USING AUTHENTIC MATERIALS TO SUPPLEMENT THE COURSE BOOK ON ESP PROGRAM FOR SECOND YEAR MEDICAL STUDENTS AT HANOI MEDICAL UNIVERSITY

thạc sỹ, luận văn, ngoại ngữ, tiếng anh, khóa luận, chuyên đề

Appendices Appendix 1 The Pretest and Posttest

PRETEST/POSTTEST

NUMBER OF QUESTIONS: 40

TIME PERMITED: 1 HOUR

QUESTIONS 1-7

Directions: For each question, locate that part of the passage in which the answer will probably be found and write down the line numbers in the blank at the end of the passage (Don’t worry about answering the

questions themselves; concentrate on finding the information in the passage.)

Josiah Flag of Boston was the first native-born American dentist He began practicing after his discharge from the army in 1783 Flag was one of the first to use gold foil in tilling teeth

It was not until 1840 that dentistry became a profession in the United States That was the year in which the first dental school was organized in Baltimore

The discovery of anesthesia was one of the most important developments in dentistry In 1844 Horace Wills, a dentist, inhaled nitrous oxide just before having a tooth extracted The tooth could then be pulled without pain Nitrous oxide, or laughing gas, along with oxygen, is still used to make dental procedures painless Two years after Will’s discovery, William Morton, also a dentist, gave a public demonstration of the anesthetic effects of ether The discovery of X rays in 1895 was another important development in dentistry It gave dentists a way

of looking inside teeth to discover defects

Quieter, faster drilling equipment, aimed at removing some of the discomfort from drilling, was developed by John V.Borden and others in the 1950s These drills work at such high speeds that they reduce the pain caused

by the heat and pressure of drilling

1 Before he became a dentist, what was Josiah Flagg’s occupation? _

2 According to the passage, where was the first dental school in the United States established? _

3 According to the passage, what was Horace Wills’s contribution to dentistry? _

4 According to the passage, which of the following combinations of chemicals is used today to reduce pain during dental procedures? _

5 According to the passage, why was the invention of the X ray important to dentistry?

6 According to the passage, when were high-speed dental drills developed?

7 According to the passage, how does a high-speed drill reduce dental pain?

I

QUESTIONS 8-13

Directions: Read the passage, and for each question, choose one best answer based on what is stated in the passage or on what can be inferred by circling A, B, C, or D

Another critical factor that plays a part in susceptibility to colds is age A study done by the University of Michigan School of Public Health revealed particulars that seem to hold true for the general population Infants are the most cold-ridden group, averaging more than six colds in their first year Boys have more colds than girls up to age three After the age of three, girls are more susceptible than boys, and teenage girls average three colds a year to boys’ two

The general incidence of colds continues to decline as people move into maturity Elderly people who are in good health have as few as one of two colds annually One exception is found among people in their twenties especially women who show a rise in cold infections People in this age group are most likely to have young children Adults who delay having children until their thirties and forties experience the same sudden increase

in cold infections

8 The paragraph that precedes this one most probably deals with

(A) minor diseases other than colds

(B) the recommended treatment of colds

(C) another factor that affects susceptibility to colds

(D) methods of preventing colds among elderly people

9 What does the author claim about the study discussed in the passage?

(A) It contains many inconsistencies

(B) It specializes in children

(C) Its results apparently are relevant for the population as a whole

(D) It contradicts the results of earlier studies in the field

10 According to the passage which of the following groups of people is most likely to catch colds?

(A) Infant boys

(B) Young girls

(C) Teenage boys

(D) Elderly women

11 The passage supports which of the following conclusions?

(A) Men are more susceptible to colds than women are

(B) Children infect their parents with colds

(C) People who live in a cold climate have more colds than those who live in a warm one

(D) People who do not have children are more susceptible to colds than those who do

II

12 The phrase “in this age group” (line 10) refers to

(A) infants

(B) people in their twenties

(C) people in their thirties and forties

(D) elderly people

13 The author’s tone in the passage could best be described as

(A) neutral and objective

(B) humorous

(C) tentative but interested

(D) highly critical

QUESTIONS 14-24

Directions: Choose the most appropriate antibiotic for each of the patients based on the prescribing information on antibiotics which follows by writing down the particular antibiotic in the blank at the end of

the sentence

14 A 4 year-old-boy with meningitis due to pneumococcus He is allergic to penicillin. _

15 A 67-year-old man with a history of chronic bronchitis now suffering from pneumonia The causative organism is resistant to tetracyline. _

