UNIT 6 - Pearsonlongman

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UNIT 6OverviewTOPICSGRAMMAR Home remedies Imperatives: affirmative andnegative Doctor’s appointments Health advice Verbs followed by infinitives Preventive and alternative medicine Healthy living NutritionCOMMUNICATION GOALSListening and Speaking Talking about health problems andremedies Making suggestions Making a doctor’s appointment Reading about alternative medicine Writing a short report Giving advice Reading and answering lettersasking for advice Discussing a healthy diet Writing about an illness or accident Talking about preferences, likes,and dislikes in food Listening to advice about a healthydiet6iReading and Writing Taking notesUNIT 6

SKILL STANDARDSWORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*FundamentalsBasic SkillsReading, writing, listening, speakingThinking SkillsDecision makingProblem solvingReasoningPersonal rmationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates informationInterpersonalParticipates as a member of a teamGENERAL COMPETENCIES / CASAS*0Basic Communication0.1. 2 Identify or use appropriate language forinformational purposes1Consumer Economics1.2. 1 Interpret advertisements, labels, charts,and price tags in selecting goods andservices3Health3.1. 1 Describe symptoms of illness, includingidentifying parts of the body; interpretdoctor’s directions3.1. 2 Identify information necessary to make orkeep medical and dental appointments3.1. 3 Identify and utilize appropriate health careservices and facilities, including interacting with providers3.5. 2 Select a balanced diet3.5. 8 Identify practices that promote mentalwell-being3.5. 9 Identify practices that promote physicalwell-beingTechnologyApplies technology to task* See Introduction, page viii, for additional information on SCANS and CASAS.UNIT 66ii

Lesson1WARM UP Introduce the unit by asking volunteers to readthe lesson goals aloud. Ask if any students havehad a health problem recently. If so, how didthey treat it? By themselves or through adoctor? As a class, brainstorm the various optionsstudents have if they need medical treatment.Write the ideas on the board. Ask where thestudents can go in your area for health care.Elicit the differences between these facilities,both in terms of cost and the care offered. If your school has a student health center,nurse, or insurance plan, find out what thestudents know about these resources. Write theinformation on the board. Add other information you think they should know. If possible,support the discussion with brochures or information from your school’s health center andfrom other health-care resources.PRESENTATIONDon’t try to talk with that sore throat. Set the stage. Instruct the students to cover theconversation and look at the picture. Ask whereLynn, Tony, Oscar, and Yon Mi went in Unit 5(the Winter Festival). Ask the class to describethe scene and predict what might be wrongwith each person. List the suggestions on theboard. Personalize the situation. Referring to thepredictions, ask if your students have ever hadany of these problems, and if so, what they didto get better. Make a second list on the boardwith each remedy next to its problem. Focus on selected items. To introduce the newvocabulary, write the heading Ailment abovethe first list (the guesses about the friends’problems), and elicit the meaning (illness orphysical problem). Write Remedy/Cure above thelist of remedies, and elicit the meaning (something you do or take to feel better). Tell the classthat they will discuss different remedies forvarious ailments. Set the listening task. On the board write: Whatis wrong with each of the friends? What remedy dothe other friends suggest? Ask which charactersare in this dialog. Write their names on theboard. Tell the class that they will listen to theT61UNIT 6cassette twice. During the first listening, theyshould write down the friends’ ailments.During the second listening, they can take noteson the remedies. Check the listening task. Ask for volunteers toread their answers aloud. Write their responseson the board. Play the cassette again so thatstudents can read along and check theiranswers. If necessary, provide meanings forunfamiliar vocabulary. Ask the class why Tonysaid Do you want to cook me or cure me? (It’s ajoke, based on Yon Mi’s suggestion that he usebaking soda.) Engage the students in pair work. Ask thestudents what a home remedy is (a cure or remedythat uses simple things found at home). In pairs,the students exchange information about homeremedies they have used and whether theywere effective. Circulate and monitor progress. On the board,pairs write down the home remedies they haveused and what ailments they were for. As aclass, look for remedies that are used for severaldifferent ailments and for all the remedies thatcan be used for one ailment.

