● Word Power
Step 1 Brainstorming
Boys and girls, in this section you will learn some words and phrases that meant ‘to stop bad habits’, and some abbreviations. You will also read two passages about these two topics and after that you will be able to learn how to talk about stopping bad habits and the different types of abbreviations as well as how to pronounce these abbreviations.
T: In Welcome to the unit, we discussed what habits are bad habits. Can you remember any examples of bad habits
S: Yes! For examples, watching too much TV or staring at a computer screen for too long; smoking; spitting in the street; drinking too much fizzy drinks and eating too much deep-fried food, etc.
T: You have a good memory! Then what can we do to stop these bad habits
S: …
(Get the students to discuss in groups and then collect their answers.)
T: If we do not use the verb ‘stop’ before bad habits, what other verbs or verb phrases can we use instead of it Let’s read the instructions of Part A on page 38 to have a look.
Step 2 Vocabulary learning
1. Read the passage and try to find out the bad habits that Daniel has. Identify the verbs and the verb phrases that have the same meaning as the verb ‘stop’. Underline them while reading.
The bad habits that Daniel has: Eating food containing too much sugar; Eating snacks late at nigh; Sleeping until noon at the weekend; Going to fast food restaurants and eating too much junk food; Drinking too many soft drinks
The verbs or verb phrases that mean ‘to stop ’(a bad habit): Stay away from; Get out of the habit; Keep way from; Break the habit; Quit; Give up
The synonyms for stopping bad habits can be divided into different groups.
Stay away from and keep away from can be used interchangeably and are followed by a person, place or object. For example: stay away form Internet cafes or keep away from those naughty children.
Give up can be followed by either a noun, for example, give up cigarettes, or the –ing form of a verb: give up smoking.
Get out of the habit and break the habit are also interchangeable and can be followed by of or the –ing form of a verb. For example, get out the habit of drinking wine every night or break the habit of going to bed too late.
Stop and quit can be used interchangeably and are always followed by a verb –ing form: stop eating sweets or quit talking on the phone so much. All these synonyms for stopping bad habits are generally used in colloquial language.
2. After reading the guidelines and listening to my explanations, I am sure you can finish Part B individually. Try to use as many words and phrases that can be used.
Answers:(1) Get out of the habit/ Break the habit(2) Stay away from/ Keep away from/ Give up(3) Stop/ Quit(4) Get out of the habit/ Break the habit
Step 3 Vocabulary extension
Now let’s look at some special words on the blackboard:
TV, CD, AIDS, HIV, SOS, UN, USA, CCTV, ,…
These words are called abbreviations. They can be read letter by letter, and sometimes they can be read as words.
Read the article in Part A on page 39 and find out how many kinds of abbreviations are given in this article and the differences between these types.
(Write the following on the blackboard)
Types of abbreviations: Acronym: a pronounceable abbreviation Initialism: an abbreviation pronounced letter by letter General abbreviation: a shortened form of a very familiar word
Now come to part B to complete the category. Raise any questions you have while doing it.
Answers:General abbreviations: info eve memoAcronyms: UNESCO NASA scubaInitialisms: CD HTML CCTV
Step 4: Reading
Words: 347 times: 5'30''
I really love my job because I enjoy working with small children and like the challenges and awards from the job．I also think my work is important．There was a time when I thought I would never have that sort of career．
I wasn’t an excellent student because I didn’t do much schoolwork．In my final term I started thinking what I might do and found I didn’t have much to offer．I just accepted that I wasn’t the type to have a career．
I then found myself a job, looking after two little girls．It wasn’t too bad at first．But the problems began when I agreed to live in, so that I would be there if my boss had to go out for business in the evening．We agreed that if I had to work extra hours one week, she’d give me time off the next．But unfortunately, it didn’t often work out．I was getting extremely tired and fed up, because I had too many late nights and early mornings with the children．
One Sunday, I was in the park with the children, and met Megan who used to go to school with me．I told her about my situation．She suggested that I should do a course and get a qualification（资格证书） if I wanted to work with children．I didn’t think I would be accepted because I didn’t take many exams in school．She persuaded me to phone the local college and they were really helpful．My experience counted for a lot and I got on a part-time course．I had to leave my job with the family, and got work helping out at a kindergarten．
Now I have got a full-time job there．I shall always be thankful to Megan．I wish I had known earlier that you could have a career, even if you are not top of the class at school．
56．What is the author’s present job
A．Working part-time in a college． B．Taking care of children for a family．
C．Helping children with their schoolwork． D．Looking after children at a kindergarten．
