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    Read The Instructions and Questions Below

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    Gulnara Abeshova
    This document provides instructions and questions for listening to an audio recording in multiple parts. It asks the listener to choose the correct answer to comprehension questions about the parts of the recording. It also includes passages about effective listening skills, such as maintaining eye contact with the speaker, anticipating the direction of the lecture, and taking notes to help organize the information presented. The listener is asked to complete notes, identify modal and semi-modal verbs, and match paragraphs with appropriate headings.

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    © All Rights Reserved
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    Read The Instructions and Questions Below

    Uploaded by

    Gulnara Abeshova
    30 views3 pages
    This document provides instructions and questions for listening to an audio recording in multiple parts. It asks the listener to choose the correct answer to comprehension questions about the parts of the recording. It also includes passages about effective listening skills, such as maintaining eye contact with the speaker, anticipating the direction of the lecture, and taking notes to help organize the information presented. The listener is asked to complete notes, identify modal and semi-modal verbs, and match paragraphs with appropriate headings.

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    Read the Instructions and Questions Below

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    This document provides instructions and questions for listening to an audio recording in multiple parts. It asks the listener to choose the correct answer to comprehension questions about the parts of the recording. It also includes passages about effective listening skills, such as maintaining eye contact with the speaker, anticipating the direction of the lecture, and taking notes to help organize the information presented. The listener is asked to complete notes, identify modal and semi-modal verbs, and match paragraphs with appropriate headings.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views3 pages

    Read The Instructions and Questions Below

    Uploaded by

    Gulnara Abeshova
    This document provides instructions and questions for listening to an audio recording in multiple parts. It asks the listener to choose the correct answer to comprehension questions about the parts of the recording. It also includes passages about effective listening skills, such as maintaining eye contact with the speaker, anticipating the direction of the lecture, and taking notes to help organize the information presented. The listener is asked to complete notes, identify modal and semi-modal verbs, and match paragraphs with appropriate headings.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Read the instructions and questions below, noting which speakers are referred to.

    Then
    listen to Parts 2–4 again and answer the questions as you listen.

    Part 2
    Choose the correct letter, A, B or C.
    1 What was Mark’s biggest challenge when he started at university?
    A  the method of teaching history
    B  the length of the core textbooks
    C  the amount of information available
    Part 3
    Complete Jenny’s notes. Write NO MORE THAN TWO WORDS for each answer.

    1. Use the library computer’s 2


    ................................................... to
    look for
    relevant materials.
    2. Apart from using books, look at periodicals
    and 3 ................................................... .

    Part 4
    Choose the correct letter, A, B or C.
    4 Dr Lucas advises Jenny
    A  to avoid using the Internet as an essay source.
    B  to be critical of information taken off the Internet.
    C  to limit how much time she spends on the Internet.

    Grammar Modality
    Underline the modal and semi-modal verbs in 1–12 and match them to uses a–h below.
    EXAMPLE: 1 c
    1  I simply could not carry out my teachers’ a  possibility(2forms)
    instructions. b  ability
    2  You must make a plan. c  inability
    3  They kept saying that my essays needed d  prohibition
    to be more organised. e  strong obligation(2forms)
    4  I may move some material around at this f  weak obligation (2 forms)
    stage. g  necessity
    5  You mustn’t start writing until you’re h  lack of necessity
    ready. I  lack of obligation
    6  I find I have to read much more than I
    eventually use.
    7  ... before I knew where I might be going.
    8  I needn’t be sitting at my desk.
    9  I can think as I’m doing other things.
    10  I don’t usually have to do any
    redrafting.
    11  I also think about the things I ought to
    do before I start.
    12  At least they give me an idea of what
    topics and divisions my writing should have.
    Complete the second sentence so that it means the same as the first, using a suitable
    modal or semi- modal verb.
    EXAMPLE: It’d be useful to read the next two chapters as well.

