object (they may look at their activity (a partial transcript) to do so).
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. (Review vocabulary words/phrases as needed to aid students in comprehension. Show the vocabulary pictures and strips of paper to students again as needed. Then, put them away.) Then, have students uncover their activity sheets and proceed to the next paragraph, until the activity is completed.
:36-:44
Check students' listening comprehension.Ask students to hand in their fill-in-the-blank verb activity.
Pass out comprehension questions (for Deseret News article). Have students read over the questions one time. Tell them you will play the taped article through twice, stopping at each paragraph, and they should use what they hear to answer the comprehension questions. Play the taped article through twice, stopping for 20 seconds at the end of each paragraph. Then, collect completed comprehension questions from students. (These should be completed with 80% accuracy for Objective1 to be fulfilled.)
:44-:50
Check students' ability to identify verbs to aid comprehension.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.
Pass out fill-in-the-blank verbs activity for this article. (This should be completed with 80% accuracy for Objective 2 to be fulfilled.) Play the taped USA Today article through one time, stopping at the end of each sentence to allow adequate time.
If time, have students correct their own papers and then hand them in. If not, collect their papers.
COMPREHENSION ACTIVITY FOR DESERET NEWS ARTICLE
Answer the following questions:
1. Has the final debate between Bob Dole and Bill Clinton already taken place?
2. What is Bob Dole's plan for confronting Clinton in the final debate?
3. Who is currently winning nationally, Bob Dole or Bill Clinton?
4. "He promises you one thing and then does something 180 degrees
different."
Is this an example of "broken promises" or of "unethical behavior"? Explain.
5. What is/are Bob Dole's argument(s) against Bill Clinton?
DOLE VOWS TO GET MORE AGGRESSIVE
--Deseret News October 14, 1996 (shortened and slightly modified for
pedagogical reasons)
As he prepares for his final debate with President Clinton, Bob Dole promises to be more aggressive in questioning the president about broken promises and unethical behavior.
Republican nominee Bob Dole heads into the debate trailing Clinton nationally and in most of the big battleground states -- California, New Jersey and Missouri among them.
"I want to demonstrate he doesn't keep his word -- he doesn't keep his word," Dole said. "He promises you one thing and then does something 180 degrees different." Fill in the blanks with the proper verbs as you hear them.
DOLE VOWS TO GET MORE AGGRESSIVE
--Deseret News October 14, 1996 (shortened and slightly modified for
pedagogical reasons)
As he for his final debate with President Clinton, Bob Dole to more aggressive in the president about broken promises and unethical behavior. Republican nominee Bob Dole into the debate Clinton nationally and in most of the big battleground states -- California, New Jersey and Missouri among them. "I want to he doesn't keep his word -- he doesn't his word," Dole "He you one thing and then something 180 degrees different." Fill in the blanks with the verbs you hear in each of the following sentences.
MOTOR-VOTER LAW SIGNS UP NINE MILLION
--USA Today October 14, 1996 (shortened and slightly modified for
pedagogical reasons)
Sentence One: "Almost 9 million . . . . . . . . . . . . (effect). . ." Sentence Two: "The League of . . . . . . (will) . . . . . ." Sentence Three: "Contrary to fears. . .(did not) . . ." Sentence Four: "The study . . . . . . . . . . . . "
MOTOR-VOTER LAW SIGNS UP NINE MILLION
--USA Today October 14, 1996 (shortened and slightly modified for
pedagogical reasons)
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.
The League of Women Voters estimates that another 6 million will register at motor vehicle agencies by the end of the year, making 1995-1996 the largest increase in voter registration in any two-year period of U.S. history.
Contrary to fears of Republicans, the motor-voter law did not produce major registration gains for Democrats. The study estimates that Democratic registration fell from 50% to 49%, Republican registration stayed at 34%, and independent and minor parties gained from 16% to 17%.
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