Listening plus 3: Supplementary book

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PART 1 - MAKING PREDICTIONS ... 19

PART 2 – NOTE-TAKING SKILLS: TAKING NOTES USING KEY WORDS AND PHRASES... 21

UNIT 4 ... 24

PART 1 - MAKING INFERENCES ... 24

PART 2 - NOTE-TAKING SKILLS: USING A SPLIT PAGE ... 27

UNIT 5 ... 30

PART 1 - UNDERSTANDING BIAS IN A PRESENTATION ... 30

PART 2 - NOTE-TAKING SKILLS: EDITING NOTES AFTER A LECTURE... 34

UNIT 6 ... 36

PART 1- LISTENING FOR CONTRASTING IDEAS ... 36

PART 2 - NOTE-TAKING SKILLS: COMPARING AND CONTRASTING MULTIPLE TOPICS ... 41

UNIT 7 ... 45

PART 1 - LISTENING FOR SIGNAL WORDS AND PHRASES ... 45

PART 2 – NOTE-TAKING SKILLS: TAKING NOTES ON DETAILS ... 47

UNIT 8 ... 49

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Listening Plus 3 was intended to support both teachers and learners of Listening 3, but

most importantly, it was aimed for increased consistency in the supplementary materials and ample practice of the skills taught in the course.

In the old programs, the core textbooks used in the Listening courses were designed in the integrated approach with a focus on business English. Two major issues were identified by both the teaching faculty and students. For one thing, when all the four micro skills were integrated into one single lesson, there seemed to be insufficient instruction and practice for each skill. For another thing, the business contexts given in the lessons turned out to be quite difficult for the English major students, which required both the teacher and learners to spend substantial amounts of time getting familiar with business concepts and terminology before working on improving the language skills.

When the new program was launched, the new course books – Q Skills for Success:

Listening & Speaking series - were implemented and the two issues were resolved. However, there

was a new concern: as our bachelor program specializes in Business English, the students still need exposure to business concepts and opportunities to use their language skills in business situations. This supplementary material was designed to address this concern. We would like to give students listening tasks in which they can practice the listening comprehension and note-taking skills they have learnt from the core textbook in business contexts. We also want to provide all the teachers in charge of Listening 3 with a collection of handy exercises, which helps to ensure all classes will work on the same business topics throughout the course.

Our team of three instructors started our work with deciding on the components of each unit: vocabulary practice, listening comprehension exercises, and note-taking practice. After that, we discussed to select potential sources of materials, taking into account the levels of proficiency

(B1+ – B2), quality of audio recordings, complexity of the business concepts, and the possibility

of adapting and designing tasks corresponding to the skills taught in the core textbook. The eight units were divided among four of us, and all the newly designed materials were trialed by the teachers in charge of the Listening 3 classes in the first semester of 2022-2023 for feedback and

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suggestions. At the end of the semester, the units were revised with too easy or difficult tasks modified, and new tasks added to short lessons.

The final version of the book consists of eight units, each of which includes business vocabulary exercises, followed by various listening and note-taking tasks for further practice of the skills introduced in the corresponding units in the core textbook. Several listening strategies and tips are also provided in each unit to help students review and consolidate their knowledge and skills. The remaining sections are transcripts, suggested answers, and a list of references. A CD containing all the audio files also goes with the book. We recommend that the vocabulary exercises be completed before the listening and note-taking ones so that students can understand the business situations and then use the newly learnt listening skills effectively in these new contexts.

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UNIT 1

PART 1- LISTENING FOR MAIN IDEAS

Exercise 1:

Match the definitions (a-h) with the words/phrases (1-8).

