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Contemporary Topics 1: Academic Listening and Note-Taking Skills, 3rd Edition, by Helen Solorzano, Laurie Frazier
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Who are some of the key figures in the history of abstract art? Can video games be good for children? What are some ethical approaches to decision-making?
�
You’ll find the answers to these and other questions in Contemporary Topics 1 , which features college lectures from several academic disciplines, including art history, media studies, and psychology.� Contemporary Topics 1 prepares students for the challenge of college lectures with practice in a wide range of listening, speaking and note-taking skills and strategies. The lectures (available on CD and DVD) were filmed in realistic academic setting before live student audiences.
�
DVD Features
- Realistic college lectures from a range of academic disciplines (also on audio CDs)
- Student discussions of the lectures (also on audio CDs)
- Instructors’ Presentation Points
- Coaching Tips that guide students as they take notes
- Subtitles for lectures and student discussions
Course Features
- Corpus-based vocabulary drawn from the Academic Word List
- Practical listening and note-taking strategies
- Note-review practice that allows students to analyze their note-taking skills and consolidate their understanding of the lecture
- Academic research and speaking tasks: presentation, discussions, and role plays
- A Teacher’s Pack for busy instructors with:
- Suggested bonus activities
- Teaching notes
- Answer keys
- Audioscripts
- Simulated TOEFL�� Listening Test for each unit
See also:
Contemporary Topics Introductory (High Beginner)
Contemporary Topics 2 (High Intermediate)
Contemporary Topics 3 (Advanced)
- Sales Rank: #33168 in Books
- Brand: Solorzano, Helen/ Frazier, Laurie
- Published on: 2009-01-16
- Original language: English
- Number of items: 1
- Dimensions: 10.60" h x .40" w x 8.10" l, .62 pounds
- Binding: Paperback
- 134 pages
From the Back Cover
�
�
Who are some of the key figures in the history of abstract art? Can video games be good for children? What are some ethical approaches to decision-making?
�
You’ll find the answers to these and other questions in Contemporary Topics 1 , which features college lectures from several academic disciplines, including art history, media studies, and psychology.� Contemporary Topics 1 prepares students for the challenge of college lectures with practice in a wide range of listening, speaking and note-taking skills and strategies. The lectures (available on CD and DVD) were filmed in realistic academic setting before live student audiences.
�
DVD Features
- Realistic college lectures from a range of academic disciplines (also on audio CDs)
- Student discussions of the lectures (also on audio CDs)
- Instructors’ Presentation Points
- Coaching Tips that guide students as they take notes
- Subtitles for lectures and student discussions
Course Features
- Corpus-based vocabulary drawn from the Academic Word List
- Practical listening and note-taking strategies
- Note-review practice that allows students to analyze their note-taking skills and consolidate their understanding of the lecture
- Academic research and speaking tasks: presentation, discussions, and role plays
- A Teacher’s Pack for busy instructors with:
- Suggested bonus activities
- Teaching notes
- Answer keys
- Audioscripts
- Simulated TOEFL�� Listening Test for each unit
See also:
Contemporary Topics Introductory (High Beginner)
Contemporary Topics 2 (High Intermediate)
Contemporary Topics 3 (Advanced)
Most helpful customer reviews
5 of 5 people found the following review helpful.
I really wanted to like this book
By Diane A
I started using this book with an intermediate ESL class about two weeks ago. When I previewed the book before starting the class, I was really excited, but it was short lived after going through a few of the chapters.
Topics:
There are 12 units and they are quite short, but the topics covered are interesting. One topic that ESL teachers would appreciate is Unit 2 where the students watch or listen to a lecture on second language acquisition. Other topics include astronomy ("The Search for Extraterrestrial Intelligence"), biology ("Genetically Modified Food"), and other subject areas that young adults in an intensive program would study.
Target Context:
This course would best fit into an intensive course of ESL that wants to enhance note-taking and discussion skills while also improving lecture listening skills. I think ages around 18-23 would be the most appropriate since the content seems to be targeting college lecture classes. However, older adults interested in going back to school might have appreciation for it, but the content is very basic and general and they might wish for more material.
Flow of the Chapters:
There is a easy feel to the flow of the chapters. The sequence of events seems to fit. The general flow is as follows:
(1) Connect to the Topic
This is a preview of the material based on students' prior knowledge of a topic. It can be a little dull at times when students haven't the faintest idea about something. It requires a bit of scaffolding from the teacher to engage the students.
(2) Vocabulary
You can either listen to sentences of Unit vocab being used or have a student read it. Then you generally pick the definitions of the words from multiple choice questions. There are varied amounts of vocab words per unit ranging from 10-13 words. Additional words may be found in the text. Following the sentences and multiple choice there is a short vocabulary activity. The object of the activity is not well explained to the student, and sometimes seems like an arbitrary idea that much thought wasn't put into.
