Learning English with CBC
Listening Lessons for Intermediate Students
Based on CBC Manitoba Radio Broadcasts
November 16, 2011
Lesson 72: Self Study Edition
Level:
CLB 6 and up
Topic:
Living in a Fast Speaking World
Language Skills and Functions:
Listening – listening to a short interview for main
ideas and detail;
Speaking – asking for clarification/checking for
understanding
Reading – reading a text for main ideas and detail
Writing
– writing a paragraph
Language Competencies:
Language Tasks:
Vocabulary, Pronunciation, Listening and Speaking
Strategies, Socio-cultural/sociolinguistic Competence
Answer questions about fast speech across cultures
Listen for main ideas and detail in a radio interview with a Professor of
Communication Sciences and Disorders
Assess personal use of listening strategies
Ask for clarification/check for understanding in a role play
Read tips on taking good notes
Write a paragraph on why taking notes is a good learning strategy
Read a text about President Obama’s speaking style and answer detail
questions
Essential Skills: Reading text, oral communication, writing
Appendices: Transcript
Tips for Taking Notes
Globe and Mail article: Turtle talk wins the race
Answers to Worksheets
Manitoba Memo
Did you know there are over 100 languages spoken in Manitoba? While English is the
dominant language of the province, the next most commonly heard languages are German,
French, Tagalog, Ukrainian and Cree. Immigrants to the province bring their languages
with them, enriching the linguistic make-up of Manitoba.1
When you listen to a language other than your native language, it often sounds as though
it is spoken more quickly than your own language. The words and music of the language
sound foreign and unfamiliar. Some languages are spoken at a faster pace than others.
For example, Spanish and Japanese sound as though they are spoken at breakneck
speed.
However, those who study languages say that in fact, languages tend to convey
information to listeners at the same rate, even though the speed of the delivery of some
languages sounds much faster than others. 2
Scientists studied native language speakers of seven common languages: English, French,
German, Italian, Japanese, Mandarin and Spanish. They also studied a less common
language, Vietnamese. One of the main things they discovered was that language speed
is determined by how much meaning is packed into each syllable. The more information a
language packs into a syllable, the fewer syllables have to be spoken in a second to
convey meaning. For example, the single syllable word “bliss” is full of meaning. On the
other hand, the word “to” is not. And a single syllable in the midst of a longer word, such
as the short “i” in merr-i-ly, has no independent meaning at all.
When scientists listened to a minute of speech in all of the languages studied they found
that each language conveyed about the same amount of information in that minute. They
concluded that while Spaniards “sprint” and Chinese “stroll” when they speak, both tell the
same story in the same amount of time.
In English, there’s growing concern that many people are speaking too quickly. Our fastpaced lives mean we try to say more in less time. But is it working? Communications
experts fear that fast speech means listeners comprehend less and less of what is said.
As language learners, we need to remember that speaking fast is less important than
speaking well and that one key to speaking well is listening well. In fact, eighty percent of
what we learn comes from listening. That’s why we need to learn strategies to help us
listen. We need to be prepared to politely ask speakers to slow down, repeat what they’ve
said or clarify. Above all, we need lots and lots of practice!
1
2
Source: www.gov.mb.ca/ctt/invest/busfacts/overviews/d_language.html
From Time Magazine, www.time.com/time/health/article/0,8599,2091477,00.html
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Background
1. Think about the following questions







Think about the language you hear around you in Canada. Do you think Canadians speak
English faster than people in your country speak their native tongue? If so, why do you think
this is the case?
How does the “music” of the English you hear in Canada compare to the
“music” of your language?
Are there other things that you think are unique to English speakers or unique to speakers
of your language?
In English, two or more words are sometimes combined to sound like one word: gonna
(going to), whaddaya (what do you) etc. Do people use reductions like these in your
language?
Do people speaking your language use more or fewer gestures than Canadians speaking
English?
When people speak English very quickly, do the gestures they use help you understand?
What kinds of gestures are helpful? (Ask students to demonstrate!)
When Canadians speak to you, do they stand closer or farther away than people in your
culture do?
2. Vocabulary definitions
Here are some words you need to know to understand the CBC interview.
texting
When you use your cell phone to send someone a
written message, it’s called texting.
Twitter
Twitter is a social networking service. It allows you to
answer the question “What are you doing?” by
sending short text messages of about 140 characters
to your friends or to people who follow you on
Facebook. These messages are called tweets.
the 24-hour news cycle
The 24-hour news cycle is the news system that
makes news available to us at all times, day and
night.
to be bombarded
We often say we are bombarded with information or
questions. It means we’re hearing too much or too
many questions. For example: The students
bombarded their professor with questions about the
exam. Everyone was speaking at once and no-one
could be heard.
