2016


year $50m amount D


Refer students to Text 1. Let them read it in detail and circle the two types of fitness programme they think are interesting. In pairs or groups, students elicit why they would like to do these programmes.


Answers Students’ own answers.


E


Refer students to the Resources on CB pages 161 and 169. With a strong class, put students into A and B pairs and get them to read their information. Together they read out the information each of them have, and match it to the names of the programmes from Text 1.


With a weaker class, put students into groups of two Student As and two Student Bs. All the students in each group read the same information and help each other to do the matching.


Whichever method you use, get students into pairs of A and B to exchange information at the end.


Answers


Students’ own answers. Student A Group Freestyle Strength Building One-to-One Student B Freestyle Fitness Cardio Health After the gym


Grammar for reading: Understanding references in a text


Work through the examples. The pronoun point is probably very familiar to the students, but the use of a different noun for the same referent may be new, or something they have not really thought about.


Set for pairwork. Feed back orally.


Answers Fitness First It the company They the organization The fitness specialist them


Year of the Rio Olympic Games


Investment in Australian clubs in 2014


A change of direction


Give reasons (because) and results (so) in written sentences Use pronouns and possessive adjectives for referencing Write a case study about a health experience


Introduction Remind students about the first lesson of this unit: 21st


-


century health – about eight modern health issues. Elicit the conditions again. This lesson will illustrate similar conditions for one person – an A & E doctor.


A


Set for pairwork or small group work. Feed back, eliciting ideas from all the pairs or groups. You could also do a quick class survey by getting students to raise their hands in answer to the questions. (They would still need to discuss their answers in groups or pairs.)


Answers Students’ own answers.


B


Set for pair or group work, followed by class feedback. Elicit ideas from all the pairs or groups.


Possible answers a patient died, an argument with a colleague, too busy, overworked/tired, made a clinical mistake, personal problems, feeling ill, etc.


NOTE You might want to refer students to the Grammar box on page 119 at this point, as it covers the areas in Exercise C.


C


Explain to students that sometimes writers use exaggeration and non-literal meanings. For instance, in this article, the writer claims sugar, caffeine and adrenalin ‘almost killed me’, which would probably not be literally true.


Remind students about pronoun use from the Reading lesson.


1. Set for individual work and pairwork checking. Ask students not to worry about the sentences beginning with because and so at this point. Feed back, ideally with a visual medium of the text.


2. Get students to read the possible sentence endings. Check understanding of words/phrases, e.g., tired, body, change, suddenly. Set again for individual work and pairwork checking. Elicit that students are looking for:


• a reason after because – why did it happen? • a result after so – what happened next?


115


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176  |  Page 177  |  Page 178  |  Page 179  |  Page 180  |  Page 181  |  Page 182  |  Page 183  |  Page 184  |  Page 185  |  Page 186  |  Page 187  |  Page 188  |  Page 189  |  Page 190  |  Page 191  |  Page 192  |  Page 193