lesson 1 the body make an appointment · of parts of the body. presentation 15 minutes a look at...

Classroom Materials/ Extra Practice

CD 6Tracks 2–24

Transparencies 11.1–11.9Vocabulary Cards Unit 11

T

MCAUnit 11

WorkbookUnit 11

Interactive PracticeUnit 11

Unit Goals

• Identifypartsofthebody• Makeamedicalappointment• Followmedicalinstructions• Identifycommonhealthproblems• Offersuggestionstosickpeople• Call911foremergencies• Readamedicinelabel• Writeaboutgoingtoadoctor

UNIT11 T-178

The body • Make an appointment

Get well soon!11Lesson 1

Getting Started 5 minutes

Books closed.

• Elicitvocabularystudentsmayalreadyknow.Pointtodifferentpartsofyourbodyandask:What part of the body is this?

• GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.

• Repeatstudents’answersfortheclasstorepeat.Writethewordsontheboard.

• Statethelessonobjective:We’re learning the names of parts of the body.

Presentation 15 minutes

a Look at the parts of...

• ShowTransparency11.1orholdupyourbook.Pointtothepictureandsay:Parts of the body.

• PlayCD6,Track2.Pointtoeachpartofthebody.Studentslisten.

• ContinueplayingTrack2.Pointtoeachpartofthebodyagainandhavestudentsrepeat.

Books open.

• PlayTrack2again.Studentslistenandpointtothepartsofthebodyintheirbooks.

• ContinueplayingTrack2.Studentspointastheylistenandrepeat.

Expansion: Vocabulary Practice for A

• Formpairs.StudentApointstoapartofthebody.StudentBsaysthebodypart.Thenstudentsswitchroles.

B Listen and read...

• PlayCD6,Track3.Studentslistenandread.• ContinueplayingTrack3.Askstudentstolisten

andrepeatastheyread.

Expansion: Writing Practice for B

• Askstudentstowriteanywordsinthewordboxthatcanbemadeplural.Say:Ear—we have two of these. Ears.

• Havestudentscomparetheirlistswithaclassmate.Askforanswersandwriteafinallistontheboard.

Classroom Materials/ Extra Practice

CD 6Tracks 2–24

Transparencies 11.1–11.9Vocabulary Cards Unit 11

T

MCAUnit 11

WorkbookUnit 11

Interactive PracticeUnit 11

Future Intro TE_unit11_178–193.i387 387 12/30/08 6:00:45 PM

T-179 UNIT11

Lesson 1 The body • Make an appointment


c Listen. Listen and repeat.

• ShowTransparency11.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Elicitinformationaboutthepicture.Ask:What do you think? Who is the man calling? What is he talking about?

• PlayCD6,Track4.Studentslisten.PausetheCD.Askthecomprehensionquestionsagain.

• ContinueplayingTrack4.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency11.2orhavestudentsreadintheirbooks.PlayTrack4again.Studentslistenandreadsilently.

• ContinueplayingTrack4.Studentslistenandrepeat.

Controlled Practice 15 minutes

d PAIRS. Practice the conversation.

• ModeltheconversationinExerciseC.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversationfortheclass.

E PAIRS. Make new conversations...

• ShowTransparency11.1orholdupyourbookshowingpage178.Chooseapartofthebody.Saythewordforstudentstorepeatchorally.

• Modelanewconversationwiththenewword.SaythelinesforSpeakerB.TheclasssaysthelinesofSpeakerA.Pointtothepartofthebodyduringthenewconversation.

• Tellstudentstomakethreeorfournewconversations.Havestudentsrole-playSpeakersAandB.

• Walkaroundandhelpasneeded.Thenaskvolunteerstorole-playoneoftheirnewconversationsfortheclass.

Communicative Practice 10 minutes

Show what you know!

GROUPS. Play a guessing game...

• Telltheclasstolookattheillustration.Saythesentenceinthespeechbubbleandhavetheclassrepeatthesentence.

