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This unit focuses on developing reading skills, including using research questions, topic sentences, and English-English dictionaries. It also covers vocabulary skills related to headwords, definitions, parts of speech, and pronunciation.
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Skills focus • Reading • using research questions to focus on relevant • information in a text • using topic sentences to get an overview of the text • Writing • writing topic sentences • summarizing a text • Vocabulary focus • English–English dictionaries: • headwords • definitions • parts of speech • phonemes • stress markers • countable/uncountable • transitive/intransitive
Vocabulary bank Using your English–English dictionary This kind of dictionary helps you actually learn English. Using headwords and parts of speech 1 Find the correct headword. These bold words in a dictionary are in alphabetical order. Look at the words on the top left and top right of the double page. Find words which come just before and after your word. 2 Find the correct meaning. If there are different meanings of the word, they appear in a numbered list. Look at all the meanings before you choose the correct one in context.
Vocabulary bank Using your English–English dictionary Using headwords and parts of speech 3 Find the correct part of speech. Sometimes the same headword appears more than once, followed by a small number. This means the word has more than one part of speech, e.g., n and v. Work out the part of speech before you look up a word. Clues: • Nouns come after articles (a/an/the) or adjectives. • Verbs come after nouns or pronouns.
A How can an English–English dictionary help you understand and produce spoken and written English? 2.1 Vocabulary • The following information is useful forspoken English: • stress • pronunciation of individual phonemes – particularly when a phoneme has multiple pronunciations • The following information is useful for written English: • information about the type of word – C/U; T/I
A How can an English–English dictionary help you understand and produce spoken and written English? 2.1 Vocabulary • The following information is useful for written English: • the spelling – students might make the point that if you don’t know the spelling, you can’t find the word in the first place, but point out that you can often guess the possible spelling – for example, medical could be medik but if you don’t find it there, you can try medic … • examples of the word in use to memorize • some synonyms for lexical cohesion – this is a very important point, although you may not want to elaborate on this now
B Study the dictionary extract on the opposite page. 2.1 Vocabulary 1 Why are the two words (top left and top right) important? They tell you the first and last words on the pages to help you locate the word you want. 2 How many meanings does medication have? What about medicine? Medication – one meaning; medicine – two, plus of course the plural of the second definition of medications because it is a countable noun. 3 Why does the word medical appear twice in bold? Because the same word can be an adjective or a noun.
B Study the dictionary extract on the opposite page. 2.1 Vocabulary 4 What do we call a doctor working in the armed forces? A medic. 5 Where is the stress on medicine? What about medicinal? Medicine – on the first syllable; medicinal – on the second syllable. 6 What is the pronunciation of c in each bold word in this extract? Sometimes /k/, sometimes /s/ – can students spot the pattern that c+a = /k/, c+i = /s/, i+c = /k/ (as in medic)? 7 What is the pronunciation of a in each bold word in this extract? Two pronunciations – /eɪ/ or /Ə/.
B Study the dictionary extract on the opposite page. 2.1 Vocabulary 8 What part of speech is medicated? Adjective. 9 Can you say Your medications are out of date? Explain your answer. No – because medication is uncountable. 10 Can we write: Did the doctor medicate appropriately? Why (not)? No – because medicate is transitive, so it must have an object.
C Look at the bold words in the dictionary extract on the opposite page. 2.1 Vocabulary 1 What order are they in? Alphabetical order. 2 Write the words in the box in the same order. Check in the dictionaries. D Look at the top of this double page from an English–English dictionary. 1 Which word from Exercise C will appear on these pages? “Medicated” will appear on the double-page spread. 2 Think of words before and after some of the other words in Exercise C.