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to have a thought cross your mind This idiom refers to times when you have a sudden
or passing thought or idea. For example: It crossed
my mind that the store was closing early today and
that I needed to hurry if I was going to get there on
time.
a decade
A decade is a ten year time period.
to cram
You are cramming something in when you try to force,
press, or squeeze it into an insufficient space or time.
For example: Maria had one exam Tuesday and
another on Wednesday. She had to cram a week’s
worth of studying into twenty-four hours.
communications science
Communications science explores how people use
messages to inform, persuade and entertain others.
communication disorders
Communication disorders are when someone has
problems in speech, language, and/or hearing.
Examples of disorders range from saying sounds
incorrectly to being completely unable to speak or be
understood. Speech-language pathologists and
audiologists provide services to evaluate, diagnose,
and treat communication disorders.
clarity
If you speak with clarity, it means you speak clearly
and it is easier for listeners to hear what you are
saying.
words per minute
Words per minute describes the rate at which
someone speaks, writes or types. The rate is
actually a calculation.
typically
Typically is another word for usually. It means that
something happens or takes place in the usual way
or the way you would expect it to happen. For
example: Typically, our classes run from nine to noon.
the central nervous system
The main part of the body’s nervous system is called
the central nervous system. It consists of the brain
and the spinal cord. The central nervous system
controls how the body feels pain, heat etc. and it
controls movement.
to comprehend something
If you are able to comprehend something, it means
that you understand it.
an elongated vowel
Elongate means to lengthen or make longer. An
elongated vowel takes longer to pronounce.
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to advocate for something
If you say publicly that you think something should
happen or should be done, you are advocating for it.
For example: Gudrun believes that Canada should let
in more immigrants. She met with her Member of
Parliament to advocate for an increase in Canadian
immigration quotas.
television news broadcasters
The people who deliver the news or current events
on TV are known as news broadcasters.
to take a hint
This idiom describes situations when you suggest
something to someone and they behave as you
suggested. Often the original suggestion is subtle or
indirect. For example: The day before Mother’s Day
Mom told me lilies were her favourite flower. I can
take a hint! I went out and bought her a bouquet of
lilies for Mother’s Day.
constant feedback
When you continuously give someone advice,
criticism and/or praise on something they have done,
you are providing constant feedback.
to pause between phrases
If you stop speaking between thoughts or groups of
words (phrases) and then start again, you are
pausing. For example, you may pause to take a
breath, collect your thoughts or look at the audience.
to mark something down
When you mark something down, you write it down,
often to help you keep track. For example: The
week before she started her low sodium diet, Gina
marked down and kept track of the sodium content of
everything she ate.
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3. Vocabulary Match
Learning new vocabulary before you listen makes it easier for you to understand the story.
After you have read the vocabulary definitions, see if you can you match the following
vocabulary words or phrases with their meaning. The first one is completed for you as an
example.
Vocabulary Word
1. _c clarity
a)
Meaning
continuous praise, advice or criticism
2. __ to be bombarded
b)
to write down; to keep track
3. __ a decade
c)
clearness, intelligibility
4. __ to cram
d)
to try to fit or squeeze something into a
small space or period of time
5. __ typically
e)
lengthened; longer
6. __ the central nervous
system
f)
a problem with speech, language or hearing
7. __ a communication
disorder
g)
to understand a suggestion and behave
accordingly
8. __ elongated
h)
to be confronted by too much of something
9. __ constant feedback
i)
to send a written message using your cell
phone
10. __ to pause
j)
to publicly say what you think should
happen; to speak on behalf of a cause or
organization
11. __ to mark down
k)
a social networking service used to send
short text messages to tell people what
you’re doing/thinking
12. __ to advocate
l)
to stop; to take a short break
13. __ to take a hint
m)
the system that tells the body when it feel
pain, heat etc. and which controls
movement
14. __ to text someone
n)
a ten year period
15. __ Twitter
o)
usually
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4. Predict what the podcast is about
In this interview, Colleen Ross interviews Professor Ray Hull. He teaches in a University
Department called Communication Sciences and Disorders.
Can you predict the kinds of things that Professor Hull might teach or study in his
Department? Here are some examples.
He might teach people… how to speak clearly.
Maybe he teaches ...people with speech impediments or problems.
Another thing he might study is…how people learn to speak a language.
I have no idea what he might teach or study.
