3 3.3_D
Set for individual work and pairwork checking. You might want to use the blank diagram in the PDF provided.
Feed back visually, labelling the fi gure as per the answer section below.
Answers Face
Upper arm Forearm
Thorax Elbow
Hand Thigh
Lower leg Foot
Wrist Groin
Neck
Shoulder Breast
3.3 Extending skills
Display the unlabelled fi gure, elicit some of the most common words (e.g., face, neck) and add them to the fi gure.
to each lecture. Discuss as a group, and encourage students to provide justifi cation for their ideas. Accept any answers which seem reasonable. Feed back with the suggestions below if these are not covered in the discussion.
Suggested answers
1. Movements of the body – meaning of key words and terminology
2. T e history of human anatomy – key dates and known experts in the fi eld
3. Anatomical positions – dictionary entries for body parts and positions and any related terms; simple diagram of the human body to use for making notes on
4. Functioning of the gastrointestinal system – simple diagram of the system, key words and terminology
3. Remind students that the question is about what they should do while they are preparing for a lecture. Encourage discussion, and ask students to justify their ideas.
Accept any answers which seem reasonable. Feed back with the suggestions below if these are not covered in the discussion.
Knee Ankle
Possible answers E
Refer students to the lecture topics and the questions. Make sure they understand that all three questions relate to researching and note-taking before, rather than during, the lecture.
Work through the three questions as a whole class.
1. Remind students again of the four Ps, which will help them to prepare for a lecture.
SKILLS BANK 1.1 Preparing for a lecture
SKILLS BANK 1.2 Listening and taking notes
2. Elicit from students diff erent possibilities for what information they should record (e.g., defi nitions of key words). Elicit how each of these might apply
A spidergram can be a useful form for researching ideas, as it is easier to brainstorm with fellow students and cover all the possible areas that the lecturer might focus on.
If the topic is linked to parts of the human body, simple labelled diagrams (as in Exercise D) may be helpful.
F
Set for pairwork, giving each member of the pair one of the research tasks (Student A or Student B). Explain that they will need to take notes from their research as discussed in Exercise E.
Depending on the resources and time available, students should start the activity in class. Otherwise, set for homework.
Before students begin the feedback stage, ask them to read Skills Bank 3.1 and 3.2, which cover reporting information to, and asking for it from, other people.
SKILLS BANK 3.1 Reporting information
60
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259 |
Page 260 |
Page 261 |
Page 262 |
Page 263 |
Page 264
