Level I

Chapter 6
Listening Speaking

Language Section

English | Vietnamese
IC3, IT, TOEFL, Best Answer
Self- and Teacher Evaluation

Topic:Đổi mới and Renovation
Công cuộc đổi mới

Guiding Question:

What are the priorities of a developing country in its course of renovation?

Câu hỏi hướng dẫn:

Các nước đang phát triển phải ưu tiên những gì trong công cuộc đổi mới của mình?

Skills:  

In this chapter you will do these things:  

English Language Skills

Using Gender Equality Vocabulary

Taking Lecture Notes: Outlines and the Cornell Note Taking System

Understanding Graphs and Charts

Vietnamese Language Skills:

Vocabulary for Buying Things

Grammar: Asking “Where?”

English Language Lesson

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Skills:

In this chapter you will do these things:

Using Gender Equality Vocabulary

ENGLISH LANGUAGE SECTION

Introductory Motivation and Focus:

Look at the following pie charts. Each pie or circle represents a day or 24 hours. They illustrate the amount of time women and men in rural and urban areas spend on different daily activities. To understand pie charts, look ahead to the Skill B section of this chapter.

	Gender Division of Time in Rural Areas	Gender Division of Time in Urban Areas
Legend domestic eat work sleep

Using the pie chart, fill in the spaces below:

Rural Women: Number of hours sleeping ______ Number of hours working ______ Number of hours eating ______ Number of hours of housework & domestic duties ______

Rural Men: Number of hours sleeping ______ Number of hours working ______ Number of hours eating ______ Number of hours of housework & domestic duties ______

These percentages illustrate that rural and urban women share more of a burden of productive and household work than men. This impacts on them having less sleep and very little rest, leading to women becoming more tired and prone to illness.

In short, while women have begun to take on new roles in the workforce, once dominated by men, men have not taken on new roles in the household, still dominated, therefore, by women.

(from: The Doi Moi of Genderby Suzette Mitchell,UNDP/UNV/UNIFEM Gender in Development Specialist athttp://www.undp.org.vn/undp/unews/features/99feat/feat02.htm)

Discuss in Class:

1. Do you think this is an accurate picture of the division of work between men and women, rural and urban? If not, why not?

2. If it is an accurate picture, should life continue in this way or should changes be made? What changes?

3. How would Vietnamese society make these changes?

Vocabulary:

The title of the lecture presented in this chapter is “ The Đổi mới of Gender.” We can presume from this title that the lecture has something to do with gender equality. Gender refers to the sexes or male and female. Therefore, the title refers to the equality of men and women through Đổi mới.

Understanding the following phrases will help you better understand the lecture. Share the workload in finding the meaning of this vocabulary by dividing the class into three groups and assigning one set of phrases to define and share with the rest of the class.

Set A growing trend fashionable consumer goods centrally-planned economy market-oriented economy well-being economic opportunities social improvements lagging behind

Set B gender roles gender stereotypes gender values traditional roles and values natural role sex role (giving birth and breastfeeding) ancient Chinese virtues

Set C daily tasks multiple tasks unpaid labor housework domestic work perceptions of the ideal man reap the benefits fair distribution

Study Skill A:

More on Taking Lecture Notes: In Chapter 5, we took lecture notes using an outline that follows North American patterns of lectures. That is, we learned to anticipate that the lecturer would (1) give an introduction that presents the main idea, (2) supports the main idea with information and examples, and (3) conclude the lecture by restating the main idea.

Lecture Outline Date: Title of Lecture: I. Introduction (the main idea of the lecture): A. Support: 1. Example/Detail 2. Example/Detail 3. Example/Detail B. Support: 1. Example/Detail 2. Example/Detail 3. Example/Detail C. Support: 1. Example/Detail 2. Example/Detail 3. Example/Detail a. b. c. II. Conclusion:

The Cornell Note Taking System: Another system of note taking in North American classrooms is the Cornell System. If the lecturer is more spontaneous and the lecture may branch off in other directions not adhering to traditional outline patterns, this way of note taking may be more efficient.

The note taking paper is divided into two columns. In the right wider column (see below), the student writes as much of the lecture as possible. In the left narrower column the student writes words, phrases, jottings, and summaries that help the student remember the lecture and apply it to his/her understanding of the subject.

Again, it is important to understand that in North American styles of learning, it is far more important to be able to explain the subject in one’s own words rather than memorizing the material.

The format provides the perfect opportunity for following through with the 5 R's of note-taking. Here they are:

1. Record. During the lecture, record notes in the main column--as many meaningful facts and ideas as you can. Write legibly.

2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time.

3. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long term memory.