• Studentschooseapartofthebodyfrompage178andtaketurnsactingoutaproblemandsayingwhatitis:Your hurts.

• Circulateandassessstudents’abilitytotalkaboutpartsofthebody.Ifstudentsneedmorepractice,reviewpages178and179.

Interactive Practice Pages 122–123

Extra Practice


UNIT11 T-180

Follow medical instructions • ImperativesLesson 2

Getting Started 5 minutes Presentation 15 minutes

a Your teacher will say and do...

• ShowTransparency11.3orholdupyourbook.Askstudentstolookatthepictures.Pointtothegroupofpictures.Say:Medical instructions.

• Say:Listen.Pointtoeachpicture.Sayeachaction.• Say:Listen. Watch me. Sayeachactionagainand

dothemfortheclass.


• Formpairs.UsetheVocabularyCardsforpage180.StudentApointstoacard.StudentBsaystheinstruction.Thenstudentsswitchroles.

B Your teacher will say and do each action...

• Say:Listen. Do the actions with me. Don’t repeat.Encouragestudentstostandupandmovearound.

• Remindstudentsthattheyarenottalkingduringthisexercise.

c Your teacher will say...

• Say:Listen. Do the actions with me and repeat the words.

• Ifnecessary,modeltheexerciseoneortwotimeswithanabove-levelstudent.

Books open.

d Listen and read...



Expansion: Listening Practice for D

• Saytheactionsinrandomorder.Havestudentsdotheactions.Encouragestudentstohelpeachotherdothecorrectaction.

Culture Connection

Insomecultures,itisimpolitetouseafingertopointataperson.Insteadofpointingtoindicateastudent,youcanuseyouropenhand,withpalmfacingup,toindicatewhichstudentyouarechoosing.

Teaching Tip

TotalPhysicalResponse(TPR)isalanguage-learningactivitywherecommandsandactionsarefirstmodeledandthenperformed.TPRactivitiesaddressthelearningstyleofkinestheticlearners;studentsareinvolvedphysicallyastheylearnandpracticelanguage.ExercisesA,B,andCareTPRactivities.

Books closed.

• Elicitvocabularystudentsmayalreadyknow.Say:I’m at the doctor’s. I’m getting a checkup. The doctor and the nurse are asking me to do different actions. Can you tell me some actions? For example, I have to take off my jacket.

• ActoutsomeoftheactionsinExerciseA.Donotspeakwhiledoingtheactions.

• Elicitwhatstudentsknowwithoutcorrectingtheiranswers.Repeatwhatstudentssayandwritethesentencesontheboard.

• Statethelessonobjective:We’re learning about medical instructions.


Follow medical instructions • ImperativesLesson 2

T-181 UNIT11


E Listen. Listen and repeat.


• Elicitinformationaboutthepicture.Ask:What do you think? Are they a doctor and a patient? What is the problem?

• PlayCD6,Track6.Studentslisten.PausetheCD.Askthecomprehensionquestionsaboveagain.





F PAIRS. Practice the conversation.

• ModeltheconversationinExerciseE.SaythelinesforSpeakerA.AvolunteerisSpeakerB.


• Askvolunteerstorole-playtheconversation.


G Listen and read the story.

• PlayCD6,Track7.Studentslistenandread.• Studentsunderlinewordstheydonotunderstand.

Reviewthewordsbyactingthemout,givingdefinitions,ordrawingontheboard.

• PlayTrack7again.

H Read the story again...

• Doitem1withtheclass.ModelcirclingYes.• Havestudentscompareanswerswithapartner.• Tocorrectthisexercise,askavolunteertoreadthe

sentences.TellstudentstoholduptheirYESorNOcardstoanswer.

