Level III
Chapter 6
Listening & Speaking
Language Section
IC3, IT, TOEFL, Best Answer
English | Vietnamese | Persian | Spanish
Assessment
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? |
Introductory Motivation and Focus: Rural and Urban Settings
Read the following story:
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The Country Mouse and The City Mouse There once was a mouse who liked his country house until his cousin came for a visit. |
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"In the city where I live," his cousin said, "we dine on cheese and fish and bread. Each night my dinner is brought to me. I eat whatever I choose. While you, country cousin, work your paws to the bone for humble crumbs in this humble home. I'm used to finery. To each his own, I see!" Upon hearing this, the country mouse looked again at his plain brown house. Suddenly he wasn't satisfied anymore. "Why should I hunt and scrape for food to store?" he said. "Cousin, I'm coming to the city with you!" Off they went into the fine town house of the plump and prosperous city mouse. "Shhh! The people are in the parlor," the city mouse said. "Let's sneak into the kitchen for some cheese and bread." The city mouse gave his wide-eyed country cousin a grand tour of the leftover food on the table. "It's the easy life," the city mouse said, and he smiled as he bit into a piece of bread. Just as they were both about to bite into a chunk of cheddar cheese, in came the CAT! "Run! Run!" said the city mouse. "The cat's in the house!" Just as the country mouse scampered for his life out of the window, he said, "Cousin, I'm going back to the country! You never told me that a CAT lives here! Thank you, but I'll take my humble crumbs in comfort over all of your finery with fear!" |
There are obstacles and benefits to living in the country. There are also obstacles and benefits to living in the city. Many countries like Vietnam are going through a renovation process and in an effort to join a new market economy; the lives of many people undergo economic, social and cultural challenges as they try to make a better life for themselves and for their families. Such challenges may mean uprooting from a rural setting to an urban setting. In this chapter we will consider this rural-to-urban migration and what that means for Vietnam as a growing economy and what that means for Vietnamese working families. How does this migration change lives, the rural and urban environments, and social, traditional, and cultural lifestyles of the Vietnamese people?
Exercise 1: In small groups, look at the pictures below and answer the questions by discussing your answers. You may want to answer these questions in your native language, but then think about how your answers translate into English. Be aware of the vocabulary you need to discuss this in English.
As you look at the pictures , consider the following questions. Discuss the answers to these questions after you have gone through the pictures and numbered questions below and after you have filled out the chart below. Discuss these questions in small groups. You may also want to look at the pictures and answer those questions in small groups. Discussion Questions
Cost and Benefits Chart: Fill out the chart below. Under the sections labeled “Benefits”—Urban Benefits and Rural Benefits—list those things that are beneficial, advantageous and good about living in urban or rural areas. Under the sections labeled “Costs”—Urban Costs and Rural Costs—list those things that are costs and are difficult for living. Examples are provided.
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Urban Benefits
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Rural Benefits
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Urban Costs
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Rural Costs
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Questions to stimulate your thinking:
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Here is a picture of a street in Ho Chi Minh City. 1. What are the feelings of someone from the rural areas thinking as they enter the city? 2. For someone coming here from the countryside for employment, is it the land of opportunity? 3. Is it exciting or is it frightening? |
Here is a picture of the countryside. 4. What do people feel about living in the countryside? 5. What are the ambitions for people living in the countryside? 6. When people migrate to the city, what is it that they are leaving in the countryside? What are their losses? |
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7. What is at risk when someone leaves the countryside? A way of life? Tradition? Family support systems? Others? 8. Who are the ones that choose to migrate? 9. Does lifestyle in the rural areas need to change? In what ways? Are these ways desirable to people living in the countryside? 10. Are there other choices for people in the countryside? In times of desperation, what are the choices that people living in poverty have? What are alternatives to migrating to the city? |
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11. What are the risks for those who choose to move to urban areas? What are the dangers? 12. Where do migrants live in the city? 13. Do they have relatives or other contacts? 14. For those who have no contacts, how would they begin to live in the city? |
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15. What goods and services does a person need to survive in the city? Shelter? Transportation? Medical Services? Education? 16. What are the differences in standard of living? Where is it more expensive to live? Why? 17. There are things people need to survive and there are things they desire or wish to have. Do desires and wishes increase when one moves to the city? |
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18. What are transportation and communication needs? 19. When modes of transportation are more accessible and faster and when communication is easier, does this change the nature of rural-to-urban migration? How? |
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20. Some people move to the city for a better education. This is sometimes called a “brain drain.” Is there a brain drain from the rural areas of Vietnam? 21. Is brain drain good or bad for the country? Should it be prevented? How? Or should good minds be encouraged to move to urban areas? Why? |
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22. Are there great differences in medical care between urban and rural areas? 23. Do all people have equal access to medical care? 24. Do migrants have good medical care when they leave their homes in the countryside? |
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Look at your chart of Costs and Benefits and return to the four Discussion Questions. Discuss these four questions in small groups.
Vocabulary: Skill A—Summarizing, Paraphrase and Quotes will help students learn vocabulary for this chapter. In some exercises, some synonyms and definitions will be provided. The student is also encouraged to use dictionaries and thesaurus in order to complete the exercises in paraphrasing and summarizing.