16 A 27-year-old woman with urinary tract infection in early pregnancy.

17 A 4-year-old girl with septic arthritis due to haemophilus influenzae. _

18 A 18-year-old man with left leg amputation above the knee following a road traffic accident. _

19 A 50-year-old woman with endocarditis caused by strep viridans.

20 A 13-year-old girl with disfiguring acne. _

21 An 8-year-old boy with tonsillitis due to B-haemolytic streptococcus.

22 A 43-year-old dairyman with brucellosis.

23 A 4-year-old unimmunised sibling of a 2-year-old boy with whooping cough.

24 A 6- year old girl with otitis media She is allergic to penicillin

25 A 62- year old man with chronic prostatitis

III

Indication: see under Cefaclor; surgical prophy-laxis;

more active against Haemophilus influ-enzae and

Neisseria gonorrhoeae

Cautions; Contra-indications; Side-effects: see under

Cefaclor

Dose: by mouth (as cefuroxime axetil)/ 250 mg twice

daily in most infections including mild to moderate

lower respiratory-tract infection (e.g.bronchitis);

doubled for more severe lower respir-atory-tract

infection or if pneumonia suspected Urinary-tract

infections, 125 mg twice daily, doubled in

pyelonephritis

Gonorrhoea, 1g as a single dose

CHILD over 3 months, 125 mg twice daily, if

necessary doubled in child over 2 years with otitis

media

Gonorrhoea, 1,5g as a single dose by intramuscu-lar

injection (divided between 2 sites)

Surgical prophylaxis, 1,5g by intravenous injection at

induction; may be supplemented with 750 mg

intramuscularly 8 and 16 hours later (abdominal,

pelvic, and orthopaedic operations)

Meningitis, 3g intravenously every 8 hours; CHILD,

200-240 mg/kg daily (in 3-4 divided doses) reduced to

100 mg/kg daily after 3 days or on clinical

improvement; NEONATE 100 mg/kg daily reduced

to 50 mg/kg daily

BENZYLPENCILLIN

(Penicillin G) Indications: throat infection, otitis media, streptococcal endocarditis, meningococcal meningitis, pneumonia (see table 1); prophylaxis in limb amputation

Cautions: history of allergy; renal impairment; interactions: Appendix 1 (penicillin)

Contra-indications: penicillin hypersensitivity Side-effects: sensitivity reactions including urticaria, fever, joint pains; angioedema; transient leucopenia and thromboycytopenia; anaphylactic shock in hypersensitive patients; diarrhoea after administration by mouth

Dose: by slow intravenous injection or by infusion 7,2g daily in 4-6 divided doses to bacterial endocarditis

Meningococal meningitis by slow intravenous injection or

by infusion, 2,4g every 4-6 hours;

Important If meningococcal disease is suspected general practitioners are advised to give a single injection of benzylpenicillin by intramuscular or by intravenous injection before transporting the patient urgently to hospital Suitable doses are: ADULT 1,2g; INFANT 300 mg; CHILD 1-9 years 600 mg 10 years and over as for adult Prophylaxis in limb amputation section 5.1, table 2

AMPICILLIN

Indications: urinary-tract infections, otitis media,

sinusitis, chronic bronchitis, invasive salmonell-osis,

gonorrhoea

Cautions: history of allergy; renal impairment;

erythematous rashes common in glandular fever,

chronic lymphatic leukaemia, and possibly HIV

infection; interactions: Appendix 1 (penicillins)

Contra-indications: penicillin hypersensitivity

Side-effects: nausea, diarrhoea; rashes (discontinue

treatment)

Dose: by mounth, 0.25-1 g every 6 hours, at least 30

minutes before food

ERYTHROMYCIN Indications: alternative to penicillin in hypersensitive

patients; campylobacter enteritis, pneumonia legionnaires’ disease, syphilis, non-gonococcal urethritis, chronic prostatitis, ance vulgaris (see section 13.6); diphtheria and whooping cough prophylaxis

Cautions: hepatic and renal impairment; prologation of QT interval (ventricular tachycardia reported); porphyria (see section 9.8.2); pregnancy (not know to be harmful) and breast-feeding (only small mounts in milk); interactions: Appendix 1 (erythromycin and other macrolides)

Contra-indications: estolate contra-indicated in liver disease Side-effects: nausea, vomiting, abdominal discomfort, diarrhoea (antibiotic-associated colitis reported); urticaria, rashes and other allergic reactions; reversible hearing loss

