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ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 96 6 BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY In this unit, students focus on some more of the basic principles of medicine. The first text deals with cells (their structure and function), viruses and DNA, helping students to develop skills in paraphrasing as well as sentence construction. The second text focuses on the principles of pharmacology through its history up to the present day. This leads to further work on sentence structure and production. Skills focus Vocabulary focus Reading ● ● locating key information in complex sentences synonyms, replacement subjects, etc. for sentence-level paraphrasing Writing ● reporting findings from other sources: paraphrasing ● writing complex sentences Key vocabulary abnormality adverse anaesthetic analgesic anatomical antiviral autonomic bacteria biopsy characteristic chromosome 96 contaminant eliminate lipid membrane metabolic molecular nucleus nutrient pharmacy polysaccharide prevent protein relieve separation soothing substance therapeutic tissue toxic toxicology treatment virus ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 97 6 BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY 6.1 Vocabulary General note Read the Vocabulary bank at the end of the Course Book unit. Decide when, if at all, to refer students to it. The best time is probably at the very end of the lesson or the beginning of the next lesson, as a summary/revision. Lesson aims paraphrase at sentence level using passives, synonyms, negatives, replacement subjects Further practice in: ● affixes ● stress within words ● word sets – synonyms, antonyms ● Introduction 1 Revise affixes, e.g., geo~, un~, in~, micro~, ~ize, ~al, ~ic, ~ist, ~ion, ~ology. Do this by dividing the class into small groups. Give each group one affix. Allow three or four minutes. The group which can list the most words is the winner. Exercise A 1 Tell students to make a table with three columns and 15 rows in their notebooks. Go through the example in the Course Book. Set the exercise for individual work and pairwork checking. Tell students to use their dictionaries to check meanings, grammatical category, etc. Feed back with the whole class, building the first three columns in the Answers section on the board. Ask students to say what general meanings they can give for the words. 2 Refer to the example (infection) in the Course Book. Ask students to suggest a form of infection which is an adjective (infectious). Set for pairwork. Students should fill as many empty boxes as possible with words with appropriate affixes. They should use their dictionaries to check meanings and spellings. Note that it is possible to use the past participle of a verb as an adjective if there is no other possibility. Feed back with the whole class, checking meanings of the words added to the table. 3 Add a fourth column with the heading Medical meaning. Underline or highlight the words as shown in the table below, and with the whole class, ask students to suggest (or find in their dictionaries) meanings specific to medicine for these words. 97 ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 98 4 Work in a similar way with the fifth column, Medical synonym. Limit the synonyms to those for the underlined words. 5 Set for pairwork. Feed back with the whole class, checking pronunciation. Answers Model answers: 1–4 Language note Rules in language are made to be broken. The suffix ~ly normally makes an adjective into an adverb, but there are cases where this is not what happens. Here, the noun destructive is made into an adjective destructively by the addition of –ly. Noun Verb Adjective Medical meaning infection infect infectious (n) invasion of the body by (n) virus pathogenic microorganisms and their multiplication, which can lead to tissue damage and disease analysis analyze analytical (n) the separation of a whole into its constituents in order to study them (n) investigation anatomy anatomize anatomical (adj) related to the structure of a human or animal body (adj) bodily characteristics characterize characteristic (n) a distinguishing trait (n) attributes contaminants contaminate contaminated (n) a substance that spoils the purity of something or makes it poisonous (n) pollutants conversion convert convertible (v) change the nature, purpose, or function of something (v) change destruction destroy destructive (n) an event (or the result of an event) (n) death, obliteration that completely destroys something generalist generalize generalized (adj) not biologically differentiated or adapted to a specific function or environment identification identify identifiable (v) recognize as being similar to (v) recognize something or someone already known instructions instruct instructive (n) a description of how something is to be done to bring about a particular objective (n) rules, directions metabolism metabolize metabolic (adj) system for converting carbohydrate to energy (v) convertible, convert prevention prevent preventative (v) to stop something from happening (v) stop replication replicate replicated (n) an exact copy of something sign signify significant (n) something which shows a medical (n) indication condition/illness exists specialist specialize specialized (adj) devoted to a particular task (adj) expert nucleus nucleate nuclear (n) core component - equator - equatorial (adj) in a line along the centre (adj) in a line along the centre envelope envelop enveloping (n) substance surrounding another (v) surround cell - cellular (n) minimal unit of life with fixed boundaries - cycle cycle cyclical (n) series of fixed stages (n) process separation separate separate (n) move apart from (n) move apart daughter - daughterly (n) child or/descended from (n) child 98 Medical synonym (adj) undifferentiated (n) reproduction ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 99 6 Language note Point out to your students that there is no true synonym for the noun metabolism but that one does exist for convert in the verb form. 5 o Oo oO Ooo oOo oOoo ooOo ooOoo oooOo sign, cell cycle, daughter convert, prevent generalized, specialized, nucleus, envelope destruction, infection, instructions analysis, contaminants, identify metabolic, replication, separation anatomical, equatorial characteristics Exercise B 1 Set for pairwork discussion. Students should refer to the words they have looked at in Exercise A to help describe what they can conclude from the diagram. Monitor but don’t assist. Feed back with the whole class, checking that students can state that the diagrams show the structures of human cells, bacteria and viruses. Elicit words which can be used from Exercise A. 2 Set for pairwork discussion. Remind students about words they have already studied for describing cells. Feed back with the whole class. It may be necessary to remind students that the question relates to what can be inferred from the diagram. 