2.2 Reading
C T is is similar to the activity in Exercise A.
Encourage students to think about criteria that they could use to decide which achievement is the most important. Try to avoid commenting directly, but if the group is having diffi culty, some suggestions could be: saving human lives, overcoming scientifi c challenges, creating new knowledge, putting academic knowledge into practice.
Accept any reasonable answers.
D Students may or may not be able to articulate preparation for reading. Elicit ideas. One thing they must identify is reading for a purpose. Point out that they should always be clear about the purpose of their reading in an academic context. A series of questions to answer, or research questions, is one of the best purposes. Refer students to Skills Bank 2.1 at this stage if you wish.
SKILLS BANK 2.1 Doing reading research
1. Set for pairwork. Elicit some ideas, but do not confi rm or correct.
2. Refer students to the Hadford University research questions in the handout on the right of the page. Check comprehension, especially of the phrase turning point. If students have come up with better research questions, write them on the board for consideration during the actual reading.
E
Remind students about topic sentences, if they haven’t mentioned them already in Exercise D. Give them time to read the topic sentences in this exercise. Point out that the topic sentences are in order, so they give a rough overview of the whole text. Some topic sentences clearly announce what the paragraph will be about. Others may only give a hint of how it will develop.
1. Remind students of the research questions, and set for pairwork. Point out that they may match a research question to more than one topic sentence, and that some topic sentences may not relate to the research questions (i.e., they don’t have to write a number for each topic sentence).
Accept any reasonable answers, but do not feed back at this time.
Possible answers
Possibly some of the greatest achievements in medical science have been those made in cardiac surgery.
One of the fi rst pioneers in the fi eld of cardiac surgery was Dr Dwight Harken, a US Army medic serving during World War II.
Closed-heart surgery was the next stage in the development of cardiac surgery.
However, there was still a critical issue to be resolved if cardiac surgery was to develop any further.
In 1952, open-heart surgery was attempted for the very fi rst time at the University of Minnesota.
But what could be done for patients whose hearts were diseased beyond repair and for whom the only solution was a new heart?
T e complex problem of tissue rejection remained an issue throughout the 1970s.
T e prognosis for heart transplant patients has greatly improved in recent years.
Such breakthroughs do have their limitations, however.
2. Ask students to read the topic sentence closely and give their ideas in their own words, e.g., drawbacks.
Accept any reasonable answers, but do not feed back. F
Point out, if students have not already said this, that the topic sentence is normally the fi rst sentence of each paragraph. Tell students to compare the contents of each paragraph with their predictions. Encourage them to take notes as they read. If necessary, the reading can be set for homework.
Closure SKILLS BANK 2.2 Using topic sentences to summarize a text
Unless you have set the reading for homework, do some extra work on oral summarizing as a comprehension check after reading – see Skills Bank 2.2. Students work in pairs. One student says a topic sentence, and the other summarizes the paragraph from memory in his/her own words, or if necessary, reads the paragraph again and then summarizes it without looking.
2.2_Closure
You may also want to redo the text as a jigsaw – the text is reproduced in the PDF to facilitate this.
As a further activity after reading, remind students of the note-taking skills practised in Unit 1. Discuss appropriate note-taking forms for this text. T ey can then write notes on the text. Tell them to keep their notes, as they will be useful for the summary exercise in Lesson 2.3.
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