IV

Gonorrhoea, 2-3.5 g as a single dose with

pro-benecid 1 g

Urinary-tract infections, 500 mg every 8 hours

By intramuscular injection or intravenous injection or

infusion, 500 mg every 4-6 hours; higher doses in

meningitis

CHILD under 10 years, any route, half adult dose

reported after large doses; cholestatic jaundice and cardiac effects (including chest pain and arrhythmias) also reported Dose: by mouth, ADULT and CHILD over 8 years,

250-500 ms every 6 hours or 0.5-1 g every 12 hours (see notes above); up to 4 g daily in severe infections; CHILD up to 2 years 125 mg every 6 doubled for severe infections

Acne, see section 13.6 Early syphilis, 500 mg 4 times daily for 14 days

TETRACYCLINE

Indications: exacerbations of chronic bronchitis;

brucellosis (see also notes above), chlamydia,

mycoplasma, and rickettsia; pleural effusions due to

malignancy or cirrhosis; acne vulgaris (see section

13.6)

Cautions: hepatic impairment (avoid intravenous

administration); renal impairment ( see Appendix 3);

rarely causes photosensitivity; interactions: Appendix

1 (tetracylines)

Contra-indications: renal impairment (see Appendix 3),

pregnancy and breast-feeding (see also Appendixes 4

and 5), children under 12 years of age, systemic lupus

erythematosus

Side-effects: nausea, vomiting, diarrhoea; erythema

(discontinue treatment); headache and visual

disturbances may indicate benign intracranial

hypertension; hepatoxicity, antibiotic-associated

pancreatitis and colitis reported

Dose: by mounth, 250 mg every 6 hours, increased in

severe infections to 500 mg every 6-8 hours Acne, see

section 13.6

Primary, secondary, or latent syphilis, 500 mg every 6

hours for 15 days

Counselling: Tablets or capsules should be swallowed

whole with plenty of fluid while sitting or standing

By intravenous infusion, 500 mg every 12 hours; max

2 g daily

GENTAMICIN

Indications: septicarmia and neonatal sepsis: meningitis and other CNS infections; biliary-tract infection acute pyelonephritis or prostatitis, endocarditis caused by Strep viridans or Strep faecalis (with a penicillin): pneumonia in hospital patients, adjunct in listerial meningitis (section 5.1 table 1)

Cautions: renal impairment, infants and elderly (adjust dose and monitor renal, auditory and vestibular function together with plasma gentamicin concentrations); avoid prolonged use; see also notes above; interactions: Appendix 1 (aminoglycosides)

Contra-indications: pregnancy, myasthenia gravis Side-effects: vestibular and auditory damage, nephrotoxicity; rarely, hypomagnesaemia on prolonged therapy, antibiotic-associated colitis; see also notes above Dose: by intramuscular or by slow intravenous injection over at least 3 minutes or by intravenous infusion, 2-5 mg/

kg daily (in divided doses every 8 hours), see also notes above; reduce dose and measure plasma concentrations in renal impairment

CHILD up to 2 weeks, 3 mg/kg every 12 hours, 2

weeks-12 years, 2 mg/kg every 8 hours

V

(Penicillin V)

Indications: tonsillitis, otitis media, erysipelas; rheumatic fever and pneumococcal infection prophylaxis (see table 2) Cautions; Contra-indication; Side-effects: see under Benzylpenicillin: interactions: Appendix 1 (penicillins)

Dose: 500 mg every 6 hours increased to 750 mg every 6 hours in severe infections; CHILD, every 6 hours, up to 1 year 62.5 mg, 1-5 years 125 mg, 6-12 years 250 mg

Rheumatic fever and pneumococcal infection prophylaxis, section 5.1, table 2

QUESTIONS 25 - 40

Fill in the gap to complete following passage (no more than 1 word for each gap)

Meningitis is an inflammation of the membranes and cerebrospinal fluid surrounding the brain and spinal cord, usually due to the spread of an infection

In the past, most meningitis cases occurred (26) children younger than 5 years But as a result of the protection offered by current childhood (27) , most meningitis cases now occur in young (28) between the ages of 15 and 24 Older adults also tend to have a higher incidence of (29) than do young children

The cause of most cases of meningitis is a viral (30) , but bacterial and fungal infections also can (31) to meningitis The severity of the inflammation and the best (32) depend (33) the cause of the infection Bacterial meningitis is generally much more serious than (34) meningitis, and timely treatment is (35)

Left (36) , bacterial meningitis can be fatal (37) you suspect that you or someone in your family has signs or symptoms of meningitis, seek medical (38) right away There’s no way

to tell what kind of meningitis you have (39) seeing your doctor and (40) testing

The end

-VI

Appendix 2 Answer to the pretest and posttest

Benzylpenicillin

Appendix 3 The post - program questionnaires

Post - program questionnaires

This questionnaire is designed with a view to investigating students’ attitude towards the Extensive Reading program (ERP) All your responses are highly appreciated and kept anonymous.

