Unit 9 Non-clinical Setting: Public Health

Unit 9 Non-clinical Setting: Public Health

Skills focus Listening • using the Cornell note-taking system • recognizing digressions in lectures Speaking • making effective contributions to a seminar • referring to other people’s ideas in a seminar Vocabulary focus • fixed phrases from medicine • fixed phrases from academic English

9.1 Vocabulary A Match the words to make fixed phrases. contraceptive n + n 'planning n + n hazard n + n risk n + n adj + n 'injury n + adj wide n + adj related

9.1 Vocabulary B Study the words and phrases in the box. 1 Complete each phrase in column 2 with a word from column 1. 2 Which phrase can you use to: to begin talking about several points some / many mention an idea compare two ideas the agree only partly with a point some the compare two ideas focus on an important point the the give a reason for a point mention a problem with someone’s idea that talk about certaincircumstances this \ that

9.1 Vocabulary C Look at the pictures on the opposite page. 1 How can advances in these areas improve public health? 1 improved standards in food production = nutritional foods, healthier diets 2 introduction of fluoride（氟化物）in water = improved standards in tooth care 3 improved medical techniques and access to contraceptives = reductions in maternal and infant mortality 4 increases in road safety = fewer road traffic accidents/deaths 5 healthier lifestyle/heart disease detection and treatment = reduction in heart disease and cardiovascular diseases 6 improved sanitation = control of infectious diseases 2 Match each picture with the correct text (A–F). 3 Look at the texts A–F. Replace the words in italics with a phrase from Exercise B.

9.1 Vocabulary C Look at the pictures on the opposite page. to some extent On the other hand

9.1 Vocabulary C Look at the pictures on the opposite page. In this sort of situation

9.1 Vocabulary C Look at the pictures on the opposite page. on the grounds that To start with

D Read the extract from the Hadford University handout about public health in the US on this page. 9.1 Vocabulary 1 Match the blue words in this extract with the definitions on the opposite page. 2 Use your dictionary to check words you do not know.

D Read the extract from the Hadford University handout about public health in the US on this page. 9.1 Vocabulary K related to the whole of the population J destroyed completely A connected with work E disease that can be passed on (through the air we breath) to another person

D Read the extract from the Hadford University handout about public health in the US on this page. 9.1 Vocabulary D controlling the number of children, using birth control G devices that stop someone from becoming pregnant or catching sexually transmitted infections F before conception L to stop something happening/someone doing something H passing something on from one person to another

D Read the extract from the Hadford University handout about public health in the US on this page. 9.1 Vocabulary I a danger or a risk to a person’s health C attempting to make something acceptable to people B the fact of being common

9.1 Vocabulary E Complete the table on the right. See Vocabulary Bank. eliminator (n, C) elimination (n, U) eradicator (n, C) eradication (n, U) fatality (n, C/U) fatalistic (adj) infected (adj) infection (n, U) prevention (n, U) preventable (adj) transmitted (adj) transmission (n, C/U)

Vocabulary bank Recognizing fixed phrases from medical studies (2) Make sure you understand these phrases from medical studies. barrier contraceptive infant mortality ethnic origin maternal mortality family planning middle-income health hazard occupational injury health risk population-wide heat stroke public health heatwave respiratory disorder work-related human rights

Vocabulary bank Recognizing fixed phrases from academic English (2) Make sure you understand these fixed phrases from general spoken academic English. As we shall see, … But the real question is … From the point of view of … In a case like this, ... In terms of … In the sense that … In this sort of situation, … That’s the reason why … Increasingly, we find that … It could be argued that … It’s true to say that … Many people think … On the grounds that … On the one hand, … Research has shown that … So it should be clear that … To some extent … To start with, …

9.2 Listening A Study the slide on the right. What questions do you think the lecturer will answer? Have a pair work discussion and read out your questions.

9.2 Listening Public Health … ‘Public health is of disease and of physical, mental and social well-being on as opposed to on an individual level’ —adapted from the World Health Organization the prevention the promotion a nation-wide scale

9.2 Listening B Listen to Part 1 of the lecture. 1 Complete the Notes section below. 2 What is the lecturer’s story about? Why is it not given in the notes? 3 Complete the Summary section. 4 Answer the Review questions. See Skills Bank.

Skills bank Using the Cornell note-taking system the main part of the page—the note-taking area developed by Walter Pauk at Cornell University, USA on the left side of the page—the cue area use a large, loose-leaf notebook with holes www.yorku.ca/cds/lss/skillbuilding/notetaking.html#cornell www.clt.cornell.edu/campus/learn/LSC%20 Resources/cornellsystem.pdf at the bottom of the page—the summary area

Skills bank Using the Cornell note-taking system Record 5 Rs Reduce Recite Reflect Review

Skills bank Record Take notes during the lecture. Reduce After the lecture turn the notes into one- or two-word questions or ‘cues’ which will help you remember the key information.