1. to unveil a. interesting or attractive

2. appealing b. a small and useful machine or tool that does something specific 3. a phase c. to show people something or tell them about it for the first time 4. ergonomic d. something that is designed to look like something else

5. a Gantt chart e. to bring a new product or service to the market 6. to launch f. a stage within a process or project

7. an imitation g. a table which shows the different stages of a project 8. a gadget h. designed to make people’s working environment more

comfortable and to help them work more efficiently

Exercise 2: Track 1

Listen to a short presentation about a new product design and complete the tasks below. Task A: How many key points are there in the presentation? What are they? Which sentence helps you identify the key points?

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Task B: Write the expressions in the box into the corresponding functions.

I’d like to talk you through the following (three) points. Firstly, … / Next, … Finally, I’m going to talk to you about … As you can see …, / You’ll notice that …

I’d now like to tell you about … As you know, …

Do you have any questions? In summary, …

1. Refer to the audience’s knowledge ______________________________

2. Refer to what images you are showing ______________________________

3. Tell them the structure of your presentation ______________________________

4. Use signal words to help them follow you ______________________________

5. Tell them when you’re moving on ______________________________

6. Show them when you’re near the end ______________________________

7. Tell them the main points one last time ______________________________

8. Open up the discussion ______________________________

Listening strategy 1

To identify speakers’ main ideas:

Pay attention to the discourse markers to signal the main ideas at the beginning of the presentation:

 Thanks for coming to the presentation on…

 The purpose of my remarks is …

 The point I want to cover here is ...

Another key to identify main ideas is repetition, how many times a word or phrase is repeated.

Listen for ideas that are rephrased or described in more detail; they are usually the gist.

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Exercise 3:

Match the words in the first column (1-8) with the words in the second column (a-h) to form collocations.

2. drastically reduced b. the innovation

Can you predict how many stages there are in the process? What are they?

Task B: Listen and check the answer for Task A. What are the changes? Can you identify the signals for these changes in the recording?

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PART 2-

NOTE-TAKING SKILLS: USING A CHART TO ORGANIZE NOTES ABOUT MAIN IDEAS

Exercise 5:

Fill in the blanks with the correct words or definitions. (change format)

Word / phrase Definition 1. _________bal

ance giving the right amount of time to work and to the rest of your life 2. overtime working more than ______________________________________ 3. to catch up on to do something you _____________________________________ 4. ____________ to (cause to) divide into parts

C. Access work emails D. Modern workplaces E. Flexible working hours

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Task B: Listen to the interview again and complete the notes using the chart below to help you identify the two main ideas.

Main idea 1:_________________________ Main idea 2: _________________________

 Working lives and private lives are

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UNIT 2

PART 1 - IDENTIFYING DETAILS

Exercise 1:

Match the definitions (a-f) with the words/phrases (1-6).

1. a promotion a. having many related parts; difficult to understand or solve 2. reward b. a thing that you are given because you have done something

good, worked hard

3. an incentive c. the act of giving someone a job which is higher status than their current job

4. automated d. something that encourages a person to do something

5. complex e. someone who studies how people behave in social situations 6. a social psychologist f. done by a machine or computer

Exercise 2: Track 4

You are going to listen to a talk about motivation and complete the following tasks.

Task A: With your partners, discuss several ways to motivate people at work.

Way 1: __________________________________________________________________ Reason: __________________________________________________________________ Way 2: __________________________________________________________________ Reason: __________________________________________________________________ Way 3: __________________________________________________________________ Reason: __________________________________________________________________

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Task B: Listen to the talk about motivation. Take notes while you are listening and make sure to include both main ideas and supporting details in your notes. Then, compare your notes with your suggestions about ways of motivation in Task A. (TRACK?)

Task C: Are these sentences TRUE (T) or FALSE (F)? Refer to your notes for support. Then, listen again and check. Track?

1. We try to motivate workers in the same way that we try to motivate our children.

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Task D: Match the sentence halves.

