Oxford`s teachhing methods of english language — страница 8

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ask your classmates to also copy it in their notebooks. You will all follow this order for the presentation and discussion of your case. Your classmates will ask you for the data they need to complete their outlines and discuss the case. Once the discussion is over, they will use their notes to write a report on the case you presented. Patient's characteristics: Age: 22 Race: white Sex: M Weight: 70 kg. Height: 1.70m. Main symptom: pain in the right lower quadrant (sporadic and colicky in nature) *began in epigastrium two days ago *moved to periumbilical region and right lower quadrant Other symptoms: fever, vomits (3), anorexia, constipation for two days (no bowel movement). No diarrhea Past history: -none Family history: -none Toxic habits: -none Medications: -none Physical

findings: -patient well oriented as to time, place andperson -well nourished -extreme tenderness to palpation mainlyover McBurney's point -guarding, muscle rigidity, reboundtenderness -difference: axillary & rectal temperature -bowel sounds: absent Definitive diagnosis: acute appendicitis Therapeutic procedures: appendectomyPossible complications: perforation, necrosis, peritonitisPrognosis: Anceps Report Today we discussed the case of a 22-year-old white man who was in good health prior to two days ago, when he began to have an abdominal pain. This pain was sporadic and colicky in nature. It began in the epigastrium and has since migrated to the right lower quadrant. The patient has had three episodes of vomiting associated with the pain. He has been anorectic and feverish.

He has had no bowel movements for two days. He reported no diarrhea, coughing with expectoration or shortness of breath. He has no past history or family history of abdominal pain or any other disease. The pertinent physical findings are related to the abdomen. There is extreme tenderness to palpation, especially over McBurney's point. Guarding, muscle rigidity and rebound tenderness are all present. Bowel sounds are absent. There is a difference between the axillary and the rectal temperature. His urinalysis, hemoglobin and hematocrit are within normal limits. Nevertheless, both white blood count and red rate are elevated. His chest film is clear, but in the abdominal film we observed the psoas line is absent. Finally, we decided the definitive diagnosis is acute appendicitis.

Among the possible complications to consider are perforation, necrosis and peritonitis. Therefore, the prognosis is anceps. The only possible treatment is surgical: appendectomy. Conclusion As we have seen, there are numerous opportunities to help students develop the skill of note-taking. Note-taking assists the listener, reader, or observer in achieving a better understanding of what is presented, and it facilitates recall of facts as well as oral and written expression. The student's language level and the purpose which the notes are to serve will determine the type of guidance the teacher must provide to help them to take notes in class and later on the job. Grammar games Competitive games Speed Grammar: Collocations with wide, narrow, and broad. Level: Intermediate to

advanced Time: 15-20 minutes Materials: Three cards, with wide on one, narrow on the second and broad on the third Preparation Prepare three large cards with wide on one, narrow on the second and broad on the third. In class Clear as much space as you can in your classroom so that students have access to all the walls and ask two students to act as secretaries at the board. Steak each of your card on one of the other three walls of the room. Ask the rest of the students to gather in the middle of the space. Tell the students that you’re going to read out sentences with a word missing. If they think that the right word for that sentence is wide they should rush over and touch the wide card. If they think the word should be narrow or broad they touch the respective card instead.

Tell them that in some cases there are two right answers (they choose either). Tell the secretaries at the board to write down the correct versions of the sentences in full as the game progresses. Read out the first gapped sentence and have the students rush to what they think is the appropriate wall. Give the correct versions and make sure it goes up in the board. Continue with the second sentence etc. At the end of the strenuous part ask the students to tale down the sentences in their books. A relief from running! ( If the students want a challenge they should get a partner and together write down as many sentences as they remember with their backs to the board before turning round to complete their notes. Or else have their partner to dictate the sentences with a gap for them