Study Skill A: Quoting, Paraphrasing, and Summarizing
When you take notes from a lecture or presentation, you are either quoting the speaker, paraphrasing what the speaker says, or summarizing the ideas expressed by the speaker. Understanding the differences between quoting, paraphrasing, and summarizing will help you with note-taking and making use of your notes for other academic endeavors such as public speaking and academic writing.
What are the differences between the terms: quoting, paraphrasing, and summarizing? There are three ways of incorporating other people’s work into your own speaking and writing: quoting, paraphrasing and summarizing. These three differ according to the closeness of your speaking and writing to the source.
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Quotations use the exact words of the original writer or speaker. It is identical to the original. In writing, the exact words are placed within quotations (“abc”) and the original speaker or writer is identified. In an oral presentation, the original speaker is acknowledged with phrases such as: |
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In the words of Epictetus, “First learn the meaning of what you say, and then speak.” As Mark Twain would say, “It usually takes me more than three weeks to prepare a good impromptu speech.” Dale Carnegie argues, “There are always three speeches, for every one you actually gave. The one you practiced, the one you gave, and the one you wish you gave.” It is said: “The human brain starts working the moment you are born and never stops until you stand up to speak in public.” (Here, the speaker is unknown or anonymous) In note-taking, merely be clear what the exact words are and who said it. “It usually takes me more than three weeks to prepare a good impromptu speech.” – Mark Twain F D Roosevelt--“Be sincere; be brief; be seated.” |
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Also use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source. Use quotation marks to indicate words used ironically, with reservations, or in some unusual way. For example, “brain drain” or “ Đổi mới.” |
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Paraphrases restate what someone else said or wrote. The restatement is in your own words. A paraphrase retains the ideas in the original passage. Perhaps the original words are difficult to understand, so a paraphrase may make the passage clearer or easier to understand. A paraphrase also allows the note-taker to express one’s own interpretation and/or applicability to one’s learning. A paraphrase must attribute the idea to the original speaker or writer. Sometimes a paraphrase may be the same length as the original, but often it is shorter. Sometimes the paraphrase is longer if the original passage is filled with words that need to be explained. |
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Quote-- “First learn the meaning of what you say, and then speak.”—Epictetus Paraphrase —Epictetus advises that before you speak, you should truly understand what it is that you are going to say. Quote-- “Be sincere; be brief; be seated.”— Franklin D. Roosevelt Paraphrase —Franklin D. Roosevelt felt that speeches should be truthful and short. |
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Paraphrasing is a way to smoothly assimilate someone else’s ideas into your own thinking. Paraphrasing should relieve students of copying word-for-word what the instructor says during a lecture and allows the student to absorb the material and then explain it thoroughly, showing a deeper understanding for what the instructor is teaching. Paraphrasing gives students the opportunity to explore meanings, restate ideas, clear away confusion and interpret unfamiliar terms and phrases. |
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Summaries are stating the main ideas of an original passage in your own words. A summary is brief and shorter than the original. It is also shorter than a paraphrase. It often is an overview of the main ideas. That is, a summary would not state details that support the main idea. When note-taking, summaries are useful to make after the lecture or presentation is over. It is good to review your notes after the lecture or presentation. Summaries give students the opportunity to look at the information in their notes as a whole and identify the main points. Writing a summary from notes enables the note-taker to determine the most important information that comes from the lecture or presentation. |
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A summary of the Aesop Tale of the Country Mouse and the City—There was a mouse that lived happily in the country until a mouse from the city came for a visit. This visitor told the country mouse about life in the city and the country mouse no longer felt satisfied with country life. But when the country mouse experienced the city, it realized that its life in the country was much better. |
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Why Take Notes During Lectures and Presentations?
Note-taking is a tool for learning. It requires the student to perform several tasks at once—to listen carefully, to discern what is important, to organize the thoughts on paper, and to incorporate this information into the student’s thinking and knowledge base.
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Here are more reasons for taking good notes: Making yourself take notes forces you to listen carefully and test your understanding of the material. Listening is an essential learning tool; however, humans are poor listeners. Research shows that individuals can only recall 50% of what they hear and that 20-30% is incorrect! The act of writing down important points helps you to remember. For some people, the physical act of writing may “write” the information in your mind. And personal notes are usually easier to remember than the text. While many students view note-taking as an activity conducted simply in lecture, solid note-taking skills require preparation and reflection as well. Your class notes can serve as an important tool for reviewing for exams and distilling key concepts. When you are reviewing, notes provide a gauge to what is important in the text. |
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Instructors usually give clues to what is important to take down. Some of the more common clues are:
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Note-Taking: Each student should develop his or her own method of taking notes , but most students find the following suggestions helpful:
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Make your notes brief. |
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1) Never use a sentence where you can use a phrase. Never use a phrase where you can use a word. 2) Use abbreviations and symbols, but be consistent. |
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Put most notes in your own words. However, the following should be noted exactly: |
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1) Anything written on the board or presented on an overhead. 2) Any information that is repeated or emphasized. Ways to emphasize include: tone or gesture, repetition, illustration on board, reference to text, and use of cue words such as: “finally. . .”, “remember. . .”, “most important. . .”, “another cause. . .”, etc. 3) All numbered or listed items. 4) All terms and definitions. 5) Examples. 6) New words and ideas. |
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Use the note-taking style that you find most useful. It may be an outline form and/or a numbering system in which indention helps you distinguish major from minor points. Or use of a style such as the Cornell System helps you take notes and add your personal recall and thinking process. |
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If you miss a statement, write key words, skip a few spaces, and get the information later. |
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Don't try to use every space on the page. Leave room for coordinating your notes with the text after the lecture. |
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Date your notes. Perhaps number the pages. |
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Using Quotes, Paraphrases and Summaries when Note-taking from Lectures
Students will receive more information about note-taking in the chapters that follow. For now, keep these things in mind when making use of quotes, paraphrases and summaries:
1) Don't write down everything that you read or hear. Be alert and attentive to the main points. Concentrate on the "meat" of the subject and forget the trimmings.
