Реферат: Oxford`s teachhing methods of english language

urinary problems

pain in the back

chills and fever

Past History:

heart disease

chest pain

kidney infection

Family History

hypertension

diabetes

kidney disease

stroke

heart attack

Any other information?

With this last question, we are prompting the students to note down other information, not limiting them only to what the chart asks for. Not all the students will be able to take further notes, but the most skilled will not get bored while their classmates are engaged at a more elementary level.

Another instance that calls for note-taking is reporting on medical cases. To do this, the class may be divided into teams of three or four students. Each team prepares a case for the others to analyze. One variant would be having each team first brainstorm, then prepare a skeleton outline with the sort of information they need the other team to provide in order to write a full case report. Once ready, they exchange skeletons, brainstorm again, and note down the information the skeleton forms ask for. The teams should give neither the diagnosis nor the treatment. As soon as they finish, they swap these "problem-cases," analyze them, and confer on the diagnosis, treatment, and prognosis of the patient. Next, they write a full case report that everyone reads and discusses. The class then moves around, reads, and comments on them. Finally, they decide which of the skeleton forms are better and which reports are the most coherent and faithful to the information provided.

A simpler variant would be having each team ask for the information orally from one another, take notes on it and then report on the case orally or in writing.

In teaching Medically Speaking , I suggest taking notes while listening to the dialogues or reading the case studies given in the text. Instead of having the students take down all the information, teams are formed to take notes on specific parts.

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