3 Set for pairwork discussion and feed back with the whole class. Answers Model answers: 1 It shows some components of human cells and that cells perform different functions in the body, some components of a bacteria and some components of a virus. 2 Both human cells and bacteria have cell walls, a nucleus and chromosomes. Viruses only have RNA/ DNA and a lipid envelope. Human cells are specialized, while cells in bacteria tend to be generalized. 3 It shows the five stages of mitosis, in which a cell reproduces itself by creating an identical copy of its chromosomes. Exercise C Answers 1 The nuclear envelope dissolves during the prophase. 2 The number of chromosomes in the cell doubles during the prophase. BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY 3 In the metaphase, the chromosomes align at the equator of the cell. 4 During the anaphase, the chromosomes separate. 5 During the telophase, the nuclear envelope begins to gradually reappear. 6 The two new cells created in the cycle are daughter cells of the original cell. Exercise D Set for pairwork. The aim is for the students to notice the differences between the original text and the version written by Student B. Elicit the idea of paraphrasing and set students to identify the main ways to do this at a sentence level, namely: • using different grammar • using different words • reordering the information Write these points on the board. Also make the point very strongly that a paraphrase is not a paraphrase unless 90% of the language is different. There are some words which must remain the same, as they do not have a synonym. It is best to try to use all three of the above strategies, if possible. It is important to emphasize to students that medical language requires exactness and that while some words can be expressed in more than one way, many cannot; paraphrasing of a diagnosis for example, is not appropriate or expected. It may be helpful for the students if you reproduce the sentences from Exercise C and the sentences in Exercise D on strips of paper so that they can move them around. Both sets of sentences are reproduced in the additional resources section (Resource 6B) to facilitate this. Ask students to locate the parts of each sentence which seem to match. They will need to look at the overall meaning of each phrase, using pairwork. Feed back with the whole group, using the OHT strips and highlighting the matching parts with coloured pens. Answers Model answers: 1 The nuclear envelope dissolves during the prophase b During the prophase, the nuclear envelope begins to break down 2 The number of chromosomes in the cell doubles during the prophase c In the first part of the reproductive cycle, the number of chromosomes in the cell doubles 3 In the metaphase, the chromosomes align at the equator of the cell f The chromosomes align themselves in the equator of the cell in the metaphase 4 During the anaphase, the chromosomes separate d Separation of the chromosomes occurs during the anaphase 99 ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 100 5 During the telophase, the nuclear envelope begins to gradually reappear a As the telophase progresses, the nuclear envelope reappears gradually 6 The two new cells created e The product of the cycle is in the cycle are daughter two daughter cells, which cells of the original cell have been created from the original cell A final step is to discuss the changes that have been made in detail. Students should refer to the list of types of changes you have written on the board. Look at each paraphrase with the class and ask students what changes have been made. Be specific about the types of vocabulary or grammar changes. For example, in sentence 1, a synonym is used for dissolves. In sentence 4 the paraphrase uses a noun in first position. Remind students that this is simply an awarenessraising activity and that they will have chance to analyze sentences in more detail later in the unit. Exercise E 1/2 Set for individual work. 3 Set for pairwork. Go round and check what students have written, giving advice if necessary. 4 Set for individual work, pairwork or for homework. Tell students to try to follow the advice for paraphrasing in Exercise D, i.e., to reorder the information and to change vocabulary and grammar as far as possible. You may wish to refer students to the Vocabulary bank at this point to provide a reminder for grammar structures to use. Answers 1 The development of a virus 2 a) Cell material converted into new viruses, destroying cell in the process = 4 b) Virus infects the cell, injecting DNA through cell membrane = 2 c) Virus attaches to cell = 1 d) Virus DNA replicates itself using cell mechanisms = 3 3/4 Students’ own answers. Closure Discussion: Ask students to compare difficulties they had in paraphrasing the stages of the lifecycle of a virus, giving examples where possible. 100 ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 101 6 BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY 6.2 Reading General note Read the Skills bank at the end of the Course Book unit. Decide when, if at all, to refer students to it. The best time is probably after Exercise E, or at the very end of the lesson or the beginning of the next lesson, as a summary/revision. Lesson aims ● identify the kernel SVC/O of a long sentence Further practice in: ● research questions ● topic sentences ● paraphrasing Introduction Remind the class about techniques when using written texts for research. Ask: What is it a good idea to do: ● before reading? (think of research questions) ● while you are reading? (look for topic sentences) ● after reading? (check answers to the research questions) What words in a text signal the development of a topic in a new direction? (markers showing contrast such as but, however, at the same time, on the other hand, etc.) If you wish, refer students to Unit 4 Skills bank. Exercise A Set for general discussion. Allow students to debate differences of opinion. Encourage them to give examples if they can. Do not correct or give information at this point, as these topics will be dealt with in the text. Exercise B 1/2/3 Set for pairwork discussion. Feed back with the whole class. Accept any reasonable answers. If students do not know, do not tell them, but say they may find out in the text they will read during the lesson. Exercise C 1 Set for individual work. Elicit ideas, but do not confirm or correct. 