My feet ache. My ankles are swollen.
My back is sore. My knee hurts.
I feel exhausted. I’m having trouble swallowing.
I have a stiff neck.
I pulled a muscle.
I sprained my wrist.
I broke my thumb.
UNIT 5 T-56
LESSON 2 DESCRIBE SYMPTOMS AND INJURIES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Write symptoms and injuries on the board. Ask, What is a symptom?
(something that shows you may have a physical problem) What is an injury? (damage to the body) Elicit definitions and examples. Write Ss’ ideas on the board.
• Read the social media message aloud. Ask Ss, Do you think running is good for you? Why do you think Ahmet says that sometimes it’s not? Elicit Ss’ ideas.
1 VOCABULARY
• Have Ss scan the pictures and captions. In pairs, tell them to share which words they know and circle any they are unfamiliar with.
• Tell Ss to listen to statements about symptoms and injuries, and then listen again and repeat. Play the audio. Review any tricky pronunciations with the class.
• Have Ss complete the exercise individually and then compare their answers in pairs.
• Copy the chart on the board. Invite volunteers to add their ideas to the chart. Review answers as a class.
• Clarify the meaning of the vocabulary before moving on.
1. ache (v): have continuous pain that is unpleasant, but not strong
2. pull (v): injure a muscle by stretching it too much 3. swollen (adj): when an area of your body is larger
than normal
4. sore (adj): painful and uncomfortable
5. sprain (v): injure a joint (such as a knee, ankle, or wrist) by twisting it in a sudden and painful way 6. hurt (v): feel pain
7. exhausted (adj): extremely tired and without energy 8. break (v): cause a bone to separate into two or
more pieces
9. trouble (adj): when a health problem affects a part of your body
10. stiff (adj): painful to move or use
LANGUAGE NOTE English has a high number of silent letters, that is, letters that are not pronounced.
In 1A, the following words have silent letters: ache (silent -h and -e), muscle (silent -c), wrist (silent -w), knee (silent -k), and thumb (silent -b).
EXTENSION In pairs, have Ss play charades to review word meaning and usage.
• Read the instructions and question aloud.
• Write the example on the board. Underline the verb (wouldn’t go) and the time expressions (after a long walk). Ask, When would you go to the doctor? Elicit a response. (For example, I would go to the doctor if my feet ached every day.) Write it on the board, underlining the verb (would go) and time expression (every day) as in the first example. Reread the two sentences aloud, emphasizing the differences.
• Walk around as Ss discuss. Listen for the correct pronunciation and word use.
2 GRAMMAR
• Ask Ss to look at the grammar chart. Read the title and explanation aloud.
• Write on the board: 1. I have a sore back. 2. I do not (don’t) have time to exercise. Point to the underlined verbs and say, Number one is an affirmative statement, and number two is negative because it includes the word not.
• Say, There are two short responses we can use to agree with affirmative statements using verbs other than be.
Ask a higher-level S to be speaker A and read the affirmative examples aloud for the class.
• Point out the verb tense in speaker A’s statements and the auxiliary verbs in speaker B’s short responses.
• Repeat with a different higher-level S for the negative examples.
• Then say, Use the following short responses to agree with affirmative and negative statements using the be verb. Ask a different higher-level S to be speaker A and read the be examples aloud for the class.
• Explain to Ss that we also use these short responses to avoid repetition. Write on the board: A: I have a sore back. B: I have a sore back, too. à So do I. / I do, too.
• Bring Ss’ attention to the note. Read it aloud. Tell Ss the short responses me too and me neither are more informal and commonly used in conversation.
• Have Ss practice the example conversations in pairs. Time permitting, have them swap roles and practice again.
LANGUAGE NOTE It is also common to say me either in addition to me neither.
LANGUAGE NOTE Me too is more commonly used in a present, immediate context, and less commonly used for an activity or action in the past.
UNIT 5 T-57
3 PRONUNCIATION
• Read the title of the pronunciation note aloud. Ask, What does it mean to blend a phrase? (to join or combine the words in the phrase)
• Play the audio for the pronunciation note.
• Write the examples on the board. Place a dot above so and neither and underline the pronoun. Read them aloud. Place heavy stress on so and neither, and light stress on I and you. Have Ss repeat.
• Say, Listen to the blended phrases. Remind Ss to listen first, and then listen again and repeat. Play the audio.
• In pairs, have Ss pencil in the answers with so and neither and predict the pronunciation of the short responses.
• Say, Listen to the pronunciation of the responses with so and neither. Check your answers. Play the audio.
• Ask Ss, Were your predictions correct? Review answers.
• In pairs, have Ss take turns saying the sentences aloud.
EXTENSION Have Ss write three sentences about things they have or haven’t done. In pairs, have Ss take turns reading their sentences aloud and giving short responses using so or neither. Monitor. Listen for correct pronunciation.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Ahmet and Marcos) What’s going on?
(Marcos is holding out a flyer.) What are they talking about?
• Play the audio or video. Ask, What did Marcos and Ahmet decide to do?
• Read the questions aloud. Then have Ss listen or watch again and complete the exercise.
• Have Ss compare their answers in pairs.
Review answers.
• Ask additional questions, such as Why can’t Ahmet run? How do Marcos and Ahmet feel about not doing the Fun Run?
• Ask, What does it mean to raise money for charity?
(collect money for an organization that helps people)
• Read the questions in the Discuss sidebar aloud. Have Ss discuss in small groups.
• Ask Ss to list ideas for prevention and recovery.