Skills bank Recite Say the questions and answers aloud. Reflect Decide on the best way to summarize the key information in the lecture. Review Look again at the key words and the summary (and do this regularly).

9.2 Listening B Listen to Part 1 of the lecture. 请将本单元的音频和此PPT放在一个单独的文件夹内，点击小喇叭即可播放音频。（下同） 1/3/4 See table below index of 30+ of 25 not possible to gauge using BMI /WHO developing system The extent 2.3 billion overweight/700 million low- middle-

9.2 Listening B Listen to Part 1 of the lecture. 1/3/4 See table below dense nutritional transport argely eventable cardiovascular diseases/Type II diabetes/cancer of colon* premature death/disability as adult arket industry *Accept also stroke, heart attack, osteoarthritis, musculoskeletal disorders, breast cancer, respiratory diseases, sleep apnoea

9.2 Listening B Listen to Part 1 of the lecture. 1/3/4 See table below Obesity is a growing problem and the role of public health in its prevention is vital. Obesity and related illnesses caused by poor diet/lifestyle, can be avoided. Greater controls on food industry and legislation needed.

9.2 Listening B Listen to Part 1 of the lecture. 2 What is the lecturer’s story about? Why is it not given in the notes? The lecturer talks about her own experience working for Médicins du Monde in Haiti. She gives an example of an inefficient public health system and some of the consequences. It is not in the notes because it is a digression – that is, as a personal experience it is not essential information for the subject, although she does use the experience as a way of introducing the topic.

C Create a blank Cornell diagram. Listen to Part 2 of the lecture. 9.2 Listening 1 Complete the Notes section. Tips: Divide up a page of their notebooks into the three sections of the Cornell system Try to take notes in the Notes section as they listen. Leave spaces which they can fill later. 2 Write some Review questions. 3 Complete the Summary section. Work in pairs to complete the Review questions and the Summary. Feed back with the whole class. 4 Were your questions in Exercise A answered? Discuss with the class the extent to which their pre-questions in Exercise A have been answered.

9.2 Listening C Create a blank Cornell diagram. Listen to Part 2 of the lecture. • Notes • CC has direct + indirect effects on health • e.g. • 1999 flooding in Caracas →30,000 deaths • 2003 heatwave in Europe → 35,000 deaths Review General point What are the direct effects?

9.2 Listening C Create a blank Cornell diagram. Listen to Part 2 of the lecture. Notes 1) Heatwaves → - ↑ UV exposure (UK – 5,000 skin cancer/2,000 cataract cases per yr by 2050) - ↑ food poisoning (UK – salmonella 10,000 extra cases per yr) - ↑ prod air pollutants → ↑ cardio-vasc diseases/respiratory/allergies, etc. - ↑ vector-borne thru mosquitoes/ticks → reintro malaria UK 2) Storms/Tornadoes/Flooding → - debris → injuries - water-borne: intestinal diseases (sanitation problems) - psychological problems (stress from migration/disruption) - spread infection (cramped conditions/temp shelters) Review What are the indirect effects?

9.2 Listening C Create a blank Cornell diagram. Listen to Part 2 of the lecture. Summary CC will have a major impact in public health. Direct effects: floods + heatwaves = deaths. Indirect effects: 1) heatwaves = UV exposure (skin cancer, cataracts), food poisoning, pollutants (CV disease, respiratory disease, allergies), vector-borne disease. 2) Storms/Tornadoes /Flooding = injuries, water-borne diseases, psychological problems, spread of infection.

9.2 Listening D Study the phrases in column 1 of the purple box. Listen to some sentences from the lecture. Which type of information in column 2 follows each phrase? information about a point the speaker will make later the focus of public health is to prevent rather than treat disease. an aspect of a topic the speaker wants to focus on access to health care the risk of chronic disease as a result of obesity does in fact increase progressively from a BMI of 21. an idea the speaker may not agree with in 2005 approximately 1.6 billion adults – that’s anyone aged 15 and above – were considered overweight and 400million were classed as obese. a statement the speaker agrees with

9.2 Listening D Study the phrases in column 1 of the purple box. Listen to some sentences from the lecture. Which type of information in column 2 follows each phrase? now low- and middle-income countries are also falling victim to this epidemic. a developing trend this epidemic extends beyond the medical sphere or even the educational sphere. a statement the speaker agrees with the food industry as a whole, its contribution towards the eradication of obesity in children is crucial. an aspect of a topic the speaker wants to focus on while public health authorities do have a role to play in attempting to eradicate this world phenomenon, ... a conclusion

A Study the words and phrases in box a. 1 Mark the stressed syllables. 2 Listen and check your answers. 3 Which word or phrase in each group has a different stress pattern? 9.3 Extending skills 1 'calculate, 'calorie, 'medical, over'weight,'vitamin 2 childhood o'besity, 'heat stroke, physical ac'tivity, vector-borne di'sease 3 'breast cancer, family 'planning, 'gender gap, 'health risks 4 'actually, 'generally, 'usually, funda'mentally, 'crucially stress is on second syllable stress is on first syllable stress is on second syllable stress is on second syllable

B Study the phrases in box b. 1 Do you think the phrases show a digression (start or end) or a relevant point? Write D or R.2 Look at the D phrases. Do they start or end the digression? 9.3 Extending skills See Skills bank.