2) Notes should consist of key words or very short sentences. If a speaker gets sidetracked it is often possible to go back and add further information.
3) Take accurate notes. You should usually use your own words (paraphrase), but try not to change the meaning.
4) If you quote directly from an author, quote correctly. Use quotes when you are using the exact words of the instructor or copying something like a definition or explanation. Make a notation of where the quote comes from such as for a definition: “Oxford Dictionary” or indicating that these are the exact words of the instructor or someone the instructor has quoted.
5) Think a minute about your material before you start making notes. Don't take notes just to be taking notes! Take notes that will be of value to you. What will help you recall when you look at your notes later?
6) Paraphrase, summarize and write short phrases. Omit descriptions and full explanations. Keep your notes short and to the point. Condense your material so you can grasp it rapidly. Remember: your goal is to understand what the presenter is saying, not to try to record exactly everything he or she says.
7) Shortly after making your notes, go back and re-work your notes by adding extra points and spelling out unclear items. Summarize and paraphrase in order to clarify your notes and clarify your thinking. Remember, we forget rapidly.
8) Review your notes regularly. This is the only way to achieve lasting memory.
Sources: http://owl.english.purdue.edu/
http://www.wisc.edu/writing/Handbook/QPA_PorQ.html, http://owl.english.purdue.edu
http://www.dartmouth.edu/~acskills/docs/taking_notes_for_others.doc
http://www.jprof.com/courses/jem200/jem200-06lecturenotes.html
Exercises and Activities for Listening Study Skill A:
Exercise 2: Quotations— the following four excerpts are from the lecture presentation. Each excerpt contains a quotation. Select from the list of reasons below why words or phrases are quoted in each excerpt by circling the letter (“a, b, c, etc.”) provided. You can circle one or more letters.
Reasons for Using Quotations
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a. The words in quotes are the exact words of the lecturer. |
b. The words in quotes are the exact words of someone or some source that the lecturer is quoting. |
c. The words in quotes identify a unique term or phraseology. |
d. The words in quotes are used to indicate terms used ironically or with reservations. |
Excerpt 1: In 1986, the Vietnamese government initiated the renovation program called “Đổi mới.” The intent was to develop a market economy in order to stimulate economic productivity but still keep the social and political structure intact.
The reason that “Đổi mới” appears in quotes here is because:
a. b. c. d. (circle one or more)
Excerpt 2: Because much of Vietnam’s wealth is in the larger cities and life in rural Vietnam does not see this same growth, there is an ever-increasing gap between the rich and the poor. Jordan Ryan, newly appointed UNDP chief representative in Vietnam, said "the good news of robust growth must be tempered by the realization that some Vietnamese are not reaping the benefits of the newly created wealth, with evidence of increasing inequality and vulnerability for the poorest sections of the population." This has led to an increase of rural-to-urban migration.
The reason that "the good news of robust growth. . .” appears in quotes here is because:
a. b. c. d. (circle one or more)
Excerpt 3: Though some like our young and educated are “pulled” and attracted to the city, a great many are “pushed” to the city out of desperate and impoverished situations. Permanent migrants to urban areas appear to form separate categories. Some are attracted or “pulled” by urban opportunities—and are likely to have qualification and contacts to succeed. Others are “pushed” by failing endeavors in the countryside—and these may face a difficult future in the city, too. Permanent migration from rural areas is not inevitably a “brain drain” that needs to be stopped.
The reason that "pulled” and "pushed” appear in quotes here is because:
a. b. c. d. (circle one or more)
The reason that "brain drain” appears in quotes here is because:
a. b. c. d. (circle one or more)
Excerpt 4: According to one study that encourages development in both, urban and rural areas, “Even though the development of schools, health centers, roads, etc. is beneficial to rural and urban populations and should be encouraged, their development should not be judged on the grounds that it reduces migration to the cities.” Rather that it enhances this rural-urban integration and contribute to the society as a whole.
The reason that " Even though the development. . .” appears in quotes here is because:
a. b. c. d. (circle one or more)
Excerpt 5: Question from professor: “Is it possible to create a Vietnam in which migration can and should take place in a way that benefits both migrants and society?”
