Good News PDF [PDF]

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News Stories for Listenin and Discussion oge



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Oxford New York A uckland Bangkok Buenos Aires Cape Town Chenna i Dar es Salaa m Delhi Hong Kong lstanbul Karach i Kolkata Kuala Lumpur Madrid Melbourne Mex ico City Mum bai Nairobi Sao Paulo Shangha i Taipei Tokyo Toronto



Editor ial Ma nager : Ch ris Foley Proj ect Ma nage r: Paul Riley Dev elopme n ta l Editors: Ellen Kisslinger, Bev Curran Co n tri bu ti ng Editor: Karen Brock Product ion Edito r: Anit a Raduca n u Desig ner: Mar k Kellogg Pictu re Resea rche r: Clare Maxwe ll Production Manager: Abram Hall Prod uc tio n Services: A Plus Publishi ng Services



OXFORD is a t radema rk of Ox for d Un iversity Press.



Prin ting (last di git): 10 9 87 6



ISBN 0-19-434873-3



Prin ted in China



Ox for d Uni ve rsity Press 198 Mad ison Aven ue , New York, NY 10016 USA Great Claren don St reet, Oxf or d OX 2 6D P En gland



Co pyrigh t © 1998 Oxfo rd Univers ity Press Library o f Congress Ca ta logi n g-i n- Pu blica t io n Da ta Barna rd, Roger. Good news, bad n ews : news sto ries for liste ni ng a nd dis cu ssion / Roger Barn a rd . p. ern . JSBN 0-19-4348 73-3 1. English langu age--Text books for foreign sp eakers. 2. Liste n ing--Proble ms, exercises, etc. 3. Disc ussio n-Pro ble ms , exe rcises, etc. l. Title. PE1128.B321 6 199 7 428 .3'4--dc2 1 9 7-9465 CIP No unauthorized photo copying. All righ ts reserved. No par t of thi s pu blication ma y be rep rod uced, stored in a retrieva l sys te m, o r tra ns mitted, in any for m or by an y me ans, electro n ic, m ech ani cal, p ho tocopying, reco rding, or otherw ise, withou t th e p rior written per miss ion of Oxford University Press. Thi s boo k is sol d su b ject to th e con di tio n th at it sh all not , by way o f t rade or ot he rwise, be len t, reso ld, h ired o ut, or o the rw ise circu late d wit ho u t th e pu blish er's prior co nsen t in any form of bin ding or cover ot her th an th at in which it is publish ed a nd witho ut a similar co n d itio n being im posed on th e subsequent p urchaser.



ACKNOWLEDGMENTS Illustrations by Ran dy Vero ugstrae te Radio icon and illus t ratio n on p. 30 by Eliot Bergma n Co ve r design by Ma rk Kello gg Cove r illu stratio n by Ro b Sch us te r The pu blisher wou ld like to thank the [ollowing {or their perm ission to reproduce texts: Sto ries 1, 2, 6, 7, 9, 10,13, 15,16, 17: © Associa ted Press. Rep rin ted with per mi ssion . Stor ies 3, 5, 8: © Reu te rs. Reprinted wit h pe rmission . Stor y 4: © Asahi Press. Rep rin ted with pe rm issio n . Story 11: © UPI. Reprin ted wit h pe rmission . Sto ries 12, 14, 18: © AFP/Jiji. Reprinted with per m ission. p . 36: CALVIN AND HOBBES © Watterson. Dist . by UNIVERSAL PRESS SYN DICATE. Repri n ted wit h pe rmissio n . All righ ts reserved . p. 46: Recor d for th e Lo n gest Wait for a Sale: Wo rld copyrigh t © Guin ness Publish ing Ltd 1986 p. 48 : Records fro m the Guin ness Book of Reco rds 199 7 Wo rld copy righ t © Gui n ness Publi sh in g Ltd 1996 Th e publisher would like to thank th e followi ng {or the ir permission to reproduce photographs: p. 12: © John G. Ross/P hoto Research ers, In c. p. 39: Dr. Seth Shosta k, Science Pho to Library/P ho to Researc hers. Jnc. p. 51: © Michael A. Keller, Stu dio Ltd./The Stock Mark et