4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting point for their own musings upon the subjects they are studying. Such musings aid them in making sense out of their courses and academic experiences by finding relationships among them. Reflective students continually label and index their experiences and ideas, put them into structures, outlines, summaries, and frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten.

5. Review. If you will spend 10 minutes every week or so in a quick review of these notes, you will retain most of what you have learned, and you will be able to use your knowledge currently to greater and greater effectiveness.

©Academic Skills Center, Dartmouth College 2001

Exercises and Activities for Speaking Skill A:

Look at the following outline. Then discuss in class the questions that follow.

(Note: this outline is an outline with much more detail than in real note taking situations. This is to help the student in discussion and when listening to the lecture. In a real note taking situation, these notes would be written in brief summaries).

Lecture Outline Date: Title of Lecture: The Đổ i m ớ i of Gender I. Introduction (the main idea of the lecture): the shift from a centrally-planned to a market-oriented economy which is improving the well-being and future for young Vietnamese but the Đổ i m ớ i of gender - the shift towards increased gender equality - is lagging behind. A. Support: 1999 UNDP Study finds the present full-time, productive workload of women is conflicting with traditional roles and values. 1. Example/Detail: gender roles are in transition. Gender stereotypes and gender values have changed little from centuries ago. a. what women do - their daily tasks - have changed dramatically in those years. b. Juggling these multiple, and sometimes contradictory, expectations has created new stresses for young Vietnamese women. 2. Example/Detail: Men in the study admitted that there were different standards and situations for women and their work. a. differences are right and natural, because they are based on a "heavenly mandate" that women must be the ones to take care of their homes and families. b. Some even say that real equality would be harmful to society. c. A few men said that women's natural role is to serve, so that men can achieve their desires. 3. Example/Detail: Traditionally, women are seen as following the ancient Chinese virtues that complement their role of looking after the family and staying in the home. But the reality today is that most Vietnamese women work in full-time paid jobs outside the home. a. they are doing the same tasks for the same pay as men b. they are making many non-family decisions. c . when they return home, they are expected not to make certain decisions and to continue their traditional role of unpaid labor in the house. 4. Example/Detail: Women trying to fulfill these multiple tasks often must sacrifice their sleep - sometimes even their health - through extra duties at night after work, leaving themselves with little free time to relax or take further studies. B. Support: While women have begun to take on new roles in the workforce, once dominated by men, men have not taken on new roles in the household, still dominated, therefore, by women. Women want to change this situation. 1. Example/Detail: housework. Women want to be free of some of the burden by sharing family work with their husbands, just as they now share the traditional male role of earning money. 2. Example/Detail: Equality, of course, means changing gender roles for men as well as women, and women are recognizing this in the way they are approaching their relationships with the men in their lives. a. men perceived the ideal man as earning a lot of money for his family b. women - particularly young women - considered the ideal man to be a good father and husband who loves, understands and supports his wife actively. II. Conclusion: Ultimately, the Đổ i m ớ i of gender will only be achieved when all young men and women can equally reap the benefits of a market-oriented economy. A. Support: through their equal ability to purchase consumer goods because of their economic strength B. Support: through their equal involvement as leaders in business, government and civil society C. Support: and in the fair distribution of work and family responsibilities.

Questions for Discussion:

1. What does the title, “ The Đổi mới of Gender,”mean?
2. How has women’s roles changed because of Đổi mới?
3. How has men’s roles changed because of Đổi mới?
4. Does the lecturer think that there is gender equality today in Vietnam? Why or why not?
5. According to the study, what do Vietnamese men think about gender equality?
6. According to the study, what do young Vietnamese women want in a Đổi mới society?
7. What are the opinions of people in your class about men and women’s role in a Đổi mới society?

Listen to the lecture:

1. First, listen to the lecture while following the outline provided for you. Check off the sentences written in the outline that you hear. Get used to the lecturer’s voice. Listen to the rhythm, speed and speech patterns of the lecturer.
2. Listen a second time to the lecture. Again, follow the outline.
3. Listen a third time to the lecture. This time follow the notes below written using the Cornell Note Taking System:

Title of Lecture: The Đổ i m ớ i of Gender

• Listen a fourth time to the lecture. Use the Cornell Note Taking System above, and add notes that will help you to recall the lecture.

Lecture/Presentation:

(Transcript)

The Đổi mới of Gender

Mini skirts, fast new motorbikes, mobile phones ... the growing trend for fashionable consumer goods amongst the young men and women of Viet Nam can be seen increasingly on city streets since the beginning of Đổi mới .

Like every citizen, young people's lives are being influenced by greater exposure to the global community and the shift from a centrally-planned to a market-oriented economy which is steadily improving their well-being and future.

While Đổi mới has opened up new possibilities for greater economic and social improvements and opportunities, these haven't been shared equally by the population. The Đổi mới of gender - the shift towards increased gender equality - is still lagging behind.

