4 E
1. Remind students that pauses usually come after: commas, full stops, content words (verbs, nouns), frequency adverbs (e.g., sometimes), signpost words (e.g., firstly). In general, we don’t pause after articles, prepositions, adjectives (except at the end of a sentence, e.g., that’s good, etc.). Then ask students to complete individually. Students can then compare answers in pairs.
2.
Play the recording for students to check their own work. Elicit answers and replay any problem areas.
3. Use the recording for repetition or model the sentences yourself. Encourage students to keep their intonation up for the short pauses and use a falling intonation at the end of a sentence.
Answers & Transcript 069
Secondly, / hospitals and medical centres / are often / very similar. // For example, / they all have the same departments / and clinics. // So … / patients / look for hospitals with extras. // For example, / they want doctors / to give them clear information, / the time they need / and real care. // OK. // Any questions so far? //
F
1. Divide the class into groups of three students. Refer students to the Resources on CB pages 155, 166 and 171. Make sure each group is reading the correct set of notes.
2. In this exercise, students prepare and rehearse. In their groups, they decide what the full sentence is for each note. Students should take turns saying each sentence to each other.
NOTE Put stronger students in Groups A or C if possible. We suggest in the model notes below that students in Group A introduce the talk and those in Group C summarize the talk.
G
Remind the class they must be good listeners as well as speakers. They should make notes when listening to the other groups.
This is an opportunity for critical thinking and freer practice, so don’t correct at this stage. Encourage students to speak freely and make mistakes. Monitor and make a note of common errors. After a few minutes, give feedback. Ask a few questions to check that the listeners have understood the information from the other sections of the talk.
H
Focus students on the three images. Elicit the aspect of patient-centred care the images focus on.
Answers • communication • empathy • personal relationships
Unit 4: You’re welcome!
Answers
Model presentations: Group A Good morning/afternoon/evening. My topic is personal relationships. Personal relationships are important in healthcare. Patients want good healthcare, but they also want to trust their doctor, and feel safe. They want to know their doctor cares about them. OK, next is … (name of Student B) Group B Thank you. My topic is communication. Personal relationships are important. But communication is important, too. Patients want information about their condition. They want clear and reliable information. Sometimes patients are afraid to ask for explanation. But doctors must explain, again and again. And finally we have … (name of Student C) Group C Personal relationships and good communication are very important in healthcare. But there is more. Empathy is very important too. Patients talk about their condition. The doctor needs to listen and give his/her time. He/She must understand how the patient feels. So the three aspects of patient-centred care are personal relationships, communication and empathy. And they are all very important. We hope you have enjoyed our talk today. Thank you/Are there any questions?
Pronunciation: Saying schwa (2)
This activity can be done at any suitable point after Exercise C. This activity can be done at any suitable point after
Play the recording, pausing after each
sentence for repetition. Show students how, if they stress the content words, it is easier to use schwa for the unstressed words.
Transcript 070
It’s a good hospital. Customers like an experienced doctor. I didn’t know about the treatment. I’m going to check out their clinic. Two cheese and tomato paninis, please. The nurse is good, but the doctor is terrible.
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