5 pages 48–49 Dictionary entries
5.1 Vocabulary
5.1 Vocabulary CB
Audio
Transcripts (CB) Vocabulary Bank Skills Bank
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VOCABULARY BANK 5.1 Vocabulary sets
5.2 Describing trends
Online resources
5.1_B 5.1_C1 5.1_C2 5.1_D 5.1_E 5.1_G
In this lesson, students are introduced to vocabulary for describing disease and for referring to diff erent aspects and types of diseases. T e activities make links between the medical language and concepts of disease from everyday settings. Students use language for describing trends to describe data from graphs.
Lesson aims
At the end of this lesson, students should: • have been introduced to language for describing diff erent aspects of diseases
• have used word sets, synonyms and antonyms to group vocabulary
• be able to use some appropriate language for describing statistical trends
Introduction
Do some vocabulary revision from the previous units. For example:
• Choose some words with diff erent meanings in general and medical English (see Units 1 and 2). Ask students to say or write two sentences using each word with a diff erent meaning. Some examples are dressing, delivery. If necessary, students can work with their dictionaries.
• Choose some prefi xes and suffi xes (see Units 1 and 4). Write them on the board. Ask students to give the meaning of an affi x and an example of a word containing it.
• Dictate some of the key vocabulary from Unit 3. Ask students to check their spellings (with a dictionary) and group the words according to their stress patterns.
A
Set both questions for pairwork discussion and whole- class feedback.
1. Students should be able to identify what is in the pictures relatively easily. Encourage students to make
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comments, and provide suitable vocabulary to help them express their ideas if necessary.
Feed back visually, creating the fi rst column of a table using the list below.
Answers
Image 1. fast food logos 2. an older person (doing a cognition test) 3. cigarettes 4. a mosquito 5. HIV labels, syringes (HIV testing kit)
2. Write Disease as the heading for the next column of the table, and elicit the names of likely diseases. Students should be able to identify at least one disease linked to the pictures, but others may require more prompting. Encourage students to list the names of diseases that they already know and decide if they fi t the pictures.
Continue to elicit and to add diseases to the table as in the answers opposite.
You will need to explain to students that each of the diseases belongs to one or more disease types (e.g., lung cancer belongs to the neoplastic disease type). Diseases can also have variants or subtypes (e.g., lung cancer and bowel cancer are both subtypes of cancer).
Explain to students that in this way, some words are used to describe all the things which belong in a particular category. For example, the word cancer is a category which includes various diseases, e.g., lung cancer, stomach cancer. Similarly, the word disease is a category which includes all of the types of disease, e.g., degenerative diseases, parasitic diseases, etc.
T e use of categories is a very powerful tool in speaking and in writing, particularly when rephrasing or paraphrasing a text.
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