Página 13 - Teacher’s book - ENGLISH FOR HEALTH-CARE PROVIDERS

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Teacher’s book
Once the listening task has started, teachers should play the full video once. Then, they
could play it a second time, hitting the “pause” button after short chunks (sentences,
paragraphs...) containing key ideas/information, to allow the students to process what they
hear. This should be repeated if necessary. Student’s should also be given enough time to
complete their answers and the playing of the video should continue when all students are
ready. Each listening task should be rounded up by playing the full video one final time.
There are several types of exercises meant to assess students’ understanding of the vide-
os. Many of them are similar to the ones used to check reading comprehension in the read-
ing sections. However, the difference with those exercises is that in listening comprehen-
sion exercises it is important that students read and understand the questions before they
listen/watch the videos, so that they can listen out for the answers when the listening.
5.1. True or false
As is the case with reading comprehension exercises, this type of exercises tries to assess
comprehension. Students are supposed to consider whether each of a number of state-
ments is true or false. Students’ answers should be provided according to the information
provided in the text, and not on what common sense, knowledge or beliefs may dictate to
the students.
5.2. Answering questions
Questions are meant to test students’ understanding of the ideas and facts that talks and
conversations in the texts contain.
5.3. Multiple-choice questions
As is the case with similar exercises in the reading sections, multiple-choice questions in
listening sections have four possible answers, labelled A, B, C, and D. The students will
choose one answer per question. One difference with reading comprehension questions
is that in listening comprehension, students should be advised not to let their listening be
guided by the options, but by the question itself.
After the exercise, teachers may decide to make the transcripts, found in section 10 of this
teacher’s book, available to students. Reading texts as they are listening to them may help
students’ listening skills after they have been working with the text. The availability of the
transcripts can also encourage some teachers to customise their reading comprehension
activities and create other kind of exercises –e.g. cloze tests– to check comprehension of
ideas, expressions in the text, etc.
6.SPEAKING
Speaking exercises aim to help learners use the language essential to real-life health-care-
related situations. These exercises are useful to consolidate the linguistic input students