4.2 Reading
4.2 Reading CB
pages 40–41
Reading texts Digital technologies in medicine
Vocabulary Bank Skills Bank
SKILLS BANK 4.1 Understanding text structure
Online resources
4.2_E 4.2_G 4.2_H
4.2_Closure
T e main focus of this lesson is on helping students to develop their skills of prediction in reading and, relatedly, their understanding of text structure and how topics are developed within texts. T e lesson also aims to develop students’ vocabulary for medical technology. Skills Bank 4.1 contains guidance on understanding text structure and provides examples of topic sentences, discourse markers and stance markers.
Lesson aims
At the end of this lesson, students should: • have practised skills for predicting the content of a text
• have practised identifying topic sentences
• be able to identify topic development in a text and understand the relevant signposting language
Introduction
Ask students what they know about the use of computers in medicine. Elicit some ideas, but don’t feed back at this stage.
A
1. Set for pairwork or small-group work, and feed back in a general discussion. Allow students to debate diff erences of opinion, and encourage them to give examples if they can. Make a note of any gaps in vocabulary which can be addressed later.
Possible uses include: storing patient records, remote diagnosis, remote surgery, digital X-rays, automating laboratory processes, electronically dispensing drugs, searching for medical literature.
2. Set this question for small-group or general discussion, following on from the previous question. Encourage students to provide explanations for their opinions and to indicate the timeframe they are referring to. Explain that they will fi nd out more about the topic in the rest of the lesson.
D
1. T e aim of this task is to provide practice in predicting the content of the text. Set for individual work and pairwork checking. Do not provide answers at this stage.
2. Encourage students to add any ideas of their own. You can use questions about possible topics from the earlier discussions in Exercises A and B to help them, but avoid providing too much information about the text.
E
Elicit from students what a topic sentence is. SKILLS BANK
4.1 Understanding text structure
Refer students to Skills Bank 4.1 at this point. 4.2_E
B
1. Set for individual work. Encourage the students to write down their prediction. Do not provide feedback at this stage.
2. Set for individual work and pairwork checking. You may need to prompt some students with questions about possible topics they could consider.
C 1. Set for pairwork. 2. Set for pairwork, and feed back the answers visually.
Answers 1. DNA sequencing 2. PACS 3. AI diagnosis 4. telemedicine
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