Critical Thinking Skill: Sequencing

•Setthecontext.Ask:What are some medical commands we learned? For example, take off your jacket. Writeanswersontheboard.•Tellstudentstothinkaboutadoctor’svisitandtowriteasmanycommandsastheyremember.Theymayincludesomecommandsnotalreadypresented.•Formgroups.Tellgroupstoprepareonelistofatleastsixcommandsintheorder(sequence)inwhichtheyhappenduringavisit.•Tofinishthisactivity,havegroupswritetheirlistsontheboard.Reviewtheorderofthecommandsineachlist.

MULTiLEVEL inSTrUCTion for H

Pre-level StudentsreadthesentencesandthencircleYesorNo.Above-level StudentswritethecorrectanswerforsentenceswithNo.Forexample: 2. Sonia has a doctor’s appointment on Monday.


Show what you know!

GROUPS. Look at page 180...

• Telltheclasstolookattheillustrationofthedoctorandthepatient.Saythesentenceinthespeechbubbleandhavetheclassrepeat.

• Havestudentschooseamedicalinstructionfrompage180.Studentstaketurnsgivingthegrouptheinstructions.Thegroupactsouttheinstructions.

• Circulateandassessstudents’abilitytofollowmedicalinstructions.Ifstudentsneedmorepractice,reviewpages180and181.

Pages 102–103 Pages 124–125

Extra Practice

Interactive Practice


UNIT11 T-182

Common health problems • ShouldLesson 3




Expansion: Vocabulary Practice for B

• Formpairs.UsetheVocabularyCardsforpage182.Studentsworktogethertomatchthepictureswiththewords.

Expansion: Writing Practice for B

• Tellstudentstousethewordsinthewordboxandwritealistofhealthproblemswith-ache.Writethefinallistontheboard.


c PAIRS. Take turns. Point...

• StudentApointstothepicturesinExerciseA.StudentBsays:She has .orHe has

.Thenstudentsswitchroles.


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Say:Sometimes classmates don’t come to school or go to work because they don’t feel well. When you are sick or don’t feel well, describe your health problems. For example, do you cough? Showcoughing.


• Statethelessonobjective:We’re learning about common health problems.


a Look at the health problems...

• ShowTransparency11.5orholdupyourbook.Pointtothegroupofpicturesandsay:Common health problems.

• PlayCD6,Track8.Pointtoeachpicture.Studentslisten.

• ContinueplayingTrack8.Pointtoeachpictureandhavestudentsrepeat.

Books open.

• PlayTrack8again.Studentslistenandpointtothepicturesintheirbooks.



Common health problems • ShouldLesson 3

T-183 UNIT11


Books closed.

d Listen. Listen and repeat.

• PlayCD6,Track10.Studentslisten.PausetheCD.Askcomprehensionquestions:Does the man have a cold? Should he see a doctor now? Should he drink a lot of liquids?


Books open.

• ShowTransparency11.6orhavestudentslookattheirbooks.Coverthepicturesonthetransparency.PlayTrack10again.Studentslistenandreadsilently.


E Read the sentences.

• ShowTransparency11.6orhavestudentslookattheirbooks.Coverthesentencesorhavestudentscoverthesentencesintheirbooks.

• Say:Your classmate doesn’t feel well. Look at the pictures. What should your classmate do? Encouragestudentstodescribewhattheysee.

• Pointtoeachpictureandsayeachsentence.Studentslistenandreadthesentences.Pointtoeachpictureandsayeachsentenceagain.Studentslistenandrepeat.

Expansion: Vocabulary Practice for E

• Formpairs.UsetheVocabularyCardsforpage183.StudentApointstoapicture.StudentBsaysthesuggestion.Thenstudentsswitchroles.


F PAIRS. Make new conversations...

• ModeltheconversationinExerciseD.SaythelinesforSpeakerA.AskavolunteertosaythelinesofSpeakerB.

• TellstudentstousethesuggestionsinExerciseEtomakenewconversations.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playoneoftheirnewconversationsfortheclass.


Show what you know!

GROUPS. Look at the problems on page 182...