UNIT 6Lesson1In this lessonlesson,, youyou willwill learnlearn toto asktellhealththe time.talkandaboutproblems andask for andgiveainformationonmakedoctor’s appointment.remedies.transportationandtravel. give advice. make suggestions.Don’t try to talk with that sore throat.Lynn, Tony, Oscar, and Yon Mi are at the local clinic. They all returned sick from thefestival. Look at the picture. Then listen as you read the conversation.Lynn: I hope we don’t have to wait too long. Ireally feel sick. Tony, don’t scratch!Doctor: What seems to be the matter?Tony: I can’t help it. My leg itches.Doctor: Are you nauseated?Oscar: You have poison oak. Put butter on it.Lynn: Yes, very. And I’m thirsty, too.Lynn: It’s probably only ant bites. Rub a rawpotato on your skin.Doctor: Uh-oh. . . Did you eat ahamburger at the Festival?Tony: Yon Mi, don’t try to talk with that sorethroat. Write it down here.Lynn: How did you know?Yon Mi: (writing) I think you have ant bites. Mixbaking soda and water and put it on your skin.Lynn: I have chills and a headache.Doctor: Because I’ve already seen half-adozen patients with the same symptoms. You have food poisoning, and Iknow what probably caused it.Tony: What’s this? Do you want to cook me orcure me?Lynn: The hamburger?Nurse: Lynn, the doctor will see you now. Therest of you can fill these out.Doctor: Right. Drink a lot of water and getsome rest. Call me tomorrow.Have you ever tried a home remedy to cure a simple ailment? What did you use? Did itwork? Tell your partner about this home remedy.UNIT 661#

1What do you do to stay healthy?Discuss the following questions.1.Have you ever had any of the illnessesmentioned in the conversation? Which one(s)?3.What do you do to stay healthy?2.When was the last time you were sick?What did you or your family do?4.What do you do when you get sick?Report your partner’s answers to the class.2Word Bag: Ailments and TreatmentsDecide which treatments or remedies are good for each of these ailments or injuries.Example:You should cover a cut with a Band-Aid.Ailment/InjuryTreatment/Remedy1.cut f2.headachea.heating padb.ointment3.rash4.sprained anklec.aspirind.ice pack5.backache6.broken bonee.castf.Band-AidReport your decisions to the class.62UNIT 6

EXERCISES1 Listening SpeakingWhat do you do to stay healthy? Pair. Read the questions aloud as a class. Inpairs, the students discuss the questions andtake notes on the answers. In the class discussion following the pair work, focus on the third2and fourth questions. Write the students’responses on the board. These questionsgenerate material for activities to come in theunit. Listening Speaking WritingWord Bag: Ailments and Treatments As a class, read the names of each ailment orinjury and each treatment or remedy, elicitingdefinitions from the class. Encourage thestudents not to use their dictionaries for thisactivity. Ask for a volunteer to read the instructions for the activity, and another volunteer toread the example statement of advice. Point out that the statement uses a specific verb(cover), and encourage the students to think ofspecific verbs that might go with each treatment. As a model, ask what you do with aspirin(you take, or swallow, aspirin). Note that manyverbs can be used correctly in this activity. Thepoint is to encourage the students to includeverbs other than use, which, although correct, isnot very specific. This is an opportunity toteach which verbs are commonly used whendiscussing these treatments. Group. Divide the students into groups of threeor four. Tell them to decide which treatment isbest for each ailment or injury. Each treatmentshould be used only once as an answer. Instructthe students to then write advice statementsfollowing the example. Ask the groups to write their advice statementson the board. You can ask each group to writejust one statement or all of their statements onthe board. As a class, first compare the contentof the statements, and compare any differentanswers. Then, focus on the verb choices andgrammatical accuracy of each statement. Assistwith verb choice if necessary.Answers1. f4. d2. c5. a3. b6. eAdditional Activity See Unit 6 Appendix.UNIT 6T62