Th e author and publish er would like to thank the follow ing reviewers for their valua ble co m ments an d sugge stions: Eleano r Barn es David Clay Dycus David Dyke s Mar ion Friebus Ro be rt Hickling Keith Lane Paul Lewis Mar y Sisk Noguchi



Terry O'Br ien Jack Perkins Ca rol Rinnert Tin a Row e Peggy Rule Sco tt Rule Oscar Ullo a Iunko Yam an aka



Introduction v Acknowledgments vi To the Student vii Map viii



STORY



1:



Dream



JaclCpot



LISTENING fOR GIST



LISHNING fOR INfORMATION



LISTENING fOR OETAILS



SPEAKING



USEfUL LANGUAGE



Choo sing the best que stion



Followin g a sequence: ordering pictures



Ident ifying information in contex t



Discussion:



Have you ever had a dream abou t. .. 7



STORY



2:



False



Dream s



Alar



4



LISTENING fOR GIST



LISTENING fOR INfORMATION



LISTENING fOR DETAILS



SPEAKING



USEFUL LANGUAGE



Choosing th e best headline



Following a sequence: ord ering sentences



Understand ing quest ions and identi fyi ng the corr ect response



Preferences survey:



Which do you prefer.. . 7



STORY



3 :



A



Fishy



Flying



7



Story



LISTENING fOR GIST



LISTENING fOR INfORMATION



LISTENING fOR DETAILS



SPEAKING



USEfUL LANGUAGE



Identifying the best summa ry



Following a sequence: ord ering pictures



Identifying factual details



Story telling and fact checking :



" Wh " questions



Losing things



STORY



4 :



A



Long



Trip.



10



LISTENING fOR GIST



LISTENING fOR INfORMATION



LISTENING fOR DETAILS



SPEAKING



USEFUL LANGUAGE



Choo sing th e best question



Distin gui shing factual information : True or False



Using numbers in context



Making plan s: Travel



• Fir st/Then/Next/ After that • " Wh " questions



STORY



5:



Having



a



Ball



13



LISTENING FOR GIST



LISTENING fOR INFORMATION



LISTENING FOR DETAILS



SPEAKING



USEfUL LANGUAGE



Choosing th e best headlin e



Followin g a sequence: ord ering sentences



Ident ifying numerical details



Making plans:



Using " would" to discuss hypothetical situations



Dream dwelling



_



16



LISTENING fOR GIST



LISTENING fOR INfORMATION



LISTENING FOR DETAILS



SPEAKING



USEFUL LANGUAGE



Choosing th e best response to a question



Distingui shing factual information : True or False



Under standing questions and identifying the corr ect response



Pair work activity:



Which message is th e most.. . 7



STORY



7:



Easy



Come ,



Message in a bo ttle



19



Easy



LISTENING FOR GIST



LISTENING FOR INFORMATION



LISTENING FOR DEl AILS



SPEAKING



USEFUL LANGUAGE



Identi fying th e best sum mary



Following a sequence: ordering pictures



Ident ifying factual details



Group activity: Shopping spree



Using "would" to discuss preferences



SPEAKING



USEFUL LANGUAGE



Survey and di scussion :



• How do .. . ? • How long does... ? • What do ... ?



STORY



8 :



Best



22



Commuter on AILS



LISTENING FOR GIST



LISTENING fOR INfORMATION



LISTENING fOR



Choosing the best qu estion



Disting uishing factual information: True or False



Under standing questions and producing an appro priate response



STORY



9 :



A



Com muting



Drop -out



2S



LISTENING fOR GIST



LISTENING fOR INFORMATION



LISTENING fOR DETAILS



SPEAKING



USEFUL LANGUAGE



Choosing t he best headlin e



Following a sequence: ordering sentences



Understanding questions and identifying the correct response



Role-play activity:



Can I ask you a few questions ... ?



