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Pathways LS Level 1 Independent Student Handbook
Pathways LS Level 1 Independent Student Handbook
Table of Contents
Listening Skills page 201
Note-Taking Skills page 203
Organizing Information page 204
Speaking: Phrases for Classroom Communication page 206
Speaking: Phrases for Presenting page 208
Presentation Strategies page 209
Presentation Outline page 211
Pronunciation Guide page 212
Vocabulary Building Strategies page 213
LisTening skiLLs
Predicting
Speakers giving formal talks usually begin by introducing themselves and their topic. Listen
carefully to the introduction of the topic so that you can predict what the talk will be about.
strategies:
■ Use visual information including titles on the board or on presentation slides.
■ Ask yourself questions that you think the speaker might answer.
■ Listen for specific phrases that indicate an introduction (e.g., My topic is…).
■ Listen for rhetorical questions, or questions that the speaker asks, and then answers. Often
produce, result in) or effects/results (often these are passive, e.g., is affected by). should, shouldn’t). These suggest that the speaker has a bias.
■ Listen to the speaker’s voice. Does he or she sound excited, angry, or bored?
Understanding the structure of a Presentation ■ Notice if the speaker gives more weight or attention to one point of view over another.
An organized speaker uses expressions to alert the audience to important information that will ■ Listen for words that signal opinions (e.g., I think…).
follow. Recognizing signal words and phrases will help you understand how a presentation is
organized and the relationship between ideas. noTe-Taking skiLLs
Introduction Taking notes is a personalized skill. It is important to develop a note-taking system that works
A good introduction identifies the topic and gives an idea of how the lecture or presentation for you. However, there are some common strategies to improve your note taking.
will be organized. Here are some expressions to introduce a topic:
I’ll be talking about . . . My topic is . . .
Before You Listen
Focus
There are basically two groups . . . There are three reasons . . .
Try to clear your mind before the speaker begins so you can pay attention. If possible, review
body
previous notes or think about what you already know about the topic.
In the body of a lecture, speakers usually expand upon the topic. They often use phrases that
predict
signal the order of events or subtopics and their relationship to each other. Here are some
expressions to help listeners follow the body of a lecture: If you know the topic of the talk, think about what you might hear.
The first/next/final point/reason is . . . First/Next/Finally, let’s look at . . .
Listen
Another reason is . . . However, . . .
take notes by hand
Conclusion
Research suggests that taking notes by hand rather than on a computer is more effective.
In the conclusion of a lecture, speakers often summarize what they have said. They may also Taking notes by hand requires you to summarize, rephrase, and synthesize information.
make predictions or suggestions. Sometimes they ask a question in the conclusion to get the This helps you encode the information, or put it into a form that you can understand and
audience to think more about the topic. Here are some expressions to give a conclusion: remember.
In conclusion, . . . In summary, . . . Listen for signal Words and phrases
As you can see. . . To review, + (restatement of main points) Speakers often use signal words and phrases (e.g., Today we’re going to talk about…) to organize
their ideas and show relationships between them. Listening for signal words and phrases can
Understanding Meaning from Context help you decide what information to write in your notes.
When you are not familiar with a word that a speaker says, you can sometimes guess the
Condense (shorten) Information
meaning of the word or fill in the gaps using the context or situation itself.
■ As you listen, focus on the most important ideas. The speaker will usually repeat, define,
strategies: explain, and/or give examples of these ideas. Take notes on these ideas.
■ Don’t panic. You don’t always understand every word of what a speaker says in your first
Speaker: The Itaipu Dam provides about 20% of the electricity used in Brazil, and about 75% of
language, either. the electricity used in Paraguay. That electricity goes to millions of homes and businesses, so it’s
■ Use context clues to fill in the blanks. What did you understand just before or just after the
good for the economy of both countries.
missing part? What did the speaker probably say?