• Saythesentencesinthespeechbubblesfortheclasstorepeat.

• Havestudentschooseahealthproblemonpage182.• Thenstudentstaketurnstellingtheirclassmates

theirproblem.Thegroupgivessuggestions.• Circulateandassessstudents’abilitytosaythe

healthproblemsandoffersuggestions.Ifstudentsneedmorepractice,reviewpages182and183.

Critical Thinking Skill: Associating

•Setthecontext.Say:Good habits means good health. We should exercise, eat good food, not smoke, and more.•Formcross-abilitygroups.Writeontheboard:What should we do to have good health? Studentsmakealistofsuggestions.•Talkaboutthesuggestionsasaclass.Writealistontheboard.

Pages 104–105 Pages 126–127

Extra Practice



UNIT11 T-184

Call 911 for emergenciesLesson 4


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Ask:What is an emergency? If you have a headache, is that an emergency? When someone can’t get up and walk, is that an emergency? What else is an emergency?


• Statethelessonobjective:We’re learning to call 911 for emergencies.


a Look at the emergencies...

• ShowTransparency11.7orholdupyourbook.Pointtothegroupofpicturesandsay:Emergencies.



Books open.




• Formpairs.UsetheVocabularyCardsforpage184.Studentsworktogethertomatchthepictureswiththesentences.


• PlayCD6,Track12.Studentslistenandreadsilently.

• PausetheCD.Checkcomprehension.TellstudentstoholduptheirYESorNOcardstoanswer.Ask: 1. Is the man having a heart attack? 2. Is there a train accident? 3. Is there a car on fire? 4. Did someone rob the house?

• ContinueplayingTrack12.Askstudentstolistenandrepeatastheyread.

Expansion: Vocabulary Practice for B

• Formpairs.Studentsworktogethertomatchthepictureswiththeinformation.


c PAIRS. Take turns. Point...

• StudentApointstothepictures.StudentBsaystheemergencies.Thenstudentsswitchroles.

MULTiLEVEL inSTrUCTion for C

Pre-level StudentsAandBpointtothepicturesandsaytheemergenciesatthesametime.Above-level StudentApointstothepicturesinExerciseAandcoversthewordsinExerciseB.StudentBsaystheemergencieswithoutreadingthewordsinExerciseB.


Call 911 for emergenciesLesson 4

T-185 UNIT11


d Listen. Listen and repeat.


• Elicitinformationaboutthepicture.Ask:Who is the man calling? Why? What is the problem? What information does the man give the woman?

• PlayCD6,Track13.Studentslisten.PausetheCD.Askthecomprehensionquestionsagain.





E Listen again...

• Havestudentsreadthesentences.• PlayCD6,Track14.Studentscircletheanswers.• Tocorrectthisexercise,askavolunteertoreadthe

sentences.TellstudentstoholduptheirYESorNOcardstoanswer.

F PAIRS. Practice the conversation.

• ModeltheconversationinExerciseD.SaythelinesforSpeakerA.TheclasssaysthelinesofSpeakerBchorally.


• Askvolunteerstorole-playtheconversationfortheclass.

G PAIRS. Make new conversations...

• Modelanewconversation.Callonavolunteertochooseanemergency.YousaythelinesforSpeakerA,andthevolunteersaysthelinesforSpeakerB.

• Tellpairstotaketurnsrole-playingSpeakersAandBforeachnewconversation.

• Walkaroundandhelpasnecessary.Thenaskvolunteerstorole-playoneoftheirnewconversations.


Show what you know!

CLASS. Take turns. Perform...

• Saythesentencesinthespeechbubblesfortheclasstorepeat.

• CallonvolunteerpairstoperformoneoftheirconversationsinExerciseG.

Teaching Tip

Foranyemergency,theresponderswillwanttoknowthecross streetfortheaddress.Thishelpsthemconfirmthelocation.Drawasimplemapshowingthestreettheschoolisonandthenearestcrossstreets.Pointtothecrossstreetandsay:The cross street is the closest street to where you are.

