4
Unit 4: You’re welcome!
Knowing your patients
Understand and practise target vocabulary: features of hospital meals
Pronounce the schwa \´\ sound correctly in words from the unit
Introduction Focus students on the title. Elicit why they think a nurse should know their patients well, and how this may be related to food. Revise soft and hard skills from Unit 2.
A
Draw students’ attention to the photo of the patient with a meal in a hospital ward. Elicit their experiences with this situation. What do they know about food in hospitals (and to what extent is their knowledge factual or biased)? Give students time to read the hospital menu and express their likes and dislikes. Check whether they understand how it works (top row information).
1. In pairs, students predict the contents of the gaps (suggest they write in pencil, so they can make changes later).
2. Play the conversation. Students discuss answers
in pairs. Elicit answers. Discuss why each answer is correct or not. Elicit the three courses of a regular meal: starter, main course and dessert. Read the conversation and play the recording again, pausing after each line for repetition and drilling. Encourage suitable intonation patterns for the questions and answers.
3. Students practise the conversation. Let them role- play, if possible without the transcript. Monitor. When students have finished the role play, drill any phrases students had difficulty with.
Answers 1. Students’ own answers.
Transcript 062
Nurse: Good evening, Mr Lake. How are you? Patient: I’m very well, thank you. What’s for dinner? Nurse:
Well, let’s see. The starter is homemade vegetable soup.
Patient: Oh, OK. Is it salty? I can’t have salt, you see. Nurse:
No, it isn’t. It’s very nice. Then the main course is spinach lasagna with mushrooms.
Patient: Is there a salad? Nurse: Yes, there is. There is a mixed salad. Patient: Oh, nice. What about a drink? Nurse: There is a special mango juice for you today. Patient: Mango juice? Does it have sugar? How sweet is it? I can’t have sugar you know.
Nurse: Patient:
I know, Mr Lake. Would you prefer some mineral water?
Yes, please. Are there extras? What’s for dessert?
Nurse:
Ah. Dessert is chocolate cake. But you can’t have it! There is too much sugar in it.
Patient: Oh, really? Chocolate cake is my favourite. Nurse: Sorry, Mr Lake!
Pronunciation: Saying schwa (1)
This activity focuses on the sound at the end of words, but of course it is used extensively in many unstressed syllables or words such as are, was, does, of – which are dealt with in the next Pronunciation box – and indeed in most unstressed syllables, which are dealt with in the lesson later.
Play the recording. Transcript 063
extra centre lasagne salad double vegetable chocolate
When you drill students from now on, show them where the schwa sounds are used, and help them to practise.
All the words in the box appear in this lesson. Once students have repeated the words, drill some sentences. The schwa sounds are in bold, although don’t worry too much about the function words at this point.
There are some great extras. I see a lot of patients every day.
B
Explain to students that they will need to look at a menu on CB page 154 in order to complete this task. Explain that the menu is slightly different from the one on page 51 of the Course Book – the headers are the days of the week. Students prepare and rehearse the conversation. Have some pairs perform in class.
Answers Students’ own answers.
C
This is a freer activity. All students first prepare a menu, choosing from the options in the Course Book. Then they prepare and rehearse a similar conversation to Track 61. They do this in turn, three times – every time, one of the students is an observer and takes notes. The observer reports back to another group or the class as to what the meal(s) was/were.
54
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