57．When staying with the two girls’ family, the author_______．
A．was paid for extra work B．often worked long hours
C．got much help from her boss D．took a day off every other week
58．Why did the author leave her first job
A．She found a full-time job．
B．She was fed up with children．
C．She decided to attend a part-time course．
D．She needed a rest after working extra hours．
59．What has the author learned from her own experiences
A．Less successful students can still have a career．
B．Qualifications are necessary for a career．
C．Hard work makes an excellent student．
D．One must choose the job she likes．
Answers:1.D 2. B 3. C 4. A
Step 6 Homework
1 Parts B1and B2 on page 115 of the Workbook.
2 Prepare the Part Grammar and Usage
第 3 页 共 3页● Reading Aids Today
Step 1: Lead in
First, let’s read a news report from the 18th World Aids Day
人类关于艾滋病的确切记载大都始于1981年。在此之前，我们对这种疾病一无所知。我们不知道在20世纪的70年代，或者更遥远的过去，有多少人感染了艾滋病，也不知道它究竟起源于何处。艾滋病从一开始就被笼罩在重重迷雾之中。虽然众说纷纭，其中不乏合理的猜测和颇有科学依据的推论，但还没有哪一种观点能够得到世人的公认。
1981年，美国率先发现了艾滋病。四年后，艾滋病登陆中国。中国的一些艾滋病监测人员起初的习惯是，哪一个地区出现艾滋病感染者，就在地图上那一部分打上红点；2000年，这项工作停止了：中国地图上已经没有被艾滋病遗漏的省份。目前，全球约有4000万艾滋病病毒携带者，其中250万为不足15岁的少年。非洲是艾滋病蔓延最严重的大陆，迄今共有2660万艾滋病病毒感染者，320万艾滋病患者，死亡230万人。
Go on to look at some pictures and discuss what these pictures have in common.
(Ask students to present the information about Aids they have collected before class.)
Today we are going to read the transcript of a TV new special, which is also about Aids. We will learn more about this deadly disease and what can be done to fight the spread of it.
Step 2: Fast-reading for general idea.
Go through the reading passage as quickly as possible and try to find answers to the three questions in Part A. While reading you only need to focus on and identify the information needed to answer these questions.
1. What is this TV news special about
2. How many people around the world are infected with HIV every day
3. What places have been affected by Aids
Answers: 1. It gives some detailed information about aids and how to fight the spread of Aids. 2. About 14,000 people. 3. Almost every country in the world has been affected by Aids.
Step 3: Careful-reading for detailed information
1. Let's read the passage again more carefully and try to finish part C1 after your reading.
(1) What does Aids stand for
(2) How many children have been affected by Aids so far
(3) How does HIV affect the body
(4) What are the three ways Aids is transmitted
(5) What is being done in China to help control the Aids epidemic
(6) What is the aim of UNAIDS
(7) What does UNAIDS so for people who think they might have the virus
(8) Why did Ajani not catch the virus from his mother
Answers: 1. Aids stand for acquired immune deficiency syndrome.2. About 18 million children have been affected by Aids, among whom more than 4 million have been killed by Aids and more than 14 million have lost their parents to Aids and become orphans.3. HIV is a virus that enters a person’s blood and attacks the body’s immune system, so the immune system is weakened, and them it gradually loses the ability to fight illnesses. Eventually the body’s immune system becomes so weak that the person becomes sick very easily.4. The three ways are unprotected sex, blood-to-blood contact and mother-to-child transmission.5. China is working hard to control the epidemic, and has opened HIV/Aids labs to test and monitor the disease across the country. In 2003, the government started providing free Aids drugs for Aids patients in need.6. The aim of UNAIDS is to help prevent the spread of Aids.7. It provides infected people with help from doctors and testing for people who think they might have HIV or Aids.8. Because his mother had access to prescription Aids medications during pregnancy.
2. Read the guidelines in Part C2 to know what to do to finish this part. Part C2 serves as a strengthening activity, which requires you to get more detailed information about the serious situation of Aids in the world from the text.
Answers:C2: 1 g 2 e 3 a 4 g 5 b 6 d 7 c
Step 4: Reading strategy
First, let’s read the reading strategy on page 35.