A teacher might want to extend the vocabulary with other activities to engage the students to practice using the words, think of opposite meanings, discuss what contexts they would be used in and so on.
Actually, I feel that the words in this book are a little too common and therefore not quite challenging. In my class I believe my students approximate IELTS score would be around 3.5 - 4.5, and they do not find much difficulty with the vocabulary. Sometimes we will extend the vocabulary words and find less common words that are synonyms.
(3) Focus your attention
This part of the unit allows students to draw their attention to one strategy that a lecturer uses to organize their lecture. Examples include: discourse markers, rhetorical questions, presenting numbers, giving points of view, emphasizing key points or words, and so on.
I found that the students didn't find this part to really speak to them. I wanted them to not only recognize these features of a lecture but also make use of them in their own presentations or class discussions. I also felt that this part of the chapter did not allow for much student engagement other than listening to a recording and taking brief notes. It wasn't followed up with in later parts of the unit.
(4)Listen to the lecture
At this point in the unit, the students prepare to listen to a lecture and also engage in a brief discussion or pre-listening about what they will listen to. This is very brief, but it is an important component of listening. A teacher may be inclined to ask their students more questions like what kind of view points do they think will be discussed or etc.
The listening may be done on CDs or the teacher's DVD. The DVD contains lecture notes, presentation coaching and subtitles as options. The CD is only audio, of course.
My students never needed more than one listening to complete the Main Idea questions and specific details. The lectures are pretty short and basic. They run from about 7-10 minutes. More time can be added if you selected to have the coaching option turned on. I find that it is useful, but I usually only run the "special features" once, either during this time or during the review your notes section which comes right before the quiz.
******Up until now about an hour of class time has past, and we are halfway through the unit. *******
(5) Talk about the Topic
At this point the students listen to 4 students discuss the lecture that was just heard. It is a REALLY basic discussion that doesn't seem authentic at all, but they listen to new types of discussion phrases. The phrases aren't really useful unless you can get your students to practice using the phrases in short discussions. There are only 4-5 phrases per chapter that serve 1-3 different purposes like disagreeing, offering a fact or opinion and etc. I would encourage your students to come up with similar discussion phrases that they can use.
At the bottom of the page on "Talk about the Topic," there are three discussion questions that you can ask your students to discuss in groups. They are pretty meaningless to get the students to say other than yes/no if you don't push it on them. Since this textbook gives no assignments or even homework to do, I make this into somewhat of an informal presentations, where they are given time to present their ideas using specific examples and an outline. It has worked pretty well, but most of the questions are too similar and based heavily off of the lecture so they begin to sound like one another rather that hearing unique ideas from their experience.
(6) Review your Notes
This part seems a little bit of a waste. The students are encouraged to look over their previous notes, and fill out some questions, outline or graphic organizer in the textbook. It doesn't explicitly give them a chance to practice using specific strategies in their note-taking. It kind of lost its cause for learning note-taking since the students weren't able to practice any given strategy or skill on their own.
(7) QUIZ time
At this point, the students are ready for a quiz. The quiz provided to the teacher is always the same. It's 10 questions of multiple choice. The teacher reads or plays the questions and the students select the answers. It takes about 15 minutes maximum. This is good for having more instructional time, but not for those who do not like multiple choice. Like I mentioned before all of the questions are based on the unit lecture.
I suppose a teacher could make up their own listening quiz. it is challenging to do in a short period of time though.
(8) Extend the Topic
This is the last part of the unit. This comes after the quiz. Usually, the teacher plays a short clip of another lecture of some sort and then there is an activity or discussion where the students apply the content of the chapter to themselves. This is a hit or miss since not all content will be interesting from everyone.
Each unit can come out to about 2-3 hours based on whether you give extra material or assignments.
Conclusion
My last problem of the book is that there are no assignments, homework or even presentations from the book. If you want the students to DO anything in this book it is based on short discussions, and very short question and answers for the vocab, lecture questions, and note taking. That requires the teacher to come up with outside assignments. It's not impossible, but this is not a stand alone textbook.
I don't think this book adequately meets the needs of students who want to improve their note-taking skills. I think it can facilitate listening skills though. There is plenty of opportunity to practice listening from all the diverse topics and different lecture strategies. I just wish the students can do more.
I cannot wholeheartedly recommend this book. I think a great alternative would be "Lecture Ready 1" which is published by Oxford. That book offers much practice in lecture listening, note-taking strategy and also presentation skills that really encourage participation.
I hope this helps! Happy teaching!
1 of 1 people found the following review helpful.
This product DOES NOT INCLUDE THE DISKS!!
By Tom
Even though the majority of the product description covers the CD and DVD, neither disk product is included with the book
0 of 0 people found the following review helpful.
Five Stars
By Martin.Q
good
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