    1  It isn’t necessary to include footnotes in your report. You ....................................... include
    footnotes in your report.
    2  I’m unable to meet the essay deadline this week. I ....................................... meet the
    essay deadline this week.
    3  It is essential for all students to carry identity cards. Every
    student ....................................... carry an identity card.
    4  It’s possible that the missing page is in the bin. The missing page .......................................
    be in the bin.
    5  Harry wasn’t able to come to the seminar. Harry ....................................... come to the
    seminar.
    6  I found it was essential to read each chapter twice. I found I ....................................... read
    each chapter twice.
    7  It would be a good idea for you to read this article. You ....................................... to read
    this article.
    8  Students aren’t allowed to email their assignments. Students .......................................
    email their assignments.

    READING
    The reading passage has eight paragraphs A–H. Choose the correct heading for each
    paragraph from the list of headings below.
    List of Headings
    i  Use the lecture to help you plan assignments
    ii  Certain words will guide you
    iii  Speaking is a slow form of communication
    iv  Co-operate with other students
    v  The number of key points will be limited
    vi  Choose your seat carefully
    vii  Make sure you know something about the topic
    viii  A time to listen and a time to write
    ix  We may have the wrong idea about listening
    x  Process what you hear
    xi  Interact with the speaker
    Example: Paragraph A ix
    1  Paragraph B
    2  Paragraph C
    3  Paragraph D
    4  Paragraph E
    5 Paragraph F
    6 Paragraph G
    7 Paragraph H
    Are you listening effectively?
    A Listening is a very neglected communication skill. Many students feel that because they
    can hear, they are listening. Allowing words to pour into your ear is not listening. Yet
    listening is the most used method of learning.

    B Lead rather than follow. Leading involves two steps: read assignments you’re given before
    you come to class. If you read before you hear the lecture you will be more alert to
    important ideas. And set up questions to keep yourself in the lead. These are not questions
    that you ask your instructor, but ones around which you plan your listening.

    C Look for the important ideas. Most lecturers will introduce a few new ideas and provide
    explanation, examples, or other support for them. Your job is to identify the main ideas. The
    instructor may come back to the same few ideas again and again. Be alert to them.

    D Listen for the signals. Good speakers use signals to telegraph what they are going to say.
    Common signals are to introduce an example: ‘for example’ ‘There are three reasons
    why...’; to signal support material: ‘For instance...’ ‘Similarly...’ ‘In contrast...’ ‘On the other
    hand...’; to signal a conclusion or summary: ‘Therefore...’ ‘In conclusion...’ ‘Finally...’ ‘As a
    result...’; to signal importance: ‘Now this is very important...’ ‘Remember that...’.

    E Listening is not just soaking up sound. To be an effective listener, you must be active. It
    will help if you place yourself close enough to the instructor to see and hear easily. The
    further away you are from him or her, the greater the chance of sound being distorted, or of
    interference from normal classroom noises, overhead projector fans, heating blowers, or
    noises from outside the room.

    F Another key to active listening is to maintain eye contact. The eyes truly tell all. An
    instructor can tell whether you’re ‘getting it’ or not, simply by looking at you, specifically,
    your eyes. Furthermore, it is almost impossible to fall asleep when looking someone directly
    in the eyes, so your ability to concentrate will improve! And respond to the instructor. This
    can be anything from asking and answering questions to nodding in understanding or
    smiling appropriately at your instructor’s attempts at humour. Ask questions for active
    listening.

    G You should also use thought speed. Your mind works many times faster than the
    instructor can talk; some studies report findings that the rate of the brain is almost four
    times that of normal speech, which often explains why daydreaming during a lecture occurs
    so frequently. Anticipate where the instructor is going with the lecture.

    H Take notes. In ordinary conversation we mentally interpret, classify, and summarize what
    is said. In classroom learning, we do this more effectively by keeping written notes. Note
    taking helps us to listen by providing a logical organization to what we hear. It is very
    difficult to listen to and remember disorganized, unrelated bits of information. Organization
    is the key to effective listening and remembering.

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