Transcript≤2.15 Extract 1
It seems clear to me that the industrial world has a definite responsibility towards the developing world in terms of combating the impact of climate change on health. Let’s look at three basic areas where such countries can help: firstly, in providing invaluable training for health care professionals in the developing world, in particular in specializations such as vector- and water-borne diseases – malaria for example; secondly, in donating funds for public health education to raise awareness of the health risks during extreme weather events – leaflets and campaigns; and thirdly, pretty important this, …
Extract 2
Erm, I think it is important first to define public health. This is very important. We can see, er, how this is important. So let’s look at the slide and … oh sorry, that’s the wrong slide, just a minute … right, so here is a definition of public health … er you can see I think, this is quite clear … do you have any questions about this slide?
Extract 3
We could ask the question: what is the impact of climate change on the developing world? From the point of view of the population, the health factor is just one issue but one that is related to both the economic and social impacts of extreme weather events, for example. Extreme weather brought about by climate change can affect living conditions; reduce access to clean drinking water, which in turn can cause problems in terms of health. Here we can look at some examples of this …
Extract 4
Countries such as the US and the UK have a very important role to play in reducing the health impact of climate change in poorer countries. In fact we could say that their input, both medically and financially, is crucial if the developing world is to survive extreme weather events in the future. If we look at the chart I’ve prepared here we can see the main countries affected by such events, and provision from richer countries. For example, if we examine in a bit more detail countries in the Africa region, we can see exactly where foreign resources to date have provided vital medical treatment …
Exercise D
Students should work in the same groups as their research groups from Lesson 9.3, Exercise F. They will need to have with them the research they have done individually on the group’s chosen topic.
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1 Tell each group to discuss the information that they have found and agree on the best definition and description of the type of documentation they have researched.
2 In discussing this question, students will need to decide who is going to speak when and say what. Encourage them to practise presenting to each other before talking to the whole class.
3 Allow each group a maximum of five minutes for the presentation. Then allow some time for questions. If more than one group has the same topic, encourage disagreement and critical analysis. Remind the groups when discussing to use all the good techniques and phrases they have learnt.
Exercise E
These are pictures from a fictitious national health campaign leaflet. It aims to encourage parents and carers to develop healthy eating habits in their children.
To set the context, first refer students to the pictures in Figure 1. With the whole class, elicit words needed to describe a healthy lifestyle (for example, balanced diet, fruit, vegetables, five-a-day, exercise, sports, active/sedentary).
Discuss healthy living with the class. Ask them about their own lifestyles. Do they eat a balanced diet? Do they take regular exercise? What aspects of healthy living do they think governments need to focus on in order to improve public health?
Exercise F
Put students in pairs (or threes). For question 3, each pair can join another pair and agree a decision.
1 In their pairs, students can divide the information between them and then summarize the information for their partner. If there are words that they do not understand they will need to check meanings in dictionaries or online.
2 Students will need to think here about the content and style of the leaflet. What might be effective and what might have been included to make it appeal more to the parents/carers of young children? What other approaches might have been used? To what extent would these have been an effective means of informing parents and carers?
3 In coming to a conclusion on this, students should use the pictures as well as the factual information given in the short texts, or any other factors they feel are relevant.
Closure
Use the Vocabulary bank at the end of the Course Book unit to check that the group can remember the meaning, spelling and pronunciation of the medical vocabulary.
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