a runny nose
nauseous fatigued a fever the chills
muscle aches and pains
dizzy stuffed up
UNIT 3 T-30
LESSON 1 DESCRIBE HOW YOU FEEL AND ASK FOR ADVICE
• Read the lesson title and the social media message aloud. Ask, What is advice? (recommendations about what you should do) Ask, What do you ask advice for?
Accept any reasonable answers.
• Ask, How is Gina feeling? (not well) Ask, What is wrong with her? (sore throat and headache) Have you ever felt the same way as Gina? Have you ever missed work or school when you were not feeling well?
1 VOCABULARY
• Ask, What do you see in each of the pictures in the poster? Have Ss describe the pictures without using the vocabulary words. For example, The first picture shows a woman who is very tired.
• Ask, What is a symptom? (a sign that you have a disease or illness) Say, These are all symptoms of the flu. Have you ever felt any of these symptoms?
Have you ever had the flu? Ask, What advice does the poster give?
TEACHING TIP Pair Ss to answer the questions.
Have them share answers with other pairs or with the whole class.
EXTENSION Play a game of charades. Put Ss in small groups or play as a whole class. Have Ss demonstrate or act out one of the symptoms. Challenge the other Ss to guess which symptom it is. Include the other symptoms that are not pictured: cough, sore throat, and headache.
• Say, You will hear a list of symptoms that let you know if you have the flu. Remind Ss to listen first, and then listen again and repeat. Play the audio.
EXTENSION Pair Ss. Have them decide which words are symptoms of other illnesses. Remind them that some of the words could be used to describe more than one condition. Say, For example, a runny nose can be a symptom of a cold or an allergy. Let Ss search online if they need help.
• In pairs, have Ss listen to the audio and use the words from 1B to complete the answers. Tell them that each speaker has only one symptom. Check that they understand the meaning of throw up.
• Encourage Ss to give answers based on what they hear. Review answers as a class. Invite volunteers to share their experiences of when they have felt the same way.
TEACHING TIP Keep in mind that some Ss may not want to share personal information about their medical conditions. Allow them to volunteer the information but do not force anyone to participate.
• In pairs, have Ss discuss the question. Encourage them to use the words in 1B in their answers. Give an example: When I feel extremely fatigued, I stay home from work and sleep as much as I can.
• Allow time for Ss to share their answers with another pair.
EXTENSION Give Ss time to search online to find medical advice about treating each of the symptoms.
Or, assign pairs one of the symptoms and then have each pair report what they found back to the rest of the class.
2 GRAMMAR
• Write on the board: Who do you ask for advice when you don’t feel well? Then write: You should ask a doctor for advice when you don’t feel well. Explain that the statement is advice you are giving them for what to do when they don’t feel well.
• Underline the word should. Say, This is a modal verb.
When you give advice, use a modal verb. Ask, What other modal verbs can you use? Let Ss guess. To answer, read the information at the top of the grammar chart. Explain to Ss that direct is more serious or strong while less direct is less forceful.
• Ask Ss to look at the grammar chart. Read the statements from the Giving Advice section aloud.
Ask, What is the difference between using modal verbs and using if I were? (The first is direct, the second is less direct.)
• Ask Ss to look at the Asking for Advice section of the grammar chart. Read the questions aloud.
• Draw attention to the Notes. Point out that ought to is not very common in spoken English and cannot be used with questions. Say, You cannot use had better for questions either.
LANGUAGE NOTE Should and ought to mean the same thing. Ought to is often used to describe actions that are moral obligations or responsibilities rather than to give general advice. Compare:
She ought to take better care of her elderly grandmother.
We should study more modal verbs in this class.
EXTENSION Have Ss write a sentence offering advice about how to learn English. Then have them ask a partner, What do you think I can do to learn more English? Ss can use the sentence they wrote to answer the question.
UNIT 3 T-31
3 PRONUNCIATION
• Direct Ss’ attention to the pronunciation note. Ask, What does it mean to link? (to connect to something else) Say, There are different sounds that link together in English.
• Write the sample sentence on the board. As the audio plays, point to the place where the speaker links the words.
• Review or teach the difference between consonants and vowels. The vowels in English are a, e, i, o, and u.
Tell Ss that it is the sounds and not just the letters that determine when words are linked.
• Read the directions. Play the audio. Have Ss listen, and then listen and repeat.
OPTION Have Ss point to or follow the linking marks when the audio is played.
• Read the instructions aloud. Play the audio. Have Ss listen and complete the exercise individually. Play the audio again if appropriate.
• Put Ss in pairs to compare answers.
• Invite volunteers to write their answers on the board.
Check to make sure everyone has the correct answer.
• Then have Ss listen again, check answers, and repeat.
Correct any mistakes on the board.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Gina and Michael) What is their relationship?
(co-workers) Where are they? (at the office)
• Ask, What is Gina’s job? (She’s a human resources specialist.) Ask the same question about Michael. (He’s a project manager.) Ss can read about Michael on page 4 or watch his video.
• Ask, What do you think is wrong with Gina? What do you think they are talking about?
• Have Ss listen or watch. Ask, Were your predictions correct?
LANGUAGE NOTE To come down with something means to get sick. Tell Ss this is an example of a phrasal verb. Remind Ss that a phrasal verb includes a base verb plus a preposition or adverb and usually means something different than if the words are used separately.
• Tell Ss to listen or watch again, and answer the questions about Gina.
• Play the audio again. Have Ss complete the exercise individually and then compare their answers in pairs.
Replay the audio if appropriate.
• To review, read the questions aloud. Have volunteers give their answers.
OPTION Let Ss review the questions before playing the audio.
