9
Unit 9: Making healthcare greener
We can do better
Use present passive sentences to write about environmental issues Write a paragraph describing the results of a survey Write a series of recommendations
Introduction The heading should be clear to all students in terms of English, but of course the implication may not be so obvious. Better than what? The implication is that we should improve.
A
Set for individual work and pairwork checking. Feed back, ideally with a visual medium of the text. Pre-teach: resources, impact, energy usage.
Answers
Project GREEN – Year 12 Highmoor Community College We are worried about the carbon footprint of the High Street Medical Centre in our town. A lot of energy is used in the centre and many resources are wasted. We want to reduce the environmental impact of the centre by 50% in the next five years. We conducted a survey and looked at three types of activity: a. energy usage in the centre b. use of resources c.
travel to the centre by visitors and staff Grammar for writing: Using the present passive
Work through the examples. Remind the students of the use of the passive from the Grammar for reading session on page 131. In this case, the original subject is clearly shown after by.
Highlight the importance of learning the past participle of irregular verbs, including the spelling.
Set for individual work. Feed back, getting the pairs of words on the board.
Answers bring
drive give
leave
make send show take
throw write
brought driven given left
leave on left on light
lit
made sent
shown taken
thrown written
NOTE This is a writing lesson, but students need to notice the use of the passive. That is the reason for the targeted reading activity. The problem is that the verb be, particularly in the forms is/are, is very common as a main verb. Students must understand the difference between sentences such as The central heating system is old and It is left on all day.
Extra practice In pairs, students create meaningful sentences in a healthcare context with each of these verbs in a passive form, e.g., the results are sent to the doctor’s surgery. Compare in pairs/groups and with the whole class, writing good sentences on the board.
B
Make sure students realize that this is part of the report from the Highmoor Community College project from Exercise A. Set for individual work and pairwork checking. Feed back, ideally showing the underlining on a visual medium of the text. You may need to pre-teach some vocabulary: LED lights, taps, thermostat, insulate (v) and heat.
Answers
1. Energy use There are some good points. The medical centre is lit by energy-saving LED lights and water-saving taps are used in the bathrooms. However, there are some problems. Lights are often left on during the night. In the centre, the central heating system is old and does not work efficiently. Radiators are always on maximum because they are not fitted with thermostats. The building is not insulated and a lot of heat escapes. Also, consumables such as printer cartridges are not recycled. They are thrown away.
C
This exercise aims to review the new vocabulary in the previous two texts, which you may have pre-taught. Set for individual work and pair checking. Note that the first and last letters have been given.
Answers 1.
2. 3.
things you use to make energy: resources the effect of: impact
the amount of energy you use: energy usage
4. very bright lights: LED lights 5. water comes out of these: taps 6. automatic system to heat a whole building: central heating
7. 8.
things that control heat: thermostats to protect against loss of heat: insulate
128
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