Notes: Itaipu Dam ➝ electricity: Brazil 20%, Paraguay 75%
■ Listen for words and phrases that signal a definition or explanation (e.g., What that
■ Don’t write full sentences. Write only key words (nouns, verbs, adjectives, and adverbs),
means is…).
phrases, or short sentences.
Full sentence: Teachers are normally at the top of the list of happiest jobs.
Notes: teachers happiest
oRganizing infoRMaTion
You can use a graphic organizer to take notes while you are listening, or to organize your notes
after you listen. Here are some examples of graphic organizers: Timelines show a sequence of events.
Venn diagrams compare and contrast two or more topics. The overlapping areas show
Mind maps show the connection between concepts. The main idea is usually in the center similarities.
with supporting ideas and details around it.
Dolphins sharks
No air and no air
Need a spacesuit
pressure live in
2. No atmosphere 3. Zero gravity ocean, have
mammals fish
fins
Space: A
Hostile
Environment
1. Extreme 4. Rhythms
temperatures
expressing opinions expressing Likes and dislikes Clarifying/Checking Your understanding asking for Clarification/Confirming
I think… I like… So are you saying that…? understanding
I believe… I prefer… So what you mean is…? Sorry, I didn’t catch that. Could you repeat it?
I’m sure… I love… What do you mean? I’m not sure I understand the question.
In my opinion/view… I can’t stand… How’s that? I’m not sure I understand what you mean.
If you ask me,… I hate… How so? Sorry, I’m not following you.
Personally,… I really don’t like… I’m not sure I understand/follow. Are you saying that…?
To me,… I don’t care for… Do you mean…? If I understand correctly, you’re saying that…
I’m not sure what you mean. Oh, now I get it. You’re talking about…, right?
Giving Facts Giving tips or suggestions
There is evidence/proof… Imperatives (e.g., Try to get more sleep.)
Experts claim/argue… You/We should/shouldn’t…
Checking others’ understanding asking for opinions
Studies show… You/We ought to…
Does that make sense? What do you think?
Researchers found… It’s (not) a good idea to…
Do you understand? We haven’t heard from you in a while.
The record shows… I suggest (that)…
Do you see what I mean? Do you have anything to add?
Let’s…
Is that clear? What are your thoughts?
How about… + (noun/gerund) Are you following/with me? How do you feel?
What about… + (noun/gerund) Do you have any questions? What’s your opinion?
Why don’t we/you…
taking turns Interrupting politely
You/We could…
Can/May I say something? Excuse me.
agreeing disagreeing Could I add something? Pardon me.
I agree. I disagree. Can I just say…? Forgive me for interrupting…
True. I’m not so sure about that. May I continue? I hate to interrupt but…
Good point. I don’t know. Can I finish what I was saying? Can I stop you for a second?
Exactly. That’s a good point, but I don’t agree. Did you finish your thought?
Absolutely. I see what you mean, but I think that… Let me finish.
I was just about to say that. Let’s get back to…
Definitely. asking for Repetition showing Interest
Right! Could you say that again? I see. Good for you.
I’m sorry? Really? Seriously?
I didn’t catch what you said. Um-hmm. No kidding!
I’m sorry. I missed that. What did you say? Wow. And? (Then what?)
Could you repeat that please? That’s funny / amazing / incredible / awful!
Consider your audience own thoughts about your presentation? Did they notice things you didn’t? How can you use
■ Use familiar concepts. Think about the people in your audience. Ask yourself these their feedback in your next presentation?
questions: Where are they from? How old are they? What is their background? What do they
already know about my topic? What information do I need to explain? Use language and PResenTaTion oUTLine
concepts they will understand. When you are planning a presentation, you may find it helpful to use an outline. If it is a group
■ share a personal story. Consider presenting information that will get an emotional presentation, the outline can provide an easy way to divide the content. For example, one
reaction; for example, information that will make your audience feel surprised, curious, student can do the introduction, another student the first idea in the body, and so on.
worried, or upset. This will help your audience relate to you and your topic. 1. introduction
■ Be authentic (be yourself!). Write your presentation yourself. Use words that you know and Topic:
are comfortable using.
