Procedure: Ask: Have you ever taken a class in English before? What challenges did you face with the teacher’s speech or accent? Brief pair discussion → class sharing. Write on board: Speed Accent Vocabulary Clarity Tone Tell students they’ll practice adjusting to a real instructor’s accent today.

Procedure: Play a short excerpt (2–3 minutes) from one of the actual classes. Choose a section that introduces a concept, explains a tool, or sets up a procedure. Task: Students answer: What is the topic? What is the speaker trying to explain or do? Quick pair check + short class discussion.

Procedure: Replay the audio. Students take structured notes using Cornell format: Left column: keywords or questions Right column: details, answers, important examples Bottom: brief summary of what the speaker said Encourage students to underline any words they didn’t catch or understand.

Procedure: In pairs: Students retell the content of the clip using their notes Ask each other: Did you get this part? What did he say after…? Did you catch what he meant by…? Encourage students to fill in gaps together. Procedure: Instructor reads 5–6 true/false or multiple choice questions aloud based on the clip. Students must justify their answers using their notes. Examples: The speaker explained when to use ___ (T/F) According to the speaker, what’s the purpose of ___? Review answers as a class and board the correct structures/phrases.

Procedure: Ask: What words were unclear? Which expressions did you not recognize? Board 6–8 terms from student input, define them, and offer examples in veterinary context.