In order to do this, we need to use standard directional terms to describe the relative position of the various body parts. For example, take a look at slide 3; here you see the sternum – or breastbone. It is in front of the lungs – in anatomical terms – anterior to them. Or, to put it another way, the lungs are posterior to the sternum. From this you can see that the posterior and anterior are opposite in meaning – behind and in front. You can also see that the heart is above the stomach. In anatomical terms it is superior to the stomach, or the stomach is inferior to the heart.
In the final slide you can see the same terms or
anatomical planes quite clearly: superior, inferior, etc. But, as you can see, there are others. Medial indicates a location towards the centre of the body, and lateral indicates one towards either side of the body. Proximal indicates the body part is nearer to the attachment of a limb to the trunk, and distal indicates it is further away. Finally where a part is nearer the surface of the body it is referred to as superficial, while deep refers to a position away from the surface of the body. Sometimes it is necessary to describe the absolute position of the organs in the body, rather than their relationship to other organs. To do this we use the three anatomical planes. These are imaginary lines which cut the body into segments or parts. The frontal plane passes through both ears, dividing the body in two pieces vertically, from front to back. The lateral plane passes through the nose, dividing the body, again vertically, in the other direction, into two halves – left and right. The transverse plane passes through the waist, dividing the body horizontally from top to bottom. This allows us to establish the exact position of an organ relative to the planes. Are there any questions at this stage? No? OK.
≤Exercise E
Set for individual work and pairwork checking. Play Part 4 of the lecture. Feed back orally. Point out that if students do miss information through the lecture, they should wait for the recap which often comes at the end. This recap may enable them to fill in some of the missing information.
Answers Model answer:
For use in CT and MRI scanning machines, to analyze structures as well as possible disease.
Transcript ≤1.20 Part 4
So, to recap, we have been looking at the structures of the human body and their relationship to each other. So far, we have looked at the anatomical position, the anatomical planes and the regions of the body, as well as the terminology relative to these that you will be employing in your studies and with your colleagues later on in your clinical practice. On a final note, it is interesting to know that anatomical planes are also used in more advanced areas of medicine – they are frequently used in CT and MRI scans to enable doctors to visualize muscle, bone, lung and other soft tissues as well as pathologies or disease. Anyway, I’d like to finish there for now, so thank you for participating today.
Exercise F
Refer students to the transcript at the back of the Course Book.
1 Help students find a key section. Set for individual work to find more.
2 Help students to find a key sentence. Set for individual work to find more.
3 Set for pairwork – students help each other. Monitor and assist.
4 Put students in groups to check whether they have all found the same sections/sentences.
At the end, play the part of the absent student. Act a little stupid – unless a student is absolutely clear in their summary and/or direct quotation, deliberately misunderstand and get other students to try to clarify.
Methodology note
End all listening lessons by referring students to the transcript at the back of the Course Book, so they can read the text while the aural memory is still clear. You could set this as standard homework after a listening lesson. You can also get students to highlight key sections and underline key sentences, as in Exercise F above.
Exercise G
Set for pairwork. Monitor and assist. Feed back, writing the words on the board as students correctly identify them. Check pronunciation and stress patterns. Encourage students to learn words related to the regions, etc. in pairs.
56
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259 |
Page 260 |
Page 261 |
Page 262 |
Page 263 |
Page 264 |
Page 265
