≤Exercise C


Make sure that students understand that they are going to hear the introductions from Lesson 1.3 again. Ask them briefly if they can remember any of the content from the introductions. Spend a few moments on this if students are able to contribute. Elicit the suggestions for types of notes (Lesson 1.3, Exercise E).


Explain that this time they must create an outline using an appropriate type of notes. (You can refer them again to the Skills bank – Making perfect lecture notes.) Make sure students understand that they don’t need to write a lot at this stage – outlines may consist of just a few words, e.g., the start of a spidergram, the first part of a table or diagram. Play each introduction in turn and give students time to choose a note-type, make the outline and check it with other students.


Feed back, getting all the outlines on the board – you may wish to copy them from the first part of the model notes on the right-hand page, or you may prefer to follow your students’ suggestions. Clarify the meaning of new words and check pronunciation.


Transcript ≤1.5 Introduction 1


Today I’m going to talk about the advantages and disadvantages of two different types of surgery that we can use to deal with cancers in the body. Until relatively recently, all operations to remove cancer were carried out using a scalpel, which is a sharp instrument, or type of knife. The scalpel is used to cut open the skin and tissue surrounding the tumour, and then to remove the tumour itself. In recent years, however, laser surgery has started to replace traditional surgery for removing some types of tumour.


Introduction 2


The purpose of today’s lecture is to look at some major landmarks in the developments of medicine. The traditional starting point for the history of our profession is the Greeks. There were many notable Greek physicians, perhaps the best known being Hippocrates. His book on medicine, written around 400 BC, was of great significance to modern medicine. It stated that the well-being of the patient should be the central concern of the doctor and this forms a core part of the Hippocratic Oath, which forms the basis of many medical codes of practice today.


Introduction 3


In the lecture today, I’m going to talk about the different stages of Alzheimer’s and how these can be recognized in the patient. Alzheimer’s is a disease which affects mental, cognitive and motor


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ability and ultimately often leads to the death of the patient. It also causes considerable distress to the patient themselves and to their carers. There are five distinctive stages to Alzheimer’s and we will now look at each of these stages in turn.


Introduction 4


The purpose of the lecture today is to look at how a doctor used his powers of observation to find the solution to a problem that was affecting his patients. The year was 1854 and the doctor was Dr John Snow, a general practitioner based in London. The problem was that an increasing number of his patients were contracting cholera. This was a disease which was fatal, sometimes within hours, and for which there was no cure at the time. In order to solve the problem, he conducted a range of different investigations.


Introduction 5


The function of the endocrine system is to regulate the various organs within the body and it does this primarily by using hormones, which are produced by glands in the body. Today we are going to look at ways in which the endocrine system can malfunction and the effects that that can produce. I would like to begin by looking at the functioning of the thyroid gland. This is one of the largest glands in the body and it is located in the neck, below the mouth. It produces a number of hormones, the most important of which are T4 and T3.


Methodology note


Spiral bound or stitched/stapled notebooks are not the best way to keep lecture notes. It is impossible to reorganize or add extra information at a later date, or make a clean copy of notes after the lecture. Encourage students, therefore, to use a loose-leaf file, but make sure that they organize it in a sensible way, with file dividers, and keep it tidy. Tell students to use a separate piece of paper for each outline in this lecture.


Exercise D


Set for pair or group work. Feed back, but do not confirm or correct. Students should be able to predict reasonably well the kind of information which will fit into their outline.


≤Exercise E


Before you play the next part of the lecture, refer students to their outline notes again. Tell them to orally reconstruct the introduction from their notes. They don’t have to be able to say the exact words, but they


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