Critical Thinking Skill: Checking

•Tellstudentsthattheyneedtochecktomakesuretheyarereadyiftheyneedtocall911.•Studentsneedtobereadytoanswerfourquestions.Writeontheboard: 1. What’s your emergency? (What happened?) 2. Where’s the emergency? (Give address and

cross street.) 3. Who needs help? (Say age and number of

people.) 4. Are they conscious and breathing? (Talk about

the person who is hurt.)•Formpairs.Instructstudentstolookatpage184forexamplesofemergenciesandpage185forhelpfulvocabulary.Studentstaketurnsaskingandansweringthequestions.•Walkaroundandhelpasnecessary.Helpstudentswithpronunciation.

Pages 106–107 Pages 128–129

Extra Practice



UNIT11 T-186


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Ask:When you are sick, do you take medicine? Does medicine help you get well? What medicines do you take?

• Saystudents’answersfortheclasstorepeat.Writethewordsontheboard.

• Statethelessonobjective:We’re learning to read a medicine label.


a Listen and point...

• Holdupyourbook.Pointtothegroupofpicturesandsay:Taking medicine when you are sick.



Books open.




• Formpairs.StudentApointstothepicturesandStudentBsaysthewords.Thenstudentsswitchroles.

Life Skills • Understand a medicine labelLesson 5


B Listen for the information about...

• Tellstudentstheyaregoingtolistentotwoconversations.

• PlayCD6,Track16forConversation1.Studentslisten.PausetheCDsothatstudentscanreadandcircleaorbtocompleteitems1and2.

• ContinueplayingTrack16forConversation2.Askstudentstocompleteitems3and4.

• PlayTrack16again.Havestudentslistenandchecktheiranswers.

• Askvariousvolunteerstoreadthesentencesandsaytheanswers.


T-187 UNIT11

Lesson 5 Life Skills • Understand a medicine label


c Read the directions on the label.

• Telltheclass:Every medicine has directions. It is very important to read the label before you take the medicine. Be sure you follow the directions exactly.

• Instructstudentstoreadthelabelsilently.Theyshouldunderlineanywordstheydon’tunderstand.

• Helpstudentsunderstandthewordsbydrawingontheboardorgivingdefinitions.

• Readthedirectionsonthelabeltotheclass.


d Read the directions again...

• Studentsreadthedirectionsagainsilently.• Doitem1withtheclass.Askstudentstopoint

totheinformationonthelabelthatanswersthequestion.Modelcirclingbastheanswer.

• Havestudentscompareanswers.Thensaytheanswersandhavestudentschecktheirwork.

Expansion: Writing Practice for D

• Havestudentswritethecompletesentencesonaseparatepieceofpaper.

Pages 108–109 Pages 130–131

Extra Practice



UNIT11 T-188


Books closed.

• Elicitstudents’ideas.Asktheclass:Do you ever see a doctor? Do you have a health problem? Why do you see a doctor? For emergencies? For accidents? For a high fever?

• Saythestudents’answerscorrectlyfortheclasstorepeatchorally.Writethewordsontheboard.

• Statethelessonobjective:We’re listening to Mariam. She’s talking about her health.


a CLASS. Look at each picture...

• ShowTransparency11.9orholdupyourbook.Pointtoeachpictureandask:What do you see?

• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.

• Writewordsorphrasesontheboardaboutthepictures.

Books open.

B Listen to the story.

• PlayCD6,Track17.PointtoeachpictureonTransparency11.9orhavestudentslookattheirbooks.Studentslisten.

• Checkcomprehension.ShowTransparency11.9orholdupyourbook.Ask:

1. What is her name? How old is she? 2. In Mariam’s country, do sick people see a doctor? 3. How old is Mariam’s daughter? 4. What does her daughter want Mariam to do? 5. How is Mariam’s health now? 6. Does Mariam want to go to a doctor?