Beats me what he might teach or study. (informal)
5. Get ready to listen
In this podcast, you will hear three speakers. You will hear:
Marcy Markusa – host
Colleen Ross – interviewer
Ray Hull – Professor in the Department of Communications Sciences and Disorders,
University of Wichita, Kansas.
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6. Listen for Main Ideas and Detail
Read the questions before you listen to the podcast. When you listen to the podcast the first
time, listen for the main ideas. When you listen a second time, listen for the details to answer
the questions below. Use point form to keep your answers brief.
1. What has changed about the way people speak in the last decade?
 they’re speaking faster
2. What does Professor Hull help people do?
3. How many words a minute do people typically speak today?
4. What groups have difficulty when people speak very quickly?
5. Why does Professor Hull think television news broadcasters need to slow down their
speaking rate?
6. What strategies can someone use if they want to speak more slowly?
After you Listen
a) Review your pre-listening predictions
Were you able to predict some of the things Professor Hull teaches or studies?
b) Assess your language learning listening skills
In the podcast, Colleen Ross talks about strategies people can use to learn to speak
more slowly. A strategy is a technique or tool we use to help us learn. Strategies are
particularly helpful when we are learning a new language.
Think about what listening learning strategies you used when you listened to today’s
podcast. For example, one strategy you used was to first activate your own knowledge
about the topic.
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Do you use some of the following strategies or techniques to help you understand spoken
language better? Think about these strategies. Which are most helpful to you? Are there
some strategies you don’t use now but think you might use in the future?
Listening Strategies
Yes,
usually
No,
never
Sometimes
When I listen to someone, I try to focus on the
overall meaning and not just the details.
I focus on the person who is speaking.
I watch for non-verbal communication such as
gestures or facial expressions.
I repeat points I have heard to confirm they are
correct.
When I am introduced to a new word, I try to
connect the sound of the word with an image or
picture.
If I know the topic or the title of a lesson or
presentation, I try to activate my own background
knowledge. I think about what the speaker may
talk about so I can better understand the content.
If I’m listening to the radio, I try to visualize the
setting/ subject.
I pay special attention when teachers/speakers
repeat or stress a particular point. These are
often the most important points.
I listen for intonation and tone of voice to better
understand meaning and feeling.
I listen for stressed words or phrases as they
carry the most meaning.
I regularly listen to English outside the classroom.
Another listening strategy I use is…
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c) Can you ask for clarification? Check for understanding?
Do you have the language you need to let someone know that you need further explanation or
clarification? What about when you want to check to see if someone understands what you
are saying?
Here are some expressions you can use:
If you don’t understand or hear what someone says, you say:
Sorry, I didn’t catch what you said.
I’m sorry, I didn’t get that.
Come again? (informal)
Pardon me? (more formal)
I’m sorry. I’m not following you.
Could you please repeat that?
If you want to check to see if someone understands you,
you can say:
Do you understand?
Is that clear?
Did you get that?
Are you following me?
Okay so far?
Got that? (informal)
Ask another student to do this role play with you. Ask them to explain a topic from the idea list
below. When they speak too quickly or what they say is unclear, ask for clarification. As they
speak, they can also check to see if you are following the explanation. Then reverse roles.
You can change topics too!
Topic Ideas
1) Explain the directions for getting from school to your home
2) Describe in detail how to make your favourite meal/dish/dessert
3) Explain the many features on your cell phone
Here is an example of how you could begin:
Student A: To get to my house from here, you take Elgin to Sherbrook and turn right.
Student B: I’m sorry, I didn’t quite catch that. Did you say turn right?
Student A: Yes, turn right. Then you go one block to William and turn left. Got that?
Student B: Yes, thanks.
Student A: And then…
Etc.
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Learning English with CBC
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d) Taking Notes
Most of us are familiar with the importance of taking notes when we’re listening. But taking
notes can also be very helpful when we read a text – especially a long or difficult text! Taking
notes on what we read can improve our understanding of the content. It also helps us recall
the information. Our notes provide a summary of what we have read.
People have different ways of taking notes when they read. Sometimes the notes are kept on
a separate sheet of paper. Sometimes, they’re written in the margins of the page. Or they
may be written on post-it notes and stuck to the page.
Read Appendix 2. Which of the tips on this list do you use when you take notes?
Can you summarize the information you have read in a paragraph? What do you think are the
main benefits of taking notes while you listen or when you read a text? Use the outline below
to help you.
Begin with a topic
sentence. The topic
sentence introduces what I think taking notes is an important learning strategy that all
you want to talk about. It students should know.
makes the reader want to
know more.
