1
pages 10
1.2 Listening
1.2 Listening CB
Audio
Lecture What is medicine?
B C D E
01 Part 1 02 Part 2 03 Part 3 04 Part 4
133
Transcripts (CB) Vocabulary Bank Skills Bank
SKILLS BANK 1.1 Preparing for a lecture
1.2 Listening and taking notes
Online resources
1.2_Intro 1.2_E
133–134
T is lesson begins by revising vocabulary from Lesson 1.1. It then introduces the skills needed for listening to a lecture and asks students to practise these by listening to a lecture introducing the subject of medicine.
T e Skills Bank contains guidance on making the most of lectures, and students will need to have some familiarity with it after this lesson.
If students’ motivation levels are high, you may want to ask them to read the guidance in Skills Bank 1.1, 1.2 as preparation for the lesson. Otherwise, you can refer students to these sections to help them with the relevant exercises, as indicated in the notes, and/or at the very end of the lesson or the beginning of the next lesson, as a summary/revision.
T e unit is designed so that the recording of the lecture is played once to refl ect what happens in a real lecture. Students should be encouraged to listen for the important points, as this will develop skills that they will need for listening to lectures. However, students can be referred to the transcripts at the end of the lesson to check their detailed understanding and word recognition or to try to discover reasons for failing to comprehend.
Lesson aims
At the end of this lesson, students should: • know how to prepare for listening to a lecture
• have practised predicting lecture content and checking it by listening
• have made notes on the content of a lecture
Introduction If students have prepared a piece of refl ective writing on the previous lesson, they can work in pairs to share their writing and to discuss what they have learnt.
1.2_Intro
Show students fl ashcards of some or all of the words from Lesson 1.1, as supplied in the PDF. Tell them to say the words correctly and quickly as you fl ash them. Give out each word to one of the students. Say the words again. T e student with the word must hold it up.
Repeat the process, providing an appropriate sentence for each word.
Hold up a word, and the student with the word must say a sentence using the word.
A
1. Set for pairwork or group work. Provide encouragement, but do not confi rm or correct at this time.
2. Set for pairwork. Elicit some ideas, but do not confi rm or correct.
B
Explain to students that they are about to listen to the introduction to a lecture, and that part of getting ready for a lecture is deciding in advance what they are likely to hear.
Write four capital Ps in a list on the board or a visualizer, leaving space between them. Explain that these represent activities which will help students make the most of their listening. Fill in Predict as number 3. Elicit what the other Ps represent, and fi ll these in (Plan, Prepare, Predict, Produce).
Elicit some ideas about what they need to do under these headings. For example:
Plan – research the lecture topic Prepare – write down the title of the lecture Predict – write an outline Produce – write notes
18
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259 |
Page 260 |
Page 261 |
Page 262 |
Page 263 |
Page 264