E Look up the green words from Exercise C in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 What kind of noun/verb is each word? 3 Which meaning is most likely in a medical context? a localized swelling or enlargement in one area of the body a large quantity or number n U (v) to use more of something than is necessary, or to use it in a way that is not efficient (n) materials that are no longer needed and thrown away (n) faeces or urine – human waste n/v/adj U/T
E Look up the green words from Exercise C in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 What kind of noun/verb is each word? 3 Which meaning is most likely in a medical context? thin, circular piece of cartilage, separating bones in the back n C flat circular shape or object (n) a place where two points meet (adj) shared by two people (n) part of the body where two bones meet C n/adj
E Look up the green words from Exercise C in a dictionary. 2.1 Vocabulary 1 How many meanings can you find for each word? 2 What kind of noun/verb is each word? 3 Which meaning is most likely in a medical context? solid waste passed through them bowels a seat with no back or arms C n if the solid waste from your body is loose, it has too much liquid in it, e.g., a cough where the patient produces sputum (productive cough) not firmly held or fixed in position adj U/I (n) the last stage of pregnancy, where the baby is pushed out of the womb n/v (v) to work hard
2.1 Vocabulary F Look up the bold words from Exercise C. 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 Which meaning is most likely in a medical context? describes a cough where patient produces sputum (loose cough) producing a lot for the amount of resources used /ɒ/ adj containing a substance intended to kill bacteria and so prevent or cure infection (of skin or hair) /ɪ/ adj
2.1 Vocabulary F Look up the bold words from Exercise C. 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 Which meaning is most likely in a medical context? short period of time in which a person is affected badly by an illness an event or short period of time /ɪ/ n C passenger airline or company that moves people or goods from one place to another person infected with a disease that could be transmitted to others /ɪ/ n C
2.1 Vocabulary F Look up the bold words from Exercise C. 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 Which meaning is most likely in a medical context? (v) to speak quietly so that you can hardly be heard (n) abnormal sound made by the heart /Ə/ n/v C/I/T (adj) calm, able to deal with a difficult situation without becoming angry (n) person receiving medical care /Ə/ n/adj C
G Test each other on the words from Exercise C. Give the dictionary definition of one of the words. Can your partner guess which word you are defining? 2.1 Vocabulary
H Discuss the pictures on the opposite page using words from this lesson. 2.1 Vocabulary an ultrasound an artificial limb a pacemaker
H Discuss the pictures on the opposite page using words from this lesson. 2.1 Vocabulary a magnetic resonance imaging (MRI) scan in vitro fertility (IVF) treatment a skin graft
A What are the greatest medical achievements of all time? 2.2 Reading • Possibly: • penicillin • the discovery of DNA • organ transplants • …
2.2 Reading B Study the text on the right. Medical achievements of the past 50 years • vaccinations • steroids (e.g., cortisone) • cardiac surgery • organ transplants • magnetic resonance imaging (MRI) • laser surgery • discovery of DNA structure • research into endorphins Reference: The Cambridge History of Medicine, Roy Porter, ed., 2001 1 Define each achievement. 2 How did it change human life? 3 Which is the greatest achievement?
2.2 Reading B Study the text on the right. beat bacteria, controlled deficiency or viral diseases and provided effective medication injection of a microbe to stimulate the immune system and so prevent disease made it possible to increase understanding of the immune system a chemical substance produced naturally in the body enabled doctors to carry out heart transplants and open-heart surgery surgery on the heart replacing one human organ (from the recipient) with that from another person (the donor) extended lives of people with chronic heart disease, for example
2.2 Reading B Study the text on the right. revolutionized diagnostic capacities, increased accuracy of disease detection (in particular to the head, trauma to the brain) a radiology technique that uses magnetism, radio waves and a computer to produce images of body structures surgery carried out using a narrow beam of light radiation or a laser beam to cut through tissue enabled doctors to carry out microsurgery, increased precision, recovery period is reduced compared with traditional surgery one of two types of molecules that encode genetic information led to developments in screening for genetic diseases, for example led to finding a treatment for Parkinson’s disease and other disorders of the nervous system hormones produced in the brain that reduce feelings of pain
C You are going to read a text. What should you do before you read a text in detail? 2.2 Reading See Skills bank.
Skills bank Doing reading research • Before you start reading … • Think of research questions. In other words, ask yourself: What must I find out from my research? • Look at headings, sub-headings, illustrations, etc. Look for patterns or variations in presentation, e.g., a series of dates; words in bold or italic script. Think: Whatinformation do they give me? • Decide how to record information from your reading. Choose one or more methods of note-taking. See Unit 1 Skills bank.
D This text is about a great achievement from the last 50 years. 2.2 Reading 1 Think of some research questions before you read. 2 Compare your questions with those in the Hadford University assignment on this page.