Int erviewing someon e



iii



STORY



10 :



The



Great



28



Escop



LISTENING FOR GIST



LISTENING FOR INFORMATION



LISTENING FOR DETAILS



SPEAKING



USEFUL LANGUAGE



Id enti fying the best summa ry



Followi ng a seq uence: ord ering pictures



Using numbers in context



Pair w ork activity: Break out of prison



Directions : • Go straigh t.. • Turn left/right...



STORY



11 :



Better



Late



Than



Neve



31



LISTENING FOR GIST



lISTINING FOR INFORMATION



LISTENING FOR DETAILS



SPEAK INC



USEFUL LANGUAGE



Choo sing the best qu estion



Distingu ishing factual inf orm ati on: True or False



Und erstand in g q uestio ns and pr odu cin g an appropriate response



Role-play activity: Reclaiming a stolen item



Describin g th ings: • It's made of. .. • It has.. .



STORY



12 :



Come



Fly



With



Me



34



LISTENING FOR GIST



LISTENING FOR INFORMATION



LISTENING fOR DETAILS



SPEAKINC



USEFUL LANGUAGE



Choo sing the best headline



Following a seq uence: ordering pictures



Und erstandin g q uestio ns and identifying the correct respon se



Discussion and story tell ing : Accidents



"Wh " qu estions



STORY



13 :



Strang



37



LISTENING fOR GIST



LISTENING FOR INfORMATION



LISTENING fOR DETAILS



SPEAKING



USEFUL LANGUACE



Ident ifyin g the best summary



Distin gui shing factua l info rmation: True or False



Ident ifying factual details



Class survey: Paranormal events



• Do you believe in... ? • Have you ever .. 7



STORY



14 :



Chain



40



Smolee



L1STtNING FOR GIST



lISTINING FOR INFORMATION



LISTENING FOR DETAILS



SPEAKING



USEFUL LANGUAGE



Choos ing the best headline



Follo w ing a seq uence: or dering sentences



Und erstanding q uestions and produ cin g an appropriate respon se



Discussion: Kicking bad habi ts



• He/ She can . • He/ She could .



43 LISTENING FOR GIST



LISTENING FOR INFORMATION



LISTENING FOR DETAILS



SPEAKING



USEFUL LANGUAGE



Choo sing the best headli ne



Follow inq a sequence: ord ering pictures



Identifying numerical details



Discussion: Being a senior citizen



Cond ition al: • If you are.. .



STORY



16 :



The



Longest



Wait



46



LISTENING FOR GIST



LISTENING FOR INFORMAnON



lISTENINC FOR DETAILS



SPEAKING



USEFUL LANGUAGE



Identify ing the best summary



Distin g uishing factua l information: True or False



Identifying num erical details



Group activ ity: Guinness Book of Records



Superlatives: • biggest/talles t/ largest



STORY



17 :



Romeo,



49



LISTENING FOR GIST



LISTENING FOR INFORMATION



LISTENING FOR DETAILS



SPEAKING



USEFUL LANGUAGE



Choos ing th e best q uestio n



Foll owing a seq uence: o rdering pic tures



Und erstanding q uestions and pr od ucing an appro priate response



Discussion: What is romant ic?



Think of a romantic...



STORY



18 :



Barney



or



Blu



52



LISTENING FOR GIST



LISTENING FOR INFORMATION



LISTENING FOR DETAILS



SPEAKING



USEFUL LANGUACE



Choos ing the best response to a question



Distin gui shing fact ual informati on: True or False



Identifying factu al details



Discussion and story telli ng : Pets



• Do you have a pet? • I used to have...