1. Glucksberg's experiment shows that people solve a problem faster when 2. Ariely's experiment shows that people

are less creative when

3. The same results as Glucksberg's experiment have been found when 4. An incentive works for people when 5. Incentives will no longer work for

motivating people at work when 6. The example of the big tech

companies shows that people work better when

a. the experiment is repeated. b. they are doing a simple task.

c. they are doing the jobs of the future. d. they are not given an incentive. e. they are offered a bigger reward. f. they can make choices about their

disposal desirable obvious shred wear out

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Main idea: Details:

Listening Strategy 2

Effective note-taking requires recording information quickly.

To do this, DO NOT write down every word or try to take notes in neat sentences. Instead, write only keywords and phrases.

In addition, shorthand (symbols to represent words or ideas) can be used. For instance:

Your notes should reflect the organization of the lectures by bullet points.

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Disadvantages Main idea: Details:

Main idea: Details:

Task B: Look at the details in your notes above. Which of them support the main ideas? Which of them are repeated or rephrased?

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PART 2 NOTE-TAKING SKILLS: TAKING NOTES TO COMPARE AND CONTRAST

Exercise 5:

Match the definitions (a-h) with the words/phrases (1-8).

1. cynical a. a mood of sadness

2. hopeless b. an examination of a person over time 3. a course of therapy c. a place people go for medical care

4. a clinic d. a series of visits with a psychologist to help a person feel better

5. happy-go-lucky e. believing people always act only in their own interest 6. a case-study f. a man

7. the blues g. not worried; accepting what happens 8. a bloke h. thinking a situation cannot improve

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Task B: Listen again and decide whether the following statements are TRUE (T) or FASLE (F).

1. Pam has written a book about health problems at work. 2. Steve is suffering from work burnout.

3. Steve wrote some parts of Pam's book. 4. Burnout and stress are not the same.

5. People do not always know when they have burnout. 6. Steve's personality changed when he was ill.

7. Steve made an appointment with the doctor. 8. Steve's health improved without medication.

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UNIT 3

PART 1 - MAKING PREDICTIONS

Exercise 1:

Match the definitions (a-h) with the words/phrases (1-8).

1. prospective employers a. an official request for a job, a place on a course, etc., usually in writing

2. application b. a worker responsible for recruiting employees and dealing with matters relating to them

3. personnel officer c. show that something is very important or worth giving attention to

4. emphasize d. the ability to use good judgment in making decisions

5. embarrassment e. really and sincerely

6. quality f. people who are expected to employ someone

7. common sense g. the feeling of being nervous or ashamed of what people know or think about you

8. genuinely h. a characteristic or feature of someone or something

Exercise 2: Track 7

Task A: Work with a partner. Read the following pieces of advice about applying for a job. Predict a reason for each piece of advice.

e.g. Include a photograph with your application.

(reason) Attach a picture to your letter or email so they can see what you look like.

a. Send your application by email.

____________________________________________________________________________ b. Your letter of application should not be longer than one page.

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c. Mention your hobbies and interests.

____________________________________________________________________________ d. Ask someone to check your application before sending it.

____________________________________________________________________________ e. Follow your application with a phone call.

____________________________________________________________________________ f. Tell the truth about yourself in your application.

____________________________________________________________________________ g. Include names, addresses and telephone numbers of referees.

____________________________________________________________________________

Task B:

You are going to hear an extract from a television programme in which five human resources officers give advice about applying for jobs. Listen and check whether your predictions in Task A were mentioned in the extract.

honesty (n.) sole (adj.) subsidiary (n.)

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Exercise 4: Track 8

Read the job advertisement below.

F&B Recruitment

Recruitment Consultant

F&B Recruitment specializes in placing IT and banking personnel. We are looking for somebody to join our team.

Your role will involve managing the entire recruitment process from advertising to placement and developing business with new and existing clients.

You will need:

 excellent interpersonal and communication skills.

 top skills in telephone and to-face interviewing.

face- Strong administrative and written skills.

 You will have a minimum of three years’ experience in recruitment consultancy or Human Resources, and ideally a background in Information Technology and Banking.

