11
11.4 Extending skills
LANGUAGE NOTE Stress in compound nouns Stress placement, especially in complex compound noun phrases, is notoriously unstable. There will be apparent exceptions to the rules explained in Exercise A. Sometimes the function of a word is not immediately apparent. For example, in target patient group (noun + compound noun) target patient can easily be mistaken for compound noun phrase. Stress may often move, depending on the context. Compare the stress in these two phrases: bad-'tempered • bad-tempered 'teacher Native speakers will sometimes disagree about phrases like this or make mistakes. The main point is to try to notice where the main stresses fall.
Suggested answers Term
'Human Tissue Act
'patient identifi able information
'patient information sheet
statistical 'data sets
Meaning
UK legislation governing all aspects of the use of human tissues in research
any information that allows the patient to be identifi ed. T is could include, among other possibilities, their name, their date of birth, their address or contact details, a video or a photograph.
in the context of research, a sheet setting out the main aims and methods of the research and all the implications for the patient, both in terms of the benefi ts and the potential risks
the collection of similar data (e.g., relating to a particular condition) in which patient identifi able information is removed and only the data on the condition remains; however, in certain situations, it is possible that individuals could be identifi ed from data sets if the size of the set is small enough.
target 'patient group
B
Set for individual work and pairwork checking. Tell students that although in some cases it will be possible to use a word in two diff erent phrases, they must use each word once, and they must use all the words.
Feed back with the whole class. Check that the meaning of the phrases is understood, and check pronunciation.
the patient group which the drug or intervention is aimed at (e.g., patients over 60 with enlarged prostates)
C
Set students to work in pairs, and tell them to look at the webpages on page 113 of the Course Book. Explain that Figure 1 is similar to webpages that are created to help people making research applications. Figure 2 is similar to webpages designed for staff working with patient records.
Tell students to read the questions, and check that they understand them (e.g., what is research approval?). Explain that some information in the webpages will help them to answer questions 1–4, but they will need to link the information to ideas of their own. T ey will need to use their own ideas to answer question 5.
Give students some time to try to identify the answers. 11.4_C
T en visually share a facsimile of the two pages, and elicit where students might fi nd the answers. Feed back to the class using the PDF.
1–4. T e information for questions 1–2 comes from Figure 1 (see PDF and opposite). T e information for questions 3–4 comes from Figure 2 (see PDF and page 236).
5. T e answer to this question is not in the webpages, so students will need to come up with their own ideas. Encourage discussion, and acknowledge any answers which refl ect the following criteria. Share the model answer if students fi nd it diffi cult to come up with suggestions.
234
LANGUAGE NOTE Pronouncing compound nouns Although in most compound nouns the main stress comes on the fi rst element, there are some compounds where this is not true. Defi nitive guidance on the pronunciation of compound nouns can be found in a good pronunciation dictionary.
Answers 1
clinical data
health
multicentre preclinical proposed public
societal trial
2
justifi cation/benefi ts protection status
study/trial testing
trial/study interest
benefi ts/justifi cation outcome
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