The reason that " Is it possible to create. . . ?” appears in quotes here is because:
a. b. c. d. (circle one or more)
Exercise 3: Paraphrases— the following excerpts are taken from the lecture presentation. Re-write or paraphrase each except. Some synonyms and definitions are provided. For words, terms and phrases that you do not know, use a dictionary or thesaurus.
1. Excerpt: All around the world each year millions of people leave their homes in rural areas hoping to improve their livelihood by moving to the city.
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2. Excerpt: Is it possible to create a Vietnam in which migration can and should take place in a way that benefits both migrants and society?
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to benefit = to help, to serve, to be advantageous to migrant = some one who moves, who migrates, who leaves one home for another. A rural resident who moves to an urban area. |
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3. Excerpt: The benefits of the reform process have not been felt equally amongst everyone. Vietnam has moved from a country of chronic food shortage to the second largest rice exporter in the world, but rural residents have not benefited from the reforms as their urban counterparts have.
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4. Excerpt: Because much of Vietnam’s wealth is in the larger cities and life in rural Vietnam does not see this same growth, there is an ever-increasing gap between the rich and the poor.
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5. Excerpt: And though cities may be attracting male heads of households who make money for their families, increasingly women and young people come to these urban areas and are experiencing mobility and family-dependence on their incomes like never before.
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attracting = enticing, drawing toward, looking good to family-dependence = the family reliance on someone for money; someone who has the duty or carries the burden for earning money for the family.
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6. Excerpt: Though some like our young and educated are “pulled” and attracted to the city, a great many are “pushed” to the city out of desperate and impoverished situations. Some are attracted or “pulled” by urban opportunities—and are likely to have qualification and contacts to succeed. Others are “pushed” by failing endeavors in the countryside—and these may face a difficult future in the city, too.
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“pulled”= Because it is in quotes, this definition is unique to this passage. It is a synonym for being attracted to the city. Good jobs and schools attract (pull) people from the countryside. “pushed= Because it is in quotes, this definition is unique to this passage. It is a synonym for being having to leave one’s home in the countryside because there is no means of earning money there. So these people are forced to leave the countryside and go to the city (pushed toward the city). desperate= full of despair; without hope impoverished= poor; without the means to survive qualification= having complied with the specific requirements or precedent conditions; having the education, credentials or experience required for a job.* contacts= people one knows; relatives and friends; friends of friends. To have somebody to contact when one goes to the city. endeavors= attempts, efforts |
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7. Excerpt: Today, the Vietnamese are on the move like never before, with young women in particular leaving the countryside to seek employment and improved income in the country’s cities. Most likely, this trend looks like it will accelerate.
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seek employment= to look for a job or working position improved income= a better salary; to be paid a higher wage than before trend= pattern accelerate= grow, increase |
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8. Excerpt: Permanent migration from rural areas is not inevitably a “brain drain” that needs to be stopped. If migrants find better jobs in urban areas and send money home to their families, migration then improves the lives of those in the city as well as those who remain in the countryside.
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inevitably= in an expected way “brain drain”= the departure of educated or professional people from one country, economic sector, or field for another usually for better pay or living conditions.* |
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9. Excerpt: But positive outcomes are not assured. Success often depends on education and contacts. For those pushed from the countryside by a desperate rural life are forced to seek their fortunes elsewhere. Many of such migrants are without education and with urban contacts. So their future in the city is uncertain. Many will not be able to attain their dreams. Education, gender, destination, and family networks all seem to be part of the differences in migrants’ stories.
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fortunes= a hypothetical force or personified power that unpredictably determines events and issues favorably or unfavorably*; prosperity attained partly through luck* elsewhere= in or to another place* attain= accomplish; achieve; acquire dream= a strongly desired goal or purpose; something that fully satisfies a wish* gender= the behavioral, cultural, or psychological traits typically associated with one sex* (being male or female) destination= a place to which one is journeying or to which something is sent.* family networks= a family system that supports an individual; relatives that are contacts in the city |
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10. Excerpt: What is needed is a well-designed plan that promotes rural dynamism and rural-urban mobility that can support migration as a positive choice.
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promotes= tocontribute to the growth or prosperity; to help bring (as an enterprise) into being* dynamism= energetic; forceful positive choice= successful choice |
Note: definitions marked with an asterisk (*) are from www. http://www.merriam-webster.com/dictionary/
Exercise 3: Summaries— the following excerpts are taken from the lecture presentation. There are several excerpts grouped together or paragraph excerpts. Write a summary from each grouping or paragraph. Again, find synonyms and definitions to help with the summary. Remember that summaries are different than paraphrases in that they show the main idea only without non-essential details and information.
1. Excerpt: Vietnam is being watched by the world and its policies’ impact is observed and studied by academics and world development institutions. In 1986, the Vietnamese government initiated the renovation program called “Đổi mới.” The intent was to develop a market economy in order to stimulate economic productivity but still keep the social and political structure intact. The economic reform appears to have been successful.