Task A: Mark Giddens of F&B Recruitment will be interviewing candidates for the position above. Work with a partner, think of five questions he might ask them.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task B: Listen to Mark Giddens interviewing Margot Rice, who recruits graduates for the computer company, Romtech. Are Mark’s questions similar to yours?

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Task C: Listen again. For each question 1-5, choose one letter (A, B or C) for the correct answer.

1. In her job as HR Assistant Margot's main duty was to A. give help and advice to staff on human resource policy. B. organize staff training courses.

C. provide administrative support for the recruitment process.

2. What Margot most disliked about her job as HR Assistant was A. the amount of administration she had to do.

B. telling candidates they hadn't got the job. C. making telephone calls to candidates.

3. In her current job Margot spends most of her time A. managing the two people who work for her. B. dealing with people from outside the company. C. on routine administration.

4. Margot attends recruitment fairs at universities A. at certain times of the year.

B. once a year.

C. all through the year.

5. How did Margot feel about setting up the job swap programme? A. That she was too busy to cope with it well.

B. Angry, because she had to work extra hours at the weekend. C. That she learnt a lot from doing it.

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PART 2 – NOTE-TAKING SKILLS: TAKING NOTES USING KEY WORDS AND PHRASES

Exercise 5:

Match the definitions (a-f) with the words/phrases (1-6).

1. a treatment a. a person who purchases products or services from a person or business frequently

2. a therapist b. involving the possibility that something bad might happen or that something will fail or lose money

3. risky c. not working for an employer but having your own business or finding work for yourself

4. self-employed d. move to a different place to work, or to be moved to a different place to work

5. relocate e. someone whose job is to treat a particular type of mental or physical illness or disability

6. a regular customer f. the use of drugs, exercises, etc. to cure a person of an illness or injury

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Task A: Listen to the interview and take notes. Be sure to write down the important words (key words or phrases) while you are listening. Use the following chart for support.

Your notes

2. Her former business sector __________________________________ 3. Reason for becoming self-employed __________________________________ 4. What she enjoys about being self-employed __________________________________ 5. What she misses about working for a company __________________________________

Task B: Are these sentences TRUE or FALSE? Use your notes for support.

2. Maria runs fitness training and beauty treatments for working men. ______ 3. She got a terrible skiing accident when she was on holiday. ______

5. She quit her job and started her own business. ______

Task C: Choose the best answers. Use your notes for support.

1. When did she start her company? A. over a year ago

B. about two years ago C. three years ago

2. How many regular customers does she have? A. 50

B. 130 C. 300

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3. What do customers do if they want to try a treatment? A. They send her a text message.

B. They come to see her.

C. They call her or send her an email.

4. What does she like most about being self-employed? A. She likes managing people.

B. She likes having contact with other people. C. She enjoys freedom.

5. What does she miss most about working for a company? A. the managers

B. the friends

C. the working environment

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UNIT 4

PART 1 - MAKING INFERENCES

Exercise 1:

Match the definitions (a-g) with the words/phrases (1-7).

1. a crisis a. an official limit of the number or amount of something

2. retail b. the action of closing a place, especially a port, in order to stop goods from coming in or out

3. garment c. a serious argument or disagreement

4. a blockade d. an agreement that is achieved after everyone involved accepts less than what they wanted at first

5. a dispute e. a situation in which there are a lot of problems that must be dealt with quickly

6. a quota f. a piece of clothing

7. a compromise g. the sale of goods in shops to customers

Exercise 2:

Listen to a radio news item on import controls. Take notes of the views of the two speakers, Joao and Dagmar, while you are listening.

Task A: Look at the details in your notes and decide whether each of the two speakers is for or

against the import controls. Track 10

Speaker 1 – Joao da Silva:

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Speaker 2 – Dagmar Rasmussen:

Task B: Listen to the news item again and correct the mistakes in these sentences. Track 10

1. Joao da Silva owns a clothing shop in Aveiro.

___________________________________________________________________________ 2. He supplies a small number of people.

___________________________________________________________________________ 3. His message is ‘support European exports’.

