UNIT 3 T-32
LESSON 2 DESCRIBE INJURIES AND REPORT ADVICE
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title. Ask, What is an injury? (being hurt in some way) To check comprehension, ask, What are some types of injuries? Accept any reasonable answer.
Possible answers include bruise, cut, scratch, broken bone, sprain, fracture.
• Read the social media message aloud. Ask, Have you ever been to the hospital for yourself or with someone else? Ask Ss who they were with or who was with them and why they were there.
1 VOCABULARY
• Draw attention to the pictures for injuries and treatments. Take a class poll to see how many Ss have had each injury. For each picture say, Raise your hand if you have ever [pulled a muscle]. Write the totals on the board.
• Call on volunteers to say how they got their injuries.
Give an example for yourself: I sprained my ankle one time when I was playing baseball with my friends.
• Tell Ss to listen to the pronunciation of the vocabulary items in 1A. Play the audio, and pause after the injuries are given. Explain that the rest of the audio is for treatments for those injuries. Play the rest of the audio.
• Replay the audio. This time, remind Ss to listen and repeat.
• To review, have Ss close their books. Pair Ss. Project the images one at a time on the screen and ask the pairs to say which injury or treatment is pictured.
• Ask Ss to discuss the questions with a partner. Remind them to use the words from 1A. Give an example:
I pulled a muscle moving a chair. I put ice on it and rested it.
• Circulate to help Ss as necessary.
OPTION Have Ss work in larger groups to get more ideas.
EXTENSION Ask Ss to name other injuries that could be treated with each treatment. Also have them name other injuries and then suggest treatments for those.
LANGUAGE NOTE There are many types of doctors.
Ss might be interested in learning what types of doctors treat different injuries or conditions.
Suggested vocabulary includes:
dermatologist: skin ophthalmologist: eyes
neurologist: brain, spine, or nerves podiatrist: feet
orthopedist: bones
CULTURE NOTE The education path to becoming a doctor depends on the type of medicine the student wants to practice and varies by country.
2 GRAMMAR
• Ask Ss to close their books. To introduce the grammar, ask, What is an infinitive? (the base form of the verb usually preceded by to) Give an example such as to take, to go, to rest.
• Say, There are four common verbs for reporting advice.
Write on the board: say, tell, recommend, suggest.
Ask, Which of these can be followed by an infinitive?
To help, write: The doctor said to rest. The doctor recommended to rest. Ask, Which of these sentences is correct? (the first one) Have Ss open their books and look at the grammar chart. Present the first part of the grammar chart. Explain that not all the verbs can be followed by an infinitive.
• Read the explanation and example statements aloud.
Point out that say and tell can also be followed by a that clause. Read the example statements in the chart.
• Ask, Why are the words not and that in parentheses?
(The word not is only used when forming a negative sentence. The word that is optional.)
• Draw attention to the Note. Make sure Ss understand that the second sentence has an object while the first does not.
TEACHING TIP Review what an object is (the thing in the sentence that is receiving the action).
• Say, Now let’s study the other two verbs—suggest and recommend. Have Ss follow along in the grammar chart. Say, These two verbs can also be followed by a that clause.
• Read the explanation and example statements aloud.
Give an example using recommend since this is not included in the chart: The doctor recommended that I take some medicine.
• Say, These two verbs can also be followed by a gerund phrase. Ask, What is a gerund? (the -ing form of the verb that functions as a noun)
EXTENSION Have higher-level Ss write four
sentences, one for each section of the grammar chart.
Have lower-level Ss write two sentences, one using say or tell and one using suggest or recommend. Ask volunteers to write their sentences on the board.
UNIT 3 T-33
3 CONVERSATION SKILL
• Read the conversation skill aloud. Model the correct pronunciation and intonation of the example phrases.
Have Ss repeat.
• Direct Ss’ attention to 3A. Tell them, Pay attention to the responses Speaker B gives. Play the audio.
• In pairs, have Ss practice the conversations. Time permitting, have them swap roles and practice again.
EXTENSION Arrange Ss in same-level pairs. Tell them to write two more lines for each conversation.
Higher-level Ss can make longer conversations or change the details in the conversations. Have volunteers role-play their conversations in front of the class.
4 CONVERSATION
• Have Ss look at the video still. Ask, Do you remember who these people are from Lesson 2? (Michael and Gina) What are they doing? (talking on the phone) Where are they? (Michael is in the office, and Gina is in a waiting room at the hospital.)
• Give Ss time to preview the question. Ask, Why do you think Gina is calling Michael?
• Play the audio. Ask, Were your predictions correct?
• Draw attention to the questions.
• Have Ss listen or watch again and complete the exercise. Review answers.
EXTENSION Ask additional comprehension questions about the audio.
1. Who is injured? (Rachel, Gina’s sister)
2. How was she injured? (She fell on the stairs of Gina’s house and hurt her ankle.)
3. What did the doctor recommend? (resting the ankle, keeping it elevated, putting ice on it) 4. How will Rachel get around for a week? (by
using crutches)
5. What did Gina do to feel better? (took some flu medicine)
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
• Go over the answers. Have Ss practice the conversation in pairs.
• Read the questions in the Discuss sidebar aloud.
Have Ss discuss in small groups. Remind them to give reasons to explain their answers.
• Take a class survey to see if Ss agree with the advice that has been given. Ask, Would you add anything else to the advice?
