GRADE 12A: Medicine Review

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students explore issues in medicine such as the funding of preventative rather than curative medicine and drug patents that deny access to affordable treatment for people in developing countries.

UNIT 12A.10 10 hours

Resources
The main resources needed for this unit are: recorded or live lecture or presentation on the history of medicine; a discussion text about the arguments for funding of preventative and curative medicine; a reading text of approximately 500 words about drug patents; role-cards.

Expectations
By the end of the unit, most students will: apply understanding of word parts, relationships, and context clues to determine the meaning of unfamiliar words and specialised vocabulary; follow lectures and presentations, identify main and subsidiary points, make notes to aid understanding and formulate relevant questions or comments; speak accurately and fluently in series of 12 or more connected utterances with good control of basic language structures and appropriate use of more advanced forms; actively participate in discussions of at least 20 minutes, contributing, challenging, maintaining and developing topics; talk about probable and possible events and choices using the full range of present and future tenses appropriately; prepare and make 1-minute presentations to an audience, on topics that interest, inform, and propose ideas or action; summarise and evaluate persuasive texts; read widely for information, skim and scan written and screen-based texts to extract information; make detailed notes from a range of sources; read a variety of persuasive and discussion texts evaluating arguments, claims and recommendations, and comparing them to other evidence and beliefs to form a balanced view of a text; write information texts and persuasive arguments in a logical structure for particular audiences, synthesising evidence from a variety of sources. compose essays of at least 500 words discussing and weighing issues and drawing a reasoned conclusion. Students who progress further will: present information both orally and in written form showing good control and confident use of a wide range of structures and vocabulary. Students who make slower progress will: present information both orally and in written form showing control and use of a wide range of structures and vocabulary.

Key structures and functions

This final unit covers a wide range of structures and functions, for example: past tenses (Medicine through time) persuasive language (Preventative versus curative medicine) talking about probable and possible present and future events and choices (Drug patents) giving opinions (Preventative versus curative medicine and Drug patents). Teachers should focus on areas that address the learning needs of their students.

Vocabulary
Medicine: infectious, preventative, curative, disease, cure, etc. Medical practitioners: chiropractor, paramedic, surgeon, paediatrician, etc. Drug patents: access, deny access, to patent, to protect, exclusive rights, afford, etc.

373 | Qatar English scheme of work | Grade 12A | Unit 12A.10 | Medicine

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Standards for the unit

10 hours
2 hours Medicine through time 3 hours Preventative versus curative medicine 3 hours Drug patents 2 hours Extensive reading 12A.1.2 Apply an understanding of word parts, word relationships and context clues to determine the meaning of specialised vocabulary and to understand grade-level vocabulary. 12A.2.1

Unit 12A.10
CORE STANDARDS Grade 12A standards
12A.1.8 Extend the use of an advanced learners English-English dictionary and a thesaurus in paper-based format and online. Use these resources to: check pronunciation of words and the part of speech and look at word etymology as part of vocabulary study in order to increase understanding of morphology. Consolidate understanding of roots from Grades 711. Extend ability to recognise and spell root words, generate new words and determine the spelling of unfamiliar words from a wide range of affixes. 12A.3.3 Follow longer (about 20 minutes) lectures and presentations on a range of abstract and/or technical subjects: identify main and subsidiary points; use notes to organise points into headings, sub-headings, maps, charts; diagrams etc. and link points using asterisks, arrows, side notes; understand detail and select or discard according to relevance; generalise and link to knowledge from other sources; formulate questions and comments to seek clarification, contribute views or comments, take issue.

