5.4 Extending skills
E
Explain to students that this fi nal activity is to help them to practise skills that have been covered in the unit. In small groups, they will discuss the reasons for mortality rates from diff erent diseases in various countries.
Organize students in groups of fi ve or six. Explain that one of them will need to act as an observer in question 4, and identify that person in each group. Give the observers a checklist, and explain how they can record good and poor practice in a seminar.
1. Ask students to look at Figure 2 on page 53 of the Course Book.
Elicit from the class the diff erence between communicable and non-communicable diseases to remind them of the diff erent categories. Ask the class what other information they can recall about the various diseases.
2. Elicit from students that the income level (richer/ poorer) and the geographical location of a country can aff ect the rate of mortality from diff erent diseases.
Elicit some relevant information which students have already covered in the unit. For example, as countries become more affl uent, mortality from communicable diseases tends to decrease, but mortality from non- communicable diseases tends to increase.
https://datatopics.worldbank.org/world-development- indicators/
the-world-by-income-and-region.html
Visually share the maps on income levels and regions with the students by following the link. You could display the interactive map on the board, ask students to look at it individually on their own devices or download the PDF and print it as a handout for the students.
Elicit which income level and region the students’ own home countries belong to. Depending on how they are accessing the information, you may want to elicit the names of some other countries that they can identify on the map.
Elicit some relevant vocabulary (e.g., affl uent, poor, urban, rural, developed, developing) for the countries they have identifi ed.
Elicit some features which may help them to identify the countries in the table – for example, which countries are likely to have high levels of malaria incidence?
E Vietnam
East Asia & Pacifi c
lower middle
5.4_E
Ask students to discuss the task and to identify which income level and region the countries are likely to belong to. At this point you could give out the PDF, which provides lists of countries by income and region.
Encourage students and provide suggestions, but do not provide answers at this time.
3. Encourage students to think of suitable words to describe the countries. Elicit answers, and feed back visually to build the table below.
T e fi ve countries from which the real data in Figure 2 are taken are given in the table. Students should obviously not be expected to guess the actual country in each case.
Answers
Country Region (World Bank)
A France
B Nigeria
Europe & Central Asia
sub-Saharan Africa
Income level (World Bank)
high
Possible description
developed, affl uent/ rich, low child mortality
lower middle
developing, low income, high child mortality, tropical (presence of malaria)
C South Africa
sub-Saharan Africa
upper middle
developing, sub-Saharan Africa (high HIV/AIDS mortality), high child mortality
D Tajikistan
Europe & Central Asia
low
developing, very low income, not sub-Saharan Africa (low HIV/AIDS mortality)
developing, lower income, not sub-Saharan Africa (low HIV/AIDS mortality)
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