11.4 Extending skills
11.4 Extending skills CB
Audio pages
112–113 Seminar Issues in patient consent
D 61 Seminar discussion
Functional language practice E
previous point
In this lesson, students look more closely at diff erent aspects of the regulations around research, including legal and management issues. T ey cover language that is specifi c to ethical issues in research and develop their skills in reading for comprehension using texts related to these topics. T ey also listen to a seminar in which students discuss issues from the lecture in Lessons 11.2 and 11.3, and they discuss their own research fi ndings using similar language.
Lesson aims
At the end of this lesson, students should: • have further developed their vocabulary related to medical ethics
• have gained further practice in identifying answers to specifi c questions in a text
• have discussed their research in a group using suitable fi xed phrases
Introduction
Remind students that they are going to be presenting their research fi ndings later in this lesson. Check that they can remember the main points from the lecture extracts in Lesson 11.3; key quotations from the lecture could be used as prompts, for example:
• ‘As with decisions on treatment, while the ethical principles we discussed earlier are key, the legal aspects are equally important.’ – reminder of the importance of ethics in dealing with patients in research
• ‘Ethics committees will also want to ensure that when the participants have consented, it is informed consent.’ – importance of the role of informed consent
• ‘T e question is: is this legal regulation justifi ed?’ – the role of legislation in protecting patients/ participants
• ‘Perhaps the best example of what can happen without a clearly defi ned system of regulation for biomedical research …’ – example of a clear failure of ethical principles
T e following activity is a good way to check that students are familiar with the terminology and vocabulary from Lesson 11.3. Ask students to write down 5–10 words or expressions from the previous lesson relating to ethics in biomedical research. T en use two or three students as ‘secretaries’. Ask the class to dictate the words so that the secretaries can write the vocabulary on the board. Use this as a brainstorming session.
A
T e noun phrases in this activity are more complex than those in Lesson 11.3, since they are made up of three words. Explain to the class that in these three-word phrases, two words form a compound, and this can help to decide where the stress falls.
Discuss Human Tissue Act with the class as an example. Elicit that in this context, it means UK legislation governing all aspects of the use of human tissues in research.
Elicit which pair of words form a compound (Human Tissue). Explain that in this case, the compound Human Tissue has an adjectival function in explaining which act it refers to; the stress falls on the beginning of the compound.
Explain to students that deciding where the word stress is in these types of compounds is not easy and that sometimes native speakers can have problems. A useful rule that they can use is to place the stress at the beginning of the compound.
Set the remaining phrases for individual work and pairwork discussion. Feed back each phrase visually with the class, underlining the words which make a compound noun and eliciting where the stress should fall.
62 Seminar extracts – linking to a
153–154 154–155
Transcripts (CB) Vocabulary Bank Skills Bank
VOCABULARY BANK 11.3 Linking to a previous point
Online resources
11.4_C 11.4_D
11.4_Closure
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