5 TRY IT YOURSELF
• Draw a copy of the chart on the board. Model note- taking as you complete each item using an example from someone you know. For example:
Who was injured? my father What was the injury? a sprained ankle How did the injury
happen?
He slipped while running.
What did the doctor say?
The doctor said he needed to rest, and shouldn’t go jogging for two weeks.
• Tell Ss to take their own notes on any person or any injury they want. Circulate to help. For lower-level Ss, pair them with someone who has selected the same injury and let them complete the activity together.
• In pairs, have Ss take turns telling each other about the injury, reacting to the bad news, and asking about the doctor’s advice.
• Remind Ss to use the conversation in 4C as a model.
• Allow time for Ss to report back to the class. Tell them to include the injury and the advice their partners shared with them.
EXTENSION Extend the discussion by putting Ss in small groups to discuss other advice they can offer for the injury.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to talk about injuries and treatments
✓ reporting advice
✓ responding to bad news
EXIT TICKET Have Ss write the name of an injury on an index card and collect the cards. For higher- level Ss, tell them the injury does not need to be included in the book. For each card, read the injury aloud and have Ss give advice. Encourage them to mention other treatments they can think of and not restrict themselves to only the ones included in the book. As they give answers, listen to make sure the pronunciation and intonation is correct.
5 TRY IT YOURSELF
THINK What injury have you or someone you know had that resulted in a visit to the doctor? Complete the chart.
Who was injured?
What was the injury?
How did the injury happen?
What did the doctor say?
ROLE PLAY Student A: Tell your partner about the injury. Student B: Respond to the bad news and ask about the doctor’s advice. Use the conversation in 4C as an example.
REPORT Tell the class about the injury and advice your partner talked about.
3 CONVERSATION SKILL
03-10 Read the conversation skill.
Listen. Notice that Speaker B responds to bad news by showing concern and asking a question.
1. A: John was just taken to the hospital.
B: Oh, no. What happened?
2. A: There was a big accident today.
B: That’s terrible. Did anyone get hurt?
PAIRS Practice the conversations.
4 CONVERSATION
03-11 Listen or watch. Why does Gina call Michael?
03-12 Listen or watch again. Answer the questions.
1. What injury did Michael have a couple of years ago?
2. What was the treatment for Michael’s injury?
3. How is Gina feeling now?
4. Is Gina going to go to work tomorrow? Why or why not?
03-13 FOCUS ON LANGUAGE Listen or watch. Complete the conversation.
Michael: What happened to your sister?
Gina: She fell on the stairs going up to my house and hurt her ankle. It looked really bad, so I brought her to the hospital right away.
Michael: ! Has she seen a doctor yet?
Gina: Yeah, she had X-rays, and the doctor told her it’s just . It’s not fractured or broken.
Michael: That’s good.
Gina: He just that she needs to stay off it as much as possible.
Respond to bad news
Respond to bad news by showing concern and asking for more information.
Showing concern Asking for more information
Oh, no. What happened?
That’s terrible. Is everyone OK?
I’m sorry to hear that. What did the doctor say?
Uh-oh. Did anyone get hurt?
What can Gina do to help her sister right now and tomorrow?
33 UNIT 3 I CAN DESCRIBE INJURIES AND REPORT ADVICE.
Answers may vary. Possible answer: Gina calls Michael to tell him that she is at the hospital with her sister, who hurt her ankle.
Michael fractured his ankle.
That’s terrible
sprained
said
Michael had to wear a cast for nearly two months.
Gina is feeling a little better.
Gina isn’t going to work tomorrow. She wants to make sure she feels better and be around in case her sister needs anything.
1 BEFORE YOU LISTEN
What do you know about microbes, such as viruses and bacteria?
03-14 VOCABULARY Listen. Then listen and repeat.
a microbe: an extremely small living creature that cannot be seen without a microscope a cell: the smallest part of a living thing
existence: being present or real
an antiseptic: a chemical substance that prevents a wound from becoming infected a vaccine: a medicine that stops you from getting a disease
the gut: the tube in your body through which food passes
digest: to change food in the stomach to a form your body can use
an immune system: the system by which your body protects itself from disease bloodstream: blood as it fl ows around the body
sterile: completely clean and not containing any bacteria Complete the sentences with words from 1B.
1. Donuts are not good for you because it takes a long time to them.
2. The operating room in the hospital needs to be completely . 3. Your body is made of millions of .
4. Every year, many people get a(n) to prevent the fl u.
5. We used a microscope to look at the living in pond water.
6. I never get sick. I think I have a strong .
7. You should put some on that wound so it doesn’t get infected.
8. They use a needle to put medicine directly into your .
9. We didn’t know about the of microbes until we built microscopes.
10. Eating good food is important for the health of your .
2 GRAMMAR Not only…but also
We use not only…but also to emphasize that two things are true. The same grammatical form should follow each phrase.
Noun Noun
Our bodies contain not only viruses but also bacteria.
Prepositional phrase Prepositional phrase Microbes interact not only with our human cells but also with each other.
Adjective Adjective
They are not only helpful but also necessary.
Notes
• We sometimes leave out also: They are not only helpful but necessary.
• We don’t use a comma to separate not only and but also unless they connect two independent clauses.
>>FOR PRACTICE, GO TO PAGE 133
LESSON
34 UNIT 3