SUPPORTING STANDARDS including Grade 11A standards

EXTENSION STANDARDS Grade 12A standards

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10 hours
12A.4.4

SUPPORTING STANDARDS including Grade 11A standards

Speak fluently: stay on the topic and maintain relevance; use rich content ideas developed with elaboration and detail, backed by relevant examples and minimised use of redundancy; cooperatively develop the topic; show independence by eliciting more from the interlocutor; negotiate meaning, and keep talking; take longer turns and allow others to develop their longer turns; process and express more complex ideas; talk at length without hesitation and at normal speed; deal with unexpected questions or comments. 12A.4.1

CORE STANDARDS Grade 12A standards

Speak accurately, using a series of 12 or more clear, connected, simple and complex utterances with: accurate and appropriate use of grammar, vocabulary and pronunciation, including appropriate stress and intonation; control of basic language structures and use of advanced language structures: a variety of complex utterances with subordinate clauses, linked with appropriate conjunctions, use of all tenses, active and passive voice, modals, conditionals, gerunds and infinitives; appropriate cohesive devices to link ideas within utterances and organise ideas at discourse level; readily comprehensible content, requiring little interpretation; and where pronunciation enhances communication; speech sustained throughout with few pauses or stumbling;

EXTENSION STANDARDS Grade 12A standards

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10 hours
12A.7.4

SUPPORTING STANDARDS including Grade 11A standards

Read widely for information: prior to reading, identify key questions and possible sources; use skimming and scanning strategies to identify key information seek and research sources beyond those immediately available (e.g. through wider Internet searches, enquiring directly in emails or letters, researching in directories, libraries); make detailed legible notes in a form which suits the combine information from different sources coherently, include accurate details of sources for acknowledgement, reference and cross-checking; compare and evaluate different texts on the same topic, the relevance, reliability and validity of information used, bearing in mind its source, justification and purpose. 12A.4.2 Interact in group, paired and more formal discussion: actively participate, contributing relevant opinions, examples and suggestions to the discussion; challenge ideas, cross-examine, get the interlocutor to justify their position, use flaws in the interlocutors argument to present a new case where appropriate; show independence by initiating new ideas. 12A.5.5 12A.5.4

CORE STANDARDS Grade 12A standards

Prepare and make to an audience a 15-minute presentation on a topic that interests and informs (current or past events): organise the presentation with a consistent structure; use appropriate language for introducing, developing main ideas, summarising, and concluding; present more than one point of view supported with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; present a clear and distinctive perspective on the subject; draw from and cite sources and consider the validity and reliability of sources; recommend, giving reasons as part of the conclusion; use appropriate visual materials and available technology to enhance presentation; use presentation skills: speak with few hesitations from notes, refer to and exploit visuals effectively, be aware of the audience through eye contact, body language, voice projection; handle anticipated and unexpected questions from the audience and where appropriate maintain a dialogue with them.

EXTENSION STANDARDS Grade 12A standards

Prepare and present to an audience, or discuss in a simulation, a proposal that convinces or persuades: establish and develop a logical and controlled argument; organise the presentation with a consistent structure; include relevant and memorable evidence; use strong, positive language, short utterances for emphasis, and a friendly manner to be convincing; use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; differentiate between evidence and opinion to support position and to address counter-arguments or listener bias.

376 | Qatar English scheme of work | Grade 12A | Unit 12A.10 | Medicine

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10 hours

SUPPORTING STANDARDS including Grade 11A standards

12A.7.7

CORE STANDARDS Grade 12A standards

Respond to a variety of discussion, debate and argument texts which discuss and balance arguments from differing viewpoints: analyse texts in relation to evaluate the text in terms of make notes while reading, and write a short critique (e.g. in the form of a response) drawing on evidence from the text(s); present, justify and defend a short oral evaluation to others using notes made from reading and drawing on the evidence from the text(s).

EXTENSION STANDARDS Grade 12A standards

11A.9.4

Extend writing of persuasive texts in a variety of forms. Argue for or against a particular view on an issue of topical or personal interest: use titles and introductory statements to capture the readers attention and win sympathy for the arguments; articulate a clear position in an introduction; provide supporting arguments (e.g. as points plus elaboration); support points using personal views, anecdotes and evidence as appropriate; conclude by reiterating or summarising; use ICT to organise and present persuasive writing to particular audiences.

