11.2 Listening
11.2 Listening CB
Audio pages 110
Lecture Informed or not – the ethics of consent
B C
54 Part 1 55 Part 2
Functional language practice E
G
56 Lecture extract – stance phrases 57 Lecture extract – fi xed phrases
150–151 151–152
152
Transcripts (CB) Vocabulary Bank Skills Bank Resources (CB)
VOCABULARY BANK 11.3 Phrases that show the speaker’s stance
11.4 Fixed phrases from academic English (4)
SKILLS BANK 1.3 Choosing a note-taking format
9.1 Using the Cornell note-taking system
11.1 Writing out notes in full
RESOURCES 5.3 Symbols and abbreviations for notes (p. 128)
11.2 Model Cornell notes (p. 132)
In this lesson, students listen to Parts 1 and 2 of a lecture on medical ethics. T ey cover two main topics: diff erent aspects of patient consent and the background to the current ethical and legal framework in which doctors work. Students get further practice in making notes using the Cornell method and in writing from their notes. T ey also practise identifying academic fi xed phrases and understanding why they are used.
Lesson aims
At the end of this lesson, students should: • recognize and understand phrases that show the speaker’s purpose and point of view
• have practised using background knowledge to improve their listening comprehension
• have gained further practice in identifying suitable note-taking formats and making notes in the Cornell format
Introduction
Review phrases indicating a speaker’s view of the truth value of a statement. Write a sentence such as the following on the board (i.e., a ‘fact’ about which there may be diff erences of opinion):
A patient should always submit to the superior knowledge of their physician.
Ask students to say whether they think this is true or not. Elicit phrases they can use before the sentence to show how certain they are about their opinion.
Dictate or write on the board the following phrases. Ask students to say what the eff ect of each phrase is when put before the sentence on the board. In each case, does it make the writer sound confi dent or tentative?
T e research shows that … A survey found that … T e evidence does not support the idea that … It appears to be the case that … T e evidence suggests that … T e evidence shows that … It is clear that … It is possible that …
SKILLS BANK 9.1 Using the Cornell note-taking system
Revise the Cornell note-taking system. Elicit the fi ve R words, referring students back to Skills Bank 9.1 if necessary. Ask students to describe how to divide up the page.
SKILLS BANK 1.3 Choosing a note-taking format
Revise some other note-taking formats – you could refer back to Skills Bank 1.3.
RESOURCES p. 128 5.3 Symbols and abbreviations for notes
Revise note-taking symbols and abbreviations – you could refer back to the list on page 128 of the Course Book.
Online resources
11.2_D 11.2_F
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