Página 10 - Teacher’s book - ENGLISH FOR HEALTH-CARE PROVIDERS

ENGLISH FOR HEALTH-CARE PROVIDERS
3.1. Matching exercises
These exercises seek to check students’ understanding of some of the key words in the
text as well as helping them improve their vocabulary. The target items are words relevant
in the area the unit deals with, or important general vocabulary.
Text lines are numbered from top to bottom, counting by 5’s (i.e. 5, 10, 15, 20...). The defini-
tions provided in some of the exercises indicate the lines in which students can search for
the key words.
In a few texts, students are asked to find synonyms or antonyms in the text and match the
ones provided with words from the text.
These exercises make students go through texts again in preparation for reading compre-
hension exercises such as true/false, question answering, etc. (see below).
3.2. True or false
This type of exercises tries to assess reading comprehension. Students are supposed to
consider whether each of a number of statements is true or false. Students’ answers
should be provided according to the information provided in the text, and not on what com-
mon sense, knowledge or beliefs may dictate to the students. In some cases, the informa-
tion from texts may be in conflict with students’ expectations.
3.3. Multiple-choice questions
The multiple-choice questions have four possible answers, labelled A, B, C, and D. The
students will choose one answer per question.
3.4. Answering questions
Questions are meant to test students’ understanding of the text and ability to process the
information, analyse it, and organise it for the answer. As questions may be demanding,
as they require students to write answers, teachers should encourage students to provide
long answers, and not very short ones.
3.5. Information-filling exercises
Some exercises ask students to provide information by filling in tables, charts, diagrams,
forms, questionnaires, etc., with general and specific information.