E Study these topic sentences from the text and answer the questions below. 2.2 Reading Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5 Paragraph 6 Paragraph 7 Paragraph 8 Paragraph 9 However, there was still a critical issue to be resolved if cardiac surgery was to develop any further. The complex problem of tissue rejection remained an issue throughout the 1970s. One of the first pioneers in the field of cardiac surgery was Dr Dwight Harken, a US army medic serving during World War II. Such breakthroughs do have their limitations, however. In 1952, open-heart surgery was attempted for the very first time at the University of Minnesota. Closed-heart surgery was the next stage in the development of cardiac surgery. Possibly some of the greatest achievements in medical science have been those made in cardiac surgery. The prognosis for heart transplant patients has greatly improved over the past 20 years. But what could be done for patients whose hearts were diseased beyond repair and for whom the only solution was a new heart?
E Study these topic sentences from the text and answer the questions below. 2.2 Reading 1 Which achievement is this text about? 2 Where do you expect to find the answer to each question in the Hadford University assignment? Write 1, 2 or 3 next to the topic sentence. 3 What do you expect to find in the other paragraphs? 1 1 1 2 1 1/2 3
F Read the text on the opposite page and check your ideas. 2.2 Reading See Skills bank.
Skills bank Doing reading research • While you are reading … • Highlight the topic sentences. • Think: Which paragraph(s) will probably give me the answer to my research questions? • Read these paragraphs first. • Make notes. • After reading … • Think: Did the text answer all my research questions? • If the answer is no, look at other paragraphs to see if the information is there.
A Study the words in box a. They are all from the text in Lesson 2.2. 1 Give two common meanings for each word. 2 Check with your dictionary. 2.3 Extending skills a road passing around a town as opposed to going through it operation to the heart that redirects the blood so it avoids the damaged/blocked area n n replace one human organ (from the recipient) with that from another person (the donor) move a growing plant to another spot v v calm, able to wait for a long time or deal with a difficult situation without becoming upset adj n person receiving medical care
A Study the words in box a. They are all from the text in Lesson 2.2. 1 Give two common meanings for each word. 2 Check with your dictionary. 2.3 Extending skills cut open the body to repair or remove damaged tissue v work in a particular way v thin paper used for wrapping gifts or to blow one’s nose collection of cells forming the different parts of the human body n n movement of (air, gas, water) around an area or machine movement of blood around the body n n
A Study the words in box a. They are all from the text in Lesson 2.2. 1 Give two common meanings for each word. 2 Check with your dictionary. 2.3 Extending skills a flowing movement in a stream, the manner in which a thing flows the movement of blood around the body n n n part of the body with a particular purpose, e.g., heart, lung, kidney n musical instrument
B Study the words in box b. They are all from the text in Lesson 2.2. 2.3 Extending skills 1 What is the base word in each case? What is the part of speech of the base word? 2 Does the prefix/suffix change the part of speech? 3 How does the prefix/suffix change the meaning of the base word?
B Study the words in box b. They are all from the text in Lesson 2.2. 2.3 Extending skills ment = verb ➔ noun achieve (v) success (n) ful = noun ➔ adjective lodge (v) dis = lack of oxygen (n) ate = noun ➔ verb plant (n/v) trans = from one place to another reject (v) ion = verb ➔ noun resist (v) ance = verb ➔ noun infect (v) ion = verb ➔ noun
C Look back at the text from Lesson 2.2. After each topic sentence, how does the writer continue the paragraph? Choose one or more from the following list. • defining and describing • restating the topic sentence • giving more information • giving (an) example(s) • giving a list of points • concluding 2.3 Extending skills
C Look back at the text from Lesson 2.2. After each topic sentence, how does the writer continue the paragraph? Choose one or more from the following list. giving examples first 2.3 Extending skills defining and describing Initially, moving on, With time, indeed defining and describing giving more information However First of all, Secondly, Finally a list of points
C Look back at the text from Lesson 2.2. After each topic sentence, how does the writer continue the paragraph? Choose one or more from the following list. response to a question subsequently 2.3 Extending skills defining and describing giving examples Another example giving more information (about complexity) Indeed
D Write a summary of the text from Lesson 2.2. Paraphrase the topic sentences. Add extra information and examples. See Skills bank. 2.3 Extending skills
Skills bank Using topic sentences to summarise • The topic sentences of a text normally make a good basis for a summary. Follow this procedure: • Locate the topic sentences. • Paraphrase them – in other words, rewrite them in your own words so that the meaning is the same. Do not simply copy them. (This is a form of plagiarism.) • Add supporting information – once again, in your own words. • Check your summary. Check that the ideas flow logically. Check spelling and grammar. If your summary is short, it may be just one paragraph. Divide a longer summary into paragraphs.