• PlayTrack17again.Askstudentstolistenandlookatthepicturesintheirbooks.

• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.

Mariam’s storyLesson 6


T-189 UNIT11

Lesson 6 Mariam’s story


c Listen again and read.

• PlayCD6,Track18.Havestudentslistenandreadthestoryintheirbooks.

• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.

Expansion: reading Practice for C

• Formpairs.Studentstaketurnsreadingthestoryoutloudtoeachother.


d Read the story again...

• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.

• Toreviewanswers,askvolunteerstoreadasentenceandsaytheiranswer.

E GROUPS. Read the questions...

• Modelthediscussion.Askvariousstudentssomequestionsabouthowpeopletakecareoftheirhealthintheircountryorculture:How often do people go to a doctor? Does it cost a lot of money? Do people go to a doctor every year? Why do they go to a doctor? What kind of health problems do people have? Do children get checkups?

• Writeontheboardtherolesforthegroup: Student1: Read each question out loud.

Student 2: Make sure each student talks. Student 3: Tell the class the group’s answers.

• Walkaroundandencourageeachstudenttoparticipateinthediscussion.Tofinishtheactivity,askeachgrouptoshareitsinformation.


G GROUPS. Take turns. Read...

• Formcross-abilitygroups.Encourageabove-levelstudentstohelpastheysharetheirinformation.

MULTiLEVEL inSTrUCTion for F

Pre-level StudentscopyMariam’sstoryinExerciseConapieceofpaper.Above-level Studentswritetheirownstoriesonapieceofpaperaboutgoingtothedoctorintheircountry.ExerciseCisthemodel.

Critical Thinking Skill: inferring Consequences

•Setthecontext:Say:Mariam does not want to see a doctor. She’s not sick, so she doesn’t want to spend money to see a doctor.Askstudents:Why should she see a doctor for regular checkups?•Ask:What can happen if you don’t see the doctor each year? Talkaboutdifferenthealthproblemswiththeclass.Encouragestudentstoseeadoctororvisitaclinic.

F Write about going to a doctor.

• Modelwritingthesentencesontheboard.UseinformationabouttheUnitedStates.

• Walkaroundtheroomandhelpasnecessary.

Interactive Practice Page 132

Extra Practice


UNIT11 T-190

Language note

Thesoundsofe (sleep)andi (in)arevowelsounds.Thiseisalongsound.Openyourmouthalittle.Youwilllooklikeyouaresmiling.Practicethesoundwiththewordsleep.Thisiisashortsound.Openyourmouthalittle.Relaxyourmouthandtongue.Practicethesoundwiththewordin.

MULTiLEVEL inSTrUCTion for F and G

Pre-level HavestudentscopythewordsinExercisesAandConapieceofpaper.Haveaclassmatecheckthespelling.Above-level Studentswritefivemorewordswitheeandi.Theycanuseanywordstheyknow.Formpairs.Havestudentssharetheirwords.Checkforthechoiceofwordstomakesuretheymatchthesameeandisoundsoftheseexercises.

E Listen. Write e or i...

• Explainthatstudentswillcompleteeachwordwitheeori.

• Dothefirsttwoitemswiththeclass.Writeontheboard:1. g ve 2. kn . Sayeachword.Haveavolunteercomeupandwritethecorrectletter.

• PlayCD6,Track21.Youmaywanttoplaythetracktwotimes.

• Havestudentschecktheiranswerswithapartner.

F DICTATION. PAIRS. Student A...

• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask

thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.

• Encouragestudentstocheckspellingaftereachword.

G DICTATION. SAME PAIRS. Student B...

• Tellstudentstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.

• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.

a Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Walkaroundandprovidehelpasneeded.

B Listen and repeat.

• PlayCD6,Track19.Studentslistenandrepeattoself-correct.

