5.1 Vocabulary
• Population groups can help classify people with similar characteristics which have a similar incidence of a disease.
• Incidence of a disease is the number of people in a population who acquire the disease in a given period of time.
• Mortality rate is the number of people who die from a disease in a given period of time.
Remind students that they have already looked at the pictures in Exercise A and have linked each picture with one or more diseases.
Elicit some possible diseases again, and show students the table you used to answer the questions in Exercise A.
Point out that the word sets in Exercise D can be used to defi ne population groups. Elicit the name of each set (lifestyle, income, demographic, gender, health status, age) to create the columns in the table below.
Choose one of the photographs yourself, and use the details in the table to give a description of a population group associated with the picture.
Ask students to identify which picture you are talking about. Feed back, adding any additional characteristics of the group.
Set the task for pairwork, telling students to use more than one of the categories in Exercise D for each disease/ picture, adding other words or ideas if they need to.
5.1_E
Feed back visually as a class discussion, building the table below. You could hand out the blank table from the PDF.
Answers Photograph Type of disease Demographic Age
1 2 3 4 5
heart disease (coronary); diabetes (obesity-related)
Alzheimer’s, dementia (degenerative)
lung cancer (neoplastic, respiratory disorders)
malaria (parasitic)
HIV/AIDS (infectious)
developed world, urban, inner-city, suburban
developed world
developed world, developing world
developing world, rural
developed world, developing world
middle- aged, old
old older young younger
F Introduce the concept of projections of disease incidence.
Elicit or give a defi nition, e.g., Projections are an estimate of how widespread a disease will be by a given time, based on historical and existing data.
1. With the whole class, discuss what Figure 6 shows. Encourage them to read the labels and the numbers on the graph. Explain that the income levels categorize whole countries, not individuals from these income groups.
2. Set for pairwork and encourage discussion before confi rming any answers. Elicit the answers from the class, and feed back verbally.
VOCABULARY BANK 5.2 Describing trends
Some students may use other verbs or adverbs from Exercise G as part of their answer. Accept any variation which is valid. You could direct them to Vocabulary Bank 5.2 to help them formulate their answers.
Explain that the fi gures come from a real article in the Lancet Global Health; students can read this later to fi nd out more about the topic.
Depending on the class, you may want to encourage them to read the information below the graph about the source. Elicit how they could access the article (use the doi web address, search for the article on Google Scholar or visit a library and ask a member of staff to fi nd it for them).
Gender female, male female, male female, male female, male female, male
Income low, high
low, high low, high low low, high Lifestyle
sedentary, stressful, unhealthy
not applicable
unhealthy (smoking)
not applicable
risky (unprotected intercourse or intravenous drug use)
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