2016-10-25 Rodrigo: listening overview

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - Notes from all my classes
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In your writing:
- Make sure it’s clear every time you use the word “subjects”, which subjects you’re referring to (academic subjects or creative subjects).
- It would help to use transition signals such as “One reason I believe this is…” and “Academic subjects, on the other hand, …” and “In conclusion,...”
	(These make it clear how all of your ideas fit together.)
- Give specific examples to illustrate the points you make about academic subjects.
- Grammar mistakes that sometimes interfered with clarity.

Formally, you have a choice between plural “they” and singular “he”:
When children are in their class, … they/them/their/themselves
When a child is in his class, … he/him/his/himself

We also commonly use singular “they”:
When a child is in their class, … they/them/their/themsel(ves?) (The problem is with the reflexive pronoun, because we don’t really know whether to use “themselves” or “themself” for a singular person.)
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Listening section:
- 2 or 3 “sets”
Each set is 3 listenings followed by 5-7 questions each.
	1 conversation (then questions)
	2 lecture or discussion (then questions)
	3 lecture or discussion (then questions)
You have 10 minutes for each set to choose your answers (but the timer doesn’t count when you’re listening to the passage or when you’re listening to each question).
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Academic listenings can have a variety of structures:
- definition and examples/illustrations
- classification
- causes and effects
- chronological (especially for history lectures)
- spatial


Try to predict or figure out as soon as possible how a listening is organized, because this can help you organize your notes and know which points are important.
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Homework: complete the practice listening test (audio is shared on Google Drive)