EXTRA



PRACTICE



STO RY 1: Dream Jackpot... 55 STORY 2: False Alarm 56 STORY 3: A Fishy Story 57 STORY 4: A Long Trip 58 STORY 5: Havin g a Ball 59 STORY 6: Sea M ail 60



iv



STO RY 7: Easy Com e, Ea sy Go STORY 8: Best Com mute r STORY 9: A Drop -out STORY 10: The Great Esca pe STORY 11: Bett er Late Than Neve r STO RY 12: Come Fly With M e



61 62 63 64 65 66



STORY 13 : STORY 14 : STO RY 15: STO RY 16: STORY 17: STO RY 18:



Stranger Than Fiction ..67 Chain Smo ker 68 Never Too Old 69 The Lon gest Wait 70 Rom eo, Rom eo 71 Barney or Blue? .72



Good News, Bad News was written out of a desire to help students take advantage of th e proliferation of English-language international news bro adcasts in recent years. While radio and satellite television bro adcasts are available worldwid e, th e difficulty of understanding the language used by the med ia makes them inaccessible to many learners. Good N ews, Bad N ews is a co urse designed to help pre-intermediate and in term ed iate st ud en ts improve their general listening and speaking abilities while focusing on the skills needed to understand broadcast news. It features a co llectio n of entertaining stories based on new s taken from actual wire service reports. Each thr ee-page unit focuses on a story presented in radio news format. By teaching students to recogni ze and exploit the organization of typical news storie s, Good N ews, Bad News prepares them to und erstand real news broadcasts.



Each unit features a sequen ce of task-based activities that lead students fr om general t o detailed understanding of the story . First, st udents are given a structured task that requires them to listen for the main point, or gi st, of the news report. In the next two listening activi ties, they " zoom in" on the important or interesting deta ils. Aft erwa rd s, they discuss the co ntent or theme of th e new s story in a structured speaking activi ty. An optional Extra Practice sectio n in the back of the book provides studen ts an o ppo rt unity to com plet e a modified cloze activity by fill ing in missing word s in the tapescript. Th e listening activities in Good N ews, Bad N ews are primarily receptive tasks. Thi s m eans st udents engage in activities such as m atchin g item s in co lum ns, answering multiple choi ce or true /false que stions, or ordering pictures in a seq uence to show they have understood what th ey heard . A minimal amount of languag e produ ction is necessary. The rationale behind th is is the following : When students listen to som eth ing, they mu st use another skill, such as speaking or writ ing, to express what they have und erstood . If a student cannot say or write the corre ct answe r, thi s do es not necessarily mean th e stud ent d id not und erstand the information . It m ay onl y mean the



student does not have strong speaking or writing skills. Althou gh the emphasis of Good N ews, Bad N ews is o n developing listening skills, th ere are ample opportun itie s for speaking pract ice in each un it. On ce studen ts com plete the struc tured listening tasks, th ey are encourag ed to eng age in a variety of expansion activities th at promote speaking and provid e opportunities to im prove their co nversatio nal competency.



Course Components A Student Book, comprised of 18 Units and an Extra Practice section at the back of th e book. An Audio Program of the news stori es available on cassette and compact disc, featuring Ameri can, British, Australian, and Asian newsreaders. A Teacher's Book, that contain s: • • • • •



step-by-step instructions for each unit optional speaking activities p hotocopiable resource pag es cultural and language notes photocopiable tape scripts with co n tent notes



• answe r keys



Student Book Organization The sto ries in Good News, Bad News have been sequenced to balance serious and less serious topi cs. Each unit is self-contained, and the level of difficulty in terms of vocabulary and st ructures rem ains relatively constant through ou t the course; thi s means the stories can be taught in any order. Each unit contains the following sections:



Tuning In Exercise 1 is primarily a schema-build in g activi ty. In other words, students are asked t o make observations about the illu stration th at introd uces th e story and predict what happens in the sto ry. They di scuss general questions th at sti m ulate interest in the topic, as well as activate the ir vocabulary and background knowl edg e.



v



Exercise 2 is a vocabulary-building activity that identifies and teaches new language conta ined in the news story. Fill-in-the blank, matching, and sentence completion exercises are used. Students are encouraged to work tog ether to share what they already know.



