11 pages 108–109 –
11.1 Vocabulary
11.1 Vocabulary CB
Audio
Transcripts (CB) Vocabulary Bank Skills Bank
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VOCABULARY BANK 11.1 Linking phrases
11.2 Using words with similar meanings to refer back
SKILLS BANK 9.3 Referring to other people’s ideas
Online resources
11.1_A 11.1_A
11.1_B1–3 11.1_B4
11.1_C 11.1_C 11.1_D 11.1_E
T roughout this lesson, students are introduced to four core principles in medical ethics. T ey consider examples of these principles in medical practice and explore how they relate to the responsibilities of doctors. Students also use a text on the principles of medical ethics to improve their cohesion by using synonyms. T ey study academic fi xed phrases for linking ideas and get more practice with word families and in recognising word stress.
Lesson aims
At the end of this lesson, students should: • understand key concepts and lexis related to ethical issues in healthcare
• know how rhetorical markers can be used to add points to an argument and to signal cause and eff ect
• have further developed their knowledge of the use of synonyms to create cohesion in a text
Introduction
Revise vocabulary from Unit 10. Give students key words (underlined below), and ask them to think of terms connected with these words:
control group · placebo eff ect · secondary research · primary research · clinical trial · drug trial · randomized controlled trial
Elicit from students that all these words relate to research. Ask students to identify research that has had a benefi cial eff ect on humans (e.g., the discovery of vaccines for various diseases). Ask them if they can think of any negative eff ects from medicine in terms of research. Accept any valid suggestions.
For instance, elicit from students what they can remember about the development of heart transplants in Unit 2. Ask them if the technique was successful immediately or if there were problems before the technique was perfected.
216
Ask students if it would be diffi cult for a doctor to decide whether to carry out the operation on a patient when the technique is not very eff ective. What would help the doctor to make a decision? Is there a clear right or wrong answer?
Tell students there is a word that describes the area of medicine which considers how doctors make decisions like this. Write e _ _ _ _ _ on the board, and elicit the word ethics. Add another letter if necessary until the word is revealed. Explain that all of this unit is about ethics in medicine.
A
Ask students to look at the diagram on page 109 of the Course Book. Explain that this diagram shows diff erent aspects of medical ethics. Ask whether it is important for doctors to behave ethically in their practice and why. Elicit an example of a doctor behaving ethically and, if possible, match it with an example on the diagram.
1. Depending on the class, students may fi nd it easier to identify the examples fi rst, then the responsibilities and, fi nally, the ethical principles.
If students have not already done so, ask them to identify one of the examples of a doctor behaving ethically, and elicit from them the responsibilities that come with it as well as the ethical principle linked to this behaviour. Feed back with the whole class.
11.1_A
Check the meaning of the words in the diagram. Also check students’ pronunciation of diffi cult words, such as nonmalefi cence and benefi cence. You could use the audio provided.
11.1_A
Set for pairwork, and feed back visually with the class by labelling a copy of the PDF.
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