Hook:
Rehearse Statement of main idea:
■ Make an outline to help you organize your ideas.
2. Body
■ Write notes on notecards. Do not write full sentences, just key words and phrases to help
you remember important ideas. Mark the words you should stress and places to pause. First step/example/reason:
■ Review pronunciation. Check the pronunciation of words you are uncertain about with Supporting details:
a classmate, a teacher, or in a dictionary. Note and practice the pronunciation of difficult Second step/example/reason:
words.
Supporting details:
■ Memorize the introduction and conclusion. Rehearse your presentation several times.
Practice saying it out loud to yourself (perhaps in front of a mirror or video recorder) and in Third step/example/reason:
front of others. Supporting details:
■ ask for feedback. Note and revise information that doesn’t flow smoothly based on
feedback and on your own performance in rehearsal. If specific words or phrases are still a 3. Conclusion
problem, rephrase them. Main points to summarize:
Suggestions/Predictions:
Present
Closing comments/summary:
As you present:
■ Pay attention to your pacing (how fast or slow you speak). Remember to speak slowly and
loud. Ask the audience if your volume is OK at the beginning of your talk.
sounds and symbols English speakers use intonation, or pitch (the rise and fall of their voice), to help express
meaning. For example, speakers usually use a rising intonation at the end of yes/no
Vowels Consonants questions, and a falling intonation at the end of wh- questions and statements.
symbol key Words symbol key Word symbol key Word
/ɑ/ hot, stop /b/ boy /t/ tea
/æ/ cat, ran /d/ day /tʃ/ cheap VoCaBULaRY BUiLDing sTRaTegies
/aɪ/ fine, nice /dʒ/ job, bridge /v/ vote Vocabulary learning is an on-going process. The strategies below will help you learn and
/i/ eat, need remember new vocabulary words.
/f/ face /w/ we
/ɪ/ sit, him /g/ /y/
go yes guessing Meaning from Context
/eɪ/ name, say
/h/ hat /z/ zoo You can often guess the meaning of an unfamiliar word by looking at or listening to the words
/ɛ/ get, bed
/k/ key, car and sentences around it. Speakers usually know when a word is unfamiliar to the audience, or
/ʌ/ cup, what
/l/ love /ð/ they is essential to understanding the main ideas, and often provide clues to its meaning.
/ə/ about, lesson ■ Repetition: A speaker may use the same key word or phrase, or use another form of the
/u/ boot, new /m/ my /θ/ think
same word.
/ʊ/ book, could /n/ nine /ʃ/ shoe
■ Restatement or synonym: A speaker may give a synonym to explain the meaning of a word,
/oʊ/ go, road /ŋ/ sing /ʒ/ measure using phrases such as, in other words, also called, or…, also known as.
/ɔ/ law, walk /p/ pen ■ Antonyms: A speaker may define a word by explaining what it is NOT. The speaker may say
signaled by a pause.
Source: The Newbury House Dictionary plus Grammar Reference, Fifth Edition, National Geographic Learning/
■ Examples: A speaker may provide examples that can help you figure out what something is.
Cengage Learning, 2014.
For example, Mascots are a very popular marketing tool. You’ve seen them on commercials and
in ads on social media – cute, brightly colored creatures that help sell a product.
Rhythm
This will help you understand the word when it is used in a different context. Also look at all
Word stem Meaning example the related words, or words in the same family. This can help you expand your vocabulary.
ann, enn year anniversary, millennium For example, the core meaning of structure involves something built or put together.
chron(o) time chronological, synchronize
flex, flect bend flexible, reflection
graph draw, write graphics, paragraph
lab work labor, collaborate
mob, mot, mov move automobile, motivate, mover
port carry transport, import
sect cut sector, bisect -
Prefix Meaning example Source: The Newbury House Dictionary plus Grammar Reference, Fifth Edition, National Geographic Learning/Cengage
dis- not, opposite of disappear, disadvantages Learning, 2014