Good News, Bad News Exercise 1 asks students to listen for the main idea of the story. They identify the best headline, a oneline summary, or the best question or answer in a conversational exchange. The primary goal at this stage is general understand ing .



purpose for choo sing the book: li stening or speaking . For a listening course, you may decide to skip the Signing Off activities. However, for a conversation class, less time may be spent on the listening act ivities, and the news story may be used as the foundation for a variety of speaking tasks. The Teacher's Book provides expansion activities for each unit. These activities can be adapted to multi-level classes.



Photocopiable Teacher Resource Pages



Exercise 2 gives students the opportunity to listen to the story again and asks them to identify the important points of the story. This exercise may be in the form of a true/false activity, ordering pictures, or ordering sentence s based on the story. Again, listening for every word is di scouraged .



The Teacher's Book includes photocopiable activity and assessment pages, along with photocopiable tapescripts . The activity sheets, particularly suitab le for use with expansion activities outside of class, include a weekly listening log , a vocabulary record, and a note-taking su m mary sheet.



Exercise 3 focuses on additional factual details of the story. Exercise types include multiple-choice, fill- in-the-blanks, and in later units, supplying short answers in an interview. Some of the items include sound discriminations, particularly with numbers.



It is important that students be exposed to as many examples from the broadcast media as possible. Students should be encouraged to listen to both radio and television news outside of class and use the photocopiable activity sheets to guide their listening .



Signing Off This is a com m unicative speaking activity that bu ilds on the theme of the story and provides opportunities for student personalization . Students work in pairs or small groups to exchange ideas and information through a variety of tasks, such as surveys, discussions, and role plays.



Assessment Assessing student performance and progress is an integral part of teaching. Tips on evaluating students during classroom activities are provided in the Teacher's Book.



Extra Practice This is a modified doze acti vity that presents the tapescript of each story with 12 words or phrases missing. The deletions include the six items in the Tuning In 2 section, plus six items selected to promote vocabulary development. This is an optional consolidation act ivity, and can be used before or after Signing Off. Students will benefit most by turn ing to the Extra Practice section only after completing the other listening activities in the unit.



Flexibility The complete unit is designed to take 60-90 m inutes of class time. The amount of time devoted to a particular section will depend on th e main



vi



I dedicate thi s book to my parents. I would like to thank everyone at Oxford University Press, particularly Chris Foley, Paul Riley, Ellen Kisslinger, Steve Maginn, Eleanor Barnes, Karen Brock, Bev Curran, and Anita Raducanu for their encouragement, patience, skill, wisdom, and hard work. I would also like to thank the management, teaching staff, and students of Athenee Francais, Tokyo, for their help in developing and piloting the material in th is book. In addition, thanks to the reviewers for their valuable comments on early versions of the manuscript. Roger Barnard



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This course is designed to help you take advantage of the news reports available to you in the broadcast media. It focuses on the skills you need to understand English language broadcasts and then talk about what you hear.



SUGGESTIONS e



Here are some some ways you can make the most of the course:



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• Try to relax when you listen. • When you are listening for the main points of a story, try to listen for the gist, not every word. • Don't focus on a word you don't know. You may understand it later in the story if you keep on listening.



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• Don't be afraid to guess if you are unsure of something; we often have to guess when listening in everyday situations . • Don 't expect to understand everything after one or two listenings. Each time you hear the story you will understand a little bit more.



1



• Don 't confuse "Iistening ability" with "remembering." We often understand something in our own language that we can't remember after a short time. • Don't look at the Extra Practice section before doing the listening exercises. Your listening skills will improve faster, and the lessons will be more interesting if you wait. • After listening to the stories, talk about them and share your reactions. • Don't be afraid to make mistakes. Participate in discussions and listen to your classmates' ideas. • Listen to the news outside of class. Try to use the skills you learn in class.



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