A comprehensive study, funded in early 1999 by the United Nations Development Programme (UNDP) and the Royal Embassy of the Netherlands, looked at key gender issues in Viet Nam. Male and female officials, farmers, students, teachers and vendors were interviewed by the National Committee for the Advancement of Women.

A main finding of the study was that Viet Nam is a country in which gender roles are in transition. Gender stereotypes and gender values have changed little from centuries ago, although what women do - their daily tasks - have changed dramatically in those years.

Juggling these multiple, and sometimes contradictory, expectations has created new stresses for young Vietnamese women. The present full-time, productive workload of women is conflicting with traditional roles and values, causing anguish and confusion for many.

Men in the study admitted that there were different standards and situations for women and their work. These men say such differences are right and natural, because they are based on a "heavenly mandate" that women must be the ones to take care of their homes and families. These men confuse sex roles (which determine that women give birth and breastfeed children) with gender roles. Some even say that real equality would be harmful to society. A few men said that women's natural role is to serve, so that men can achieve their desires. Men holding this idea came from all categories, including farmers, workers, officials and students (NCFAW, 1999).

Traditionally, women are seen as following the ancient Chinese virtues that complement their role of looking after the family and staying in the home. The reality today is that most Vietnamese women work in full-time paid jobs outside the home. In work situations, they are doing the same tasks for the same pay as men, and making many non-family decisions. However, when they return home, they are expected not to make certain decisions and to continue their traditional role of unpaid labor in the house. Women trying to fulfill these multiple tasks often must sacrifice their sleep - sometimes even their health - through extra duties at night after work, leaving themselves with little free time to relax or take further studies.

While women have begun to take on new roles in the workforce, once dominated by men, men have not taken on new roles in the household, still dominated, therefore, by women.

Women want to change this situation. Of those interviewed in the survey, the most common area of concern was housework. Women want to be free of some of the burden by sharing family work with their husbands, just as they now share the traditional male role of earning money.

Equality, of course, means changing gender roles for men as well as women, and women are recognizing this in the way they are approaching their relationships with the men in their lives. The NCFAW study looked at men's and women's perceptions of the ideal man. While men perceived this as a person earning a lot of money for his family, women - particularly young women - considered the ideal man to be a good father and husband who loves, understands and supports his wife actively.

Ultimately, the Đổi mới of gender will only be achieved when all young men and women can equally reap the benefits of a market-oriented economy - through their equal ability to purchase consumer goods because of their economic strength; their equal involvement as leaders in business, government and civil society; and in the fair distribution of work and family responsibilities.

(End of Transcript)

(Adapted from: “The Đổi Mới of Gender” by Suzette Mitchell UNDP/UNV/UNIFEM Gender in Development Specialist. To see the article in full, go to http://www.undp.org.vn/undp/unews/features/99feat/feat02.htm)

Exercises and Activities for Listening Skill A: The Five Rs

In pairs or small groups: So far, the notes for the lecture “The Đổi Mới of Gender” have been recorded (the first “R”) and reduced (the second “R”). In pairs or groups, now do the other three “Rs”—recite, reflect and review.

1. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can to each other in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long term memory.

2. Reflect. In the days ahead, reflect on your opinions about this lecture. Do you agree with it or disagree? Do you think that things should stay the same or that changes are in order? How do these ideas fit into your world view? If you have the opportunity, discuss these ideas with your partner or your small group.

3. Review. In the days ahead, review your notes. When you get back with your partner or group, recite by following the steps in #1. See how much you can remember.

Study Skill B:  Charts and Graphs

The introductory activity in this chapter asked you to read a pie chart. A chart or graph presents facts in visual form. It illustrates relationships between things—numbers and amounts—to make facts clearer and more understandable. Graphs and charts are often used in newspapers, magazines, and presentations around the world.

1. The Line Graph

A line graph is a series of dots and lines that connect the dots. It is useful to show trends. A line graph may be helpful in illustrating a business’ sales record, the approval rating of an elected official, or showing the number of hurricanes in the Atlantic Ocean month by month.

In the example above, we are plotting the number of "graduates" from 1987 through 1999. The actual number (sometimes approximated) is plotted for each year. Then the plotted dots are joined by straight lines. In the graph above, we can see that, although there have been variations, the trend is towards more and more graduates.

2. Bar Graph

A second type of graph is the bar graph. Again points are plotted representing various data. However, instead of connecting the dots, a bar or rectangle is drawn from the x or y axis to the point. (That is, the starting point where x or y = 0 to the plotted point.) Bar graphs can therefore be drawn horizontally or vertically. This type of graph is very useful for comparing two or more similar items.