12A.9.4

From Grade 11 Advanced extend writing of persuasive texts, in a variety of forms. Argue for or against a particular view on an issue of topical, or personal interest: structure the argument clearly with titles and introductory statements to capture the readers attention, clearly articulated position, supporting arguments and elaboration, conclusions to reiterate or summarise, use appropriate language devices to persuade; acknowledge sources of evidence and views in the text, as footnotes, in a list or short bibliography, as appropriate to the text; use ICT to organise and present persuasive writing to particular audiences use formatting to capture interest and emphasise key messages, structure points and paragraphs, illustrate, compare; experiment with presenting the same argument in different forms or converting one form to another, showing ability to adapt the language and organisation of the text to differing purposes.

377 | Qatar English scheme of work | Grade 12A | Unit 12A.10 | Medicine

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Activities
Objectives
2 hours Medicine through time Students are able to: generate new words and guess the meaning of unknown words from affixes and roots; check pronunciation of words and the part of speech and look at word etymology as part of vocabulary study in order to increase understanding of morphology; make detailed notes from listening; use the notes to write a summary. 3 hours Preventative versus curative medicine Students are able to: give a reasoned and critical opinion of a discussion text in terms of content, style and validity; prepare and present to an audience, or discuss in a simulation, a proposal that convinces or persuades; argue in writing for or against a particular view on an issue of topical, or personal interest.

Unit 12A.10
Possible teaching activities
Students use dictionaries to check meaning and pronunciation of words related to medicine, for example: chiropractor, paramedic, surgeon, paediatrician. Discuss roots of words, spelling and related words. Students complete a gap-fill exercise to practise using the words in context. Students listen to a lecture on the history of medicine and: identify the main and subsidiary points; use notes to organise points into headings, sub-headings, diagrams etc.; select and note relevant detail, using devices such as underlining and boxing to emphasise points and generalisations; draw conclusions. If the lecture is live, students formulate questions and comments to seek clarification and contribute views or comments. In pairs, students use their notes to write a formal summary about one third the length of the original and in written or diagrammatic form, that is sufficiently clear and coherent for others to read unaided by the author. On the board write the saying: Prevention is better than cure. In small groups, students discuss what they think this sentence means. Introduce key vocabulary as necessary. Students read a discussion text about the arguments surrounding the funding of preventative and curative medicine. Students identify the writers opinions and supporting evidence. They work out the meaning of new vocabulary and identify and discuss homophones in the text. Students give a reasoned and critical opinion of the text in terms of content and style, and validity. They comment on the presentation of the arguments and the weighing of evidence and views, and consider the validity of the conclusions drawn in relation to the internal coherence and objectivity of the arguments. They consider the background of the author and take into account bias and point of view. They note the use of language to infer, imply, objectify. In small groups, students express agreement or disagreement with the author, using notes made from reading and drawing on the evidence from the text(s). If students find note-taking very difficult, prepare an outline with headings and some notes already supplied.

Notes

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

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Objectives

Possible teaching activities

Set up a role-play in which the Ministry of Health in a developing country has been allocated 1 million pounds to spend on health. Participants in the role-play discussion must choose between: spending the money on specialist equipment to carry out laser heart surgery which is currently unavailable in the country; a national vaccination programme to protect young children from polio. Divide the class in the same number of groups as there are roles and hand out the role cards: head surgeon or cardiac specialist in a local hospital; a health educator; a parent whose child is urgently in need of heart surgery; a parent whose child is severely handicapped as a result of contracting polio four years ago; Minister of Health who is under pressure from wealthy people in the country to provide better medical facilities in hospitals. Allow students time to prepare their roles in groups. Students then make new groups with one representative of each role and act out the role-play. Individually, students compose a letter to a local newspaper setting out their opinion about the spending of the public money. They present a clearly articulated position, with supporting arguments and elaboration, and a conclusion that reiterates or summarises. They select persuasive language which: addresses the audience directly with statements and rhetorical questions; suggests objectivity; expresses obligation and necessity using modal verbs; connects points logically; expresses certainty.

