6.4 Extending skills
6.4 Extending skills CB
Reading texts pages 63 Notes on the history of opium
Vocabulary Bank Skills Bank Resources (CB)
SKILLS BANK 6.2 Recognizing ellipsis
RESOURCES 5.3 Symbols and abbreviations for notes (p. 128)
T is lesson uses extracts from a text on the history of opium to give students an opportunity to rewrite and combine sentences using dependent clauses, building on the work in Lesson 6.3. T e sentence-rewriting exercise also asks students to use ellipsis and passive verb forms. Students then construct a full text from a set of notes, creating suitable paragraph divisions and topic sentences.
Lesson aims
At the end of this lesson, students should: • have practised various techniques for writing complex sentences
• be able to recognize ellipsis • have practised writing up a text from notes
Introduction
Ask students if they remember the photographs from Lesson 6.2 and what they contained.
Photograph Substance shown
1 2
3 4
5
poppy fl owers ginseng root
coca bushes
penicillin mould
willow tree bark
Medical signifi cance source of opium
used as a general tonic, especially in East Asia
source of cocaine source of penicillin
source of a precursor of aspirin
Elicit the main theme of the text students read in Lesson 6.2 (diff erent aspects of pharmacology – the study of drugs). Elicit diff erent sub-themes, for example:
• the initial discovery of drugs • transforming traditional treatments into drugs • understanding the chemical mechanisms of drugs
• combining new and existing knowledge to create new treatments
Explain that in this lesson, students will look at some of these topics in relation to one of the drugs from the
If you have not done so in Lesson 6.3, you could point students towards Skills Bank 6.2 at this point for help with the idea of ellipsis.
Depending on the class, you may also want to go over the ideas of a relative clause – a dependent clause introduced by a relative pronoun such as which, that, where or who – and a participle clause. For more on these dependent clauses, see Lesson 6.3.
Check that students understand they need to combine all the new sentences they write into a paragraph. T e sentences will work as a paragraph in the order given, with the fi rst sentence acting as the topic sentence.
Set for individual work and pairwork checking.
Feed back visually with the whole class, eliciting the sentences to build the paragraph. Point out where passives, ellipsis, participles and relative clauses have been used as specifi ed.
6.4_A
T e model answer on the next page contains the same sentences in two diff erent formats:
• as a paragraph • with an analysis of how each method has been used T ese are both reproduced in the PDF provided.
129
Online resources
6.4_A 6.4_B
photographs – opium. Elicit what they already know about opium. Encourage, but do not add anything at this stage.
A
Explain that the purpose of this activity is to give students practice at rewriting and combining sentences. Check that students are clear on what they will need to include in each new sentence: all of the original information, using the grammatical methods stated and starting with the phrase in blue. Demonstrate the activity using the fi rst set of sentences.
SKILLS BANK 6.2 Recognizing ellipsis
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