5
5.2 Listening
SUBJECT NOTE Slide source material References to the academic source material for the graphics in Slides 3 and 4 can be found in the Acknowledgements in the Course Book, page 159. Students could follow the URLs given there to fi nd out more about each topic – you could set this for homework. The map reproduced in Slide 3 is from the website
ourworldindata.org, which contains similar graphics for a huge range of diseases and could be a good source for students’ own research.
Ask students to feed back their ideas about the possible lecture content to the whole class using the signpost language on the board to order their points. Accept any reasonable ideas.
Possible answer
• To start with, the lecturer will talk about the diff erent types and causes of disease.
• After that, they will talk about the ways in which we can fi ght disease.
• T en they will discuss the global spread of disease.
• T ey will fi nish by looking at predictions for the future.
B
Tell students they are only going to hear the introduction to the lecture. Give students time to read the topics. Check that they understand the meaning.
Remind them they will only hear the introduction once, as in a lecture. Tell them to listen out for the signpost language on the board. While they listen, they should number the topics 1–5 in the order in which the lecturer will talk about them.
1. Play Part 1. 27
Allow students to compare answers. Feed back verbally. Ask students to say what signpost language they heard related to each topic. Confi rm the correct answers (1–5), and feed back on any signpost language which they have not already provided.
Answers
2 – fi ghting disease (… secondly, why is disease so important, and how can we fi ght it?)
5 – tools for research (… and I’ll fi nish by mentioning the diff erent tools we can use to make these kinds of predictions.)
1 – defi ning disease (… to start with, we need to consider fi rstly what disease is …)
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4 – future projections of disease (So then I’ll discuss some future predictions for the incidence of disease, …)
3 – geographical distributions of disease (After that, I’ll talk about the global context of disease, because the worldwide distribution of each particular disease diff ers …)
2. Elicit ideas from the students about which of the topics each slide could refer to.
Set for individual work and pairwork checking. Feed back visually.
Answers Slide 1: defi ning disease/tools for research Slide 2: fi ghting disease Slide 3: geographical distributions of disease Slide 4: future projections of disease
3. Elicit what students already know about making notes. Encourage them to review their own notes and to look at Skills Bank 1.2 and 1.3 if necessary.
SKILLS BANK 1.2 Listening and taking notes
SKILLS BANK 1.2 Choosing a note-taking format
Possible answer
T ere are various possible ways of taking notes – more than one way may be necessary, given the number and variety of topics to be covered. Students could start by making a spidergram as follows:
DISEASE –
CAUSES AND EFFECTS
tools for research
geographical
distributions of disease
defining disease
fighting disease
future projections of disease
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