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productivity= the quality or state of being productive; yielding results, benefits, or profits* social structure= the system that guides the interaction of the individual and the group, or the welfare of human beings as members of society* political structure= the system that guides the politics or government. intact= without harm; untouched |
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2. Excerpt: As Viet Nam’s overall economic growth rate has been high, it has become one of the fastest growing economies in the region. But according to many studies, the benefits of the reform process have not been felt equally amongst everyone. Vietnam has moved from a country of chronic food shortage to the second largest rice exporter in the world, but rural residents have not benefited from the reforms as their urban counterparts have. Because much of Vietnam’s wealth is in the larger cities and life in rural Vietnam does not see this same growth, there is an ever-increasing gap between the rich and the poor. Jordan Ryan, newly appointed UNDP chief representative in Vietnam, said "the good news of robust growth must be tempered by the realization that some Vietnamese are not reaping the benefits of the newly created wealth, with evidence of increasing inequality and vulnerability for the poorest sections of the population."
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realization= understanding the real or true circumstance reaping the benefits= gaining the advantage from vulnerability= capable of being physically or emotionally wounded; open to attack or damage* |
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3. Excerpt: For many, the idea that people are leaving their lives in rural regions has negative implications. It may imply that there is a break-down in the family structure and long-held traditions are lost. It can also imply that the norms for livelihood that have been passed on from generation to generation are becoming history as village, city, country and the world face changes that come more rapidly than known to us before. Perhaps we should not be nostalgic and should acknowledge that times are changing and that there are options open to those who live in poverty and to those who seek a more secure and beneficial livelihood.
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face changes= confront change nostalgic= long for the way things used to be; wish that things remain the same as before. options open= available to; choices to follow |
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4. Excerpt: There have been studies recently providing insight on these changing social and economic patterns. These studies provide insights into the reasons for migration and how migration can play a part in a household’s strategy to escape poverty. In the past, such mobility has been perceived as brain drain and loss of laborers from rural areas. Perhaps it is now time for people to understand this migration in a new way and look for how migration can offer opportunities for economic growth and security.
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5. Excerpt: Migration is a fundamental part of rural livelihood and rural transformation—not simply a way to escape rural areas. Some migration enables rural families to diversify their livelihood strategies and can contribute to successful rural development. Different types of people migrate to urban areas for different reasons. Our bright and educated young people should be encouraged to go to where they can further their education and find better work opportunities.
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6. Excerpt: Seasonal and temporary migration is lifestyle patterns important to people’s lives. As in many other low-income nations, many rural residents in Vietnam migrate in the low season to neighboring cities to find jobs in construction, factories or as taxi drivers, for example. When there are no seeds to sow or harvest to gather, family members find work in other places to make up for lost income from agricultural work.
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7. Excerpt: Better roads and transportation systems encourage this kind of migration by shortening the time it takes to get to the urban centers. With improved roads, residence of small villages in the Mekong Delta, for example, can widen their job search to cities and towns once considered too far away. Factories benefit from a larger pool of job seekers, too. And with improved transport, sending money home becomes faster and more reliable benefiting family members who have remained in the rural areas.
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8. Excerpt: What is needed is a well-designed plan that promotes rural dynamism and rural-urban mobility that can support migration as a positive choice. There should be support for mobility by improved transport and communication networks, education, and job training and job placement. We should recognize the dependence and integration of villages and towns and the surrounding rural areas on the urban centers and create an environment conducive to such populations—appropriate housing opportunities, schools and medical care, and so on. A re-structuring of the city economy to make it more robust and absorptive of migrants may be a solution. Towns where agriculture still plays a significant role should be integrated into the urban economy by promoting rural-urban linkages Regional rural economies should be strengthened to relieve pressure on larger metropolitan areas as destinations. The rural areas should not be neglected and there should be continued efforts to find ways for people to remain in rural areas.
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conducive= that fills the needs for; assists; helps appropriate housing opportunities= affordable housing absorptive= able to absorb or welcome or provide a livelihood for solution= answer significant role= important part promoting= advancing relieve pressure= ease pressure; not place a heavy burden on neglected= ignored; not tended to remain= stay |
Note: definitions marked with an asterisk (*) are from www. http://www.merriam-webster.com/dictionary/
Study Skill B:
Review—Taking Lecture Notes: In Level 2, Chapter 5, students learned to take 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.
Here the outline is expanded to use with a longer presentation. The lecture or presentation has three parts: Introduction, Body and Conclusion. Each of these parts is expanded to include a main idea that supports the thesis. In the Introduction, we look at how the thesis is introduced. In the Body, we look at how the thesis is supported, and in the Conclusion, we identify what ideas conclude the lecture—they may be questions that stimulate thinking (perhaps in transition to the next lecture) or the conclusion may direct, or answers posed in the lecture.
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Lecture Outline Date: Title of Lecture: I. Introduction (the main idea of the lecture):
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II. Body:
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III. Conclusion:
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Review—The Cornell Note Taking System: Then in Level 2, Chapter 6, students learned another system of note taking in North American classrooms: 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, paraphrases 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.
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-------2-1/2” or 6 cm ---------- |
-------6 “ or 15 cm ------------------------------------- |
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Reduce ideas and facts to concise jottings and summaries as cues for Reciting, Reviewing, and Reflecting. |
Record the lecture as fully and as meaningfully as possible |
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. |
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Exercises and Activities for Speaking Skill B:
Look at the following outline. (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).
