ENGLISH FOR MEDICINE


 a higher level of concentration from the students (tension is quite enjoyable!)


 a greater focus on the item as students wait for the correct answer


 a greater involvement in the process – students become committed to their answers and want to know if they are right and, if not, why not


In cases where learning tension of this type is desirable, the teacher’s notes say, Do not confirm or correct (at this point).


Feedback


At the end of each task, there should be a feedback stage. During this stage, the correct answers (or a model answer in the case of freer exercises) are given, alternative answers (if any) are accepted, and wrong answers are discussed. Unless students’ own answers are required (in the case of very free exercises), answers or model answers are provided in the teacher’s notes.


Highlighting grammar


This course is not organized on a grammatical syllabus and does not focus on grammar specifically. It is assumed that students will have covered English grammar to at least upper intermediate level in their general English course. However, at times it will be necessary to focus on the grammar, and indeed occasionally the grammar is a main focus (for example, changing active to passive or vice versa when paraphrasing).


To highlight the grammar:


 focus students’ attention on the grammar point, e.g., Look at the word order in the first sentence.


 write an example of the grammar point on the board


 ask a student to read out the sentence/phrase


 demonstrate the grammar point in an appropriate way (e.g., numbering to indicate word order; paradigms for verbs; time lines for tenses)


 refer to the board throughout the activity if students are making mistakes


Pronunciation


By itself, the mispronunciation of a single phoneme or a wrong word stress is unlikely to cause a breakdown in communication. However, most L2 users make multiple errors in a single utterance, including errors of word order, tense choice and vocabulary choice. We must therefore try to remove as many sources of error as possible. When you are working with a group of words, make sure that students can pronounce each word with reasonable accuracy in phonemic terms, and with the correct stress for multiple syllable words. Many researchers have found that getting the stress of a word wrong is a bigger cause of miscommunication than getting individual phonemes wrong.


Pair and group activities


Pairwork and group activities are, of course, an opportunity for students to produce spoken language. As mentioned above, this is not the main focus of this course. But the second benefit of these interactional patterns is that they provide an opportunity for the teacher to check three points:


 Are students performing the correct task, in the correct way?


 Do students understand the language of the task they are performing?


 Which elements need to be covered again for the benefit of the class, and which points need to be dealt with on an individual basis with particular students?


Vocabulary and Skills banks


Each unit has clear targets in terms of vocabulary extension and skills development. These are detailed in the checks at the end of the unit (Vocabulary bank and Skills bank). However, you may wish to refer students to one or both of these pages at the start of work on the unit, so they have a clear idea of the targets. You may also wish to refer to them from time to time during lessons.


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