7
Unit 7: Get the message
Unit opener page Be aware of, and arouse interest in, the topics for the unit
Draw students’ attention to the main photo. Ask: What can you see? Who are these people? (Doctors and nurses talking with a patient.) Ask what the conversation is about and how the people feel. Elicit that the people all look happy with the conversation. Accept any reasonable answers at this stage, as the idea is to invite interest in the unit.
Get students to look at the Wordle. Ask how many words they know, but do not give feedback at this stage.
Are you a good communicator?
Understand and practise some vocabulary for the unit: communication
Improve understanding of some concepts of good communication Work with mind maps
Introduction Refer students to the unit title. Get the message is an expression which means understand the message. It is linked to the topic of this unit, which is communication.
A
Ask students to describe the situations and name items they see in the pictures. Check other items by saying the name and asking for the picture number. Set for pairwork. Point out that students have to read the words in each picture to understand the problem. Feed back, trying to get a similar form of words as in the possible answers below, i.e., try to get students to be precise. Ask students what should happen in each situation. Confirm or correct ideas.
Possible answers
Picture 1: The nurse is rude. She should say Would you like to get up?
Picture 2: The surgeon is not being clear in his request. He should give clearer instructions to the nurse.
Picture 3: The message the patients received must have been too complicated. The GP should explain again, in simpler words.
Picture 4: This is not the right way to communicate this kind of information. The healthcare manager should speak to this nurse personally.
B
Ask students to look at the mind map. Teach the name mind map. Explain that the name comes from mapping – or putting onto paper – your mind, i.e., your ideas about something. Refer students to the Study skill box on page 95 for more information.
94 the medium
conversation email
C C C C
Study skill: Mind maps
Give students time to read the information, either before or after adding the words to the mind map in Exercise B. Check that they understand brainstorm and revise. Check also the basic principles of:
• detail under/as extension to each theme Point out that using colour and pictures are very good ways to help the brain remember information.
• the topic in the centre • the themes around
C
Set the quiz for individual work. Before students check their score, get them to ask other people about their answers – are they true, e.g., Does Salim really speak politely to everyone? Refer students to the scores in the Resources on Course Book page 158.
Put students into small groups to compare their answers and scores. Monitor and make a note of any general points of confusion or difficulty. Feed back. Ask students if they think their score is accurate.
Answers See Resources, Course Book page 158.
The 4 Cs
Show how each arrow leads to a theme, and then there is more detail about that theme.
Set for individual work and checking in pairs. Feed back, ideally with a visual medium showing the mind map in the Course Book. Point out that you are going to add more information – about the four Cs – to the mind map during the unit.
Answers
the sender speaker writer
the receiver listener reader
Communication
the message information request
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