Skills bank Recognizing digressions • Lecturers sometimes move away from the main point in a lecture to tell a story or an anecdote. This is called a digression. You must be able to recognize the start and end of digressions in a lecture. • Sometimes a digression is directly relevant to the content of the lecture, sometimes it has some relevance and sometimes, with a poor lecturer, it may be completely irrelevant. Sometimes the lecturer points out the relevance. • Don’t worry if you get lost in a digression. Just leave a space in your notes and ask people afterwards.

Skills bank Recognizing digressions That reminds me… I remember once… By the way… Anyway, where was I ? Back to the point. So, as I was saying…

Skills bank Recognizing digressions Of course, the point of that story is… I’m sure you can all see that the story shows… Why did I tell that story? Well, … What was the point of the story about the legal company? Why did he start talking about note-taking? I didn’t get the bit about…

Skills bank Referring to other people’s ideas We often need to talk about the ideas of other people in a lecture or a tutorial. We normally give the name of the writer and/or the name of the source. We usually introduce the reference with a phrase; we may quote directly, or we may paraphrase an idea. As Benjamin points out … To quote Benjamin … in Principles of Public Health Medicine … we can think of the provision of public health care as …

B Study the phrases in box b. D(end) R D (start) 9.3 Extending skills D (end) D(start) R D(start) D (end) R R

C Listen to the final part of the lecture from Lesson 9.2. 1 Take notes using the Cornell system. Leave spaces if you miss information. Complete the Review and Summary sections. Possible answer 9.3 Extending skills

C Listen to the final part of the lecture from Lesson 9.2. 2 What topic does the lecturer mention that is different from the main subject? The Cornell note-taking system. 3 Why did he mention this topic? It’s important to know how to make good notes. 4 What is the research task? To find out about how the public health sector in the student’s particular country is dealing with the effects of climate change on the nation’s health. 9.3 Extending skills

D What information does the lecturer provide about sources? Listen to the extracts and complete the table below. Dr Georges Benjamin Walter Pauk 9.3 Extending skills Principles of Public Health Medicine 3rd Edition 2006 How to Study in College 9th edition 2007 university library core text indirect quotation/ paraphrase name of book the responsibility of rich countries towards the developing world Cornell note-taking As Dr Georges Benjamin … points out in … I suggest you look at …

D What information does the lecturer provide about sources? Listen to the extracts and complete the table below. Benjamin 9.3 Extending skills thefreedictionary.com as in 1 web as in 1 direct quotation direct quotation increase in disease in any country affects the whole world definition of public health One definition of … given by … To quote Benjamin …

Assignments E Use your notes to write about 100 words about the effects of climate change on public health. F Work in groups. Study the public health issues in box c. Choose one topic you would like to find out more about and then discuss these questions. 1 What kind of information will you need to find? 2 What ideas do you have already? 3 Where can you go to find more information? 作文号为：644496 9.3 Extending skills

A Look at the words in the box. Identify their stress patterns. 9.4 Extending skills emphysema, epidemic, legislation, salmonella eradication phenomenon obesity osteoarthritis pollutant

B Work in pairs. Student A: Think of good ways to take part in a seminar. Student B: Think of bad ways to take part in a seminar. prepare the topic beforehand 9.4 Extending skills demand information from other students ask politely for information try to use correct language speak clearly mumble, whisper or shout say when you agree with someone get angry if someone disagrees with you

B Work in pairs. Student A: Think of good ways to take part in a seminar. Student B: Think of bad ways to take part in a seminar. 9.4 Extending skills link correctly with previous speakers build on points made by other speakers make a contribution, even if you are not sure if it is new or relevant stay silent, waiting for ‘the perfect moment’ be negative be constructive give specific examples to help explain a point be vague

B Work in pairs. Student A: Think of good ways to take part in a seminar. Student B: Think of bad ways to take part in a seminar. 9.4 Extending skills listen carefully to what others say start a side conversation allow others to speak dominate the discussion make a contribution, even if you are not sure if it is new or relevant stay silent, waiting for ‘the perfect moment’ paraphrase to check understanding use clear visuals

Unit 9 Non-clinical Setting: Public Health