5.2 Listening
27 Part 1
Good morning, everyone. This morning we’re going to look at disease, its causes and effects. In this first talk, I’m just going to give you an overview of a few key concepts; in your seminars and assignments you’ll be able to cover all the important points in more detail. So ... er ... let’s see – yes – to start with, we need to consider firstly what disease is. In other words, how can we identify what we mean by a disease? And secondly, why is disease so important, and how can we fight it? After that, I’ll talk about the global context of disease, because the worldwide distribution of each particular disease differs, along with the effects. Part of this involves analyzing population groups – in other words, demographics. So then I’ll discuss some future predictions for the incidence of disease, and I’ll finish by mentioning the different tools we can use to make these kinds of predictions. Disease occurs when there are variations in normal
structure or function of the body, causing problems or discomfort to the patient. Disease can be caused by external (also called environmental) factors, or genetic or other internal factors. Internal diseases can be in a number of categories: inflammatory, where tissue is destroyed by some process, for example arthritis; degenerative, where the normal growth and renewal of tissues does not take place, as in Alzheimer’s disease; or neoplastic, where there is abnormal growth in the tissues, as is the case with cancer. Diseases can also be caused by nutritional deficiencies, for example beriberi, which results from a lack of vitamin B1 in the diet.
C
Remind students that they have already heard this extract and that they saw some of this language in Exercise A. T ey don’t need to remember the extract word-for-word – they should be able to work out the answers or, at least, make decent guesses.
SKILLS BANK 5.1 Identifying signpost language in a lecture
T ey could refer back to Skills Bank 5.1 to help them with this.
Set for individual work and pairwork checking. 5.2_C
Elicit answers from the group, and feed back visually. You could give students the handout version of the text from the PDF and feed back with the answer text provided there.
Answers
… to start with, we need to consider fi rstly what disease is. In other words, how can we identify what we mean by
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a disease? And secondly, why is disease so important, and how can we fi ght it? After that, I’ll talk about the global context of disease, because the worldwide distribution of each particular disease diff ers, along with the eff ects. Part of this involves analyzing population groups – in other words, demographics. So, then I’ll discuss some future predictions for the incidence of disease, and I’ll fi nish by mentioning the diff erent tools we can use to make these kinds of predictions.
D
Explain to students that this activity will help them to listen both for key points and specifi c details. T ey need to make notes on the whole extract while looking out for the answers to two specifi c questions.
Give students time to read questions 1 and 2. Elicit which key words they should listen for to fi nd the answers (characteristics, malaria).
Set for individual work and pairwork checking. 28
Play Part 2. Give students time to check their answers and to fi nish making notes. Support and encourage, but do not feed back individually.
Feed back the answers verbally as a group.
Elicit some of the key points from the lecture, and feed back visually to create a mind map similar to the example below.
Answers
1. Because knowing the characteristics of a disease allows a doctor to make a diagnosis. When they know the causes of a disease, they know how they can be prevented or cured.
2. Malaria is an example of a parasitic disease, where a parasite is responsible for the transmission.
Identifying disease
*variations in structure/function of body = patient discomfort
Categorizing disease
Transmission: *contagious *non-contagious *infectious *non-infectious *parasitic
DISEASE –
CAUSES AND EFFECTS
Action of disease on body: *neoplastic *degenerative *infl ammatory Congenital/hereditary Population groups (e.g., maternal) Parts of body (e.g., cardiac)
tools for research
geographical
distributions of disease
defining disease
fighting disease
future projections of disease
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