C


1. Ask students to cover the main part of the text. Ask them to read the introduction only and predict what the rest of the text may be about. Students compare answers in pairs.


2. Students uncover the text and check their ideas by skimming it. Reassure students they do not need to understand every word of the text. Check answers.


Answers


a. Paragraph (1) is about manual jobs. b. Paragraph (2) is about white-collar jobs. c. Paragraph (3) is about professional jobs.


D


1. Tell students they do not need to understand every word of the text for this activity. Students complete the information in the diagram individually, and then compare answers in pairs. Use a visual medium to show the completed diagram so students can check their own work. Highlight the sections of the text or sentences which supply the information for the diagram.


2. Use a strong student to give an example. Then let students do the activity in pairs.


Answers Possible answers:


skilled manual unskilled


Types of job


white- collar


professional e.g., surgeon E


This activity practises vocabulary from the lesson, as well as simple critical-thinking skills.


The items are deliberately ambiguous in order to stimulate discussion. Students can work in pairs or groups of three. After a few minutes, elicit ideas.


Students can finish by writing some sentences for consolidation, for example: Dentists are qualified, professional white-collar workers. With the students, think of other jobs from healthcare they remember from previous lessons and describe them in the same way.


e.g.,


physiotherapist e.g., cleaner


e.g., hospital administrator


Answers receptionist


M U


hospital cleaner M U physiotherapist M S pharmacist dentist nurse


radiologist


W S W P M S W P


dental assistant M S


Content note Another concept that you may wish to introduce at this stage is that of ‘Allied Health Professions’. These include all health professions other than medicine, nursing and dentistry that require a tertiary degree to practise, and who form part of the public, private and not-for-profit health system. Many of these professions have protected titles, meaning that practitioners must be registered. It is more and more recognized that other professionals have a role to play in regard to healthcare, too, such as youth workers, social workers, sexual health workers and school nurses.


Grammar for reading: Identifying the subject and the verb (1)


Go through the information in the box. If possible, use a visual medium to highlight the key information on the board. Focus students on the subject and verb task. Do one or two answers with the class as examples – use a visual medium of the text if possible. Students continue in pairs. Then elicit answers.


Model answer


bold = subjects; italics = verbs Professional workers have qualifications, usually a degree. Doctors, dentists and surgeons are professionals. Professional jobs in healthcare are mainly in public and private hospitals. Ann: ‘My colleague and I work at a private children’s hospital. We help children get better. She is a heart doctor and I am a plastic surgeon. I have a degree in Medicine.’


Extra practice Play What’s your line? in pairs or groups. Present this dialogue to the students, and get them to practise it. Student A thinks of a job a friend has, but doesn’t tell Student B. Student B asks Student A questions and tries to guess what the job is.


A: Is your friend in a hospital? B: Yes, he is. A: Is he in an operating room? B: No, he isn’t. A: Is he in an office? B: Yes, he is. A: Is he an administrator? B: No, he isn’t! A: Oh, is he a receptionist? B: Yes, he is!


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