• Walkaroundandcheckstudents’pronunciationofe.• Playtheaudiotwoorthreetimes.

c Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• Walkaroundandprovidehelpasneeded.

d Listen and repeat.

• PlayCD6,Track20.Studentslistenandrepeattoself-correct.

• Walkaroundandcheckstudents’pronunciationofi.• Playtheaudiotwoorthreetimes.

Show what you know!Review

1 THE SoUnDS oF E (SLEEP) AnD I (IN)


Show what you know!Review

T-191 UNIT11

2 VoCABULArY

a Listen. Listen and repeat.

• PlayCD6,Track22.Havestudentslistenandread.• ContinueplayingTrack22.Havestudentslisten

andrepeatchorally.• Checkcomprehension.Sayeachwordintheword

box.Havestudentsgiveadefinitionordrawapictureontheboard.OrshowTransparency11.1andhavestudentscomeupandpointtotheitems.

B PAIRS. Point to each part...

• Formlike-abilitypairs.Havestudentstaketurnspointingtoandsayingthepartsofthebody.

• Walkaroundandhelpasneeded.Helpstudentswithpronunciation.

3 SPEAKinG

The doctor asks: What’s the problem...

• Havestudentsreadthesituationandanswerchoicesintheirbooks.

• Say:Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritethecorrectansweron

theboard.

CD-roM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit11,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

Pages 110–111 Page 133

Extra Practice



Show what you know!expand

UNIT11 T-192

Teaching Tip

Topreparestudentsfortheactivity,showTransparency11.3orreviewthemedicalinstructionsonpage180.

a Listen. A doctor is talking...

• Setthecontext.Say:A doctor is telling a patient what to do.

• PlayCD6,Track23.Havestudentslisten.Ask:What did the doctor ask? Writetheanswersontheboard.

• PlayTrack23again.Havestudentschecktheanswersontheboard.

B GROUPS. Review the actions...

• Reviewthemedicalinstructionsonpage180withtheclass.

• Telleachgrouptochooseonepersonasthedoctorandtheothertwoaspatients.

• Havethe“doctor”studentsaythedirectionandtheotherstudentsdotheaction.

• Havestudentsswitchrolesuntileachstudenthasrole-playedthedoctor.

1 FoLLoW MEDiCAL inSTrUCTionS 2 TALK ABoUT HEALTH ProBLEMS

Teaching Tip

Topreparestudentsfortheactivity,reviewhealthproblems.ShowTransparency11.5orreviewpage183.

a Listen. Two friends are talking about...

• Setthecontext.Say:Listen to the two people talk about their health problems.

• PlayCD6,Track24.Havestudentslisten.Ask:What problems did they say? Writetheanswersontheboard.

• PlayTrack24again.Havestudentschecktheanswersontheboard.

B ROLE PLAY. PAIRS.

• Formcross-abilitypairs.• HavestudentslookattheinformationforRolePlay1,

StudentA.Modeltheroleplaywithanabove-levelstudent.

• TellstudentstodoRolePlays1and2.• Walkaroundandhelpasnecessary.Askpairsto

performoneoftheirconversationsfortheclass.


Show what you know!expand

T-193 UNIT11

3 UnDErSTAnD A MEDiCinE LABEL

a Read the directions on the label.

• Readeachlineofthelabelandhavetheclassreadsilently.

• Askquestionsaboutthelabel:What is the name of the medicine? Is it for children? etc.

• Readeachlineofthelabelandhavetheclassrepeat.

B Read the directions again...

• Writeitem1ontheboardanddoittogetherwiththeclass.Writetheanswerontheboard.

• Havestudentsworkindividually.Thenhavethemcompareanswerswithaclassmate.

• Havevolunteerswritetheiranswersontheboard.Makeanynecessarycorrections.

4 ConnECT

For your Team Project...

• GotopageT-xiforthegeneralteachingnotesfortheprojects.


lesson 1 the body make an appointment · of parts of the body. presentation 15 minutes a look at...

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