EXTENSION Have Ss diagnose Gina’s condition. Let them search online to see if there are other possible conditions she might have other than the flu. Then have them discuss whether they agree or disagree with Michael’s advice.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
Replay the audio if appropriate.
• Review answers as a class.
• In pairs, have Ss practice the conversation. Monitor.
Listen for the correct linking as Ss practice. Have Ss swap roles and practice again.
• Direct Ss’ attention to the Discuss sidebar. Read the questions aloud. In small groups, have Ss share what they think of Michael, with reasons.
5 TRY IT YOURSELF
• Tell Ss to imagine they are sick. Alternatively, tell them to think about a time they were sick. Have them take notes about their symptoms.
• Ask, Have you ever talked to a friend or co-worker about feeling sick? Have Ss role-play talking as co-workers using their notes to help. For lower-level Ss, let them write a script rather than just role-playing. Remind them to use the conversation in 4C as a model.
• Monitor. Provide help with vocabulary as necessary.
• Ask each pair to share their partner’s symptoms and the advice they gave. Have Ss ask, Do you think I gave good advice? Give Ss time to share other advice.
• Make a list of advice on the board for each condition Ss discuss.
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 symptoms
✓ giving and asking for advice
✓ linking consonant sounds at the end of words to vowel sounds at the beginning of words
EXIT TICKET Ask, What kind of advice would you give me about our class? Give Ss a few minutes to write down their ideas. Then ask them to stand up and take turns reporting their ideas to a partner or small group. As Ss discuss, listen and take notes on areas for review.
3 PRONUNCIATION
03-03 Read and listen to the pronunciation note.
03-04 Listen. Notice the linking between final consonants and beginning vowels.
Then listen and repeat.
1. You’d better take it easy for a few days.
2. I’d stay home if I were you.
3. Elena’s back aches and she feels a bit nauseous.
4. If I were you, I’d make an appointment with an eye doctor.
03-05 Listen. Underline the linking between final consonants and beginning vowels.
Then listen again and repeat.
1. Michael looks a little under the weather.
2. When Ana woke up, she had a sore throat and felt exhausted.
3. Ask Elena to pick Alex up as soon as she can.
4. Forget about going out tonight. You have a bad cough.
4 CONVERSATION
03-06 Listen or watch. What are Michael and Gina talking about?
03-07 Listen or watch again. Answer the questions.
1. Why hasn’t Gina seen a doctor yet?
2. Why does Michael think Gina should see a doctor?
3. How is Gina going to get home?
4. Why is Gina concerned at the end of the conversation?
03-08 FOCUS ON LANGUAGE Listen or watch. Complete the conversation.
Michael: Hey, Gina. How’s it going? Oh, are you all right?
Gina: Not really. For a second there, I felt a little .
Michael: Uh-oh. Maybe take it easy for a few minutes. Is there anything I can get you? Water?
Gina: No, that’s OK. I think I’m just coming down with something. This morning, I had a sore throat and a headache, and now, I’m feeling weak and a bit .
Link consonant and vowel sounds
Link a word that ends in a consonant sound to a word that begins with a vowel sound:
I feel a bit nauseous.
Final consonants linked to vowels are easier to hear.
5 TRY IT YOURSELF
THINK Imagine that you’re sick. Take notes about your symptoms.
ROLE PLAY Student A: You notice that your co-worker looks sick. Ask what’s wrong and give advice. Student B: Respond. Use the conversation in 4C as an example.
EVALUATE Tell the class about your partner’s symptoms and the advice you gave.
Do your classmates think you gave good advice?
Does Michael seem like a good co-worker?
Why or why not?
31 UNIT 3 I CAN DESCRIBE HOW I FEEL AND ASK FOR ADVICE.
Answers may vary. Possible answer: Michael and Gina are talking about Gina’s health.
Gina hasn’t seen a doctor yet because she doesn’t feel that bad.
Michael says Gina should see a doctor if she feels worse because the flu is serious this year.
Gina’s sister is giving her a ride home.
dizzy you’d better
nauseous
Gina is concerned at the end of the conversation because she has a lot of work to do and can’t afford to get sick.
1 VOCABULARY Injuries and treatments
03-09 Listen. Then listen and repeat.
PAIRS Which of these injuries have you or someone you know had? How did you or someone you know treat them? Use words from 1A.
2 GRAMMAR Reporting advice: Review and expand
Common verbs for reporting advice include say, tell, recommend, and suggest.
Say and tell can be followed by an infi nitive.
Subject Verb Object (Not) Infi nitive
The doctor said
(not) to take medicine.
told me to go to work.
Say and tell can also be followed by a that clause.
Subject 1 Verb Object (That) Subject 2
The doctor said
(that) I shouldn’t go to work.
told me
Note: Do not use an object after said, but always use an object after told.
Suggest and recommend can be followed by a that clause.
Subject 1 Verb (That) Subject 2 Base form of the verb
The doctor suggested (that) I take some medicine.
Note: With suggest and recommend, use the base form of the verb in the that clause for all subjects:
The doctor suggested/recommended that he/she (not) take the medicine.
Suggest and recommend can also be followed by a gerund.
Subject Verb (Not) Gerund
The doctor recommended (not) going to work.
>>FOR PRACTICE, GO TO PAGE 132
Injuries Treatments
pull a muscle
dislocate a shoulder
sprain an ankle
fracture an arm
put ice on it
wear a cast
apply compression to it
wear a sling
elevate it
wear a brace
rest it
use crutches
LESSON
32 UNIT 3
2
GINA CLARK
@GinaC
You won’t believe this.
Now I’m at the hospital with my sister. What a day!