THE LAST LECTURE by Randy Pausch

Vocab Lab

Primary Goals

--expand vocabulary and vocabulary-building skills (book and audio book)

--develop listening and listening/note-taking skills (video)

--identify, analyze and practice presentation skills (video)

Secondary Goals

--develop speaking skills (short presentations using vocabulary, grammar, themes)

--practice extensive reading

--become familiar with American culture and values

Materials

-book: The Last Lecture by Randy Pausch

-book on CD (unabridged): The Last Lecture by Randy Pausch

-video on YouTube: "The Last Lecture"

-exercises (at home) and activities (in class) provided by the teacher

Tasks

1. On your own (or with a study group):

A. Read chronological vocabulary list and predict content of chapter

B. Listen and read chapter, underlining and marking stress of vocabulary as you go

3. Do vocabulary exercises, self-correct. As much as possible, read these exercises aloud.

Use correct pronunciation and intonation.

-Academic Word List and other long words

-Idioms and other useful expressions

2. With a study group:

1. Review exercises (read to each other) and categorized vocabulary list: pronunciation, meaning, usage

2. Review grammatical chunks (read to each other).

3. Prepare and practice speaking topic: use lexical chunks, including grammatical ones.

3. In class:

A. Do activities to expand word knowledge.

B. Ask any questions you have about pronunciation, intonation, usage.

C. Take quizzes. Prepare to use Academic Word List items in new contexts.

D. Present speaking topic to increase fluency, practice presentation skills.

4. On your own: every 2 or 3 chapters, read and listen to the text again, as if you were a native speaker. Enjoy it. Reflect on it. Discuss your reaction with your study group.

Why do you think this is a best-seller? Is it a best-seller in your country, too?

What American values do you notice in this man's philosophy of life?

Research Notes

These materials are inspired by recent research into the structure of English vocabulary and into how people learn words. Huge data bases of language --corpora-- have been analyzed for several features. At the same time, cognitive psychology and neuroscience are yielding new insights into how the brain changes itself. (More on this later.)

My contention is that learners can actually learn much more vocabulary than they might expect. Teachers can be guides, but students have to make a sustained effort.

In class, we have short lessons on various aspects of vocabulary and engage in vocabulary-learning activities. Outside of class, we expect you to schedule several hours a week to work on vocabulary. Before and after class are good times to get together. Working with a buddy multiplies the number of exposures to lexical items as well as the fun. The more hours, the more satisfying the results.

Here are the key principles informing our vocabulary study:

1. Learners need explicit instruction in vocabulary and multiple exposures to words and expressions (from 5 to 7). Moreover, it’s important to review items at spaced intervals, a concept called “spaced retrieval.” Learning a word is a process that takes time and effort. Try for exposure by reading, listening, doing exercises, reading the exercises aloud together, rereading, speaking with a vocabulary focus, using your vocabulary actively in class and in writing assignments, and preparing for quizzes. Share tips with each other. Invent memory games.

2. Learners can improve their speed of acquisition and their fluency by becoming aware of patterns of vocabulary, known as "lexical chunks" or "collocations." Some grammar can also be learned in unanalyzed chunks, as if it were vocabulary. Keeping an organized lexical notebook is crucial.

3. Learners need deep processing with lexical items: they need to manipulate form and meaning in order to learn vocabulary. Use a dictionary that includes collocations. Actively try to put form and meaning together as you study lexical items. Our classroom activities will often involve critical thinking.

THE LAST LECTURE DEMONSTRATION LESSON

Part I: The Last Lecture

Introduction: Chronological List

A. Read the vocabulary list. Then, based on the vocabulary, predict the content: what will this chapter be about? Write a sentence or two here.

B. Read and listen to the CD at the same time: in pencil, underline the words you recognize, mark the stress.

for the most part

feel sorry for myself

That wouldn't do them, or me, any good

logistical things

teach their children right from wrong

how to deal with challenges

Lectures are routinely videotaped

“If I were a painter, I would have painted for them.

If I were a musician, I would have composed music for them.

But I am a lecturer. So I lectured."

I talked about honesty, integrity, gratitude

getting exercise is crucial for my health

spent countless hours

turn my stories into the book that follows

"But engineering isn't about perfect solutions; it's about doing the best you can with limited resources."

C. Do vocabulary exercises. Self-correct and/or work with a buddy.

Academic Word List + other long words

1. Sort the items by syllable stress. Write each one in the correct column.

logistical; routinely; integrity; gratitude; crucial

First Second Third Fourth Other

2. Sort the items by grammatical category. Write each one in the corresponding column.

Noun Verb Adjective Adverb

3. Fill in the useful word forms.

NOUN	VERB	ADJECTIVE	ADVERB
xx	xx	crucial
gratitude	xx
	xx	logistical
			routinely

4. Affixes. Find 3 or 4 other words with the -less suffix. What does it mean?

Count less (hours)

5. Fill in this passage with appropriate form of the words:

logistical; routinely; integrity; gratitude; crucial

When Dr. Randy Pausch, a computer science professor at Carnegie-Mellon University, found

himself faced with a diagnosis of terminal cancer, he wanted to leave a legacy for his three young

children. As is the custom with retiring professors, he was invited by the university to give a last lecture

in which he could discuss whatever he wanted. His theme was his childhood dreams and how he had

realized them in his life. He also decided to communicate his values, including ________________ and

______________.

He knew that these "last lectures" are ___________ videotaped, which means that his children

would have a copy. This will be __________ important when they are older and want to know what he

was like. One of the personal qualities they will surely notice is his sense of humor. Even in these dire

circumstances, he describes his situation as an engineering problem with ______________ aspects, such

as how to save his energy, get exercise, and write a book all at the same time.

Pausch's lecture became a hit on campus and on YouTube. Though he had only months to live, he

worked with a journalist to turn his lecture into a bestselling book on the same topic.

THE LAST LECTURE

Part I: The Last Lecture