Ask students: Is any of the information surprising to you? Were these percentages different 100/50/20 years ago? (For example, vaccinations were probably a lower percentage.) Will the percentages change again in the future? (For example, weight problems might increase in the future.)
4. Students study Figure 1, the bar graph. (Check whether students know what ‘bar graph’ means.) Check students understand the title of the table, and that the information in the graph is a different way of visualizing the same information as in Table 1. Students draw the missing bars in the chart to represent the information.
Answers 2.–3.
Dermatology
Family planning General check-up
Blood pressure monitoring Vaccination
Weight management Transcript 043
10% 3.3%
13.3% 33.3% 20% 6.7%
4 6 3 1 2 5
There are many doctor services. Doctors see many people. People want to see them for lots of things. This is the situation in my practice. The most common problem is blood pressure. Patients often see the doctor for high blood pressure. For every 30 patients, 10 of them need monitoring. That is 33.3%. Second is vaccinations. For every 30 patients, 6 people need an injection. That is 20%. Third is the general check-up. For every 30 patients, 4 need a check-up. That is 13.3%. Number four is dermatology: patients can have an infection, or a cancer on their skin. For every 30 patients, 3 need to see me. That is 10%. In fifth place is weight problems. A lot of people are too heavy. For every 30 patients, 2 people need help. That is 6.7%. And last, family planning. For every 30 patients, 1 patient wants to start a family. That is 3.3%.
Pronunciation: Saying numbers (5) Work through the information in the box. Play the
recording so that students can listen and repeat.
Ask students to talk about the information in the table in Exercise C, e.g., 13.3% of patients in this practice go to the GP for a general check-up; 6.7% of patients have weight problems.
Transcript 044
two per cent, thirty-six per cent, eighty-five per cent, forty-seven point nine per cent
Health around the world
Understand visual and spoken information about healthcare around the world Pronounce names of countries with correct stress
Talk about own country using target vocabulary from the lesson
Content note Healthcare systems vary greatly across the world. In 2000, the United Nations (UN) did a study into the effectiveness of healthcare systems in 191 countries in the world. The map shows the ranking (1/191 means this country’s healthcare systems are the best in the world). Because it was such a complex thing to do, the UN has not repeated the exercise, but the 2000 data are still generally representative of the current situation. Other studies have been done. Information can be accessed online at
http://www.huffingtonpost.com/2013/08/29/
most-efficient-healthcare_n_3825477.html (correct at March 2015).
A
1. Give students plenty of time to look at the map. In groups or pairs, ask them to find their own country and a few other countries which they know. Elicit as many countries as you can and write them on the board. Underline stressed syllables (for use later). Ask students to name and then think about what the colours represent, but do not confirm or correct any points. Then refer them to the photographs and elicit ideas about the content. Point out the key. Students work in pairs to complete it with the correct numbers. Do not elicit answers.
2.
Play the recording for students to check their ideas. Drill the country names.
3. Note that for countries that are abbreviations, for example, the UK and the USA, students should listen and mark the stressed letter, which is always the last one.
4. Students listen and repeat, copying the correct stress.
Answers & Transcript 045 1.
2. 3.
is the USA is Mexico is Peru
4. is the UK 5. 6. 7. 8.
is France is India is Japan
is Australia
41
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