Now listen to the recording of the passage, paragraph by paragraph, and, while listening, to pay attention to the last sentence of each paragraph and the first sentence of the next paragraph. Try to find out how a paragraph is linked with the next one.
Step 4. Practice
1. Part D
Find these words in the text and try to guess their meanings according to the context, and then match the new words with their definitions.
Answers: 1 b 2 e 3 h 4 a 5 f 6 c 7 g 8 d
2.Part E
Neil is writing an e-mail to a friend about the TV programme. Help him complete the e-mail using the given words.
Answers:1 epidemic 2 immune system 3 cure 4 serious 5 Africa6 Argentina 7 monitor 8 prescription 9 efforts 10 prevention
Step 5: Discussion
1. What’s the serious situation of Aids in China Why are there so many Aids patients in
China
2. What has been done to deal with the situation by governments and international
organization
3. What should be done and can be done to treat the Aids patients or HIV carriers
(Divide the students into groups of four and ask each group to choose one of topics for discussion. After that get some groups to report their findings and opinions to the whole class.)
Step 6: Language Points
Vocabulary Words Aids, far-off, scream, bath, leak, bathe, sob, cure, outward, carrier, flu, unprotected, sex, percent, pregnancy, childbirth, breastfeed, abortion, subscribe to, soul, distribution, scar, prescription, reporter, grandson, granddaughter, choke, penny, jog, lemon, sour, tasteless, promote, chairwoman, drawer, blank, swallow, bleed, salad, scold, youthful, messy, addictive, physically, toothache, capsule, thirst, digest, forgetful, slide, acute, withdrawal, additional, anchor
useful expressions Subscribe to, body and soul, choke back, in some cases, death penalty, in the first place, at a frightening rate, be familiar with, bring attention to, have access to at risk,
sentence patterns 1. One of the first symptoms that most HIV-positive people have is a weakened immune system. 2. to avoid this, some infected women seek an abortion rather than risk their child’s health.3. All of this makes it clear that something must be done to stop this deadly disease.4. Dr David Ho, a Chinese American leading Aids expert, has devoted his body and soul to bringing up-to-date technology and international attention to China’s aids problem.5. He believes that educating people at risk, as well as treating infected people, is the key to stopping the disease in the future.
Step 7: Homework
1 Finish Parts A1 and A2 on page 114 in the workbook.
2. Prepare the part Word power
第 3 页 共 3页Grammar and usage
Step 1 General introduction
The grammar items in this unit focus on one aspect of the structure of a text—the development of a text. You will learn how a text should be written to allow readers to move from one idea to the next easily. You will get to know that there are four features that can help develop a text logically. You are expected to apply what you have learnt to practice by finishing an exercise.
Step 2 Explanation—the development of a text
1. Turn your books to pages 34 and 35 and have a look:
T: How many paragraphs are there in the text
(There are ten paragraphs.)
T: What is the title of the text
(The title is ‘Aids today’.)
T: Can we learn what the text is about from the title
(Yes. We learn that the text is about the deadly disease of Aids at the present time.)
T: If you are asked to divide the whole text into several parts, how will you divide it
(We can divide it into three parts. The first part is the introduction in the first paragraph. The second part is the main body and includes the next eight paragraphs. The conclusion is the last paragraph, and is the last part.)
T: What is the main idea of the first part
(It gives us an example to show us how serious the situation of Aids is in Africa.)
T: What is the second part about
(It tells us some detailed information abut Aids. For example, what causes Aids, the ways people get infected with aids, how serious the situation is around the world and what the UN and the Chinese government have been doing to deal with this situation.)
T: What is the last part about
(It refers again to the example mentioned in the first paragraph and points out the key to stopping Aids in the future.)
T: Now we can see how a text is developed. We know that a text usually includes several parts. We call these parts the title, the beginning paragraph, the body paragraphs and the concluding paragraph. Now, let’s go over the Grammar and Usage section to learn how to develop a text logically.
2. Read the guidelines and Part 1. Can you also think of some titles of some other articles that are not too long and are clear and simple
3. Go over the three points of Part 2 and see what should be included in the beginning paragraph.
4. Go over Part 3. This part will tell you that each body paragraph usually contains a topic sentences and a concluding sentence to the paragraph. Try to find what the topic sentence should be like and where it can be found, what supporting sentences are, and what the function of a concluding sentence is in a paragraph.