3I need to see a doctor. Write the names of the specialists on the boardand pronounce them with the class. Ask thestudents which syllable is stressed in each wordand mark it on the board. Instruct the studentsto mark the stressed syllables in their books.Elicit what kind of health problems eachspecialist treats (cardiologist/heart problems) andwrite that information on the board. Pronouncethe doctors’ names with the class. Check for comprehension and pronunciation byasking questions based on the information inthe chart: What is the name of the doctor who workswith children? What kind of doctor is Dr. Cohen? Ask a volunteer to read the Did you knowthat . . . ? paragraph. Ask the students aboutother ways that people can get health insuranceor help to pay medical expenses. Pair. In pairs, the students take turns playingthe parts of a patient and the receptionist at adoctor’s clinic. Tell the “patient” to call theclinic and describe his or her problem. Instructthe “receptionist” to then decide which doctorthe patient should see, and then schedule anappointment. Each time a pair finishes theconversation, the partners should discusswhether or not the receptionist chose the correctdoctor for the patient’s problem. Expansion: Distribute index cards to thestudents. Each student writes on his or her carda description of a health problem similar tothose in the activity, making sure that theproblem can be helped by one of the specialistsT63UNIT 6 Listening Speaking Readinglisted in the chart. Collect the cards and redistribute randomly to the students. Give them amoment to read their cards, and clarify anyquestions they may have about the ailment ontheir card. Taking turns as both receptionist andpatient, pairs of students come to the front ofthe class and perform brief, impromptu roleplays similar to those in the activity. Thestudents should not read the dialog from theirbooks, but should improvise their role-plays. Draw the class’s attention to the groups ofwords in boldface in the dialog. Ask thestudents to read them aloud while you writethem on the board. Elicit how the structure ofthe phrases need to see, want to see, and would liketo make are similar (each has a verb that is followedby an infinitive). To emphasize the structure,underline the verb need and write V below it.Underline the infinitive to see and write infinitive below it. Repeat with the other two phrases.Tell the students that many verbs are followedby infinitives. The three in this dialog are need,want, and like. In the next activity, the studentswill learn to use infinitives with other verbs aswell.Grammar note: Although the focus of these activities is on verbs followed by infinitives, some ofthese verbs can also be followed by gerunds. Donot tell the students that these verbs can only befollowed by infinitives, as they may laterencounter them being followed by gerunds.

3I need to see a doctor.Below is the list of specialists and their available days and times at a local clinic.Did you know that . . . ?In the United States, manycompanies provide medicalinsurance coverage for theiremployees. Patients shouldalways have their medicalinsurance cards when theyvisit a doctor.Choose from the list of problems below.1.Your baby has a fever and isn’t eating.5.You have a rash, and your skin is itchy.2.You get headaches when you watch TV.6.3.You get out of breath when you walkup a flight of stairs.Your hands get numb when you work atthe computer.7.You sneeze a lot around cats.8.Your sister is pregnant.4.You need a medical check-up to renewyour insurance.Your partner is a receptionist at a doctor’s clinic. Call the clinic to make an appointment, andtell your partner what your problem is. He or she will tell you which doctor you need to see.Switch roles.A:B:A:B:Community Clinic. Can I help you?Yes. I need to see a doctor.What’s the matter?Well, I sneeze a lot and my eyes water.A: Oh, then you want to see an allergist.Dr. Brown can see you on Monday at 11:00 A.M.Would you like to make an appointment?B: Yes, please.UNIT 663

4He agreed to go to the doctor.Complete the paragraph with infinitives from the list.He agreed to stop smoking.to followto giveto goMy friend Mark agreedofferedto help1I offered to help him.to seeto smoketo stopsmoking. He hatedit up, but I2him. I recommended a specialist, but Mark preferred34his general practitioner. The doctor told Mark to eat candy every time he wantedMark decided6the doctor’s advice. It seemedanother problem. Now Mark needs87to work5, but it causedto the dentist!Has a doctor ever given you advice? What was the advice? Did you follow it? If so, what didyou do? If not, what did you decide to do instead? Write a paragraph in your notebook.5Dear Doctor . . .Read the letters below. Decide together what advice you can give each writer. Writetwo pieces of advice below each letter.Read your advice to the class.64UNIT 6.