2 Set for individual work and pairwork checking. 101 ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 102 Exercise D Set for individual work. Feed back with the whole class. Exercise E Draw a table with the headings from the Answers section on the board. If you wish, students can also draw a similar table in their notebooks. Explain that in academic writing, sentences can seem very complex. This is often not so much because the sentence structure is highly complex in itself, but that the subjects and objects/complements may consist of clauses or complex noun phrases. Often the verb is quite simple. But in order to fully understand a text, the grammar of a sentence must be understood. Subject + verb + object or complement is the basic sentence structure of English. Students need to be able to locate the subjects, main verbs and their objects or complements. Elicit from the students the subject, main verb and object for the first sentence. Ask students for the head word of each subject, main verb and object (underlined in the table in the Answers section). Write them in the table on the board. Using high-speed questioning, get students to build the whole phrase that constitutes the subject/main verb/object/complement. Example 1: An understanding of the principles of pharmacology forms a key component in the study of medicine. What is the sentence about? = understanding What does understanding do? = it forms What does it form? = a key component Write these head words in the table on the board. Then elicit the remaining words and add to the table: Understanding what exactly? = the principles of pharmacology Give me more information about what this forms = a key component in the study of medicine. Example 2: This example shows how to deal with is + complement. Antibiotic penicillin is a good example of the effects of chemicals on biological systems as it destroys bacteria by inhabiting an enzyme that synthesizes as essential polysaccharide of the bacterial wall. What is this sentence about in general? = penicillin More particularly? = the fact that it kills bacteria and how it goes about doing this What’s the main verb in this sentence? = is So what is a good example? = penicillin The idea is that students should be able to extract something which contains the kernel even if it does not make complete sense without the full phrase. Ask students to identify the leading prepositional/ adverbial phrase in the fourth sentence (is A good example of this ...). Point out that this part contains information which is extra to the main part of the sentence. The sentence can be understood quite easily without it. Set the remainder of the exercise for individual work followed by pairwork checking. Finally, feed back with the whole class. You may wish to refer students to the Skills bank – Finding the main information. Answers Model answers: Subject Verb Object/complement An understanding of the principles of pharmacology forms a key component in the study of medicine. Students of pharmacology look at the way in which the biochemical, physiological and psychological processes in health and disease are affected by drugs. Firstly, there is autonomic pharmacology, which is the study of the effect of chemicals and drugs on the functioning of the autonomic nervous system. Antibiotic penicillin is a good example is of the effects of chemicals on biological systems Having made significant advances have now created in the field, researchers so-called ‘designer drugs’. Both discoveries far-reaching consequences for the future of medicine. 102 are sure to have ESAP Medicine TB U6_ESAP Banking TB U1 26/08/2011 15:17 Page 103 6 Exercise F Set for individual work and pairwork checking. Make sure that students identify the original phrases in the text first (sentences 4 to 7 of paragraph 5) before looking at the paraphrases. Feed back with the whole class. A good way to demonstrate how Student A’s text contains too many words from the original is to use an OHT or other visual medium and highlight the common words in colour. (A table giving the sentences plus commentary is included in the additional resource section – Resources 6C and 6D.) Check that students are able to say which parts of the paraphrase match with the original, and which structures have been used. BIOLOGY, BIOCHEMISTRY AND PHARMACOLOGY Closure 1 Divide the class into two teams. Write the six topic sentences from the reading text on strips, or photocopy them from the additional resources section (Resource 6E). One team chooses a topic sentence and reads it aloud. The other team must give the information triggered by that topic sentence. Accept only the actual paragraph content. Answers 1 The second part of paragraph 5. 2 Student B’s paraphrase is better, because it uses fewer words from the original text and uses different sentence structures. Language note It is important that students understand that when paraphrasing, it is not sufficient to change a word here and there and leave most of the words and the basic sentence structure unchanged. This approach is known as ‘patch-writing’ and is considered to be plagiarism. It is also important when paraphrasing not to change the meaning of the original – also quite hard to do. Exercise G Refer students to the Vocabulary bank at this stage. Review paraphrasing skills with the whole class before starting this exercise. Divide the class into parts. For example, each paragraph can be divided into two so that there are ten different sections (though of course you should not use the second part of paragraph 5). Give each section to different students to work on. Alternatively, you could choose one part of the text for all students to work on, for example the first part of paragraph 4. This can be done in class or, if you prefer, as individual work/homework. If students are doing the work in class in groups or pairs, a good way to provide feedback is to get them to write their paraphrase on an OHT or other visual medium. Show each paraphrase (or a selection) to the class and ask for comments. Say what is good about the work. Point out where there are errors and ask for suggestions on how to improve it. Make any corrections on the OHT with a different colour pen. 103