3


pages 31


3.3 Extending skills


3.3 Extending skills CB


Audio


Identifying words by stressed syllables A B


20 Isolated syllables 21 Whole words


Transcripts (CB) Vocabulary Bank Skills Bank


VOCABULARY BANK 138


2.1 Using an English–English dictionary 3.1 Identifying stress within words


SKILLS BANK 1.1 Preparing for a lecture 1.2 Listening and taking notes 3.1 Reporting information 3.2 Asking for information


T is lesson gives students further practice in preparing to listen to a lecture. T ey will use this preparation in Lesson 3.4 when they listen to the second lecture in the unit, on aspects of anatomy. In this lesson, students begin by covering some related vocabulary and gaining more practice in recognizing stressed syllables. T ey research a topic, make notes on their fi ndings and use language for requesting information to share their information to create a more complete set of notes.


METHODOLOGY NOTE Doing independent research This lesson is the fi rst in a series about writing an assignment or giving a presentation based on research. The lesson introduces students to the idea of using different sources of information for their research. This will be developed throughout the course.


Lesson aims


At the end of this lesson, students should: • have gained more practice in recognizing stressed syllables


• have gained further practice in preparing to listen to a lecture


• have practised researching a topic, making notes and sharing information with a partner


Introduction


Tell students to ask you questions about the information in the lecture in Lesson 3.2 as if you were the lecturer. Refer them to Skills Bank 3.2 for typical language to use for this.


SKILLS BANK 3.2 Asking for information


Put students in pairs. Student A must ask Student B about the information in the lecture in Lesson 3.2 to help him/her complete the notes from the lecture. T en they


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Online resources


3.3_A 3.3_B 3.3_D


reverse roles. Go round, helping students to identify gaps in their notes and to think of good questions to get the missing information. Again, refer them to Skills Bank 3.2 for language to use, if you wish.


Pairs then compare notes and decide what other information would be useful and where they could get it from. For example, medical defi nitions of the key words might be useful, from a specialist dictionary or an encyclopedia. In feedback, write a list of research sources on the board, at least including dictionaries, encyclopedias, specialist reference books and sources on the internet. Remind them that they have already used dictionaries for defi nitions in Unit 2 and have seen that some medical words can be found in standard dictionaries, but that specialist dictionaries are needed for many words.


A


Point out the importance of stressed syllables for listening to English words.


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 to students that this activity is to help them to think about where the syllable is stressed in each word. 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.


3.3_A


First, they can read each group of words and decide which syllable they expect to hear for each word. T ey


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