• On the board, write: prevention and recovery. Ask the questions again. Elicit ideas. Write Ss’ ideas under the appropriate heading.
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
• Review answers. Ask, Are other answers possible? (Yes, for the first blank: Neither can I.)
• Have Ss practice the conversation in pairs.
5 TRY IT YOURSELF
• Read the instructions. Ask Ss to write a description of how the injury or symptom happened and what it feels like.
• Monitor. Provide help with vocabulary.
• Lead a class review. On the board, draw a chart with three headings: Injury/Symptom, What happened, How it feels.
• Invite 3–4 volunteers to share. Ask, What is it? How did it happen? How does it feel? Add their ideas to the chart.
• Read the instructions and example conversation aloud with a higher-level S.
• In pairs, have Ss take turns sharing their health conditions. Time permitting, have Ss swap roles.
• Remind them to show understanding with the expressions in the Conversation Skill box.
• Tell them to say if they’ve had a similar experience using so, too, neither, and either.
• Monitor. Listen for the correct blending of words in phrases with so and neither.
• Invite volunteers share how their partner is feeling.
Give them 1–2 minutes to describe symptoms.
• Elicit ideas for treatment. Write Ss’ ideas on the board.
• Take a class vote on if the S should go to the doctor.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure Ss are correctly doing the following:
✓ using the vocabulary to talk about symptoms and injuries
✓ using so, too, neither, and either
✓ blending phrases with so and neither
EXIT TICKET Write on the board: What happened?
Give Ss a few minutes to review the target vocabulary and prepare an answer. Ask Ss to walk around and talk to three different classmates, asking and answering the question on the board with information about their injury or symptom. Monitor. Take notes on any common errors to identify areas for review in later lessons.
5 TRY IT YOURSELF
THINK Imagine you have a symptom or an injury. How did it happen? How did it feel?
ROLE PLAY Student A: Tell your partner about your symptom or injury. Student B: Ask questions and show sympathy. Say if you have had a similar experience.
A: My knee hurts. B: Oh, I’m sorry. What happened to it?
ANALYZE Report to the class how your partner is feeling and describe the symptoms.
Make a list of ideas for treatment. Decide whether the person should go to the doctor.
3 PRONUNCIATION
05-08 Read and listen to the pronunciation note.
05-09 Listen. Notice how the words in the examples are blended. Then listen and repeat.
So can I. Neither can I. So did they. Neither are they.
So is she. Neither does she.
So have I. Neither have you.
05-10 Listen. Write the phrase you hear.
1. A: Jack couldn’t finish the race.
B: .
2. A: I’ve never broken a bone.
B: .
3. A: I can run pretty fast.
B: .
4 CONVERSATION
05-11 Listen or watch. What do Marcos and Ahmet decide to do?
05-12 Listen or watch again. Answer the questions.
1. What is the Fun Run?
2. Who is going on the Fun Run?
3. Why does Marcos decide not to run?
05-13 FOCUS ON LANGUAGE Listen again. Complete the conversation.
Marcos:So I guess I can’t do the Fun Run.
Ahmet: Well, .
Marcos: Oh, no! What happened to you?
Ahmet: I fell during a practice run and broke my ankle. It got really swollen and was so painful.
Marcos: Oh, man. That’s too bad.
Ahmet: I know. I was looking forward to the run. But I am going – to cheer them on.
I can at least do that.
Marcos: ! That’s a great idea!
Blending phrases with so and neither Blend the words in phrases with so and neither. The words so and neither are stressed. The pronoun can also be stressed. The auxiliary verb is unstressed.
So can I. Neither do you.
How can you avoid injuries like Marcos’s and Ahmet’s?
How can they recover?
57 UNIT 5 I CAN DESCRIBE SYMPTOMS AND INJURIES.
So can I Neither have I
Neither could I
They decide to go to the race to cheer the runners on.
It’s a run to raise money for charity.
A lot of people from the office.
He picked up a heavy box and pulled a muscle in his back.
I can’t either
I can, too
1 BEFORE YOU LISTEN
Read the information in the chart. Which sleep pattern is most similar to yours?
05-14 VOCABULARY Listen. Then listen and repeat. Do you know these words?
concentrate: to think very carefully about something you are doing depressed: very sad
overweight: too heavy
an illness: a sickness or disease
a risk: the chance that something bad might happen
diabetes: a medical condition in which you have too much sugar in your blood heart disease: an illness affecting the heart
rest: time to relax or sleep Answer the questions.
1. What is one thing that can make it diffi cult to concentrate?
2. What should people do if they’re feeling a little depressed?
3. What’s the most important thing people should do if they’re overweight?
4. What is one thing that can contribute to heart disease or diabetes?
PAIRS Ask and answer the questions in 1C. Do you agree with your partner?
2 GRAMMAR Plans and intentions for the future
Use intend / mean / plan + infi nitive to talk about plans for the future.
Intend / mean / plan Infi nitive
We intend to go to bed early.
He means to get up at 7:00.
They plan to wake up at the same time every day.
>>FOR PRACTICE, GO TO PAGE 139 Australian women
Australian men Canadian women Canadian men Japanese women Japanese men Brazilian men Brazilian women Spanish men Spanish women
10 PM 11 PM 12 AM 1 AM 2 AM 3 AM 4 AM 5 AM 6 AM 7 AM 8 AM 9 AM
When Do People Sleep?
Z Z
Z
LESSON
58 UNIT 5
3
AHMET TANIR
@AhmetT
Did you know that more than 30% of people have trouble falling asleep at night?