6.2 Reading
6.2 Reading CB
pages 60–61
Reading texts Aspects of pharmacology
Vocabulary Bank Skills Bank
VOCABULARY BANK 6.1 Paraphrasing
SKILLS BANK 4.1 Understanding text structure
6.1 Finding the main information in a sentence
T is lesson focuses on developing skills for analyzing long sentences to identify the subject, verb and object (SVO). T is leads to more work on paraphrasing, with an exercise comparing two attempts to paraphrase a long section of text and an opportunity for students to practise their own paraphrasing skills. T ey will also work on their skills of prediction for reading and will become more familiar with vocabulary from pharmacology.
Lesson aims
At the end of this lesson, students should: • have practised identifying subject–verb–object in long sentences
• have revised predicting the content of a text and writing research questions
• have practised paraphrasing at paragraph level
Introduction Elicit from students what they already know about using written texts for research. Prompt them for ideas about what they should do:
• before reading (think of research questions they want to answer)
• while reading (look for relevant topic sentences and discourse markers which signal the writer’s position)
• after reading (decide whether the text provided answers to all the research questions)
SKILLS BANK 4.1 Understanding text structure
If students are unclear about these points, refer them back to Skills Bank 4.1 for revision.
A
T is exercise is designed to help students to begin thinking about the main topic of the reading texts: the history of using plants as medicines.
1. Set for general discussion, and elicit general descriptions, such as fl ower, plant, tree, root. It is
B
1. Set for pairwork or small-group work. If students do not have any knowledge of other natural products used for medicinal purposes, do not prompt, but explain that they will fi nd out more in the rest of the lesson. If students do have some knowledge, encourage them to share this with the rest of the class.
2. Set for pairwork. If students are slow to get started, remind them of the diff erent products which were shown in the photographs and the drugs made from them, which have already been mentioned.
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possible that students will identify photograph 4 as penicillin – but they may not know the words mould or fungus.
2. Discuss as a group. Allow students to debate diff erences of opinion, and feed back the answers verbally. All of the items have been used as (or to create) medicines.
Encourage students to explain the links to medicine for each item if they can. Avoid correcting or giving too much information at this point, as these topics will be dealt with in the text. However, it will help with the next exercise if students know the names of at least two of the drugs (opium and penicillin).
Answers
Photograph Substance shown
1 2
3 4 5
poppy fl owers ginseng root
coca bushes
Medical signifi cance
source of opium
used as a general tonic, especially in East Asia
source of cocaine
penicillin mould source of penicillin
willow tree bark source of a precursor of aspirin
Online resources
6.2_E 6.2_F
6.2_Closure
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