Select the best answers by looking at the outline for the Introduction.
1. Select the statement that summarizes the main idea.
(a) |
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Đổi mới has created rural-to-urban migration. |
(b) |
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The world is watching Đổi mới’s migration. |
(c) |
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It is possible to create a Vietnam in which rural-to-urban migration can take place in a way that benefits both migrants and society |
2. There are some historic facts found in the introduction. What are they? (Hint: there is more than one right answer).
(a) |
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Đổi mới’s goal is to stimulate economic productivity but still keep the social and political structure in place. |
(b) |
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Vietnam ’s wealth is in the larger cities and life in rural Vietnam does not see this same growth |
(c) |
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There is an ever-increasing gap between the rich and the poor |
(d) |
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There is an increase of rural-to-urban migration |
3. What is/are the problem(s) posed in the introduction?
(a) |
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Đổi mới isn’t successful. |
(b) |
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There is an ever-increasing gap between the rich and the poor. |
(c) |
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There is an increase of rural-to-urban migration. |
4. Given the facts, what is the argument that this lecture will make?
(a) |
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It is now time for people to understand this migration in a new way and look for how migration can offer opportunities for economic growth and security. |
(b) |
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Everything should be done to stop this migration. |
(c) |
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Increasingly, women and young people come to these urban areas and are experiencing mobility and family-dependence on their incomes like never before. |
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Lecture Outline Date: Title of Lecture:Đổi mới and Rural-to-Urban Migration I. Introduction (the main idea of the lecture): Rural-to-urban migration is a fact of life in Vietnam today as it is in the rest of the world. Is it possible to create a Vietnam in which migration can and should take place in a way that benefits both migrants and society?
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Select the best answers by looking at the outline for the Body of the lecture.
5. What are the four findings cited in this presentation?
Finding 1: |
___________________________________________________________ ___________________________________________________________ |
Finding 2: |
___________________________________________________________ ___________________________________________________________ |
Finding 3: |
___________________________________________________________ ___________________________________________________________ |
Finding 4: |
___________________________________________________________ ___________________________________________________________ |
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II. Body: The Four Findings from Studies
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Select the best answers by looking at the outline for the Conclusion:
6. Which of the following Supports summarizes what has been said in the body of the lecture?
(a) |
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A Support |
(b) |
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B Support |
(c) |
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C Support |
7. Which of the following Supports makes suggestions for what to do with the findings reported in the body of the lecture?
(a) |
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A Support |
(b) |
___ |
B Support |
(c) |
___ |
C Support |
8. Which of the following Supports is designed to stimulate thinking and transition to the next lecture?
(a) |
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A Support |
(b) |
___ |
B Support |
(c) |
___ |
C Support |
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III. Conclusion: Insights from the Findings
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Questions for Discussion:
- 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.
- Listen a second time to the lecture. Again, follow the outline.
Lecture/Presentation:
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(transcript) Đổi mới and Rural-to-Urban Migration Part One: The Introduction All around the world each year millions of people leave their homes in rural areas hoping to improve their livelihood by moving to the city. This is true of Vietnam today where Vietnam’s cities and towns account for about 70 percent of total economic output. Who are these people that are moving? Where do they go? Why do they go? And what becomes of individuals and families when they move? When we find the answers to these questions, then we must ask: Is it possible to create a Vietnam in which migration can and should take place in a way that benefits both migrants and society? Vietnam is being watched by the world and its policies’ impact is observed and studied by academics and world development institutions. In 1986, the Vietnamese government initiated the renovation program called “Đổi mới.” The intent was to develop a market economy in order to stimulate economic productivity but still keep the social and political structure intact. The economic reform appears to have been successful. As Viet Nam’s overall economic growth rate has been high, it has become one of the fastest growing economies in the region. But according to many studies, the benefits of the reform process have not been felt equally amongst everyone. Vietnam has moved from a country of chronic food shortage to the second largest rice exporter in the world, but rural residents have not benefited from the reforms as their urban counterparts have. Because much of Vietnam’s wealth is in the larger cities and life in rural Vietnam does not see this same growth, there is an ever-increasing gap between the rich and the poor. Jordan Ryan, newly appointed UNDP chief representative in Vietnam, said "the good news of robust growth must be tempered by the realization that some Vietnamese are not reaping the benefits of the newly created wealth, with evidence of increasing inequality and vulnerability for the poorest sections of the population." This has led to an increase of rural-to-urban migration. And though cities may be attracting male heads of households who make money for their families, increasingly women and young people come to these urban areas and are experiencing mobility and family-dependence on their incomes like