3.4 Extending skills
Possible answers
• Do doctors use the descriptions of the anatomical planes in their work, and if so, when?
• When were the descriptions of the anatomical planes introduced?
• Who introduced the descriptions of the anatomical planes, and why?
• Are there similar descriptions of the anatomical planes in the students’ fi rst language? If so, what are they?
G
Explain to students that this activity will help them to revise some of the defi nitions they heard in the lecture. 3.4_G
Set for individual work and pairwork checking. You could give students the blank table provided in the PDF.
Feed back visually to the group (the completed table is also included in the PDF).
Answers 1. e 2. f 3. h 4. g 5. c 6. a 7. b 8. d
1. anterior 2. trunk 3. pelvis
e. in front of another structure, opposite of posterior
f. includes the chest, abdomen and pelvis
h. lower part of the abdomen located between the hip bones
4. forearm g. lower part of the arm 5. superior
6. upper limbs 7. medial
8. superfi cial
c. above another structure, opposite of inferior
a. includes arms and hands b. closer to the median plane d. closer to the body surface
H
Set for individual work. Students may fi nd it diffi cult to get ideas on what to write. You may wish to suggest that they describe what the fi gures show and why this is important. You could also suggest that they describe the relationship of the diff erent body parts, using the anatomical planes and directions.
METHODOLOGY NOTE Reading the transcript back End all listening lessons by referring students to the transcript at the back of the Course Book, so they can read the text while the aural memory is still clear. You could set this as standard homework after a listening lesson. You can also get students to highlight key sections and underline key sentences.
Closure
Explain to students that they are going to practise the vocabulary from the Figures 2, 3 and 4.
You will need to model the activity with a student. T e student should have a copy of the Course Book open at page 33.
Point to a part of your body, and elicit the name of the body part from the student, e.g., the hip. Feed back visually to show whether they are correct or not, and continue until they have got the correct part. T e student then points at a body part which you then name, e.g., the back. Make a sentence to show the relationship of the two parts, e.g., the hip is inferior to the back.
Point to another body part and wait for the student to name it, e.g., the arm. Indicate that they should make a sentence showing a relationship, e.g., the arm is lateral to the back.
Set students to work in pairs or small groups. Remind them that the words and relationships they choose should only be from the fi gures, but encourage them to work without the book as much as possible. Correct pronunciation where appropriate.
Advanced groups could go on to do the same activity with the vocabulary from Slide 1 in Lesson 3.2.
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