Answers & Transcript 087
1. Six per day/one painkiller every four hours 2. Leyla: OK. First of all, let’s discuss Mr Bowen. Ryan: Good idea. How many painkillers shall I give him? Leyla: Well, I’m not sure. How much pain does he have? Ryan: I don’t know for sure. Shall I check again? Leyla: Yes. Definitely. Ryan: OK. He says it’s two on a scale of ten. What shall we do?
Leyla: Let me think. That’s interesting. Why don’t you administer two painkillers every six hours?
Ryan: Two? I think that’s too much. The pain’s not that bad. Leyla: OK. How about giving him one every four hours? Ryan: That’s six a day. That should work. Leyla: OK. Let’s do that. I’ll let Mr Bowen know.
Speaking skill: Taking part in a meeting
Give students time to read the contents. Then test them on each section, for example: You:
First of all … Students: Introducing the topic.
Then get them to cover the box and try to reply to sentences, for example: You:
Let’s talk about medication. Students: OK. C
Students complete individually, and then compare answers in pairs. Do not elicit answers. Students complete individually, and then compare
Play the recording again from Exercise B and check the answers.
Answers 1. Why don’t you administer two painkillers every six hours? (I think that’s too much.)
2. That’s six a day. That should work. (OK, let’s do that.) 3. First of all, let’s discuss Mr Bowen. (Good idea.) 4. How many painkillers shall I give him? (Well, I’m not sure.)
5. Shall I check again? (Yes. Definitely.)
Pronunciation: Using polite language (2) Students listen to the questions and polite answers
again and repeat.
Transcript 088 1. Leyla: Why don’t you administer two painkillers every six hours?
Ryan: I think that’s too much.
2. Leyla: How about one every four hours? Ryan: That should work.
3. Leyla: First of all, let’s discuss Mr Bowen. Ryan: Good idea.
4. Ryan: How many painkillers shall I give him? Leyla: Well, I’m not sure.
5. Ryan: Shall I check again? Leyla: Yes. Definitely.
87
D
Play the next recording. Students then put the sentences in order, and check by listening again.
Content note The expression Are you in pain? is being used here. This is an alternative for Have you got any pain?
Answers & Transcript 089 1. Leyla:
Good morning, Mr Bowen. How are you feeling today?
2. Mr Bowen: Not too bad, thank you. 3. Leyla: Are you in pain? 4. Mr Bowen: I am a bit, yes. 5. Leyla: On a scale of one to ten? 6. Mr Bowen: I think it’s a two today. 7. Leyla:
8. Mr Bowen: OK. Is that enough? 9. Leyla:
10. Mr Bowen: OK, I will. Thank you.
E This is a freer spoken exercise that gives students plenty of opportunity to practise the target language from the two conversations in the lesson. Divide the class into groups of three. Give them time to study the information and ask you any questions before you start the activity. Tell the students they must prepare a conversation, pretending to be with the patient – they have to find out how the patient is, make suggestions and a decision for treatment and inform the patient of the decision. Note that the students can decide on the level of pain medication, as well as the follow-up options. Monitor during the activity, but avoid correcting language at this stage. Make a note of common errors for later feedback.
Elicit the decisions for each group. Spend a minute or two comparing the different groups’ ideas. Then give feedback on the students’ performance.
Answers Students’ own answers.
OK. We’ll give you one painkiller every four hours. Are you happy with that?
We think it is. If you have more pain, tell us.
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