| Screen 1
This screen sets out the objectives for the activity. These are to learn:
how vaccination can prevent a deadly disease;
how a famous scientist used evidence to draw conclusions;
the language to talk about scientific evidence;
verbs and prepositions.
Screen 2
Screen 2 presents an account of the discovery of the first vaccine by Edward Jenner.
With the help of pupils, read the article aloud, pausing to discuss any difficult vocabulary or sentences.
Ask questions to check pupils' comprehension, e.g. "Why was it dangerous for Dr Jenner to inject James Phipps with the smallpox virus?"
Screen 3, 4 and 5   
Screens 3–5 present three important ideas that Jenner
had about smallpox and cowpox, together with a set of statements
on cards. Show Screen 2 and ask a pupil to read out the
idea and the first card in the pile. Does the statement
on the card provide evidence to support this idea? If so,
is the evidence strong or weak? Discuss with the class whether
we should accept this as evidence, and where to place it
in the evidence box. If a statement doesn't directly support
the idea — and most do not — discard or delete
it. Repeat for the other five statements on Screen 2 and
for the ideas on Screens 3 and 4.
Screen 6
Screen 6 presents a set of steps for an experiment in vaccination.
The pupils must identify the six steps of Jenner's famous
experiment on the boy James Phipps and put them in the right
order. Not all the cards are used. Ask the pupils whether
the first card shows a step in Jenner's experiment and to
suggest where it should go, if anywhere. To place a card
in the sequence, drag it alongside that number on the screen.
Discuss each decision. "Why was this step necessary?" This
activity is suitable for small groups, to make the most
of discussion and participation. Pupils who do not have
access to the screen could copy the sentences into their
books, or cut them out of paper — drag apart the stack
of cards and print the screen to make photocopies.
Screen 7
This screen has a mindmap key visual onto which pupils can
map the different meanings of 'catch'. The text at the beginning
of this activity has several references to 'catch smallpox',
'catch cowpox'. This is another example of a metaphorical
use of a fairly common verb. Encourage pupils to use a dictionary
to find more meanings and to look for synonyms for each
different use: for 'catch a disease'. For example, there
is the more formal 'contract a disease' and then 'contract'
has several meanings. This gives an additional opportunity
to explore noun/verb homonyms which demonstrate a shift
of stress: contract/contract.
Screen 8
This screen explores the complex area of prepositional verbs.
Use it in combination, first with the text at the beginning
of the activity (use Split Screen Mode Mode to allow you
to look at screens 8 and 2 at the same time) and then with
a dictionary. The screen offers an opportunity to increase
pupils' awareness of this very common phenomenon in English
and to provide them with the tools and a technique for increasing
their ability to develop their language use.
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