9.3 Extending skills
Feed back visually on both questions with the whole class. Elicit answers. You could play the recording again to model the words.
Answers T e odd one out is underlined in each case. 1. 'calculate, 'calorie, 'medical, over'weight, 'vitamin
2. childhood o'besity, 'heatstroke, physical ac'tivity, vector-borne di'sease
3. 'breast cancer, family 'planning, 'gender gap, 'health risks
4. 'actually, 'crucially, funda'mentally, 'generally, 'usually 49
1. 'calculate, 'calorie, 'medical, over'weight, 'vitamin 2. childhood o'besity, 'heatstroke, physical ac'tivity, vector-borne di'sease
3. 'breast cancer, family 'planning, 'gender gap, 'health risks
4. 'actually, 'crucially, funda'mentally, 'generally, 'usually
B Explain to students that lecturers sometimes talk about topics which are not very relevant to the main point of the lecture. When the lecturer does this, it is called a digression. Very often the lecturer will use language to signal that what they are about to say is a digression. Students have already seen an example of a digression: the lecturer’s story about working for Médecins du Monde in Haiti at the start of Part 1 of the lecture in Lesson 9.2.
Tell students to look at the phrases in the box and think about when the lecturer might use them. Explain that they have to decide whether the phrases are likely to be used in relation to a digression or a relevant point. Explain that some of the phrases mark the beginning of a digression; others mark the end of a digression when the lecturer is making a transition back to the main point.
You may want to tell students that they have heard most of these phrases before: most of them occurred in the lecture in Lesson 9.2, some appeared in previous units and one or two are new.
SKILLS BANK 9.2 Recognizing digressions in a lecture
You could refer students to Skills Bank 9.2 at this point.
Set for individual work and pairwork checking. Feed back visually with the whole class, using the answers opposite.
C
Refer students to the handout in Lesson 9.2. Elicit what they already know about climate change and its eff ect on public health, and ask them to make a note of any questions they would still like the lecturer to answer.
Ask students to prepare a page to take notes using the Cornell system. Remind them that they may not be able to note down all the relevant information as they listen. If they miss something, they should leave a space. T ey can fi ll it in after the lecture.
Let students read the questions through, and tell them to listen out for the answers to questions 2, 3 and 4. Check that students understand that questions 2 and 3 relate to a digression.
1–4. Set for individual work. Tell students they should complete the Notes section.
50
Play Part 3 straight through. Elicit the answers, and feed back verbally.
5. Set students to work in pairs with small-group checking.
SKILLS BANK 3.2 Asking for information
Encourage them to practise language for asking for information from other students – they could refer back to Skills Bank 3.2.
SKILLS BANK 9.2 Recognizing digressions in a lecture
Answers Phrase
Now, where was I?
It’s the fi rst of these points that I’m going to focus on now …
By the way, …
So to get back to the main topic … I have a little story to tell you … If we move on now to …
You don’t need to take notes on this … T e point of that story was … If we turn now to …
When we look at public health issues, we’ll fi nd …
D/R
D (end) R
D (start) D (end) D (start) R
D (start) D (end) R R
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