2.4 Extending skills
2.4 Extending skills CB
Reading texts
pages 22–23
Smallpox vaccinations
Vocabulary Bank Skills Bank
SKILLS BANK 1.3 Choosing a note-taking format
Online resources
2.4_C 2.4_Closure
In this lesson, students review some of the medical achievements that they covered earlier in the unit. T ey create research questions to use with a new topic (vaccinations) and practise predicting using topic sentences from a text. Students then read the text and check the accuracy of their predictions. Finally, they create research questions and carry out research on their choice of one of the topics covered earlier in the unit.
Lesson aims
At the end of this lesson, students should: • have gained further practice in using research questions to structure their reading
• have gained further practice in summarizing a text
• have gained further practice in producing topic sentences
Introduction
Give a word from the text in Lesson 2.2 which is part of a phrase. Ask students to try to complete the phrase.
Depending on the group, you can either provide the fi rst word and ask for the second word, or you can provide the second word and prompt for the fi rst.
Accept any reasonable phrases, and feed back visually.
Possible two-word phrases medical science open heart recovery time mitral valve brain damage body temperature warm water tissue rejection
A Ensure that students’ books are closed.
Set for group discussion. Elicit as many of the answers as possible, and feed back visually, building up the list below.
Answers vaccinations highly active antiretroviral therapy (HAART)
molecular breast imaging (MBI) active bionic prosthesis organ transplants cardiac surgery
B
1. Refer students to the title of the text – Smallpox vaccinations. Remind students of the importance of research questions – reading for a purpose. Set for pairwork. Feed back, writing up suitable questions on the board.
Possible answers
Vaccination involves the administration of a preparation that allows the body to develop resistance to a disease without having to be exposed to it. T e three questions from Lesson 2.2 would be fi ne (although students may come up with better ones):
1. What were the initial techniques used in this area?
2. What was the turning point in this area of medical science?
3. How did the solution change human life?
2. Elicit the diff erent kinds of notes you can use – see Skills Bank 1.3. Remind students to think about the best kind of notes before and while they are reading.
SKILLS BANK 1.3 Choosing a note-taking format A timeline would be an appropriate form of notes.
METHODOLOGY NOTE Note-taking formats
It is good for students to get into the habit of thinking about the form of their notes before they read a text in detail. If they don’t do this, they will tend to be drawn into long, narrative notes, rather than concise notes which are specifi cally designed to help them answer their research questions. But sometimes academic reading isn’t a straightforward process; once you start to read, you might decide a different form of notes – or even different research questions – are required.
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