Introduction
Prediction activities
Students are encouraged to make predictions about the contents of a lecture or written text before listening or reading. T ese predictions can be based on the general context or on parts of the text itself, such as the introduction to a lecture, or, in the case of reading, the introduction and topic sentences.
Working with illustrations, diagrams, figures
Many tasks require students to explain or interpret visual material. T is is clearly a key skill in medicine, which makes signifi cant use of visual materials to support written texts. Visuals can be reused for revision activities in which students are asked to describe and interpret them.
Vocabulary tasks
Many tasks ask students to group key medical words, to categorize them in some way or to fi nd synonyms or antonyms. T ese tasks help students to build relationships between words. Target words are presented in blue boxes so that they can quickly be identifi ed for later revision.
Gap-fill
Filling in missing words or phrases in a sentence or longer text, or labelling a diagram, indicates comprehension both of the missing items and of their context. T ese activities can be varied by going through the gap-fi ll text with the class orally, then setting the same task for individual completion. Gap-fi ll activities are often supplied as separate worksheets in the online resources, and can be set as revision at the end of the unit or later. Depending on the class, the number of missing items can be varied.
In the 2nd Edition, extra gap-fi ll activities with audio have
been added in various places to help students identify common phrases fulfi lling key functions in spoken English – for example, the use of spoken phrases like According to X and As X argues to identify sources.
Breaking long sentences into key components
One feature of academic English is the average length of sentences. In later units, students are shown how to break down long sentences and fi nd the subject, verb and object of each element. By encouraging students to think in terms of the subjects, verbs and objects of noun phrases in sentences they write, this receptive skill is turned into a productive skill, to enable them to write more complex sentences.
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Activities with stance marking
Another key element of academic text is the attitude (or stance) of the writer or speaker to the information they are expressing. Specifi c academic fi xed phrases or words can be used to show degrees of confi dence, or a general attitude towards what is being referred to. To some extent this diff ers between disciplines, but recognizing words and phrases marked for stance is nevertheless an important academic skill.
Crosswords and other word puzzles
Repeated exposure to key vocabulary helps students to recognize and retain it. Crosswords and other kinds of puzzles are an engaging way to do this, and some are provided as downloadable extra activities. T ese can be used as in-class activities or for independent learning outside of class.
Methodology points
Giving instructions for an activity General instructions are provided in the Teacher’s Book for each exercise. T e level of detail provided in these instructions varies depending on the activity type and complexity. However, unless the instructions indicate otherwise, it is expected that the following steps will be covered when giving instructions for an activity:
• referring students to the instructions in the Course Book
• explaining the reason they are doing the task – why the task is important
• telling students how they are to do the task, if this is not specifi ed in the Course Book – this may require the formation of pairs or groups
• going through the example (if there is one) or doing one of the activities as an example to show students the type of output they need to create
• telling students approximately how long you expect the activity to take
T e instruction to teachers to visually display material is used to cover diff erent possibilities such as the use of visualizers, whiteboards or electronic whiteboards.
Many of the exercises are accompanied by downloadable PDFs – see
www.garneteducation.com/resources/esap – which can generally be used in various diff erent ways:
• as worksheets for students to complete
• for visually displaying and building up the answers as a table
• for displaying the fi nal answers to the class
• as handouts which students can use to check their work after the class
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