5
5.3 Extending skills
(i) how people get these diseases (ii) which part of the body is aff ected by a disease
T is should help them to notice that contagious and cardiac are in the wrong places.
You may need to focus students’ attention on the > and < signs for them to notice two of the errors in point 3. T e other error here is tricky – it requires students to remember that Eastern (not Western) Africa is referred to. You could direct students to the transcript of Part 3 on Course Book page 140 to help them check the errors thoroughly.
Answers 2) diseases by type (i) how get – e.g., contagious (ii) body part – e.g., cardiac
3) characteristics of population groups (i)
(ii) age – e.g., perinatal (< 1 mth.)
LANGUAGE NOTE Symbols and abbreviations for note-taking You may want to point out that some of the abbreviations used in the student notes are very common, but others less so. For example, e.g., &, >, < and % are universally understood in standard English usage. The abbreviations N. S. E. W. for points of the compass are also very commonly used. However, Afr. is an abbreviation devised by the individual who wrote these notes by removing some of the letters. The abbreviation mth. is also much less common, but in the context of the notes, its meaning is reasonably clear. Dropping vowels to make an improvised abbreviation is a common practice when making notes in English.
3. Set for individual work. Feed back visually with the whole class, and build the spidergram below (or a similar diagram) on the board.
Possible answer Classifying disease
geographic – e.g., > 50% HIV suff erers in E. & S. Afr.
B
Explain to students that they are about to listen to the fi nal part of the lecture they were listening to in Lesson 5.2 T ey will need to take notes. Give them time to read and discuss the questions in pairs.
31 Play Part 4.
1. Give students time to compare their notes and to discuss their answers. Feed back and elicit the main concepts the lecturer mentions: the aim of predicting the incidence of disease and the ways in which this can be done (using four types of research: primary, secondary, qualitative and quantitative).
2. Elicit from the class the reason why the lecturer stopped. Ask students if they can remember the exact words used by the lecturer to explain the reason (oh, dear … sadly, I see that we’ve run out of time). Feed back verbally.
Answer Because there is no more time.
3. Elicit from the class what the research task is. Feed back visually, presenting the names of the diff erent types of research. Explain that they will look at these in more detail later in the lesson and the unit.
Answer
T e research task is to fi nd out about the four diff erent types of research: primary, secondary, qualitative and quantitative.
31 Part 4
So how is it possible to make predictions about what the incidence of disease on a global scale will be 5, 10 and 20 years from now? By research, obviously. There are several ways to categorize the types of research tools that are used. Let me see … one way is to distinguish between primary and secondary research. Another important distinction is between qualitative and quantitative research. However … oh, dear … sadly, I see that we’ve run out of time. This means that I’ll have to ask you to do some research. I’d like you to find out what is meant by the four types of research I’ve just mentioned, that is, primary and secondary research, and qualitative and quantitative research. We’ll discuss what you’ve found out next time I see you.
body part – e.g., cardiac
how get – e.g., contagious
geographic – e.g., > 50% HIV suff erers in E. & S. Afr.
C
age – e.g., perinatal (< 1 mth.)
Remind students that they have already done some work on stressed syllables. Elicit why stressed syllables are important. If students are unclear, you may need to refer them to their notes for Lesson 3.3, Exercise A.
96
Characteristics of population groups
Diseases by type
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