never before. For many, the idea that people are leaving their lives in rural regions has negative implications. It may imply that there is a break-down in the family structure and long-held traditions are lost. It can also imply that the norms for livelihood that have been passed on from generation to generation are becoming history as village, city, country and the world face changes that come more rapidly than known to us before. Perhaps we should not be nostalgic and should acknowledge that times are changing and that there are options open to those who live in poverty and to those who seek a more secure and beneficial livelihood. There have been studies recently providing insight on these changing social and economic patterns. These studies provide insights into the reasons for migration and how migration can play a part in a household’s strategy to escape poverty. In the past, such mobility has been perceived as brain drain and loss of laborers from rural areas. Perhaps it is now time for people to understand this migration in a new way and look for how migration can offer opportunities for economic growth and security. (end of transcript) |
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(transcript) Part Two: The Findings At the beginning of this presentation I raised the question: Is it possible to create a Vietnam in which migration can and should take place in a way that benefits both migrants and society? Four findings* from studies of this migration enlighten our understanding about the nature of rural-to-urban migration:
Let me elaborate on each of these findings: First, migration is a fundamental part of rural livelihood and rural transformation—not simply a way to escape rural areas. People and families have used migration as a strategy to improve their lives. Today, the Vietnamese are on the move like never before, with young women in particular leaving the countryside to seek employment and improved income in the country’s cities. Most likely, this trend looks like it will accelerate. Second, there are different forms of migration, and each can contribute to successful rural development as households diversify their livelihood strategies. Seasonal and temporary migration is lifestyle patterns important to people’s lives. As in many other low-income nations, many rural residents in Vietnam migrate in the low season to neighboring cities to find jobs in construction, factories or as taxi drivers, for example. When there are no seeds to sow or harvest to gather, family members find work in other places to make up for lost income from agricultural work. Better roads and transportation systems encourage this kind of migration by shortening the time it takes to get to the urban centers. With improved roads, residence of small villages in the Mekong Delta, for example, can widen their job search to cities and towns once considered too far away. Factories benefit from a larger pool of job seekers, too. And with improved transport, sending money home becomes faster and more reliable benefiting family members who have remained in the rural areas. Third, destinations and reasons for moving vary by gender and education. Different types of individuals migrate to different places for different reasons. For their part, cities and their surrounding areas attract better-educated people, partly because young people move to those areas either to further their education or for better work opportunities. And fourth, permanent migrants to urban areas appear to form separate categories. Some are attracted or “pulled” by urban opportunities—and are likely to have qualification and contacts to succeed. Others are “pushed” by failing endeavors in the countryside—and these may face a difficult future in the city, too. Permanent migration from rural areas is not inevitably a “brain drain” that needs to be stopped. If migrants find better jobs in urban areas and send money home to their families, migration then improves the lives of those in the city as well as those who remain in the countryside. But positive outcomes are not assured. Success often depends on education and contacts. For those pushed from the countryside by a desperate rural life are forced to seek their fortunes elsewhere. Many of such migrants are without education and with urban contacts. So their future in the city is uncertain. Many will not be able to attain their dreams. Education, gender, destination, and family networks all seem to be part of the differences in migrants’ stories. (end of transcript) |
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(transcript) Part Three: Conclusion in the form of Insights from the Findings In conclusion, let me share some insights that emerge from the findings that I have described for you. First, we should acknowledge that migration can take many forms: it can be a temporary or seasonal migration or a permanent migration; it can be for reasons of desperation such as a failed crop or being attracted to financially and intellectually appealing jobs. Circumstances and objectives of each person and household determine the reasons for migration. What is needed is a well-designed plan that promotes rural dynamism and rural-urban mobility that can support migration as a positive choice. To enable people to improve their lives by migration, the following three suggestions can be followed:
Now it is your turn to express your opinion on this issue. Do you agree with the findings and suggestions for a mobile society, or do you think that your country should be steered into a different direction? (end of transcript) |
Sources:
*The four findings described in this lecture presentation come from: Mobility, Migration, and Rural-Urban Changes, by James Garrett, International Food Policy research Institute (IFPRI) Washington, DC, 2005, www.ifpri.org
Decade of Growth Ignored Poorest Vietnamese: The Need for a Broader, Deeper Doi Moi, by Ngoc Mai, reporter for Vietnam Investment Review http://www.worldpaper.com/archive/2002/january_23/january3.html
Equality to Everyone by Mai Ngoc, Vietnam Investment Review, December 19, 2005
The New Market Economy (Doi Moi) in Viet Nam and its Impact on Young People, a study by Rosanne M. Rushing (London School of Hygiene and Tropical Medicine and Loma Linda University School of Public Health) and Charlotte Watts (London School of Hygiene and Tropical Medicine)
Rural to Urban Migration in Vietnam by Cu Chi Loi, http://ideaix03.ide.go.jp/English/Publish/Asedp/pdf/071_cap5.pdf
Viet Nam Must Plan for Increased Migration, UNFPA Studies Find Press Release: Internal Migration and Related Life Course Events, The Quality of Life of Migrants in Vietnam, and Migration and Health, December 22, 2006, United Nations Population Fund, http://vietnam.unfpa.org/documents/MigrantWSpressrelease1206_e.pdf
Exercises and Activities for Listening Skill B:
Listen a third time to the lecture. This time follow the notes below written using the Cornell Note Taking System.
