7.3 Extending skills
7.3 Extending skills CB
Audio pages 71
Identifying words by stressed syllables A B
41 Isolated syllables 42 Whole words
Lecture Acute care: ICPs and the care cycle
C 43 Part 5 144–145
Transcripts (CB) Vocabulary Bank Skills Bank Resources (CB)
VOCABULARY BANK 3.1 Identifying stress within words
144
7.2 Fixed phrases from academic English (1)
SKILLS BANK 3.2 Asking for information
5.1 Identifying signpost language in a lecture
7.2 Emphasizing information
RESOURCES 5.3 Symbols and abbreviations for notes (p. 128)
In this lesson, students will extend their knowledge of fi xed phrases commonly used in lectures. T ey will also gain more practice in recognizing stress within words. In addition, they will be introduced to ways in which lecturers can modify the syntax of a sentence in order to emphasize particular information.
Lesson aims
At the end of this lesson, students should: • have gained more practice in identifying words by their stressed syllables when listening
• have listened to a lecture and used symbols to take notes
• have had more practice using fi xed phrases from spoken academic English
• be able to reorder information within a sentence to change the emphasis
Introduction
As in Units 3 and 5, tell students to ask you questions about the lecture in Lesson 7.2 as if you were the lecturer. Remind them about asking for information politely. If they need to revise how to do this, tell them to look back at Skills Bank 3.2.
SKILLS BANK 3.1 Asking for information
A
Remind students that they have already done some work on stressed syllables. Elicit why stressed syllables are important. If students are unclear, you may need to refer them to their notes for Lesson 3.3, Exercise A.
First, students can read each group of words and decide which syllable they expect to hear for each word. You could give them the larger copy of the exercise on the PDF provided.
41
Play the recording, pausing after group 1 to check that students have understood the task. Feed back, perhaps playing the recording again for each word before checking.
Play the rest of the recording. You could pause after each group or even repeat it twice, depending on how diffi cult students fi nd the task.
T ere is no need to feed back at this stage – students will check their answers and have a chance to revise them in Exercise B.
145
LANGUAGE NOTE Stress in multisyllable words In English, speakers emphasize the stressed syllable in a multisyllable word. Sometimes listeners may not even hear the unstressed syllables. Vowels often change to schwa or a reduced form in unstressed syllables. Therefore, it is essential that students can recognize key words from the stressed syllable alone when they hear them in context.
Explain that this task is of the same kind as the activities in Lessons 3.3 and 5.3. Students will hear only the stressed syllable of each word. In each group of three words, they need to number the words in the order that their stressed syllables are spoken.
Set for individual work and pairwork checking. 7.3_A
Online resources
7.3_A 7.3_B 7.3_C
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