12 E
Ask students to read the extracts on page 119 of the Course Book and to discuss the main ideas with each other.
Elicit from the class what the highlighted sentences have in common: they all reference a source.
SKILLS BANK 10.3 Writing a bibliography/reference list
You may need to remind students of the Vancouver referencing conventions at this point. You could refer them back to Lesson 10.4 and Skills Bank 10.3.
Ask students how a writer decides whether to use a quotation or a paraphrase. Elicit the three main reasons for using a quotation (to provide a defi nition, to use clever or special language from a source and to introduce specialist terms). Elicit some of the features of a paraphrase (it uses the writer’s own words while stating the ideas from the source).
LANGUAGE NOTE Quote or paraphrase?
When deciding between quoting directly and paraphrasing, students need to decide whether the writer’s original words are special in any way. If they are, then a direct quote is better – for example, with a defi nition or if the writer has chosen some slightly unusual words to express an idea. If the writer is giving factual information or a description, a paraphrase is better. Opinions also tend to be paraphrased.
SKILLS BANK 12.1 Referring to other people’s ideas in writing
You could refer students to Skills Bank 12.1 to help them with this exercise.
Set all the questions for individual work and pairwork checking.
12.1_E
Feed back as a class to create the table opposite. A blank copy of the table for students to fi ll in is given in the PDF.
Answers See table opposite.
12.1 Vocabulary
F
1. Set for pairwork and group discussion. Explain to the class that these are not ethical problems, but they do have ethical implications, particularly in terms of benefi cence (doing good to others) and justice.
You may want to display the mind map on ethical principles from Unit 11 to help students to remember what the diff erent ethical principles were.
Encourage students to make links between the issues raised in these texts and other examples they have already discussed.
Suggested answers
Extract 1: benefi cence (doing good for all patients needing kidney transplants); nonmalefi cence (not carrying out operations which are likely to fail)
Extract 2: justice (to give all patients equal treatment regardless of their income); benefi cence (to do as much good as possible for patients)
Extract 3: benefi cence (to do as much good as possible for patients)
Extract 4: justice (to give all patients equal treatment regardless of their income); benefi cence (to do as much good as possible for patients)
2. Set the second task for individual work.
Give students time to write a paragraph. It may be helpful to start by writing a sentence which gives the main point of each text.
Encourage students to share their paragraphs in pairs or in small groups.
Closure
Ask students to work in groups of four. Each should choose one of the four texts on page 119 of the Course Book, identify the issues arising from it and try to put these in the context of their own country. T ey should then discuss the issues as a group, agreeing which are the most important issues and how they might be tackled.
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