8
Unit 8: Lifestyle
Listening skill: Active listening
Give students time to read the example from the introduction to the seminar. Explain that all listening is interaction between the speaker and the listener. This is obvious when listening is part of a conversation. It is less obvious in a seminar and not obvious at all with a lecture.
But in ALL listening, the listeners must constantly think about the information and be ready to ask or answer questions. This is one definition of ‘active listening’.
C
The next activity is different from previous listening activities in that there is a pause after each question by the tutor for students to find the right answer. This is in order to practise the concept of active listening. You can repeat the activity with any future listening texts by pausing the recording at an appropriate point and asking a question or eliciting a response from the students. Also teach phrases such as I’ve no idea, Sorry, I don’t know, Could you repeat the question?, etc.
Play the recording. Answers
1. Who can do this? 2. What do we need for this step of analysis? 3. Who does that? 4. What’s in the plan? 5. Can you think of other examples? 6. What happens during implementation?
Transcript 106 Lecturer:
So let’s look at the care plan cycle in more detail. First stage. This is the assessment. Let’s think about the patient. She comes to see you. What do you do first? You need to assess. What is assessment? Well, you need to look carefully, listen carefully, look at the symptoms, look at the notes you have. Are there any forms with important information? That’s all part of the first step. Observations are very important because they help you decide. Who can do this?
Student 1: Any person can do this, I think. Doctors, nurses …
Lecturer:
Yes, that’s right. So … next step. You read all the information, so you know all the facts about the condition. You look carefully at the patient. Then you analyze all the things you know. What are the health problems? What are the risks? Is there a need for action? What do we do? So, what do we need for this step of analysis?
Student 2: A needs analysis. Lecturer: That’s correct. Who does that?
Student 3: Not any person. The doctor, I think. Lecturer:
Correct. OK, then we make a plan. We plan the treatment carefully, so everybody (doctors, nurses and the patient) knows what to do. What’s in the plan?
Student 1: A description of activities, and medication. Lecturer:
Yes, that’s right. But there is something else. It’s really important, because we need to be sure we’re doing the right thing. OK …, we need to ask: Why are we doing this? What are the goals, you know, what do we want in the end? A goal could be, erm, the patient has no pain. Can you think of other examples?
Student 2: The patient gets better. Student 3: The patient does fitness training. Lecturer:
Excellent. They are all examples of goals. Now, there’s one more aspect of this step. You need to have the patient’s consent. The patient needs to agree, because you can’t do anything without them.
Student 1: So, after assessment, analysis and a plan, we treat the patient?
Lecturer: Lecturer:
Yes, we implement our plan. So, what happens during implementation?
Student 2: The doctor and the patient do everything they agreed on.
Correct. And during that time, you talk to the patient all the time. Is everything going to plan? Are you OK? Are you feeling better?, etc. Now, the last stage is evaluation. Is the patient feeling better? Was the treatment successful? Maybe the patient needs more treatment. Maybe the patient is OK.
Student 1: But you always have to update your goals, right? Lecturer:
That is exactly right. You make sure your report is complete and correct, so you can use the information again.
D
1. Set for individual work and pairwork checking. 2. Do this as a whole-class discussion. This leads on to the focus in the Grammar for listening box.
Answers 1. b, 2. d, 3. e, 4. c, 5. a
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