Notes

School resources

3 hours Drug patents Students are able to: read a variety of discussion, debate and argument texts which balance arguments from differing viewpoints; [continued]

Students read a text about drug patents and the ensuing problems for developing countries which cannot afford to buy effective treatments. Students identify the main arguments and supporting evidence in the text. They identify the opinion of the author, and linguistic and organisational features of the text. Students apply an understanding of word parts, word relationships and context clues to work out the meaning of new words. Students draw on their own knowledge to give a reasoned and critical opinion of the text in terms of content and style, and validity. Revise language for expressing probable and possible events and choices using the full range of present and future tenses as necessary.

This section revises and builds on vocabulary and ideas from unit 11A.11 Inventions and 12A.9 Trade. Many suitable texts (e.g. The problem with patents or Dodgy deals) are available from the Oxfam website at: www.oxfam.org

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Objectives
[continued] give a reasoned and critical opinion of a text in terms of both content and style, and validity; conduct research; prepare and make to an audience a 10-minute presentation on a topic that informs or persuades; speak accurately, using a series of up to 12 clear, connected, simple and complex utterances; speak with few hesitations from notes.

Possible teaching activities

To help students prepare to debate the issue of drug patents, divide the class into 45 groups; each group represents a stakeholder in the issue, for example: a director of a large pharmaceutical company; the Minister of Health from a developing country; an official from the World Trade Organisation; a trade specialist from Oxfam or Fairtrade, etc. Each group researches the position of one of the stakeholders and prepares a presentation to convince or persuade. Develop assessment criteria, including some or all of the following: accurate and appropriate use of grammar, vocabulary and pronunciation, including appropriate stress and intonation; appropriate cohesive devices to link ideas within utterances and organise ideas at discourse level; rich content ideas developed with elaboration and detail, backed by relevant examples and minimised use of redundancy; readily comprehensible content, requiring little interpretation, and where pronunciation enhances communication; speech sustained throughout with few pauses or stumbling; rich use of vocabulary, with a wide range of idiomatic expressions; control of basic language structures with use of advanced language structures (e.g. a variety of complex utterances with subordinate clauses linked with appropriate conjunctions), use of a range of tenses, modals, active and passive voice, gerunds and infinitives; ability to deal with unexpected questions or comments. Allow groups time to research their roles, to make notes and to practise their presentations. Groups take turns to make their presentations. Encourage questions and comments from the audience. If possible, video the presentations for later self-evaluation.

Notes
Assessment should focus on both accuracy and fluency.

School resources

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Objectives
2 hours Extensive reading Students are able to: Read extensively from appropriately levelled texts, in a variety of genres in the text range identified for Grade 12 Advanced.

Possible teaching activities

Students read a book from a range of graded or appropriately levelled readers within the range identified for grade 12A. They may be given time to read their book in class and reading should be set for homework. Set a time in which students should complete a certain number of pages or chapters of the book and an activity that shows their understanding of the book. Activities will depend on the content of the book and can include: writing a book review that summarises and gives an opinion of the story or characters; responding to questions to show understanding of the main ideas; completing a table, graph or other diagram to show understanding of development of plot; language-focus activities (e.g. tense, use of adjectives; sequencing devices, functions); role-playing characters in the book; discussing issues raised in the book; writing a letter or relating an event as if from a character in the book; developing a story map.

Notes

School resources

381 | Qatar English scheme of work | Grade 12A | Unit 12A.10 | Medicine

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Assessment
Possible assessment activities
Listening Students listen to two or more people discussing a topic related to medicine and identify the opinions of speakers and supporting evidence from the text. Students discuss a topic related to medicine, for example, should people who smoke cigarettes be given treatment for cigarette-related illnesses on the national health system. Students read a text related to medicine and respond to true/false statements or multiple-choice questions. Students write a persuasive letter to a drug company or to the World Trade Organisation lobbying for relaxation of drug-patenting rules for developing countries.

Unit 12A.10
Notes
Listening carries approximately 20% of the assessment weighting for this grade. Speaking carries approximately 30% of the assessment weighting for this grade. Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.

School resources

Speaking

Reading

Writing

382 | Qatar English scheme of work | Grade 12A | Unit 12A.10 | Medicine

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