11


pages 111


11.3 Extending skills


11.3 Extending skills CB


Audio


Identifying stressed syllables A


words


Lecture Informed or not – the ethics of consent


B 59 Part 3


Functional language practice E


argument


In this lesson, students listen to the fi nal part of the lecture on ethical issues. It looks at failures in the regulation of biomedical research in the past and provides an overview of current regulation. Using academic fi xed phrases from the lecture, students cover the diff erent stages of building an argument and use their notes to answer questions from the lecture. T ey also begin researching aspects of ethics which apply to treatment and research and construct an argument from their research.


Lesson aims


At the end of this lesson, students should: • recognize stress patterns in noun phrases • understand diff erent ways of structuring an argument


• have gained further practice in creating a text using notes from their listening


Introduction


Revise the lecture from Lesson 11.2. Ask students to use their completed Cornell notes from the lesson. T ey should cover up the Notes section and use the Review and Summary sections to help recall the contents of the lecture. T ey could work in pairs to do this.


Revise phrases that express degrees of confi dence in ‘facts’. Dictate the following phrases. Ask students if they show that the speaker is certain or tentative.


T ere is no question that … (certain) We have to accept the evidence that … (certain) Some people claim that … (tentative) What seems obvious is that … (certain) As everyone is aware, … (certain) To some degree, … (tentative)


T is means ultimately that … (certain) It’s quite clear that … (certain) We could argue that … (tentative)


A


1. Tell students that they should guess where the phrases will be stressed and mark the stress on each phrase.


Present the phrases visually to the class. Start by eliciting from students where the stress on biomedical research is likely to fall. Model the pronunciation and mark the stress.


Set for individual work and pairwork checking. Give students time to complete the activity and to check with a partner.


58


2. Play the recording, stopping after each phrase to give students time to check their answer.


Answers biomedical re'search degree of 'risk informed con'sent legal regu'lation moral 'rights research 'governance research 'protocols 'research subject


60 Lecture extract – building a spoken


152–153 153


58 Stress placement in multisyllable


Transcripts (CB) Vocabulary Bank Skills Bank


152


VOCABULARY BANK 11.3 Phrases that show the speaker’s stance


11.4 Fixed phrases from academic English (4)


SKILLS BANK 11.2 Building an argument in a seminar


Online resources


11.3_C 11.3_H


228


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