• Now replay the recording so that students can see where they went wrong, listen for missed information


and so on.


• Finally, in class or after the lesson, students study the transcript, with or without the accompaniment of the


audio recording. Encourage active listening whenever possible


In real life, native or fluent users of language are ahead of the speaker. This is active listening. It is a while-doing skill. We predict, we ask questions (sometimes only in our own head), we make notes of key points and, in conversation, we show that we understand or not. The listening skill in the typical TEFL classroom tends to be passive while the recording is played. It is only after listening that students are asked to react, discuss or show comprehension.


You can encourage active listening by pausing the recording regularly and asking students to:


• predict what the speaker is going to say next (a word or phrase, an idea)


• think of a question to ask the speaker • comment on what the speaker has just said


• use body language to show understanding or lack of it (nodding, shaking of the head, frowning, etc.)


• add information from their own experience or knowledge


Encourage students to listen for stressed syllables in words


In Moving into, there are many activities based on the stressed syllables in words both for listening and speaking – see below. Why are stressed syllables in words so important?


In the stream of speech, native speakers will often only hear the stressed syllable of a word clearly, and they will have to guess what the complete word is. This fact may come as a complete revelation to your students, and indeed is one reason why students find listening to native speakers so difficult, because they have usually been encouraged to listen for complete words. Therefore, we need to give students plenty of practice in listening for and identifying the stressed syllable in words; e.g., in Unit 1, students hear the names of health professions and departments.


Practise this key real-world skill with any new words, but obviously students will need a context or a set of words to choose from for this activity to work.


Encourage students to listen for the stressed word in sentences


It is often difficult to hear the unstressed words in English sentences. These tend to be function words including articles, auxiliaries, pronouns and prepositions. The stressed words tell the listener what is important according to the speaker. Therefore, students need


to learn to concentrate on the stressed words both in listening and speaking and learn the key real-world skill of either ignoring or ‘filling in’ the unheard words as native speakers do.


Here are some suggested activities in addition to the ones given in the Course Book:


• Students listen and underline stressed words in a text extract or conversation. This can be done as


a prediction activity before listening, during the listening, or after listening.


• Students predict which words will be stressed in a new piece of text, and then listen to confirm or


correct their predictions.


• You say the stressed words only from a sentence. Ask students to ‘fill in’ the missing words.


Speaking: Skills


Make students aware of the speaking activities they will need for the world of studying


As mentioned above, students coming from an EFL background will be familiar with conversations as speaking models. In this course, students continue to practise with these, but they will also practise speaking for the following types of activities:


• giving short presentations or talks, often with slides and usually from research notes


• taking part in seminars, discussions and meetings


• exchanging researched information with other students


• role-playing typical situations in the workplace or educational context


• complete tasks and projects in teams


Help students to become more aware of discourse in the various activities


Good grammar and syntax, good use of vocabulary, and good pronunciation are obviously a very important part of speaking. Equally important is how the spoken language is organized in longer discourse, and what the cultural conventions are. Some of these may be completely different in the students’ own culture. Use conversations to show:


• how speakers ‘take turns’


• that interrupting, especially in more formal situations, is unacceptable


• the importance of polite intonation, body language, gesture and so on


Use model presentations to show discourse features that help the listeners to follow a talk, for example, a clear introduction and conclusion.


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