6


6.4 Extending skills


Model answer


Some researchers believe that the fi rst reference to opium is on a clay tablet from Sumeria that has been dated to around 2100 BCE. On the tablet, 15 medical prescriptions are listed, including some animal, plant and mineral ingredients which are still in use today. However, T eophrastus’s Historia Plantarum, a book on the properties of diff erent plants which was written in around 300 BCE, is generally agreed by scholars to provide the fi rst detailed description of opium extraction and processing. As a result of T eophrastus’s description, in ancient Rome, where poppy seed tea was already used to relieve patients of their pain, the poppy plant could be employed by physicians more eff ectively.


Sentence 1


Some researchers believe that the fi rst reference to opium is on a clay tablet from Sumeria that1 has been dated2 3 around 2100 BCE.


to


2 On the tablet, 15 medical prescriptions are listed,1


including2


some animal, plant and mineral ingredients which3 are still in use today.


3 However, T eophrastus’s Historia Plantarum, a book1


on the


properties of diff erent plants which2 written3 4


was in around


300 BCE, is generally agreed5


by scholars


to provide the fi rst detailed description of opium extraction and processing.


4 As a result of T eophrastus’s description, in ancient Rome, where1


4. ellipsis – an implied object is not stated (which was written by T eophrastus)


5. passive verb form


1. introduces relative clause 2. passive verb form


poppy seed


tea was already used2 3 to relieve patients of their pain, the poppy plant could be employed4


by


physicians more eff ectively.


3. ellipsis – an implied object is not stated (was already used by physicians)


4. passive verb form Methods


1. introduces relative clause 2. passive verb form


3. ellipsis – an implied object is not stated (that has been dated by archaeologists)


1. passive verb form


2. introduces participle clause


3. introduces relative clause


1. ellipsis – an implied relative pronoun and verb are not stated (which is a book)


2. introduces relative clause 3. passive verb form


B


1. Explain to students that the purpose of this activity is to give them practice at creating sentences from notes. In this task, they will create a short essay which includes the paragraph they wrote in Exercise A.


Review the heading on the notes, and ask for ideas as to the essay title. Explain that all the relevant information for the essay is here, but the notes need to be divided into paragraphs. You could also ask students to identify bullet points which are secondary and should be indented – i.e., those which support a previous bullet point.


Ask students to identify the notes relating to the paragraph they wrote in Exercise A (bullet points 5–8, which will probably become the second paragraph). Elicit what the topic of the fi rst paragraph might be. Elicit possible divisions and topics for the other paragraphs, but do not give further prompts yet.


RESOURCES p. 128 5.3 Symbols and abbreviations for notes


If students need a reminder of any of the note-taking symbols and abbreviations used here, point them towards the list on page 128 of the Course Book.


2. Depending on how the class is getting on, you could explain now that the suggested answer contains fi ve paragraphs. Encourage students to look for logical divisions in the notes to create these fi ve paragraphs. Set for individual work and pairwork checking.


Alternatively, if students are getting on with the task confi dently, you could decide not to impose the suggested answer at this stage. T ere is more than one possible way of dividing the paragraphs.


6.4_B


If you wish, feed back visually on the suggested divisions. A copy of the notes with suggested divisions/indentations is given opposite and in the PDF.


Encourage students to create topic sentences for the suggested paragraphs individually or in pairs. Accept any reasonable results.


130


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