Skills bank Using topic sentences to summarise Example: Possibly some of the greatest achievements in medical science have been those made in cardiac surgery. Cardiac surgery is one of the most important achievements in medical science. In 1896, Dr Ludwig Rehn carried out heart surgery for the first time, followed by open-heart surgery in the 1950s and bypass operations ten years later.
A Can you remember all the medical achievements from Lesson 2.2, Exercise B? • Possible answers: • Vaccinations • Steroids (e.g., cortisone) • Cardiac surgery • Organ transplants • Magnetic resonance imaging (MRI) • Laser surgery • Discovery of DNA structure • Research into endorphins 2.4 Extending skills
B The lecturer has asked you to research vaccinations. What do you understand by the term? Vaccination involves the administration of a preparation that allows the body to develop resistance to a disease without having to be exposed to it. Think of good research questions before you read the text on the opposite page. The three questions from Lesson 2.2 would be fine, although students may come up with better ones. Look quickly at the text. What is the best way to record information while you are reading? A timeline would be an appropriate form of notes (See Unit 1 Skills bank). 2.4 Extending skills
C Study the text on the opposite page. 1 Highlight the topic sentences. 2 Read each topic sentence. What will you find in the rest of the paragraph? 2.4 Extending skills One of the greatest achievements of 20th-century medicine was the global eradication of smallpox. history of the smallpox disease (severity, number of people killed, etc.) background on the disease (mechanisms of transmission of the disease, incubation period and symptoms of the disease) Smallpox is caused by the variola virus and is most often transmitted by inhaling the virus. The first attempts to control the disease used a technique known as variolation. initial techniques used (what is variolation and to what degree was it successful?) However, it was the discovery of vaccination by Edward Jenner in 1796 which marked a major step forward in controlling the disease. description of the discovery of vaccinations
C Study the text on the opposite page. 1 Highlight the topic sentences. 2 Read each topic sentence. What will you find in the rest of the paragraph? 2.4 Extending skills Further advances were made in the 1920s with the development of dried vaccines in France and the Netherlands. further developments and their significance the eradication process (was the goal achieved)? In 1966, the WHO set a ten-year goal for the eradication of smallpox worldwide. the eradication of smallpox (what evidence did the WHO have to be able to say this?) By 1980, the WHO could formally declare smallpox eradicated worldwide. Smallpox has a number of unique characteristics which made its eradication possible. how it was possible to eradicate smallpox (what were the unique characteristics?) Although smallpox has ceased to kill, it remains a potential danger to humanity. conclusion – why does it remain a danger?
C Study the text on the opposite page. 3 Which paragraph(s) will probably answer each research question? Read those paragraphs and make notes. The appropriate paragraphs to read depend on the research questions you and your students decide on. 4 Have you got all the information you need? If not, read other paragraphs. D Use the Internet to research one of the medical achievements from the list in Lesson 2.2, Exercise B. Use the research questions from Lesson 2.2. 1 Make notes. 2 Write a series of topic sentences which summarize your findings. 3 Report back to the other students. Read out each topic sentence, then add extra details 2.4 Extending skills
Tips for Reference 2.1 Vocabulary部分，教师讲解Vocabulary bank内容，并以小组课堂讨论形式，讨论练习A、B、E、F、H；课后学生完成练习C、D、G。 2.2 Reading部分，让学生课后查阅资料，完成练习A、B；教师课堂讲解Skills bank中的“Doing reading research”技能，深度阅读文章“Cardiac surgery: a brief history”，并按次序完成练习C、D、E、F。 2.3 Extending skills部分，让学生课前完成练习A、B；课堂教师讲解练习C，并再次深度阅读文章“Cardiac surgery: a brief history”，完成该练习；教师讲解Skills bank中的“Using topic sentences to summarise”技能，并完成练习D。 2.4 Extending skills部分，让学生根据课堂讲解和讨论内容，课后完成练习A、B、C、D。