___________________________________________________________________________ 4. Dagmar Rasmussen is happy with the situation.

___________________________________________________________________________ 5. Tulip’s shops are already empty.

___________________________________________________________________________ 6. Dagmar says that the Trade Commissioner should resign.

___________________________________________________________________________

Task C: Do you know what happened next? Think of two possible endings.

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Task D: Listen to the rest of the news item to find out of if you are right. Track 11

Exercise 3:

Discuss with a partner what these terms mean. Try to explain in your own words.

prosumer search engines

democratization of the Net intellectual property viral videos

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PART 2 - NOTE-TAKING SKILLS: USING A SPLIT PAGE

Exercise 5:

Match the definitions (a-e) with the words/phrases (1-5).

1. a partnership a. a program or other show involving characters from a previous program 2. release b. computer system or software

3. a platform c. an agreement between organizations, people, etc. to work together: 4. revenue d. the income that a company receives regularly

5. a spin-off e. a work that is made available for the public to buy or see

· Tone (serious or amusing)

· Descriptive words (words that express opinions and emotions in specific)

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Exercise 6: Track 13

Listen to a short history about the origins of the game Angry BirdsTM.

Task A: Use the right side of the page to take notes about the main ideas and important details you hear.

- (a) _____________________ downloads

- combination of (b) _________________________________________ __________________________________________________________ - versions for (c) ____________________________________________ - market for merchandise

- long-term plans for (d) ______________________________________ __________________________________________________________

Early 2009

- A designer, Jaakko Iisalo (e) _________________________________ ________ at Rovio Entertainment, a Finnish computer game developer. - The game featured some angry-looking birds.

- The developers decided (f) _________________________________ ________________________________________________________ due to the outbreak of swine flu then.

- The initial cost (g) _________________________________

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- More than (j) ____________________________________________ _________________________________________________________ - Versions for other platforms appeared.

- (k) ____________________________________________________ _________________________________________on the free version.

Task B: Write questions about the notes in the section on the left.

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UNIT 5

PART 1 - UNDERSTANDING BIAS IN A PRESENTATION

Exercise 1:

Match the definitions (a-h) with the words/phrases (1-8).

9. a pitch i. to persuade someone or make someone certain

10. anticipate j. a speech or act that attempts to persuade someone to buy or do something

11. convince k. an energetic person who enjoys being with other people

12. an attribute l. the combination of words formed when two or more words are often used together in a way that sounds correct

13. a strategy m. to imagine or expect that something will happen

14. household n. a group of people, often a family, who live together in a house or flat

15. an extrovert o. a way of doing something or dealing with something

16. collocation p. a quality or characteristic that someone or something has

____________________________________________________________________________

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3. Excerpt 3

____________________________________________________________________________ 4. Excerpt 4

____________________________________________________________________________ 5. Excerpt 5

a. Engaging audience when giving a presentation doesn’t require any techniques.

b. Engaging audience when giving a presentation requires techniques/skills to make it easier.

a. Collocations of emphasis increase the impact of what you say.

b. Collocations of emphasis don’t affect people’s thoughts and feelings.

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Exercise 3:

Use a dictionary to define the following words and phrases. Discuss with your friends what you have found.

display (n.) arise (v.) lease (v.) conduct (v.)

simultaneously (adv.) commission (v.) premium (adj.) valid (adj.)

 Information source

Listening strategy 5

Bias, in other words, a strong feeling in favor of or against something, can be inferred based on:

· The title (definite titles give strong preference for the topic)

· Introduction (listen for how speakers introduce the topic to understand their bias)

· Imbalance (a talk with a bias usually has a side presented more than the other)

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Task B: Listen to complete the notes below by writing NO MORE THAN 2 WORDS AND/OR A

NUMBER in each gap.

