7
Unit 7: Get the message
B: Ah, she means: Please send me a short report on this patient’s information as soon as possible.
A: Ah! OK. I understand now. Thanks. 2 A: The head nurse wants you to work late tomorrow. Is that OK?
B: Sorry? What did you say? A: Can you work late tomorrow? B: I can’t hear you properly. Could you repeat that, please? A: Tomorrow. Work late. B: Tomorrow. Work at eight. OK. A: Nine! B: Yes, fine. 3 A: Did you call the Pathology lab? B: No. What do you mean? A: Remember? The doctor asked you to call them. B: No, she didn’t! A: She sent you an email. B: Sorry. I didn’t get it. The internet is down. A: Oh, I see. Sorry. 4 A: Can you give me Mr Green’s file, please? B: Yes, here it is. A: Hold on. Look at this. It’s not right. Do you see? B: Sorry. What do you mean? A: Look. This is Mr Breen’s file. Do you see? B: Oh. I get it now. I’m so sorry … I’ll get Mr Green’s file. A: Thank you.
C
Make sure students realize that these are all sentences or phrases from the conversations in Exercise B. Set for individual work and pairwork checking.
Play
the audio recording. Feed back. If students are struggling, let them look at the Transcript for Track 99 on CB page 213. Drill the sentences.
Answers & Transcript 099
1. I don’t understand this email. 2. OK. I understand now. 3. Sorry? What did you say? 4. What do you mean? 5. Oh, I see. 6.
I get it now.
7. Could you repeat that, please? 8. Do you see?
D
Set for pairwork. Monitor and assist. If possible, get four of the best pairs to perform their conversations in front of the class.
Subject note The question Do you understand? has no value in checking understanding, although it is the most common method used. Most people say Yes, whether they do or not, and if they don’t really understand, they might say Yes because they think they do! It is much better to ask people to tell you the information in their own words, e.g., So what must you do?
98 C G
Depending on your class, set this for general discussion or in small groups. With a strong group, a general discussion is best. With a weaker group, small groups might lead to more participation.
B
Speaking skill: Understanding and not understanding
Work through the examples for the first category. Set the task.
Play the recording. Feed back, building up the table
on the board. Drill the sentences. Ask the students for more examples for each category.
Possible answers
Yes, no problem. (understand) I don’t get it. (don’t understand) Do you get it? (checking understanding) Are you with me? (checking understanding)
Transcript 100
I see. I get it now. What did you say? Could you repeat that? What do you mean? Can you give me an example? Do you see? Is that clear?
E
Put students in Groups A, B or C. Refer them to the Resources on CB pages 159, 168 and 172. Students prepare and practise the conversation.
F
Student groups present their conversations. Students not performing complete Table 1. In pairs or groups, they describe the problem in each case and suggest possible solutions. Finally, they indicate how realistic they thought each conversation was (1 = very real, 3 = not real at all).
Possible answers Situation
A Problem
The message doesn’t get through to receiver.
There is too much noise/distortion, also language difficulties.
The receiver doesn’t get the correct information.
Possible solution
Print a copy of the report and take it to the meeting.
Ask the patient to look at you when you speak, and speak more clearly to the patient.
Ask the doctor to repeat the results.
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