7
7.3 Extending skills
pattern. Check students’ understanding of the concepts by asking questions such as:
• Why would a speaker change from the usual pattern of ‘given’ information then ‘new’ information?
• How did the lecturer do this in Exercise F in the last lesson?
You should be able to elicit that the Wh~ structure was used to focus attention on a particular point. Explain that this activity looks at some more ways in which a speaker can draw attention to an important point.
SKILLS BANK 7.2 Emphasizing information
At this point, refer students to Skills Bank 7.2, which can help them with this exercise.
Students need to decide which word(s) should receive the particular focus and then try to rewrite the sentences. Depending on the class, they can work in pairs or individually fi rst.
Feed back with the whole class. Take each sentence in turn. Ask for suggestions as to which aspect could receive special emphasis. Accept any reasonable answers – there are various possibilities.
43
T e answers for sentences 1–4 are part of the lecture in Part 5. If you wish, replay Part 5 for students to check their answers.
Note that:
• Sentences 1 and 3 use an It construction to give a special focus.
• Sentence 2 introduces new, general words (often found in academic contexts) followed by be and a that clause.
• Sentences 4 and 5 use a Wh~ cleft construction already seen in Lesson 7.2.
• T e only obvious way to rewrite sentence 5 is to retain the order of information from the original sentence.
Suggested answers
1. It was Dr DeWitt Mills who established a system of 24-hour care.
2. T e result of the ‘Alexandria Plan’ was that the US media and various health reports published at the time were able to highlight the poor state of training in this particular fi eld.
3. It was in 1979 that the American Board of Medical Specialties fi nally recognized EM as a medical specialty.
4. What is really important for the future of many national healthcare systems today is improving acute care provision.
5. What doctors working in emergency medicine need to be able to deal with is the full spectrum of physical and behavioural disorders.
F
Set the initial preparation for individual work. Students can refer to their notes in Lesson 7.2 (Exercises C and E) or the notes for completion in Lesson 7.3 (Exercise C). T ey should think about how they can use the phrases they have looked at and ways of giving special emphasis.
Set for group work, and give students an opportunity to present to each other.
Closure
Set for individual work and pairwork checking. Dictate some words for which students have learnt note-taking symbols or abbreviations. For example:
and · minus · approximately · less than · results in · therefore · because · et cetera · as · since · for example
RESOURCES p. 128 5.3 Symbols and abbreviations for notes
Students should write a symbol or abbreviation for each phrase and work in pairs to check the answers with the list of symbols and abbreviations at the back of the Course Book.
Feed back visually as a class. T is would be a good time to see if any students use symbols/abbreviations not shown in the list.
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