Title of Lecture: Đổ i m ớ i and Rural-to-Urban Migration
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Recall Introduction (Part 1) |
Record |
Present situation in VN: Key question and Main Idea: Is it possible to create a Vietnam in which migration can and should take place in a way that benefits both migrants and society? Is migration negative or positive? It is a fact of life, so how can we make it work? Are the hopes for the policy of Đổ i m ớ i .” coming true? Is migration a part of it? Gaps—Rich and poor, Rural and Urban. This is the reason for migration. Women and youth in cities, more independence? What does this mean for traditional Vietnamese society? Is it a BRAIN DRAIN? Accept that this migration occurs and make the best of it. |
--All around world—millions leave their homes in hopes of improving their lives. --in VN, 70 percent of total economic output comes from the cities
-- Đổ i m ớ i .” develop a market economy in order to stimulate economic productivity but still keep the social and political structure --Success of Đổ i m ớ i ., but according to studies, the success is not equal for all Vietnamese—gap between rich and poor. --Women and young people are many of the people moving to the cities. -- Main Argument: Acknowledge that times are changing and that there are options open to those who live in poverty and to those who seek a more secure and beneficial livelihood. -- Studies providing insight on these changing social and economic patterns. --strategy to escape poverty. THESIS: Perhaps it is now time for people to understand this migration in a new way and look for how migration can offer opportunities for economic growth and security. |
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Part Two: The Findings
Today’s transportation and communication services make migration easier.
How do people I know fit into these findings? --Minh? Educated and has connections. The future is open. |
-- Four findings from studies
Finding 1: a strategy to improve lives. The trend is accelerating. Finding 2: Permanent, Temporary and Seasonal workers. People in agriculture finding work in the off-season. --diversify their livelihood strategies. --Better roads and transportation systems encourage this kind of migration --improved roads, widen their job search to cities and towns once considered too far away. --Factories benefit from a larger pool of job seekers, too. --sending money home easier and benefits family in countryside Finding 3: Different types of individuals migrate to different places for different reasons. Finding 4: Pushed and Pulled. --Don’t look at it as a “brain drain” rather better education, jobs and opportunities. --No guarantee of success. --Good to have connections. |
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Part 3: Conclusion in the form of Insights from the Findings I think – yes, migration is part of lives. Maybe people can best contribute to lives at home by using their skills elsewhere. After a period of time coming home—contributing to life at after more experience. |
--Insights from the findings
--What is needed is a well-designed plan that promotes rural dynamism and rural-urban mobility that can support migration as a positive choice. --To enable people to improve their lives by migration, the following three suggestions can be followed:
A re-structuring of the city economy to make it more robust and absorptive of migrants may be a solution so that it enhances this rural-urban integration and contributes to the society as a whole.
--Do you agree with the findings and suggestions for a mobile society, or do you think that your country should be steered into a different direction? |
Questions:
- What are the major differences between the two styles of note-taking from a lecture or presentation?
- When would the outline style of note-taking be most useful? When would the Cornell Note Taking System be most useful?
- How are critical thinking skills enhanced by the Cornell System?
What is your opinion?
In the lecture presentation, the speaker ends the lecture with a question:
- Do you agree with the findings and suggestions for a mobile society, or do you think that your country should be steered into a different direction?
In small groups, share your opinion about these questions. You may also want to share the answer to this question with your small group.
- Where is your future—in the countryside, towns or large cities? Why?
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The achievements of Đổi mới in Vietnam:
How has Vietnam achieved its goals of economic openness, poverty reduction and general economic reform since 1986? Has it witnessed any significant positive changes from that period up to the present? What are the major concerns that still need to be taken into consideration?
Listed here are the words that can help you talk about the Đổi mới and its effects.
Vocabulary
Following is the list of vocabulary that you can use to talk about this issue:
Chỉ số đói nghèo - |
poverty incidence |
Nền kinh tế kế hoạch |
centrally-planned |
Nổi bật - |
remarkable |
hoá tập trung - |
economy |
Thuộc kinh tế vĩ mô - |
macroeconomic |
Kinh tế theo định |
market-oriented |
S ự ổ n định - |
stabilization |
hướng thị trường - |
economy |
Doanh nghiệp quốc doanh - |
state-owned enterprise |
Công h ữu – Chỉ tiêu kinh tế - |
collective ownership economic Target |
Thành tựu - |
achievement |
Khung pháp lý - |
legal framework |
Thàn h phần tư nhân - |
private sector |
Nông hộ - |
farming household |
Cải cách kinh tế - |
economic reform |
Bao cấp - |
subsidy |
Tập thể hoá - |
collectivization |
Môi tr ường đầu tư - |
investment climate |
Tập trung hoá - |
centralization |
Luật doanh nghiệp - |
enterprise law |
Ph ương tiện sản xuất - |
production means |
Phúc l ợi - |
welfare |
Grammar Points
1.) Bao lâu: Bao lâu (how long) is an interrogative, which occurs at the end of an sentence to ask about duration of the time.
Example: |
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Phải mất bao lâu để công cuộc cải cách kinh tế Việt Nam mới có thể đạt những thành tựu nổi bật như thế? |
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How long does it take for Vietnamese economic reforms to be able to gain such remarkable achievements? |
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Anh sống ở Việt Nam bao lâu rồi? |
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How long have you stayed in Vietnam? |
2.) Bao xa:Bao xa (how far) is an interrogative, used to ask about distance.
Example: |
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Nền kinh tế Việt Nam sau khi được cải cách đã tiến triển như thế nào so với thời kì trước cải cách? |
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