Name of company

Clock Options Express

Business idea

Information and 1………. Display panels.

Will provide information for 2 ………... and other travelers. Information on time, 3 ………., parking and public transport. Will be placed at 4 ………. accesses to the city.

Income from 5 ………. space for advertisements.

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PART 2 - NOTE-TAKING SKILLS: EDITING NOTES AFTER A LECTURE

Exercise 5:

Match the definitions (a-h) with the words/phrases (1-8).

Word / phrase Definition

7. a competency g. a polite action

8. to cultivate h. to make something begin

9. to incorporate into i. conversation about things that are not important 10. to initiate j. to gradually end

11. a courtesy k. an important skill needed for a job 12. small talk l. to try to develop and improve 13. to fizzle out m. to include something in

14. to hammer out n. to come to an agreement through argument or discussion

Exercise 6: Track 16

Listen to a trainer talking about the importance of relationship-building as a competency. Take notes while you are listening.

Task A: Edit the notes below:

1. Order the points as mentioned in the talk. 2. Cross out unimportant words.

Use your own notes for support.

 We should all do is to practice simple courtesies.

 Listen to what colleagues say and take notice of the information you learn about their interest.

 We should also try to get to know colleagues outside the office.

 Get into the habit of asking open-ended questions.

 Plan an occasional social event with co-workers.

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Task B: Decide whether these sentences are TRUE or FALSE. Use your notes for help

1. Relationship-building is the same as team-building. ________ 2. One practical idea is to say “Good morning” to three strangers. ________ 3. It’s a good idea to identify someone you want to build a relationship with. ________ 4. It’s important to understand what’s happening in the world so that you can

discuss events with colleagues. ________ 5. When there is conflict, you should focus on the person and not on the issue. ________ 6. Asking people open-ended questions can help improve communication. ________

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UNIT 6

PART 1- LISTENING FOR CONTRASTING IDEAS

Exercise 1:

Read the newspaper story about plans to build a new hotel. Then highlight:

1. an expression that means different people have different views. 2. the part that explains why some people want the hotel to be built. 3. the part that explains why some people don’t want the hotel to be built.

4. the part that says far more people would be in the village if the hotel were full. 5. the part in the final paragraph that says that the hotel may or may not be built. 6. the sentence that says what the local people may decide to do about the situation.

Exercise 2:

Community Divided over Hotel Plan

Plans to build a new hotel in the small resort, Scathalos, on the Greek island of Corfu have received mixed reactions in the local community. Some of those who rely on tourism for a living and younger members of the small local population welcome the development, claiming that it will bring much needed income to the area and boost the economy. The majority of the people, however, are against the proposal and complain that the steady growth of tourism has already had a negative impact on the region and adversely affected both the physical landscape and the traditional lifestyle of the community.

The hotel would have 150 rooms, making it the largest in the resort and one of the largest on that particular stretch of coastline. Most rooms would be double or family rooms, meaning that up to 350 residents could swell the village population during peak season. The planned location is above the resort’s main beach and within walking distance of the village square and social centre.

The final decision to approve the scheme is yet to be made, but developers and

contractors are confident that it will go ahead. Large sums of money have already been spent on planning and design. Local people do not agree and plan a series of protests and demonstration. It seems that whatever the final outcome, some people are not going to be happy.

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Exercise 2: Track 17

Listen to people below talking about the plan.

Task A: Before you listen, predict whether each will be in favour of or against the hotel.

Helios (42) – one of the directors of the company that plans to develop the hotel:

Althea (35) – owner of a bar and restaurant in the village square:

Feodor (72) – ex-fisherman/now owns a small grocery shop in the village:

Timun (22) – works as a waiter in a beachfront restaurant and a barman in a disco just outside the centre:

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_________________________________________________________________________ _________________________________________________________________________

Task B: Listen, take notes of their views and decide whether each person is for or against the hotel plan.

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