7 CLINICAL SETTING: ACUTE CARE
Answers Model answers:
Use
to introduce a new topic to emphasize a major point
to add points to finish a list to give an example to restate Fixed phrase
You’ve probably heard of … The fact of the matter is, …
Not to mention the fact that … Plus there’s the fact that …
et cetera Let’s take …
Let me put it another way. In other words, …
Other phrases Now, an important concept is …
Actually, … In fact, … The point is that ...
also, and, too and so on
For example, … e.g., … Let’s look at an example of this. For instance, …
What I mean is ...
That is to say, … By that I mean … To put it another way, …
Answers Model answers:
1 Dr DeWitt Mills established a system of 24-hour care. (It)
It was Dr DeWitt Mills who established a system of 24-hour care.
2 The ‘Alexandria Plan’ meant that the US media and various health reports published at the time were able to highlight the poor state of training in this particular field. (The result)
The 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 field.
3 The American Board of Medical Specialities finally recognized EM as a medical speciality in 1979. (It)
It was in 1979 that the American Board of Medical Specialities finally recognized EM as a medical speciality.
4 Improving acute care provision is really important for the future of many national health care systems today. (What)
What’s really important for the future of many national health care systems today is improving acute care provision.
After completing Exercises C and D, students can be referred to the Vocabulary bank and the Skills bank for consolidation and preparation for Exercise E.
Exercise E
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 B). They should think about how they can use the phrases they have looked at, and ways of giving special
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focus/emphasis. (Note: They should not write out exactly what they are going to say in complete sentences and then read!)
Put students in pairs to give their oral summaries to each other, preferably pairing students who have chosen different sections to summarize.
Go around the class noting any problems or especially good examples of language use. You may wish to choose one or two individuals to give their summary to the whole class.
With the whole class, feed back any language or other difficulties which you noticed.
Exercise F
1 Set for pairwork. Suggest students choose a simple condition like a sprain or a cut to the finger. Students should first list all the different stages of the patient journey and then decide how to order them and which stages overlap.
2 Put the pairs in groups of four to present their patient journeys to each other.
Closure
Dictate some words for which students have learnt note-taking symbols or abbreviations such as and, minus, approximately, less than, results in, therefore, because, etc., as, since, for example. Students should write the symbol or abbreviation.
Remind them of the list of symbols and abbreviations at the back of the Course Book.
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