Answers Possible answers:
Dos
try to use correct language speak clearly
say when you agree with someone
contribute to the discussion
link correctly with previous speakers
build on points made by other speakers
be constructive
explain your point clearly listen carefully to what
others say allow others to speak
Exercise E
Set students to work in groups of five or six. Ensure that students provide reasons for their choice of country. Discuss the words that they could use when discussing the differences between them.
In each group there should be one or two observers and three or four discussing. Groups should also appoint one person to take notes on the discussion, since they will have to present their work to another group. During the discussion, they will need to decide how best to explain the difference between the mortality rates and be able to justify their decisions with reference to the statistics.
While students are talking, you can listen in and note where students may need help with language, and where particularly good examples of language are used.
The students acting as observers for the discussion should use a checklist of things to watch for. One observer can concentrate on poor contributions and the other on good contributions. Sample checklists are provided in the additional resources section (Resource 5C) – students simply mark in each cell whenever the behaviour occurs.
Answers Possible answers:
2 Country A: Africa with high child and very high adult mortality. (High AIDS death rate suggests Africa). Botswana, Burundi, Central African Republic, Congo, Côte d’Ivoire, Democratic Republic of Congo, Eritrea, Ethiopia, Kenya, Lesotho, Malawi, Mozambique, Namibia, Rwanda, South Africa, Swaziland, Uganda, United Republic of Tanzania, Zambia, Zimbabwe. Other African
92 be negative start a side conversation dominate the discussion Don’ts
ask politely for information demand information from other students
mumble, whisper or shout get angry if someone
disagrees with you sit quietly and say nothing
and non-African countries may share some of the characteristics.
Country B: Americas – very low child mortality, very low adult mortality. Examples are: Canada, Cuba, USA. In Europe very low child mortality and very low adult mortality countries include: Austria, Belgium, Croatia, Cyprus, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Israel, Italy, Luxembourg, Malta, Netherlands, Norway, Portugal, Slovenia, Spain, Sweden, Switzerland, United Kingdom. In Western Pacific: Australia, Brunei, Japan, New Zealand, Singapore. Other developed countries could also be considered.
Country C: Europe with low child and high adult mortality. Belarus, Estonia, Hungary, Kazakhstan, Latvia, Lithuania, Republic of Moldova, Russian Federation, Ukraine.
Country D: Western Pacific with low child and low adult mortality. Cambodia, China, Cook Islands, Fiji, Kiribati, Lao People’s Democratic Republic, Malaysia, Marshall Islands, Micronesia (Federated States of), Mongolia, Nauru, Niue, Palau, Papua New Guinea, Philippines, Republic of Korea, Samoa, Solomon Islands, Tonga, Tuvalu, Vanuatu, Viet Nam.
3 Suggestions are: Countries A and D: developing, poor, tropical, not affluent, high adult mortality. Country B: affluent/rich, developed, low adult mortality, urban. (Note – Cuba also fits this profile, so it is primarily affluent countries, rather than only affluent countries). Country C: similar to country B. However incidence of TB suggests a poorer country. Country D: developing, tropical, rural, poor.
4 Drawing on their knowledge of the countries discussed, students can come up with a variety of reasons. A few additional reasons might be: presence or absence of tropical diseases (i.e. malaria). Poverty, preventing investment in prevention programmes for young or to eradicate TB. High rate of AIDS in African countries: absence of effective vaccine and lack of investment in prevention programmes.
Exercise F
Before the groups report on their discussion, remind them about speaking from notes (see Unit 1 Skills bank).
First, the observers should give an overview of how the seminar discussion went and should highlight especially good practice. They can also report on poor contributions, but this needs to be done carefully and constructively (possibly without mentioning names), so that individuals are not embarrassed or upset. Then
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