Add two or three
supporting sentences.
The supporting
sentences will tell the
reader why you think
taking notes helps
someone learn English.
The main benefits of taking notes are _____________________
and _____________________________________ . In addition,
taking notes helps students__________________________
____________________________________________.
Personally, I find taking notes very helpful when I ___________
____________________________________________.
Write a concluding
sentence. It
summarizes what has
been said.
I think everyone should learn how to take good notes because
___________________________________________________.
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Learning English with CBC
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e) Read a text about speaking styles and answer detail questions
Sometimes, when we read a text, we are looking primarily for details. Read the adapted Globe
and Mail newspaper article in Appendix 3. 3 Can you find the information you need to fill in the
details on this reading chart? Use your note-taking skills to keep your answers short. The first
question is completed as an example.
1
Question
How does the article describe President Obama’s
speaking style?
2
How many words per minute did President Obama
speak in New Hampshire?
3
What is the average number of words per minute for
a politician?
4
What is the average number of words per minute for
regular conversation?
5
What advice do speechwriters give political clients?
6
Why do speechwriters advise politicians to slow
down?
7
Pausing is described as a powerful speaking tool.
Why?
Answer
- inspiring
- slow
- formal
- careful
- deliberate
How would you answer the following questions?
1. The title of the article is “Turtle talk wins the race.” What do you think the title means? Do
you think it is a good title for the article? Why or why not?
2. Watch/listen to the first three to four minutes of the clip of President Obama speaking. It
can be found at: www.theglobeandmail.com/life/article669604.ece. Take notes on his
speaking style as you listen. What do you think? Is his speaking style effective? Why or
why not?
This article was written when Senator Barack Obama was running for President. Since he is currently President, and that’s
how we know him, he’s referred to as “President Obama” in this lesson.
3
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Learning English with CBC
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Want to know more…
The scientific information in the Manitoba memo is from:
www.time.com/time/health/article/0,8599,2091477,00.html
Students can practice their listening skills on the Learning English with CBC site at:
www.cbc.ca/manitoba/eal/ or by listening to other CBC podcasts at:
www.cbc.ca/podcasting/
The short document Effective Listening and Note-Taking is intended for college students
but is a good summary: www.northshore.edu/support_center/pdf/listen_notes.pdf
CBC does not endorse and is not responsible for the content of external websites
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Learning English with CBC
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Appendix 1: Transcript
October 31, 2011(broadcast date)
Speaker
Podcast
Line
Marcy
Hi I'm Marcy Markusa and you're listening to Learning English
with CBC. Well things like texting, Twitter and the 24 hour
news cycle continually bombard us with information in our
fast–paced world. But do you sometimes wonder if people are
also talking faster than they used to? Well, if that thought has
5
crossed your mind, you’re absolutely right. We are speaking
faster than we did a decade ago. So how does cramming more
words into every minute affect our ability to understand what
we’re saying to each other? Well that’s one of the questions
CBC reporter Colleen Ross put to communications expert Ray
10
Hull in this interview.
Colleen
Ray Hull is a Professor of Communication Sciences and
Disorders at Wichita State University in Kansas. People seek
his help to talk slower and with greater clarity. To get back to
where we used to be.
Ray
15
A decade ago I measured the speed of speech of teachers,
family members and those out in society at a rate of about 145
words per minute. That is certainly not what we’re finding
today. People are speaking at a rate of typically of around 160
to 180 words per minute.
Colleen
20
Hull says the central nervous system is best able to
comprehend speech at around 124 to 130 words per minute.
That’s about how fast he just spoke. When we talk slowly, the
central nervous system has the time to fill in the gaps of
speech with elongated vowels and consonants.
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Colleen
Teachers or parents who think that kids don’t hear them, (they)
(continued)
actually might not understand them. And it’s not just kids. The
ever growing number of new immigrants, and especially
seniors, can have a hard time with fast talkers.
Hull says we all need to advocate for slower speech.
Ray
30
When I work with television news broadcasters who I time
speaking at 200 words per minute, and people call in and
complain that they cannot understand, then it would seem as
though people would begin to take the hint that they need to
slow down.
Colleen
35
There’s a few ways to do that. Look people in the eye to get
constant feedback and pause between phrases. And time
yourself. Mark 130 words on a page and clock how fast you
read it. If you’re done in less than a minute, try slowing down a
little and see what it feels like. Then again, I’ve been speaking
at around 170 words per minute and hopefully you’ve
understood me.
