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Students read / listen to the text and make its outline.
e.g.
| The long hiccup by our medical reporter, Mary Lawson For many people the subject of hiccups is a joke, but for Harry Mendis, a fifteen-year-old schoolboy from Birmingham, it was something quite different. His hiccups began one Sunday lunchtime and continued day and night for two weeks. After the first week, Harry was desperate and his parents took him to hospital, but it took another week for the doctors to cure his attack. Harry, who is now back at school, described what happened to him. “I began to hiccup after eating a curry from my local takeaway. I drank a glass of water but that didn't do any good. That evening I had hiccups every four seconds. We tried everything to stop them. I held my breath and drank cold drinks. My father even tried to give me a shock but that didn't work either.” After a week of sleepless nights, he went to hospital. The doctors took an X-ray of his chest but they couldn't find anything wrong. “They gave me some tablets and my hiccups slowed down, but it was another week before the tablets worked completely and my hiccups stopped.” Harry was very lucky. The world record holder is the unfortunate American farmer Charles Osborne, who hiccupped constantly for sixty-eight years. He eventually stopped in 1990, but nobody knows why. |
The outline:
1) Harry Mendis, a fifteen-year-old schoolboy.
2) Harry suffered from hiccup for a long time.
3) How it all began.
a) trying to stop it;
b) two-weeks long hiccup;
c) at the hospital.
4) All is well that ends well.
5) Other examples.
Asking/Answering Questions
Questions to the text.
Students listen to text and answer questions.
e.g.
What jobs do these people do?
| a Donald Agnus c Neil Allinson | b Anne Barnett d Eddie Hibbert |
Post-listening activities
Dramatizing
Listening skit.
The teacher composes a short skit; a group of students is selected to be the characters of the skit. They listen to the detailed instructions and follow them.
e.g.
The waiter, hold a pad of paper in your left hand and a pencil in your right hand. Adjust your apron. Ask in a nervous voice: May I take your order?
Dramatizing a dialogue.
Students act out a conversation.
e.g.
An Interesting Film.
| Mrs. Kim: | Hello, Bill. Hello, Lynn. |
| Bill: | Hi, Mrs. Kim. Is Jim in? |
| Lynn: | Is he coming with us to the film? |
| Mrs. Kim: | Oh, Jim's sick. |
| Bill: | Here he is! Hi, Jim. |
| Lynn: | Are you sick, Jim? |
| Jim: | Is it an interesting film? |
| Lynn: | It's Billy the Kid. |
| Bill: | And it begins in six minutes. |
| Mrs. Kim: | Jim, if you're sick… |
| Jim: | Quick! Or we'll miss the beginning of the film! |
(taken from Ship or Sheep? by A. Baker)
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