VII

1 Following are thirteen statements about the ERP We would like you to indicate your opinion about each of them by putting a check (√) in the column that best suits you (Y=Yes; NI = No idea;

N = No)

1 The ERP didn’t give me more pleasure in learning English

2 I wish I had been encouraged to read extensively with authentic materials before

3 If I had been given a choice I wouldn’t have participated in this program

4 The ERP helped to improve my reading skills

5 If this program does not continue in the following school year, I will keep on

exploiting authentic materials for extensive reading

6 I feel more interested in and more enjoyable with the texts written by native

medical specialists

7 The reading texts didn’t help to expand my grammar and vocabulary

8 The reading texts provided me with new language items (grammar and

vocabulary) and consolidating language chances

9 My knowledge background has been broaden thank to authentic materials

10 Post- reading activities help me to understand thoroughly what I’ve read and

create a text of my own

11 Post- reading activities didn’t help me more confident in speaking English

12 Post- reading activities are attractive due to their authenticity

13 Post- reading activities didn’t make reading lesson more enjoyable

2 Below are the six post - extensive reading activities included in the ERP Please put a check (√) under the appropriate column for each activity listed (Like, no idea or dislike)

1 Summarizing

2. Closing exercise

3 Completing case history/ diagnosis report

4 Writing case history

5 Role playing

6 Presenting

3 Could you please answer the following questions to make the future program better?

What do you like most about this program?

………

……….……… ……… What don’t you like most about this program?

………

……… What are your recommendations for future program?

………

………

Thank you very much for your co-operation !

Appendix 4 Peer evaluation sheet for case history notes and diagnosis report

Name:………

Group:………

VIII

PEER EVALUATION SHEET FOR CASE HISTORY NOES AND DAGNOSIS REPORT

No Week Name of the disease Doctor Vocabulary Grammar Medical knowledge

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Instructions: Fill in this sheet with the week numbers, name of the diseases discussed and the role players Then show your evaluation of each disease discussed by giving brief remarks on vocabulary, grammar and medical knowledge

Appendix 5 A sample of lesson plan

LESSON PLAN Week 2 General description:

IX

Skill (IR) Skimming, scanning and guessing new words

Theme: Contagious diseases

Material:

IR: The text “Hepatitis”

ER: The passage “Hepatitis B”

Time allowance: 90 minutes (period 3-4, Thursday)

Place: Room 4 - Ho Dac Di building

Subjects: Group Y2 A1 (27 students)

Procedure:

’) 1 Lead - in

(15’) -Introduce thetopic of the

text

-Elicit Ss’

background knowledge of the topic

5’ - Ask Ss to list as many contagious diseases as possible

- Say: cholera, SARS, chicken-pox, etc

5’ - Introduce “ Hepatitis” and ask Ss to tell what may cause Hepatitis

- Tell the other what may cause Hepatitis Follow the T’s instructions

5’ - Ask Ss to discuss whether Hepatitis is more dangerous

in children than in adults

2 Reading

(20’) -Practicereading skills

including

skimming, scanning and guessing new words

3’ - Ask Ss to read the text - Read for the first time 5’ - Ask Ss to tell what may

cause Hepatitis and if it is more dangerous in children than in adults according to the text

- Say

9’ - Ask Ss to read the text again and answer questions below the text

- Read for the second time to answer the questions

3’ - Check Ss’ answers - Say their answer and discuss

them with the T

3 Follow

-up

(10’)

-Stimulate Ss

to use the information

reading to do vocabulary exercise

10’ - Ask Ss to work individually

or in pair to complete vocabulary exercise

- Use the information from the reading to do vocabulary exercise

history

note or

diagnosis

report

complete

(45’)

- Motivate Ss

in extensive reading

20’-25’

- Ask Ss to play role as a doctor and a patient to find out information for case history / doctor and doctor for diagnosis report

- Play role as a doctor and a patient to find out information for case history / doctor and doctor for diagnosis report

25 -20’ - Ask Ss to exchange theirnotes for corrections and write down their remarks on peer’s note

- Exchange the note and correct peer’s note

IR = Intensive reading ER = Extensive reading

Appendix 6 The reading materials for week 2

Authentic materials

X