Here we are comparing sales by quarters (of the year). It is quite easy to see that the best sales occurred in the second and third quarters, although it's not so easy to see which quarter had the most sales. Here's another look at the same data:

This graph uses different styles of shading for the bars. The x-axis does not have any labels, so we use the shading to find what each bar represents by comparing it to the small square in the rectangle at the right, called the "Legend". We see that the horizontal line shading represents the first quarter, and so on. For this particular data, the first chart probably looks the best and gives the most information in the easiest to read manner.

3. Pictograph

A pictograph most closely resembles a bar graph, but uses small graphics or icons in place of the bars. Thus sales of 5000 bicycles might be represented by 1 small pictures of a bicycle, each picture representing 500 units. Pictographs may make the data more relevant and interesting. It's easy to skip over another bar graph, but a pictograph grabs your eye and you can instantly see what the graph is about.

4500
4000
3500
3000
2500
2000
1500
1000
500
	1998	1999	2000	2001	2002	2003	2004	2005

4. Scatter Diagram

A scatter diagram is essentially the plotted dots without any connecting line. A scatter diagram is used when you want to see if there is a relationship between two different sets of data. For example, suppose a number of people were interviewed and their various wages and educational levels plotted. We can use the educational level as the x-axis, that is as we move further right, the educational level increases, Then, the salary or wages can use the y-axis. When the data is plotted, we should see if there is any relationship. For example, if people are actually paid more for having a higher level of education, we should see that as the educational level increases (moving right), so the wages or salaries increase as well (moving up). If it were a perfect relationship, the dots should form a straight line angling up and right. However, a much more likely scatter diagram might be the daily high temperatures over a month. Again, in a month like March, April or May, you should see that as the month matures, the temperatures tend to rise, but there are still warmer than normal and colder than normal days that affect the trend.

This graph plots the low temperatures for April. If we were to connect the lines, we would see some very large changes, but our purpose is not so much to plot the changes as to determine an average or mean temperature or temperature trend. This particular graph shows a series of small trends, but no clear trend for the month. Rather, we can see that for most of the month the temperature remains rather constant, between about 3 and 8°C.

5. Pie Chart

One of the most visually interesting and informative graphs is the pie chart or circle graph. This graph is especially useful to show how money has been spent as in a budget. It is usually quite easy to see which section is the largest, for example, and what sections are much smaller. In many pie charts, the section the author wants to draw your attention to is separated from the rest of the "pie".

Unlike the other graphs, the pie chart is used when the total of something is known and you want to show the pieces that make it up. The other graphs can usually be extended with no arbitrary ending points and, therefore, no "total".

In most cases, you could present your data using two or more different types of graph. However, one type may be more suitable depending on the data you want to present.

(source: http://www.fodoweb.com/erfora/readtext.asp?txtfile=communications/charts/lesson01.txt)

To explore making graphs go to this website: http://nces.ed.gov/nceskids/Graphing/

Exercises and Activities for Listening Study Skill B:

In small groups: Answer the questions.

Graph #1

A. What is this graph illustrating?

B. How many more motorbikes are in use in 2000 than 1996?

C. Do you see a trend? What is it?

Source: General Statistical Office, Hanoi, 1995

Graph #2

A. What kind of graph is this?

B. What does this graph illustrate?

C. What can be said about the population growth rate in Vietnam based on this graph?

D. When was the growth rate at its highest?

E. What is the trend for the population growth rate in Vietnam?

Source: http://www.umich.edu/~csfound/545/1998/mtiefel/chap11.htm

Graph #3

A. How is this line graph different than Graph #2?

B. Based on this graph, which population is growing at a faster rate, urban or rural?

C. Both Graph #1 and #2 are line graph about population growth. Why does the line in Graph #2 go up and down and the line in Graph #3 go up?

Source: http://www.umich.edu/~csfound/545/1998/mtiefel/chap11.htm

Graph #4

A. What kind of graph is this?

B. What is this graph illustrating?

C. From which province do most Hanoi street children come?

D. What percent of Hanoi street children come from Hai Phong?

Source: http://www.vdf.org.vn/WS/OsakaWS13Nov04/StreetChildrenfinal.pdf 

Graphs #5 and #6

A. What kind of graphs are these?

B. How are these two graphs similar?

C. What are these graphs illustrating?

D. What trends do these graphs show?

Source: GSO, 2000. 1997-1998 Viet Nam Living Standards Survey

Source: GSO, 2000. 1997-1998 Viet Nam Living Standards Survey

Graph #7

A. Here is another bar graph illustrating the difference between men and women. In Graphs #5 and #6, the graphs show what sectors men and women work in. What does Graph #7 illustrate?

B. What facts does this bar graph show?

Source: GSO, 2000. 1997-1998 Viet Nam Living Standards Survey

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