5. Read Part 4 and try to find how the concluding paragraph functions in a text.
6. Do the exercise on page 41. Read the sentences and decide which paragraph they belong to and what type of sentence each one is.
Answers:
Step 3. Practice
1. Now let’s come to Parts C1 and C2 on page 116 in Workbook, so that you can have more chances to practice what you have learnt in this section.
2. Read the following passage and do the exercises as you are required to.
Are There Extra-Terrestrials
(1) Many scientists today believe that life exists elsewhere in the universe—life probably much like that on our own planet. They reason in the following way.
(2) As far as astronomers can determine, the entire universe is built of the same matter. They have no reason to doubt that matter obeys the same laws in every part of the universe. Therefore, it is reasonable to guess that other stars, with their own planets, were born in same way as our own solar system. What we know of life on earth suggests that life will arise wherever the proper conditions exist.
(3) Life requires the right amount and kind of atmosphere. This eliminates all those planets in the universe that are not about the same size and weight as the earth. A smaller planet would lose its atmosphere; a larger one would hold too much of it.
(4) Life also requires a steady supply of heat and light. This eliminates double stars, or stars that burn up suddenly. Only single stars that are steady sources of heat and light like our sun would quality. Finally, life could develop only if the planet is just the right distance from its sun. With a weaker sun than our own, the planet would have to be closer to it. With a stronger sun, it would have to be farther away.
(5) If we suppose that every star in the universe has a family of planets, then how many planets might support life First, eliminate those stars that are not like our sun. next, eliminate most of their planets; they are either too far from or too close to their suns. Then eliminate all those planets which are not the same size and weight as the earth. Finally, remember that the proper conditions do not necessarily mean that life actually does exist on a planet. It may not have begun yet, or it may have already died out.
(6) This process of eliminate seems to leave very few planets on which earthlike life might be found. However, even if life could exist on only one planet in a million, there are so many billions of planets that this would still leave a vast number on which life could exist.
The title ___________________________________________________
The beginning paragraph _____________________________________
Topic sentence _______________________________________________
Body paragraph 1 ____________________________________________
Topic sentence _______________________________________________
Body paragraph 2 ____________________________________________
Topic sentence _______________________________________________
Body paragraph 3 ____________________________________________
Topic sentence ________________________________________________
Body paragraph 4 _____________________________________________
The concluding paragraph ______________________________________
Topic sentence _________________________________________________
Answers:The title: Are there Extra-Terrestrials The beginning paragraph: Paragraph 1Topic sentence: Many scientists today believe that life exists elsewhere in the universe—life probably much like that on our own planet.Body paragraph 1: Paragraph 2Topic sentence: What we know of life on earth suggests that life will arise wherever the proper conditions exist.Body paragraph 2: Paragraph 3Topic sentence: Life requires the right amount and kind of atmosphere.Body paragraph 3: Paragraph 4 Topic sentence: Life also requires a steady supply of heat and light.Body paragraph 4: Paragraph 5 Topic sentence: If we suppose that every star in the universe has a family of planets, then how many planets might support life The concluding paragraph: Paragraph 6 Topic sentence: There are so many billions of planets that this would still leave a vast number on which life could exist.
Beginning paragraph
Topic sentence
Supporting sentence
Hook
Body paragraph 1
Topic sentence
Supporting sentence
Body paragraph 2
Topic sentence
Supporting sentence
Concluding paragraph
Title
Concluding sentence
f
i
d
g
e
a
c
h
b
第 2 页 共 3页Project Making a poster about the dangers of drugs
This section is designed to give you a chance to practice your English by completing a project. You will first read a booklet warning young people of the dangers of drugs. You can learn some detailed information about drugs, their effects on the body or mind, and the legal punishments for carrying drugs. The purpose of this section is to encourage you to use what you have learnt to finish a project by working together. During the course of working on your posters, you will discuss what should be focused on and how to make your posters more attractive.
Part A: Reading
1. It is important for young people to know that drugs can be very dangerous. Have you ever seen a poster warning people about the dangers of drugs Would you know what kind of information to include in this kind of poster Your school is going to have a Health Week and you are asked to make some posters about the dangers of drugs. Before making your posters, you are going to read a booklet which warns young people of the dangers of drugs. The booklet will give you some information that can help them make their posters.
2. Read the passage carefully and try to answer the following questions.
(1) What are the different types of drugs
(2) What are the effects of drugs on the body or mind
(3) How do you think taking drugs affects the user’s family
(4) What are the legal punishments for carrying drugs
Answers:1 There are three main classes of drugs: one class of drugs are called uppers, one class of drugs are called downers and one class of drugs is those that change the way people think and see the world, such as LSD.2 These drugs have different effects on users’ bodies. Some drugs may make users feel happy and excited, while others can make users feel tired or see things that are not really three. Although these drugs can produce different reactions, they are all addictive, physically and /or psychologically.3 Taking drugs can greatly affect the user’s family. If a family member is addicted to drugs, he or she may spend a lot of their money on drugs. The user’s behavior may also be affected and he or she may act very strangely. The family may become very upset at the user’s actions.4 The legal punishments range from a small fine and a few days in prison to a large fine and the death penalty according to the type and quantity of drugs the person is carrying when caught by the police.
3. Read the whole article and find details under each point below:
The reasons/ causes for taking drugs
The effects or results of taking drugs
The punishments for carrying drugs
The assistances drugs users need
The reasons/ cause for taking drugs:Because they are curious; to rebel against their families or society; to be accepted by friends who are drug users
The effects or results of taking drugs:The effect of uppers: increase the heart rate and make users feel very energetic and happy; make users suffer from having a sore jaw, toothaches, difficulty sleeping, heart attacks, and, in some cases, death; make users suffer not feel hungry or thirsty The effects of downers: decrease the heart rate and make users feel relaxed, sleepy, and forgetful, and cause headaches, depression, shallow breathing and weak pulse; can lead to deathThe effect of drugs like LSD: cause people to see and /or hear things that are not real; increase blood sugar, heart rate and acute anxiety and cause extreme mood changed; users may commit suicide.The common effects of the three groups of drugs: all addictive, physically and psychologically
The punishments for carrying drugs:From a small fine and a few days in prison to a large fine and the death penalty according to the type and quantity of illegal drugs a person id carrying when caught by police
The assistance drug users need:Admit their problem with drugs and seek help from a hospital or drug clinic; stay in hospital and take special medicines to help break addiction or ease withdrawal symptoms; have individual or group sessions with a psychologist
Part B: making a poster
1. Now you and your group are going to make a poster about the dangers of drugs for your school Health Week. Form your own groups of six and discuss what your poster will focus on and what you will need to do in preparation. You will also decide who will do each task in their group. The last four questions in Part B will help you.
2. Now it’s time to present your masterpiece to us! (Ask each group to present their poster to the whole class. Other groups can give their comments.)
第 1 页 共1页● Task Writing an article with advice and warnings
General Introduction:
In this section, you will have opportunities to practice your listening, speaking, reading and writing skills. The task section is divided into three steps and each step is preceded with a skills building activity. Through the three steps, you will learn how to identify degrees of obligation and categorize notes about warnings, how to ask for and offer alternatives and how to write warnings. After the learning, you are expected to write for the school news letter an article containing advice and warnings on the dangers of taking medicine unnecessarily.
Skills building 1: identifying degrees of obligation
In this part, we will learn how to identify the degree of obligation when listening to advice. You should judge whether the advice is a suggestion or a necessity through the modal form or phrase used in the sentence. Look at the following sentence patterns:
You do not have to…
You ought (not) to…
You should (not)…
You had better/ had better not…
You have to…
You must/ must not…
Do you know which pattern expresses the strongest obligation, which expresses less strong obligation and which expresses the least strong obligation
Let’s go on to look at some sentences and decide which are suggestions and which are necessities.
1. You don’t have to go school tomorrow if you are feeling ill.
2. You ought to eat some fruit every day
3. You had better wake up earlier tomorrow.
4. You must not forget to do your homework.
5. You should get enough rest every night.
6. You must not forget to do your homework.
7. You ought not to eat so much ice cream.
8. You should not play computer games all evening.
9. You have to take medicine if you want to get better.
10. We must finish our project today because it is due tomorrow.
(Encourage students to give their own opinions. Any reasonable answers are acceptable)
Step 1: Categorizing notes about warnings
In this part, you will listen to a lecture by Dr Grey and write down the modal forms the doctor uses, and then categorize the obligation levels of the doctor’s advice.
1. Read the guidelines and the sentences in Part A. (give them some necessary explanations to some new words.)
What does the word ‘chemist’s’ mean from the context of the whole sentence (It is a place where medicine is sold.)
What does the word ‘painkiller’ mean (The first part of the word is ‘pain’, and the second part is ‘killer’, so we can know that ‘painkiller’ refers to a kind of medicine that can be used to stop one feeling pain.)
Can you guess the meaning of the word ‘prescription’ (from the following sentence’…talk to your doctor…’ we can learn that ‘prescription drugs’ are ones that we should be careful taking because they could be dangerous if used incorrectly.)
2. Let’s listen to the first part of the lecture by Dr Grey and find modal forms used for Sentences 1 to 9.
TapescriptDr Grey: I am here today to talk to you about the dangers of taking unnecessary medicines. We live in a world where many things move at a very fast speed, and sometimes people expect their bodies to do things quickly as well. However, you should realize that human bodies are not machines; machines can be fixed in a hurry when they are broken, but bodies cannot be. Some people run to the chemist’s every time they are ill, asking form a quick cure when their bodies just need some rest. For instance, you do not have to take any medicine for a common cold. You should just get enough sleep, drink a lot of water and keep warm to cure a common cold. People must learn that medicines sold at the chemist’s might be very strong and must be used carefully. Even the simplest medicines can have serious side effects. Take painkillers as an example. You must not take too many of them as they can damage organs like the stomach and the liver. Another danger of taking unnecessary medicines is that a person could take a dangerous combination of prescription drugs. You should always talk to your doctor before you start mixing medicines. You must also make sure that you know if there are medicines that your body does not react well to. An additional—and perhaps unexpected—danger of taking unnecessary medications is hat there are more bottles of pills in the house, which children could pick up and eat the pills s if they were sweets. This is a very important reason why you must not leave any medicine lying around.
3 Play the tape again for students to check their answers.
Answers:1. should 2. do not have to 3. must 4. must not5. should 6. must 7. must not
4. Read the guidelines of Part B, and then listen to the second half of the lecture to write down the modal from for sentences 10-12.
Tapescript:Dr Grey: Now I would like to talk about antibiotics and the dangers of taking them unnecessarily. I will tell you what antibiotics are in case you are not sure. An antibiotic is a medicine that can destroy or stop germs from growing. Antibiotics are used to cure serious infections such as ear infections, but they do not help with illnesses like colds fro the flu, which are not infection. You should remember this the next time you think you can cure a cold quickly with antibiotics. In fact, taking antibiotics unnecessarily can cause antibiotic-resistant bacterial to grow in the body. As a result, when a person who uses antibiotics to cure the flu is seriously ill with infections, the antibiotics may not work. Worse yet, this person could develop an antibiotic-resistant super virus in his or her own body. The powerful virus can be passed to other people and make them very ill. This is a huge problem in hospitals, where many patients already have weak immune systems, and the super virus can be passed easily from patient to patient. For this reason, you should not go to hospital unnecessarily if you have a cold or flu that is not very serious. Instead, you should do exercise often and eat well to keep your body healthy without taking medicine.
Answers:A 8 should 9 should not 10 should
5. Read all the sentences in which they have used modal forms and decide the obligation level of each sentence.
Answers: B Obligation level:★ 2 Obligation level: ★ ★ 1,5,8,9,10 Obligation level: ★ ★ ★ 3,4,6,7
6. Now you are going to read an article on the Internet about how taking antibiotics unnecessarily can be dangerous. After reading it, you should take notes on the things that Mr. and Mrs. Tang did wrong. (The students do it individually, and then check the answers together.)
Answers: C Mr. Tang gave Mrs. Tang some unknown medicine. Mr. Tang gave Mrs. Tang some antibiotics he had left from a previous illness. Mrs. Tang took some antibiotics without knowing what they were.
Skills building 2: asking for and offering alternatives
1. This part will tell you how to ask for or give alternatives when you are receiving or offering advice. First go over the instructions and the patterns given in this part to make yourselves understand how to ask for alternatives and how to offer alternatives.
2. Let’s practice using these patterns. Suppose you were Mrs. Tang, and you wanted to know what should be done to cure your cold. You went to ask a doctor for some advice. Make some sentences using the patterns asking for alternatives given in this part. For example:
What can I do instead of taking large amounts of vitamins and painkillers when I have got a headache or a runny nose
Suppose were the doctor, what advice would you like to give to Mrs. Tang Use the patterns offering alternatives to make some sentences.
Step 2: asking a doctor for alternatives
In this part, you will work in pairs to make up a dialogue. One of you will act the doctor and answer some questions about alternatives to medicine. Some prompts are presented in this part to help you ask for and offer alternatives.
1. Read the guidelines and work in pairs to decide who will be the doctor first. Each pair goes over the prompts in the two columns and then practice your dialogue. After you have finished your dialogue, you should switch roles.
Sample answersS=Student D=DoctorS: Dr Grey, I’d like to know more about avoiding taking medicine unnecessarily. Can I ask you some questions D: Certainly. I think it’s very important for everyone to know about this.S: Sometimes my mother suffers from headaches and she usually takes some headache tablets. What can she do instead of taking the tablets D: Instead of taking the tablets, she could lie down in quiet, dark room. After having a good sleep, she’ll feel better.S: I’ve found that medicine for sore throats doesn’t have much effect on me when my throat hurts. What’s a good substitute for sore throat medicine D: Substitute sore throat medicine with a glass of hot water with honey and lemon in it.S: What about painkillers for aches and pains Are there any good replacements for painkillers D: Don’t take too many painkillers as they can be addictive. Replace painkillers with a long, hot bath.S: In order to avoid catching the flu, some of my friends have got a flu vaccination. Is there another way D: A better way to avoid the flu is to eat healthily, exercise and keep warm.S: Must I take antibiotics when I catch a cold Rather than taking antibiotics, is there a better way to recover from a cold D: Sure. You should gibe your body the strength to fight the illness by getting a lot of rest rather than taking antibiotics.S: Dr Grey, I often get a blocked nose when I catch a cold. What can I do to clear my nose besides taking cold and flu medicine D: Another way to clear a blocked nose is to put a towel over your head and breather in the steam form a bowl of boiling water. It’s important never to take too much medicine, especially antibiotics.S: I think I’ve learnt a lot about what to do to avoid taking medicine unnecessarily. Thank you very much.
2. Time permitting, ask the students to make some other dialogues.
Skills building 3: writing warnings
In this part, you will read about how to include warnings in an article as well as giving advice. You should know what language is often used to express warnings and what information is usually included in a waning.
Read the instructions to learn how to express warnings and read the two points to know what the imperative is, and how to show consequences. While reading, write down some sentences to express warnings by using the two patterns given in this part.
Step 3: writing an article for the school newsletter
In this part, you are required to write an article containing advice and warnings. You will use the information you have gathered in Steps 1 and 2 and the patterns presented in the three skills building parts to write your articles.
1. Read the instructions to learn how to write and article to give advice and warnings. You are going to write for the school newsletter to talk about the dangers of taking medicine unnecessarily. 2. Each of you first write the article individually and then discuss it with your partners to make any necessary revisions. Pay attention to the style of your articles.
Possible example:A recently taken survey at our school showed that a lot of students do not know how to use medicine properly. They often take medicine, especially antibiotics, unnecessarily. Last week, Dr Grey was asked to give a lecture at our school. In his lecture, he told us that there were alternative ways to get better instead of taking medicine when we were not feeling well. He also gave us some warnings on the dangers of taking medicine unnecessarily. The pieces of advice given by Dr Grey:Lie down in a quiet, dark room instead of taking headache tablets.Substitute sore throat medicine with a glass of hot water with honey and lemon. Replace painkillers with al long, hot bath. Always talk to the doctor before you take any medicine. Some good ways to avoid catching the flu and ways to fight the flu if we caught it:A good way to avoid catching a cold is to eat healthily, exercise and keep warm, rather than getting the flu vaccination. To give our bodies the strength to fight the illness by getting a lot of rest is much better than taking antibiotics.A good way to clear a blocked nose is to put a towel over one’s head and breathe in the steam from a bowl of boiling water. The warnings given by Dr Grey:Do not take too many painkillers fro aches and pains. They can damage organs like the stomach and the liver.Do not take antibiotics without seeing a doctor first.Never leave pills lying around where there are children as they may eat some thinking they are sweets.I think all of us should learn what to do when we are ill instead of just taking medicine, so we can protect ourselves.
3. Come the Part A on page 121 in the workbook. Read the instructions, and then finish the written work in Part B as your homework.
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