4He agreed to go to the doctor. Individually, the students complete the paragraph using the given infinitives. Each infinitive should be used only once. Then, let thestudents compare their answers. Ask volunteersto write each sentence of the paragraph on theboard, underlining the infinitives. Check as aclass.Answers1. to stop5. to smoke2. to give6. to follow3. to help7. to work4. to see8. to go On the board, write: Verbs that take infinitives.Also write the verbs in the paragraph that takeinfinitives, listing them in their past tense forms(agreed, hated, offered, preferred, wanted, decided,seemed, needed). Elicit the simple (base) forms ofthe verbs and write them on the board. As a5Dear Doctor . . . Read the instructions aloud. Ask for volunteersto read the letters aloud. Elicit the modals thatwe use to give advice or make suggestions:could, might, should, must, have to. Write all thestudents’ suggestions on the board. For eachmodal, ask if it is a strong or weak suggestion.(Strong: should/shouldn’t, must/mustn’t, have to.Weak: could, might.) Mark the modals with S orW accordingly. Model the activity and reviewthe pattern for using modals by asking thestudents for one piece of advice for each letter.Write their advice on the board. As a class,check for grammatical accuracy. Reading Writing Speakingclass, think of a new sentence for each verb. Forexample, My brother agreed to give me his baseball. To provide the students with a helpful structurefor the writing task, ask them to look in theparagraph for one more verb followed by aninfinitive (The doctor told Mark to eat candy . . . ).Elicit how this verb follows a different patternthan the others (it requires an object between theverb and the infinitive). Write tell object infinitive on the board. Ask the class to think of andwrite down additional sentences using the verbtell or told with an infinitive. Have severalstudents read their sentences aloud. Read the writing assignment aloud. Either forclass or for homework, instruct the students towrite a paragraph in their notebooks abouttheir experiences with a doctor’s advice. Elicitwhich tense the students will use most (simplepast). To recap, the students can read their paragraphs aloud, either in small groups or as aclass. Speaking Reading Writingin that conversation give advice (using thesimple [base] form of the verb). Ask the students toread a few examples from the dialog. Writethem on the board. Explain that when we giveadvice or suggestions using the simple (base)form of the verb, it is called an imperative. Writeimperative on the board next to the examples. Group. In groups, the students write two piecesof advice for each of the letter writers. Recap byhaving each group read its advice to the firstwriter. Alternatively, the groups can write theiranswers on the board. Repeat for the other twoletters. Direct the students to look back at the dialog atthe beginning of the unit, and ask how peopleUNIT 6T64

Lesson2WARM UP Ask the students to list what they ate in the lasttwenty-four hours. Stimulate their memories byasking what they ate after class, for dinner, foran evening snack, or for breakfast. Remindthem to list all beverages, including calorie-freebeverages such as diet soft drinks and blackcoffee or tea.that the word diet can mean eating less to loseweight, but it can also mean what a person usuallyeats. Each group reports its findings andexplains why that particular student is thehealthiest eater. Take notes on the board aboutwhat the class believes a healthy diet should orshould not include. In groups, the students compare their resultsand decide whose diet is the healthiest. ClarifyPRESENTATIONA Healthy Diet Set the stage. Instruct the students to lookbriefly at the quiz on page 65. Tell them that bytaking this quiz, they will learn about some ofthe foods that make up a healthy diet. Personalize the situation. Ask if any studentshave ever received information about goodeating habits from their doctors. Ask whatadvice they were given, and write it on theboard. Find out if others think this was goodadvice, and why or why not. Focus on selected items. Orient the class to theformat of the quiz by having a volunteer readthe question in box 1. Ask the students to votefor one of the answers. Model the process of theactivity by then asking one student representing each opinion to read the information inthe box that their answer directed them to. Check the reading task. As the students takethe quiz, they should feel free to ask aboutvocabulary. Write any unknown words on theboard and try to elicit the meaning from theclass. Set the reading task. Write the headings Healthfacts I know and Health facts I learned on theT65UNIT 6board, instructing the students to copy theminto their notebooks. Tell the students to writeeach fact in the quiz in one of the two columns.Model by directing the students to write thefirst fact (a pulse rate of 52 is no reason to worry)in one of the two columns based on theirprevious knowledge. Circulate and make surethat the students complete their charts of whatthey know and what they learned abouthealthy eating habits. Engage the students in pair work. In pairs, thestudents decide what makes a healthy diet.They should use the information they learnedfrom the quiz and their own backgroundknowledge. Instruct each pair to summarizetheir discussion by writing a few advice statements about how to eat a healthy diet. Circulate and monitor progress. As thestudents complete their advice statements, tellthem to write their statements on the board. Asa class, compare the results and choose three orfour suggestions that the class thinks are themost important. Mark these with asterisks andask the class to explain why these suggestionsare so important.

2LessonIn this lesson, you will discuss a healthy diet. talk about preferences, likes,and dislikes in food. plan a balanced meal. listen to advice and take

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