If used in a classroom context.
The guidelines will be related to the section of General Vocabulary, subsection Taking the medical history and then 3 parts - general introductions, personal information and pains/ symptoms.
Initial consideration: students will have known each other for some time and shared their professional experiences.
Step 1. Teacher addresses the concept of medical history and discusses with students what they consider to be important on a first appointment with a patient.
Step 2. Collaboratively, T and students write a script of what the fundamental steps for this first appointment might be. They do so by retrieving the necessary vocabulary from the abovementioned subsection. When they finish, they prepare to role-play these dialogues in pairs and then swap with another pair, exchanging the role in the appointment - doctor and patient.
Step 3. Based on this initial script, in pairs, students introduce changes according to different medical specialties, e.g. respiratory. At the end, they should have a database of appointment scripts they can use for further roleplays, reading assignments, fill-in-the-gaps exercises, among others.
1. Students may have to listen to the words being said out loud by the T and an additional resource, such as a dictionary.
2. Students are encouraged to listen to authentic or simulated dialogues at the doctor’s.
3. T may use these appointment scripts for dictations, so as to practise listening and writing skills.
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
The resource is somewhat static and traditional, since students can only access lists of vocabulary out of context, although organised thematically, and occasionally with the support of images. Regardless of these frailties, the website allows for a multilingual approach to a highly specialised area of knowledge and it may be used from different teaching methodological approaches, thus turning it into a more interactive resource. Another added value lies in the fact that it was prepared under the supervision of HE institutions, which vouches for its scientific trustworthiness.
Website of the Teaching Source: