Lesson

Health

Get ready
Talk about the picture

A Look at the picture. What do you see?

B
Listen and point: doctor doctors office medicine
nurse patient

Mario

Tony

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UNIT

Lesson objectives

Introduce Ss to the topic

Find out what Ss know about the topic
Preview the unit by talking about the picture
Practice key vocabulary
Practice listening skills
Warm-up and review

Practice

Lesson A: Health problems

Begin class. Books closed. Draw a large human stick
figure on the board. Circle parts of the body and ask Ss:
What is this? Elicit any vocabulary for body parts that Ss
already know, such as: head, arm, hand, leg, foot.
Point to the words health problems on the board. Say the
words and have Ss repeat after you. Tell Ss: This unit is
about health problems. Problems with the body.

Point
to a part of the body on the board that your Ss

know the word for, for example: head. Pantomime a

headache and ask Ss: Whats my health problem? Elicit
or provide: headache.

1B. Read aloud each word or phrase while pointing to

the corresponding part of the picture. Ask Ss to repeat
and point.

[Class Audio CD1 track 37] Play or read the audio

program (see audio script, page T-156). Tell Ss: Listen

and point to the picture. As Ss hear the key vocabulary,
check to see that Ss are pointing to the correct part of the
picture. Repeat the audio program as needed.

Before class. Write todays lesson focus on the board.

Teaching tip
Not all the Ss in your class will know vocabulary for parts
of the body or health problems. This warm-up is meant to
activate any prior knowledge of the subject that Ss have
and to help you assess that knowledge.

Literacy tip
If you have literacy Ss in your class, it might be helpful to
spend time at the beginning of any activity that contains
art or photos talking about the pictures before focusing
Ss attention on the printed words in the exercise. Have
Ss work in pairs. Tell them to ask each other: What do
you see? Encourage Ss to describe the pictures to each
other. Consider pairing literacy Ss with Ss who can help
them read the text in the exercise. This will help preview
the exercise for literacy Ss and make them more
confident as the exercise continues.

Presentation

Books open. Set the scene. Hold up the Students Book.

Show Ss the picture on page 44. Tell the class: These

people have health problems. They need a doctor.
Ask: What do you see? Elicit and write on the board any
vocabulary that Ss know, such as: chairs, desk,
teenagers, man, woman, cap.

Direct Ss attention to the key vocabulary in Exercise

Comprehension check

Ask Ss Yes / No questions about the picture. Tell Ss:

Listen. Say yes or no.

Point to the picture. Ask: Is this a classroom? (No.)
Point to the picture. Ask: Is this a doctors office? (Yes.)
Point to the nurse. Ask: Is she a patient? (No.)
Point to the doctor. Ask: Is he a doctor? (Yes.)
Point to the woman with the stomachache. Ask: Is she a
patient? (Yes.)
Point to the boy with the tissue. Ask: Is he a doctor?
(No.)
Point to the medicine. Ask: Is this medicine? (Yes.)
Point to the nurse. Ask: Is she a nurse? (Yes.)

Teaching tip
Direct Ss attention to the two teenagers in the picture,
Mario and Tony, since they appear again later in the unit.
Practice saying the boys names, ask Ss how old they
think the boys are (teenagers in the 1319-year-old age
range), and ask Ss about the boys clothing (baseball
uniforms).

Literacy tip
For an alternative activity, refer literacy Ss to pages 4243
in the Literacy Workbook at any time during the lesson.

Teaching tip
If possible, bring in real examples of medicine to show
Ss the different forms it can take, for example, tablets,
capsules, and liquids. For each example, tell Ss: This
ismedicine.

Lesson A

T-44

UNIT
T

2
SELF-STUDY
AUDIO CD

Listening

Listen and repeat.

1. doctor

SELF-STUDY
AUDIO CD

2. doctors office

3. medicine

4. nurse

5. patient

Listen and circle.

a.

b.

a.

b.

a.

b.

a.

b.

Nurse.

Listen again. Check your answers.

C Talk with a partner. Point to a picture.

Your partner says the word.

Health

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Lesson

Get ready

Presentation

Before class. Bring to class full-page clip art images to

illustrate each of the key vocabulary terms. Save the images

to use later in the lesson and in other parts of theunit.

Direct Ss attention to Exercise 2A and read the
instructions aloud. As you say each word or phrase, hold
up the appropriate picture and ask Ss to repeat after you.

Practice

[Class Audio CD1 track 38] Play or read the audio

program (see audio script, page T-156). Ss listen and
repeat the vocabulary as you hold up the clip art images.
Repeat the audio program as needed.
Listen carefully to Ss pronunciation and make
corrections as needed.
Literacy tip
Use the clip art images you found to make smaller
picture flash cards for your literacy Ss.

Direct Ss attention to Exercise 2B and read the

instructions aloud.
[Class Audio CD1 track 39] Model the task. Hold up
the Students Book and say: Number one. Play or read
the audio program for number 1 (see audio script, page
T-156). Point to the two answer choices in number 1 and
ask Ss: What did you hear a or b? Elicit: b. Point to the
letter b next to the second picture and tell Ss: Circle the
letter b.

[Class Audio CD1 track 39] Play or read the complete

audio program (see audio script, page T-156). Ss listen

and circle the correct answers. Repeat the audio
asneeded.
[Class Audio CD1 track 39] Read aloud the second
part of the instructions for Exercise 2B. Play or read the
audio program again so that Ss can listen and check
theiranswers.
Learner persistence (individual work)
[Self-Study Audio CD tracks 19 and 20] Exercises 2A
and 2B are recorded on the Ss self-study CD at the back
of the Students Book. Ss can listen to the CD at home
for reinforcement and review and also for self-directed
learning when class attendance is not possible.

Comprehension check

Write the numbers 14 on the board. Ask a few Ss to

come to the board and write the correct answers to
Exercise 2B next to each number.

T-45

Unit 4

[Class Audio CD1 track 39] Play or read the audio

program again. Pause the audio program after each
conversation. Point to the answer written on the board
and ask: Is this correct? Ask another S to make any
necessary corrections.
Teaching tip
Use the same spatial arrangement as the textbook when
replicating exercises on the board. This makes the
process of checking answers less demanding for Ss and
allows them to concentrate on the language.

Application

Direct Ss attention to Exercise 2C and read the

instructions aloud.
Model the task. Hold up the Students Book and point to
the pictures in Exercise 2B. Say to one S: Point to a
picture. Say to the first Ss partner: Say the word.
Ss complete the exercise in pairs. Walk around and help
as needed.
Expansion activity (student pairs)
Have Ss practice the conversations from Exercise 2B in
pairs. Ask Ss to turn to the self-study audio script on
page 158 in the Students Book.

Ask Ss to choose Role A or B and read aloud the
conversations. Then have Ss switch roles and read the
conversations again. Walk around and help as needed.

Evaluation

Direct Ss attention to the lesson focus written on the

board. Arrange the large clip art images that you used in
Exercise 2A on the chalk tray or on a table so that Ss can
see all of them. Say the key vocabulary in random order
and call on individual Ss to select the corresponding image
and hold it up for everyone to see. Have Ss replace the
image each time so that every S can choose from all five.
Check off the lesson focus as Ss demonstrate an
understanding of what they have learned in the lesson.

More Ventures (whole group, pairs, individual)

Assign appropriate exercises from the Teachers

Toolkit Audio CD / CD-ROM, the Workbook, or the
Literacy Workbook.

Lesson
n

Parts of the body

Vocabulary focus
Listen and repeat.
1

hand

head

arm

6
4

stomach

foot

leg

Practice

A Read and match.

1

foot
46

arm

hand

head

stomach

leg

Unit 4

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Lesson objectives

Introduce vocabulary for parts of the body

Practice asking and answering questions about
health problems

Warm-up and review

Comprehension check

Lesson B:
Parts of the body
Whats the matter?
Before class. Write the key vocabulary from LessonA
on the board: doctor, doctors office, medicine,
nurse,patient.
Begin class. Books open. Point to and say each of the key
vocabulary items from Lesson A and ask Ss to repeat
after you.

Have Ss identify the vocabulary in the picture on page
44. Tell Ss, for example: Point to the doctor.
If you used large clip art images in Lesson A, hold up the
images in random order and have Ss say the
corresponding words.

come to the board and write the answers to Exercise 2A

on the board.
Ask different Ss to read the answers written on the
board. Ask: Is this correct? After each answer is read,
ask: Is this correct? Ask another S to make any
necessary corrections on the board.

Before class. Write todays lesson focus on the board.

Presentation

Point to the words Parts of the body at the top of page

46. Say the words aloud and ask Ss to repeat after you.
Draw a stick figure on the board and then draw a circle
around the whole figure. Tell Ss: This is the body. Draw
smaller circles around a few body parts, for example, the
head, an arm, and a foot. Tell Ss: These are parts of
thebody.
Direct Ss attention to the picture in Exercise 1. Tell Ss:
Today, you will learn words for parts of the body.

Practice

Read aloud the instructions for Exercise 1.

[Class Audio CD 1 track 40] Play or read the audio

program (see audio script, page T-156). Listen and repeat

the vocabulary along with Ss. Repeat the audio program
as needed.
Listen carefully to Ss pronunciation and correct
asneeded.

Direct Ss attention to Exercise 2A. As you read aloud
the instructions, hold up the Students Book and indicate
that Ss should look at the pictures of body parts and
match them to the corresponding words.
Model the activity. Hold up the Students Book. Point to
the first picture. Ask: What body part is this? (Hand.)
Say: Match the picture with the word.

Ss complete the exercise individually. Help as needed.

Write the numbers 16 on the board. Ask a few Ss to

Expansion activity (individual work)

Help Ss review the unit vocabulary by preparing a

worksheet that lists the new words from Lesson A and

Lesson B with all the vowels left out and replaced with
blanks; for example:
d
ct
r
p
t
nt
st
m
ch
Option 1 Allow Ss to use their Students Book to help
with spelling.
Option 2 Bring in a prize for the S who finishes in the
shortest amount of time.
When Ss are finished, ask volunteers to write the words
on the board.
Community building
Many hospitals, clinics, and doctors offices provide
information in a number of languages. Call local health
providers in your area and ask them to send you
information such as their hours, their location, and the
types of services they provide in English and in your Ss
native languages. You can also ask if they are able to
provide translators for patients. Give Ss information
about local health providers in English and, whenever
possible, in Ss own languages.
Learner persistence

Tell Ss what you would like them to do if they have a

health problem and cant come to class. For example,

give Ss your office phone number or e-mail address and
ask them to contact you, or have them exchange phone
numbers with a specific classmate. You can also suggest
that Ss use the self-study CD-ROM to review the
language they have already studied and to keep up with
any lessons that they are missing.

Literacy tip
For an alternative activity, refer literacy Ss to pages 4445
in the Literacy Workbook at any time during the lesson.

Lesson B

T-46

Listen and repeat. Then write.

arm

foot

hand

head

leg

stomach

5
6
3
4

What hurts?
1. My
2. My
3. My

hand
head
leg

4. My

5. My

6. My

stomach
arm
foot

.
.
.

Talk with a partner. Act it out. Ask and answer.

A Whats the matter?
B My hand hurts.
Whats the matter?

My head hurts.

Communicate
Talk with a partner.
Act it out. Ask and answer.

Health

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Lesson

Parts of the body

Presentation

Direct Ss attention to the picture in Exercise 2B. Tell

the class: These people have health problems. Point to

the second part of the lesson focus written on the board
and repeat the words health problems.

Direct
Ss attention to the word bank. Read each word

aloud and ask Ss to repeat after you. Then point to the

appropriate person in the picture and say, for example:
Her arm hurts.
Teaching tip
Help Ss understand the meaning of the word hurts by
acting out each health problem in the picture as you go
over the vocabulary for body parts. For example, rub
your arm when you say Her arm hurts, and make noises
as if you are in pain.

Practice

Read aloud the first part of the instructions for

Exercise2B.
[Class Audio CD1 track 41] Model the task. Say:
Listen and repeat. Play or read the audio program for
number 1 (see audio script, page T-156) and point to the
first woman in line in the picture as you repeat. Say:
Then write. Point to the word hand written as an
example. Make sure Ss understand the task.
[Class Audio CD1 track 41] Play or read the complete
audio program (see audio script, page T-156). Ss listen
and repeat. Encourage Ss to point to the people in the
picture as they repeat.

Ss complete the exercise individually. Repeat the audio
program as needed. Encourage them to find the words
they need in the word bank.
Check answers with the class. Write the numbers 16 on
the board. Point to each number and ask Ss: What hurts?
Elicit, for example: my hand. Write the words for parts of
the body next to the numbers on the board. If Ss give an
incorrect answer, ask the class if anyone has a
differentanswer.

Read aloud the second part of the instructions for
Exercise 2B. Model the exercise by pointing to the
woman in the picture with the hurt hand. Then read the
conversation aloud using different voices for the two
roles and acting as if your hand is hurt.
Ask two Ss to read aloud the example conversation and
act it out. Ask two different Ss to point to another person
in the picture and have a new conversation as they act out
his or her health problem.

T-47

Unit 4

Teaching tip
Write on the board: Whats the matter? Tell Ss that they can
ask this question when someone looks sad, sick, or hurt.

Have pairs of Ss practice asking and answering questions

about the people in the picture as they act out the
problems. Walk around and help as needed.
When Ss are finished, call on different pairs to perform
the dialogs for the rest of the class.

Application

Direct Ss attention to Exercise 3 and read the

instructions aloud. Read the example question and

answer aloud and ask Ss to repeat after you.
Model the task. Have a S ask you: Whats the matter?
Pantomime one of the health problems and say, for
example: My stomach hurts.
Ss ask and answer questions with new partners. When
they are finished, have Ss switch partners and repeat
theexercise.
Expansion activity (whole group)
Practice using possessive pronouns and adjectives by
talking about the people in the picture in Exercise 2B.

Write on the board:
Whats the matter with (him / her)?
(His / Her)
hurts.
Point to and ask Ss about each person in the picture, for
example: Whats the matter with her? Elicit: Her
handhurts.

Evaluation

Direct Ss attention to the lesson focus written on the

board. Indicate parts of your own body and have Ss say

the words for the body parts.
Ask several different Ss: Whats the matter? Have them
pantomime a sore body part as they did in Exercise 3.
Then have Ss ask their classmates the question.
Check off each part of the lesson focus as Ss demonstrate
an understanding of what they have learned in the lesson.

More Ventures (whole group, pairs, individual)

Assign appropriate exercises from the Teachers

Toolkit Audio CD / CD-ROM, the Workbook, or the
Literacy Workbook.

Lesson
n

My feet hurt.

Grammar focus: 1 hand, 2 hands

1 eye

1 hand

1 foot

2 eyes

2 hands

2 feet

Practice

A Read and circle. Then write.

1

A What hurts?

A What hurts?

A What hurts?

B My

hands

hand

hands

B My

eyes

eye

eyes

B My

arm

arm

A What hurts?

A What hurts?

A What hurts?

B My

foot

foot

feet

B My

leg

leg

legs

B My

hand

hand

arms

hands

Listen and repeat. Then practice with a partner.

48

Unit 4

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Lesson objectives

Introduce singular and plural nouns

Practice asking and answering questions about
health problems

Warm-up and review

Before class. Write todays lesson focus on the board.

Lesson C:
1 hand, 2 hands
What hurts?
Begin class. Books closed. Draw an outline of your hand
on the board. Point to the drawing and ask Ss: What is
this? Elicit and write on the board: hand.
Draw another hand on the board and circle the two
hands. Ask Ss: What are these? Elicit or provide the
word hands and write it on the board. Point to and say
the singular and plural forms and ask Ss to repeat after
you. Circle the letter S.

Repeat the procedure with arm / arms, leg / legs, and
foot / feet. Direct Ss attention to the first part of the
lesson focus. Say and have Ss repeat: one hand, two
hands; one arm, two arms; one leg, two legs; one foot,
two feet.

Presentation

Books open. Direct Ss attention to the grammar chart in

Exercise 1. Read each phrase aloud and ask Ss to repeat
after you.
Teaching tip
Since the words eye and eyes may be new to Ss, be sure
to practice pronouncing them with the class.

Use your own body to help Ss practice the singular and

plural forms. Hold up one hand and wiggle your fingers

to elicit one hand. Close one eye to elicit that phrase;
then open both eyes wide to elicit two eyes. Sit on your
desk or table and wiggle one or both of your feet, and so
on, with your legs and arms.

Teaching tip
You may want to ask a S who is not easily embarrassed
to stand next to you as you complete the review of
vocabulary for body parts by gesturing to your two
heads and your two stomachs.

Photocopy and give each pair of Ss a list of items you

want them to count, for example, computer(s), chair(s),

desk(s), map(s), eraser(s), ruler(s), stapler(s). Be sure to
include some singular items.
Increase the difficulty of the task by listing items that are
likely to be numerous or that require Ss to talk to their
classmates, for example, pencils or notebooks.

Have Ss walk around the room and write the quantities
on their lists. When Ss are finished, call on Ss to report
their numbers to the class. Ask Ss who disagree on a
number to demonstrate how they counted the items.

Practice

Direct Ss attention to the first picture in Exercise 2A.

Read aloud the example conversation using different

voices for Speaker A and Speaker B. When you read
Speaker Bs line, show Ss the two answer choices under
the blank and ask: Hand or hands? Elicit: Hands.
Read aloud the instructions for Exercise 2A. Point to
where hands has been circled and written for number 1.
Ss complete the exercise individually. Walk around and
help as needed.

Comprehension check

Read aloud the second part of the instructions for

Exercise 2A.
[Class Audio CD1 track 42] Play or read the audio
program (see audio script, page T-157). Ss listen and
repeat as they check their answers.
Write the numbers 16 on the board. Ask volunteers to
come to the board and write the words they circled.
Make any necessary corrections on the board.

Ss
in pairs. Ask Ss to choose Role A or B and practice
the questions and answers in Exercise 2A. Then have Ss
switch roles and practice again. Walk around and help
asneeded.
Ask several pairs to act out the situations and say the
questions and answers for the rest of the class.

Literacy tip

Expansion activity (student pairs)

Expand on the presentation of singular and plural nouns
and recycle vocabulary for school supplies and classroom
objects by asking Ss to count items in the classroom.

For an alternative activity, refer literacy Ss to pages 4647

in the Literacy Workbook at any time during the lesson.

Lesson C

T-48

Listen and repeat.

2

legs
3

hand
4

stomach
5

feet
6

eyes

head

Talk with a partner. Act it out. Ask and answer.

A What hurts?
B My legs.
A Oh, Im sorry.

Communicate
Talk with your classmates.
Complete the chart.
A What hurts, Sasha?
B My head.

Name

Sasha

What hurts?

head
(Answers will vary.)

Health

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Lesson

My feet hurt.

Presentation

Direct Ss attention to the pictures in Exercise 2B. Point

to each picture and ask the class: What is this? or What
are these? Elicit the appropriate singular or plural form
of each noun.

Practice

Read aloud the first part of the instructions for

Exercise2B.
[Class Audio CD1 track 43] Model the task. Say:
Listen and repeat. Play or read the audio program for
number 1 (see audio script, page T-157) and point to the
man in the first picture as you repeat. Make sure Ss
understand the task.
[Class Audio CD1 track 43] Play or read the complete
audio program (see audio script, page T-157). Ss listen
and repeat. Encourage Ss to point to the people in the
pictures as they repeat.
Teaching tip
Write on the board the phrase Oh, Im sorry. Tell Ss that
they can use the phrase when people tell them about a
health problem. Demonstrate the use of the expression
by telling Ss that various parts of your body hurt; for
example: My head hurts. Point to the board and elicit
from Ss: Oh, Im sorry.

Read aloud the second part of the instructions in

Exercise 2B. Call on two Ss to read aloud the example

conversation. Then, point to one of the pictures in the
exercise and ask two Ss to model a new conversation
using the appropriate body part.

Indicate
that Ss should ask and answer questions about

all six pictures. Make sure Ss understand the task.

Ss ask and answer questions about the pictures in pairs.
When Ss are finished, ask them to switch partners and
have new conversations.
Expansion activity (student pairs)
Ask pairs of Ss to practice the conversations in Exercise
2A on page 48 again, but this time, have them add the
sympathetic expression: Oh, Im sorry.

T-49

Unit 4

Application

Direct Ss attention to Exercise 3 and read the

instructions aloud. Read aloud the two column headings

in the chart.

Point
to the name Sasha in the top line of the chart and

tell Ss that it is a first name. Point to the word head in

the chart and ask Ss: What hurts? (Sashas head.)
Call on two Ss to read the example question and answer
aloud.

Tell the class: Write your classmates names. Ask them
the question. Write their answers. Make sure Ss
understand the task.
Ss complete the exercise in small groups or else walk
around and talk to at least three classmates.

Walk around and help as needed. When Ss are finished,
ask for volunteers to perform one of their conversations
for the class.
Option Ask the class about several of the Ss, for
example: Tell me about Lor. Whats the matter with Lor?
Elicit, for example: His stomach hurts.

Evaluation

Direct Ss attention to the lesson focus written on the

board. Check Ss understanding of singular and plural

nouns by gesturing toward or wiggling parts of your own
body and eliciting the words for those body parts
fromSs.
Direct Ss attention to the picture in Exercise 2B on page
47 and ask Ss about people in the picture. For example,
point to the girl with the hurt hand and ask: What hurts?
Elicit: Her hand. As Ss answer, say: Oh, Im sorry.
Have Ss ask and answer questions about this picture in
pairs. Walk around and monitor Ss use of the
languagepoints.
Check off each part of the lesson focus as Ss demonstrate
an understanding of what they have learned in the lesson.

More Ventures (whole group, pairs, individual)

Assign appropriate exercises from the Teachers

Toolkit Audio CD / CD-ROM, the Workbook, or the
Literacy Workbook.

Lesson
n

Reading

Before you read

Talk about the picture.
What do you see?

2
SELF-STUDY
AUDIO CD

Read
Listen and read.

At the Doctors Office

Tony and Mario are at the doctors office.
They are patients. Tonys leg hurts. His head
hurts, too. Marios arm hurts. His hands hurt,
too. Tony and Mario are not happy. It is not a
good day.

After you read

Read the sentences. Check ( ) the names.
Tony

Mario

His arm hurts.

His head hurts.
His leg hurts.
His hands hurt.
He is not happy.

50

Unit 4

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Lesson objectives

Introduce and read At the Doctors Office

Introduce vocabulary for talking about health
problems

Practice using new topic-related words

Warm-up and review

Before class. Write todays lesson focus on the board.

Lesson D:
Read At the Doctors Office
Learn words for health problems
Begin class. Books open. Direct Ss attention to the
picture in Exercise 1. Ask the class: Who are these boys?
Ss should recognize Mario and Tony from the picture on
page 44.
Ask Ss: Are Mario and Tony happy? (No.) Ask: Whats
the matter? Elicit vocabulary and grammar from the
unit, for example: His hands hurt. His leg hurts.

Presentation

Read aloud the instructions for Exercise 1. Ask Ss: What

do you see? Elicit and write on the board any vocabulary

about the picture that Ss know, such as: doctor,
patients,medicine.

Practice

Direct Ss attention to Exercise 2. Point to the title of the

paragraph and ask: Whats the title? (At the Doctors
Office.) Point to the first part of the lesson focus and
tell Ss: Today, youll read about Mario and Tony at the
doctors office.

Literacy tip
Make a list of the words for body parts that appear in the
reading passage (leg, head, arm, hands) and give it to
the literacy Ss in your class. Have the literacy Ss match
the words on the list with the same words in the reading
passage while the rest of the class reads the paragraph
silently.

[Class Audio CD1 track 44] Play or read the audio

program and ask Ss to read along (see audio script, page
T-157). Repeat the audio program as needed.
Read aloud each sentence of the reading and ask Ss to
repeat after you.
Answer any questions Ss have about the reading.

Learner persistence (individual work)

[Self-Study Audio CD track 21] Exercise 2 is recorded
on the Ss self-study CD at the back of the Students
Book. Ss can listen to the CD at home for reinforcement
and review and also for self-directed learning when class
attendance is not possible.

Comprehension check

Read aloud the instructions for Exercise 3.

Model the task. Point to and read aloud the two column

headings. Then point to and read aloud the first item in

the chart: His arm hurts. Ask Ss: Tony? Mario? (Mario.)
Point to the reading and ask: Where is the answer? Elicit
the appropriate sentence from the reading.
Ss scan the reading and fill out the chart individually.
Walk around and help as needed.
Go over answers with the class. Write the chart from
Exercise 3 on the board. Call on Ss to make a check
mark in the appropriate column and tell the class where
they found the answer in the reading.
Expansion activity (student pairs)
Direct Ss attention to the woman with the stomachache
in the picture on page 44. With the class, decide what the
womans name might be. Then ask Ss to rewrite the
paragraph about Mario and Tony so that it is about the
woman, changing the information as needed.

Help Ss get started by writing the title on the board: At
the Doctors Office. Then begin the first sentence with
the womans name, and ask Ss what comes next; for
example: Beatrice is at the doctors office.
Walk around and help as needed, checking to see that Ss
write the correct form of be for the feminine subject
pronoun and the feminine possessive adjective. Follow up
by asking different pairs to add a sentence to the
paragraph on the board. Ask for a volunteer to read the
completed paragraph aloud.
Literacy tip
For an alternative activity, refer literacy Ss to pages 4849
in the Literacy Workbook at any time during the lesson.

Lesson D

T-50

4 Picture dictionary
1

a cold
4

a fever
5

a sore throat

SELF-STUDY
AUDIO CD

Health problems

a headache
6

a stomachache

a toothache

Listen and repeat. Look at the picture dictionary.

B Talk with a partner. Act it out. Ask and answer questions.

A Whats the matter?
B I have a cold.

Health

1488_VenturesSBBscAK_U04_P03.02 51

51

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Lesson

Reading

Presentation

Direct Ss attention to the picture dictionary in Exercise

4. Point to and say the words Health problems in the
book and in the second part of the lesson focus written
on the board. Tell Ss: Today, we will learn more words
for health problems.

Read aloud the instructions for Exercise 4A.
[Class Audio CD1 track 45] Play or read the audio
program (see audio script, page T-157). Listen to Ss
pronunciation as they repeat the words. Correct
pronunciation as needed.
Teaching tip
Give pairs of Ss additional practice with the picture
dictionary. Ask one S to point to a picture and ask that
Ss partner to say the health problem. Then have Ss
switch roles. Walk around and help with pronunciation.

Expansion activity (student pairs)

Write on the board the following sentences: He has a
cold. She has a cold. Say the sentences aloud and ask Ss
to repeat after you.
Point to the first picture in the picture dictionary and to
the sentences on the board. Ask Ss: Which sentence: He
has a cold. or She has a cold.? Elicit: He has a cold.
Write on the board: He has a headache. She has a
headache. Say the sentences aloud and ask Ss to repeat
after you.
Point to the third picture in the picture dictionary and to
the sentences on the board. Ask Ss which sentence is
correct. Elicit: She has a headache.
Write the following example conversation on the board:
A: Whats the matter?
B: He has a cold.
Have pairs of Ss practice the conversation using the
pictures in the picture dictionary. Model the task by
asking one S to point to a picture and ask: Whats the
matter? Ask his or her partner to respond with: He / She
has a
.

T-51

Unit 4

Learner persistence (individual work)

[Self-Study Audio CD track 22] Exercise 4A is
recorded on the Ss self-study CD at the back of the
Students Book. Ss can listen to the CD at home for
reinforcement and review and also for self-directed
learning when class attendance is not possible.

Practice

Direct Ss attention to Exercise 4B and read the

instructions aloud. Read the example conversation aloud

using two different voices as you act out having a cold,
for example: pretend to cough and sneeze, and talk as if
your nose is stuffy.
Hold up your Students Book and indicate all six
pictures. Tell Ss: Act out the health problem.
Ss complete the activity in pairs. Walk around and make
sure Ss are practicing all the new vocabulary.
When Ss are finished, ask them to change partners and
have new conversations.

Evaluation

Direct Ss attention to the lesson focus written on the

board. Point to the picture of Mario and Tony at the

doctors office on page 50 and ask Ss: Where are Mario
and Tony? (At the doctors office.) If Ss dont understand
the question, ask: Is this a doctors office? (Yes.)
Ask Ss: Whats the matter with Mario? Whats the
matter with Tony? Elicit information from the reading,
for example: His leg hurts. His hands hurt.

Act out the health problems from the picture dictionary
in random order and ask Ss: Whats the matter? Elicit,
for example: You have a sore throat.
Check off each part of the lesson focus as Ss demonstrate
understanding of what they have learned in the lesson.

More Ventures (whole group, pairs, individual)

Assign appropriate exercises from the Teachers

Toolkit Audio CD / CD-ROM, the Workbook, or the
Literacy Workbook.

Lesson
n

Writing

Before you write

Talk with a partner. Check ( ) the reason for the visit.
4
1

2
3

Name: Regina
Reason for visit:
cold
fever
headache
sore throat
stomachache
toothache

4 Name:

52

Esperanza

Name: Isaac
Reason for visit:
cold
fever
headache
sore throat
stomachache
toothache

5 Name:

James

3 Name:

Joe

Reason for visit:

cold
fever
headache
sore throat
stomachache
toothache
6 Name:

Sue

Reason for visit:

Reason for visit:

Reason for visit:

cold
fever
headache
sore throat
stomachache
toothache

cold
fever
headache
sore throat
stomachache
toothache

cold
fever
headache
sore throat
stomachache
toothache

Unit 4

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Lesson objectives

Review vocabulary from the unit

Complete a sign-in sheet at the doctors office

Warm-up and review

Before class. Write todays lesson focus on the board.

Lesson E:
Review words for health problems
Complete a sign-in sheet at the doctors office
Before class. Write the vocabulary from Lesson D in
random order on the board: a cold, a fever, a headache,
a sore throat, a stomachache, a toothache.
Begin class. Books closed. Direct Ss attention to the first
part of the lesson focus. Point to and read aloud the
vocabulary for health problems written on the board. Ask
Ss to repeat the words after you.

Pantomime one of the health problems; for example, hold
your fingers to your temples and look distressed. Ask the
class: Whats the matter? or Whats my health problem?
Elicit, for example: A headache. Say to Ss: Right. My
head hurts. I have a headache.
Call on a S to come to the board and circle the word
headache.

Repeat the procedure with the rest of the words for
healthproblems.
Teaching tip
As you review the vocabulary, encourage Ss to express
sympathy with your health problems by saying Oh,
Imsorry.

Presentation

Books open. Direct Ss attention to the picture in

Exercise 1. Point to each person and ask the class:

Whats his / her name? Whats his / her health problem?
Write a sentence about each person on the board, for
example: Regina has a toothache. Then go over each
sentence, reading it aloud and having Ss repeat it in order
to practice the pronunciation of the names and the
healthproblems.

Model the task. Point to the first form and ask Ss: Whats
her name? (Regina.) Whats the reason for her visit to
the doctors office? (A toothache.) Point to where
toothache has been checked for number 1.
Ss work in pairs to complete the forms. Walk around and
help as needed.

When Ss are finished, call on different pairs and say, for
example: Number 2. Isaac. Whats the reason for Isaacs
visit? If Ss give any incorrect answers, direct their
attention to the appropriate person in the picture, act out
the persons symptoms, and say the word for his or her
health problem. Make sure Ss have checked the
correctboxes.
Literacy tip
Pair literacy Ss with higher-level Ss to complete Exercise
1. Have the higher-level Ss ask their partners about the
people in the picture. The literacy Ss can say the health
problems while their partners check the appropriate
boxes.

Expansion activity (whole group)

Write in large letters on the board: Doctors Office.
Ask for six volunteers to sit at the front of the room. Give
each volunteer a health problem written on a small piece
of paper. Indicate that the volunteers shouldnt say or
show their problem to anyone.

Tell the volunteers: OK, please act out your health
problem. As the volunteers pretend to have a cold, a sore
throat, and so on, ask the class about each person, for
example: Whats the matter with Lee? Whats the reason
for his visit? Elicit the correct health problem.
Literacy tip
For an alternative activity, refer literacy Ss to pages 5051
in the Literacy Workbook at any time during the lesson.

Practice

Read aloud the instructions for Exercise 1. Explain the

meaning of the word reason. Write on the board: Why?

Tell Ss: This is the question. The reason is the answer.
Use the situations in the picture to give examples. Ask
Ss: Why is Regina at the doctors office? Elicit: Regina
has a toothache. Tell Ss: Right. Thats her reason for
going to the doctor.

Lesson E

T-52

Write

A Talk with a partner. Complete the words.

1. s
2. c
3. s t
4. h
5. f
6. t

o
o

re

thr

at

ld

o machache
e adache
e ver
o othache

B Look at page 52. Then complete the patient

sign-in sheet.

Patient Sign-In Sheet

Name of Patient

Reason for Visit

Regina
Isaac
Joe
Esperanza
James
Sue

I have a

toothache

I have a

sore throat
fever
cold
stomachache
headache

I have a
I have a
I have a
I have a

.
.
.
.

After you write

Talk with a partner. Share your writing.

Health

1488_VenturesSBBscAK_U04_P03.02 53

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Lesson

Writing

Practice

Comprehension check

instructions aloud. Indicate the partial words in the

exercise and tell Ss: These words need some letters.

Model
the task. Point to the first item and ask: Whats

the health problem? (Sore throat.) What letter did sore

need? (o.) What letter did throat need? (o.) Point to the
letters written in number 1.
Tell Ss that if they need help, they can look at the words
on page 52.

Ss complete the words in pairs. Walk around and help
asneeded.
When Ss are finished, ask each pair to join another pair
and compare their answers.

instructions aloud.

Model
the task. Show your sign-in sheet to a S and say

one of the sentences in Exercise 2B. Ask that S to read

and show you one of his or her sentences.
Ss share their sentences in pairs. Walk around and spotcheck Ss writing.

Direct Ss attention to Exercise 2A and read the

Presentation

Direct Ss attention to Exercise 2B and read the

instructions aloud.
Explain the idea of a sign-in sheet. If you use a sign-in
sheet to take attendance, show the sheet to Ss and tell
them: At the doctors office, you write your name and
the reason for your visit. Otherwise, show Ss a clipboard
with a piece of paper or just a page in your notebook. Act
out a scene in which you arrive at the doctors office
(Hello. I need to see the doctor) and sign in (Please write
your name and the reason for your visit).
Point to and read aloud the parts of the sign-in sheet.
Read aloud the example sentence or call on a S to read it
aloud. Make sure Ss understand that the information they
need can be found in the forms on the previous page.

Practice

Ss complete the sign-in sheet individually or in pairs.

When Ss are finished, call on Ss using the names on the
form, for example: Regina, whats the reason for your
visit? Elicit, for example: I have a toothache.

Literacy tip
For Exercise 2B, you might want to write the first letter of
each health problem in the appropriate blank in your
literacy Ss books. Then encourage Ss to try to copy the
words from Exercise 2A .

T-53

Unit 4

Direct Ss attention to Exercise 3 and read the

Community building (whole group)

Write the six health problems from the lesson on the
board. Give Ss a chance to show their practical and
cultural knowledge by conducting a class discussion
about home remedies for each problem.
Point to each health problem and ask, for example: What
is good for a fever? What can I do? Help Ss get started
by giving a few examples: Is cold water good for a fever?
Can I take a cold shower? (Pantomime taking a
coldshower.)
You may need to help extensively with vocabulary. Allow
Ss to use bilingual dictionaries or to draw pictures on the
board in order to convey their ideas. Do whatever is
necessary to make the discussion comprehensible for all
Ss in the class.

Evaluation

Direct Ss attention to the first part of the lesson focus

written on the board. Read the phrase aloud and ask Ss

to repeat. Point to the people in the picture on page 52
and ask Ss to say the words for the health problems. Ask
different Ss to write the words on the board.

Direct Ss attention to the second part of the lesson focus
written on the board. Read it aloud and ask Ss to repeat.
Draw on the board a sign-in sheet similar to the one in
Exercise 2B. Call on individual Ss to write their name
and the reason for their visit on the board.
Check off each part of the lesson focus as Ss demonstrate
an understanding of what they have learned in the lesson.

More Ventures (whole group, pairs, individual)

Assign appropriate exercises from the Teachers

Toolkit Audio CD / CD-ROM, the Workbook, or the
Literacy Workbook.

Lesson
n

Another view

Life-skills reading
24 tablets

For relief of colds, headaches, an

aand
nd fevers
fev
evveerrss
Do not use after December 2012.

A Read the sentences. Look at the label. Circle Yes or No.

1. This medicine is for a sore throat.
a. Yes
b. No
2. This medicine is for a headache.
a. Yes
b. No
3. This medicine is for a cold.
a. Yes
b. No
4. This medicine is for a stomachache.
a. Yes
b. No

B Talk with a partner.

What is this medicine for?

54

Unit 4

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Lesson objectives

Practice reading a label on a medicine bottle

Review vocabulary and grammar from the unit
Introduce the project
Complete the self-assessment
Warm-up and review

Before class. Write todays lesson focus on the board.

Lesson F:
Read a medicine label
Before class. If possible, bring to class real bottles of
medicine.
Begin class. Hold up an example of a real medicine
bottle and ask the class: What is this? (Medicine.)

Books closed. Write on the board: a label. Ask Ss if they
know what a label is. Show Ss the medicine bottles and
indicate each bottles label as you say the word.
Tell Ss: You need to read medicine labels. Its very
important. Pantomime reading one of the labels.

Direct Ss attention to the lesson focus written on the
board and say: Today, we will read a medicine label.

Read the item and the answer choices aloud and then

point to the medicine label. Ask: Is the medicine for a

sore throat? Show Ss where to look for the information.
Elicit: No.
Point to the two answer choices on the board. Ask Ss:
a or b? (b.) Draw a circle around the letter b and
tell Ss: Circle the answer in your book. Make sure Ss
understand the task.

Have
Ss individually scan and circle the correct answers.

Comprehension check

Go over the answers to Exercise 1A together. Make sure

that Ss followed instructions and circled their answers.

Ask Ss to point to the information on the medicine label.

Application

Presentation

Read the instructions and the question in Exercise 1B

Exercise 1. Tell Ss: This is a medicine label. Point to and

say the words Colds Away. Tell Ss that this is the name
of the medicine.
To help Ss preview the medicine label, go over each
section and ask comprehension questions. For example,
read aloud: For relief of colds, headaches, and fevers.
Ask Ss: What health problems is this medicine for?
(Colds, headaches, and fevers.) Continue in this manner
by asking: How many tablets do we have? When can we
use this medicine?

Go over and explain the new vocabulary from the

Books open. Direct Ss attention to the medicine label in

Teaching tip
As with many reading tasks, Ss do not need to
understand every word on the medicine label in order to
get the main ideas and complete the exercises. Give a
brief overview of the medicine label. Then let Ss try to
answer the questions. They may be surprised by how
much they understand.

Practice

Read the instructions for Exercise 1A aloud. This task

helps prepare Ss for standards-type tests they may have

to take.
Write the first sentence on the board along with the two
answer choices labeled a and b.

aloud. Tell Ss: Talk with your partner. Ask and answer
the question.

Ss
complete the task in pairs. When Ss are finished, ask
for a volunteer to tell the class what the medicine is for.
Expansion activity (whole group)

medicine label: away, relief, tablets, and Do not use after

December 2012.
Teach away as part of the phrase go away using
pantomime and gestures.
Demonstrate relief by pretending to have a cold and then
feeling better. Tell Ss: My cold went away!
Draw a picture of a tablet as a 3-D circle with a line
down the middle.
Draw a timeline on the board with points labeled now
and December 2012. Use shading and words to indicate
the periods before December 2012 (between now and
December 2012) and after December 2012. Explain that
the medicine is good in the first period of time, but bad
after that, so Do not use after December 2012 means that
people should not take the medicine after that month in
that year.
Literacy tip
For an alternative activity, refer literacy Ss to pages 5253
in the Literacy Workbook at any time during the lesson.

Lesson F

T-54

Fun with language

A Complete the chart. How many?

The monster

You

2
6
8
5
4
4

1
2
2
2
2
2

heads
eyes
ears
arms
legs
feet

Talk with a partner. Compare your answers.

B Write the missing letters.

pat

ent

ver

sto

ach

urse

tootha

he

octor

off

ce

ye

Write the letters. Make a word.

m
3

e
2

d
6

c
5

n
4

e
8

Wrap up
Complete the Self-assessment on page 144.

Health

1488_VenturesSBBscAK_U04_P03.02 55

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6/13/08 12:03:23 PM

Lesson

Another view

Presentation

Practice

your eyes and ask Ss: How many eyes do I have? One
eye? Two eyes? (Two eyes.) Tell Ss: I have two eyes.

Repeat the procedure with head, arms, legs, hands, and
feet. Finish with the word ears. Since Ss have not seen
the word ears previously in the unit, be sure to point to
your ears, write the word on the board, and practice
pronouncing the word with the class.

do the words need? (Letters.) Read the instructions

aloud.

Model the task. Point to the first item and ask: Whats
the word? (Patient.) What letter does patient need? (i.)
Point to the letter i written for number 1.
Ss complete the words individually or in pairs. When Ss
have finished, ask volunteers to write the words on
theboard.

Read aloud the second part of the instructions in
Exercise 2B.
Model the task. Point to the first item and ask Ss: What
letter do we need in number 1? (i.) Read aloud the
numbers under the blanks in the new word and stop when
you get to number 1. Tell Ss: Write the letter i for
number 1. Make sure Ss understand the task.

Ask
a volunteer to write the new word on the board.

Books closed. Write on the board: How many? Point to

Practice

Books open. Direct Ss attention to the picture of the

monster in Exercise 2A. Pretend to be frightened and

say, for example: Eek! Its a monster!
Read the instructions for Exercise 2A aloud. Write on
the board and say the word monster. Ask Ss to repeat the
word after you.
Teaching tip
Feel free to be dramatic and have fun when you talk
about the monster in this exercise. Ss will enjoy the
creative aspect of the exercise.

Model the task. Point to and read aloud the two column

headings in the chart. Then read aloud the question and

the first body part: How many heads? Ask Ss: How
many heads does the monster have? (Two.) Ask Ss: How
many heads do you have? (One.) Point to where the
numbers have been written in the chart.
Ss complete the chart individually. Walk around and help
as needed.
Read aloud the second part of the instructions for
Exercise 2A.
. I have
Write on the board: The monster has
. Read aloud each sentence using the numbers in
the example from the chart: The monster has two heads.
I have one head. Ask Ss to repeat the sentences after
you. Encourage Ss to use complete sentences as they
compare charts with their partners.
Expansion activity (student pairs)
Ask Ss to take out a piece of paper and draw a picture of
a different monster.
Have Ss share their pictures in pairs and talk about how
many of each body part their monsters have.

T-55

Unit 4

Direct Ss attention to Exercise 2B. Ask the class: What

Application
Community building
Project Ask Ss to turn to page 137 in the Students Book
and complete the project for Unit 4.

More Ventures (whole group, pairs, individual)

Assign appropriate exercises from the Teachers

Toolkit Audio CD / CD-ROM, the Workbook, or the
Literacy Workbook.

Evaluation

Before asking Ss to turn to the self-assessment on

page144, do a quick review of the unit. Have Ss turn to

Lesson A. Ask the class to talk about what they
remember about this lesson. Prompt Ss, if necessary,
with questions, for example: What words are on this
page? What do you see in the picture? Continue in this
manner to review each lesson quickly.
Self-assessment Read the instructions for Exercise 3.
Ask Ss to turn to the self-assessment page and complete
the unit self-assessment.
If Ss are ready, administer the unit test on page T-173 of
this Teachers Edition (or on the Teachers Toolkit Audio
CD / CD-ROM). The audio and audio script for the tests
are on the Teachers Toolkit Audio CD / CD-ROM.