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40
Appendix 2: Tips for Taking Notes4
Taking Good Notes Can Help Us Learn
Taking good notes is a valuable skill. Taking notes when we are listening or when we read a
document can help us learn, identify important points and recall what we have heard or read.
Good notes are brief and clear. Less is more in the world of taking notes!
Some Situations Where We Might Take Notes








listening or reading in class;
studying at home or with friends;
at the workplace;
at a parent-teacher interview
at a doctor’s office;
at a presentation, information session or meeting;
when we’re on the phone;
when we see information in a newspaper, on the internet, on a
bulletin board or in a magazine that we want to remember.
Tips for Taking Notes
1. Be concise. Write down main points, key words and important details. Do more
listening/reading than writing.
2. Be neat. Do it right the first time. Don’t assume you will re-write your notes later.
3. Don’t crowd your notes. Leave some white space so you can add more notes later.
4. Use pen. Pencil is easily erased or smudged and can be hard to read.
5. Only use familiar short forms or abbreviations. It’s risky to make up short forms.
There’s nothing worse then re-reading your notes and realizing you have no idea what
word your short form stands for!
6. Draw or illustrate a point if that makes sense. Sometimes an illustration or symbol
works well. For example, if you are listening to an interview and want to remember the
speaker sounded very sad, you might draw a sad face - .
7. Try to put your notes in your own words. The exceptions to this rule are if you are
taking down formulas, definitions, words, specific facts or names.
8. Don’t worry if you miss something. You’ll never catch all the important points. Do
your best and keep going.
9. Read your notes over. When you finish, read your notes over. Add additional detail,
clarify or correct if needed.
10. Decide what note-taking style works best for you. What works for you? Bullets or
point form? Short phrases or full sentences? One or two word points? Lots of illustrations
or symbols?
4
Adapted from: www.northshore.edu/support_center/pdf/listen_notes.pdf
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Appendix 3: Turtle talk wins the race5
An inspiring orator such as Barack Obama pulls people in by slowing it down, speech
experts say
By Jane Taber
Globe and Mail, Friday, Feb. 22, 2008
Barack Obama speaks at turtle speed. In various one-minute chunks of his now famous "Yes
we can" New Hampshire speech, Mr. Obama speaks as few as 110 words a minute.
The 46 year-old-senator speaks slowly and formally. He chooses his words carefully and
deliberately, allowing his audience to savour every syllable, conjunction, vowel and pause.
Speechwriters say the average speaking speed for politicians making public presentations is
between 120 and 125 words a minute. This compares with between 170 and 180 words a
minute in regular conversation.
They will tell you, too, that they advise their clients to slow down, way down, and deliver their
speech at between 110 and 120 words a minute.
"To be below 100 is rather quite dramatic," says a former speechwriter for former U.S.
president George H. W. Bush. And to be above 125, 130 is breakneck."
At that speed, he says, you lose people - or worse, you could create questions in the minds of
listeners "as if to say you don't want us to listen closely."
But in addition to speaking slowly and with cadence and rhythm, good speakers emphasize the
power of the pause. A well-timed pause can focus the listener's interest and attention as they
lean in, wanting more.
The rate of delivery "tends to reinforce the message," says another expert. "There isn't a set
rule," she says. "More rapid speech creates a sense of urgency. Visionary rhetoric tends to be
delivered thoughtfully ... slowly."
Grammar Note: In English, important words in a title are capitalized. For example in
the title of this lesson, Living in a Fast-Speaking World, all of the important words are
capitalized. But that’s not the case in the world of news headlines. In Turtle talk wins
the race only the first word is capitalized. If you look in the newspaper or at news stories
on line, you will find that only the first word in a headline is capitalized (unless it’s a
proper noun, e.g. the name of a person, country or organization).
5
An excerpt/adaptation from the Globe and Mail, www.theglobeandmail.com/life/article669604.ece
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Answers to Worksheets
Vocabulary Match
1. c
2. h
3. n
4. d
5. o
6. m
7. f
8. e
9. a
10. l
11. b
12. j
13. g
14. i
15. k
Listen for Main Ideas and Detail
Answers will vary
1. they’re speaking faster
2. speak slowly and clearly
3. 160-180 words per minute
4. kids, new immigrants, seniors
5. listeners can’t understand them
6. check to see if they’re being understood; use pauses; use a clock to time how fast they’re
speaking
Read a Text about Speaking Styles for Detail
Answers will vary
1.
2.
3.
4.
5.
6.
7.
inspiring; slow; formal; careful; deliberate
as few as 110 words per minute
120-125
170-180
slow down
you lose your audience or they stop paying attention
people become more interested; they want to hear more
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