4
4.2 Reading
Assign the task for individual work. Ask students to highlight the topic sentence in each paragraph and to identify what the topic of the paragraph is. You could hand out copies of the text as provided in the PDF for students to mark up.
Feed back visually. (T e topic sentences are highlighted separately in the PDF.) Identifying the topic sentence of a paragraph is often not clear-cut. A case can sometimes be made for more than one sentence; sometimes there is not a clear topic sentence. In the text here, the suggested topic sentences are:
• paragraphs 1–3, 5: the fi rst sentence of the paragraph • paragraph 4: the second sentence of the paragraph
Do not provide feedback on the actual topic/comment of each paragraph at this stage, as students will read the whole text and check their predictions in Exercise F.
Encourage students to write down their predictions.
Suggested answers Paragraph Topic sentence 1
2 3 4 5 F
Set for individual work. Encourage students to make notes on what is similar and what is diff erent to the predictions they made.
G 4.2_G
Feed back visually, using the text to highlight the answers. You could use the PDF provided.
Answers Student notes
1. T e use of digital technology is relatively new in medicine.
2. Electronic patient records don’t take up much storage space.
3. T e internet causes legal & ethical issues in data sharing.
4. AI is more reliable than experienced doctors.
5. AI can improve the speed & accuracy of diagnosis.
6. Many practices & hospitals acquired a computer in the 1980s.
7. Computers made patient record management easier.
8. Personalized medicine has little to do with digital technologies.
9. Most ethical & legal issues around data sharing have been resolved.
Digital technologies began to be used in medicine for administrative and specialist tasks from around the mid-1960s.
From the early 1980s onwards, computers began to be used much more widely in healthcare, and their range of uses also increased.
T e growth of internet connectivity in the 1990s and 2000s contributed to another phase of development in digital technologies in medicine.
By the beginning of the 2020s, large amounts of digital data linked to individual patients were being stored routinely.
T e relationship between medicine and digital technologies has grown more complex over time, raising many ethical and practical issues.
H
T e purpose of this exercise is for students to try to identify the information structure of each paragraph and to see how a new step in the progression of ideas may be signalled by a rhetorical marker or phrase.
SKILLS BANK 4.1 Understanding text structure
Refer students back to Skills Bank 4.1. Elicit more examples of markers from the text, as well as suggestions for how they develop the topic. In this text, as in many academic texts, discourse markers are used far more frequently than stance markers: Unfortunately is the only unambiguous stance marker.
4.2_H
Discourse and stance markers are highlighted in the PDF. Closure 4.2_Closure
Divide the class into groups. Give each group cut-outs of the parts of each topic sentence from the text. Ask students to reassemble the topic sentences and put them in the correct order.
Writer’s stance disagree
agree agree disagree agree agree agree disagree disagree
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