5.2 Listening
worlds can be very different. For example, more than half of people living with HIV in 2018 were from Eastern and Southern Africa – 20.6 million out of 37.9 million worldwide. And the same variations are true of other diseases, particularly mortality from perinatal diseases, by which I mean those affecting children under one month old. By the way, AIDS and perinatal diseases are classified by the World Health Organization as communicable diseases, along with TB, malaria and other diseases which can be transmitted in some way. Non-communicable diseases refer to those which cannot be transmitted, such as coronary disease … Er … Where was I? Oh, yes …
F
Explain to students that being able to recognize these kinds of signpost phrase as they listen can help them to identify important points in a lecture. T ey’re very useful for identifying the overall structure of a spoken argument – for example, for seeing when the speaker is giving a defi nition, making an aside or drawing a conclusion.
SKILLS BANK 5.1 Identifying signpost language in a lecture
You could ask students to say what they think each phrase is used for – either by inferring from the phrase itself or from memory. T ey could refer back to Skills Bank 5.1 at this point.
Set for individual work and pairwork checking. Give students time to read over the phrases.
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Play the recording. Elicit the answers, and feed back visually to the group.
Answers
7 – … by which I mean … 5 – Finally, … 3 – … fi rstly, … 2 – Fundamentally, … 4 – Secondly, … 6 – So, it follows that … 1 – … to return to the main point: …
30
Anyway, er … to return to the main point: it’s essential to identify population groups because the same type of intervention or treatment for a disease can be used with others in that group. Fundamentally, disease control is about having accurate data on disease levels within specific population groups. So how do we find out
what these are? Well, firstly, we can look at the overall number of people in specific populations who have been diagnosed with a disease. This indicates the prevalence or extent of the disease in that population. Secondly, we can then look at how many new cases of the disease are diagnosed in the population each year, which gives us the incidence of the disease. Finally, we can look at the number of people who die from the disease each year. That gives us the mortality rate. So, it follows that we can analyze the prevalence, incidence and mortality rates of diseases as they are reported and then look within these for population group characteristics. These can include age; gender – especially in the case of maternal diseases; income levels; geography. Whether individuals have an active or sedentary lifestyle – by which I mean their levels of general fitness – is also important, as in the case of coronary disease.
G
Explain to students that lecturers often use various diff erent terms to identify the same concept or topic under discussion. T is activity gives further practice in identifying words and phrases used synonymously in a particular context.
Set for individual work and pairwork checking. Elicit the answers from the class, and feed back visually as a group in a table format.
Answers 1. geography
2. mortality
3. key concepts 4. prevalence 5. benefi t
Closure
Explain that students are going to discuss diseases which are a problem in their country. Elicit some of the aspects of diseases which they can discuss: the eff ects of diseases, their mode of transmission, and what can be done to treat or prevent them.
Model some phrases which can be useful for discussing the topic:
T e disease which is the biggest problem is … T e disease which is the second biggest problem is … Another big problem is with …
Set students to work in groups of 6–8, and make pairs within the groups. Ask each pair to choose three diseases which are a major problem in their country, discussing the eff ects of the diseases, mode of transmission, and what can be done to treat or prevent them.
b. where people live e. death rate
d. important points a. extent
c. usefulness
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