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Format Components
Module Description and Content Goals:
Given topics on depression and treatment explanation to patients; texts that are varied and of a specialized and medical
nature, which include information presented from dialogues and other sources (e.g. photographs, drawings, reference
text /research information), the participant will use English with 70 % accuracy to:
Identify and pronounce correctly vocabulary related to depression and its treatment. (Vocabulary)
Identify and use gerunds.(Grammar)
Identify and use phrasal verbs and adjectives followed by prepositions. (Grammar, Speaking)
Listen for main ideas and details. (Listening)
Identify and use expressions to give advice. (Vocabulary, Speaking and Writing)
Identify and use the modal verbs of advisability. (Grammar, Speaking, Writing)
Make recommendations about lifestyle changes. (Speaking, Writing)
Identify lay terms that are used for some common medical terms. (Vocabulary)
Identify and describe various depression treatments. (Reading)
Identify dysthymia, its signs, symptoms and treatments. (Reading)
Estimated Completion Time:
This is a self-paced module designed to be completed in an average amount of
time. The specific time required for completion will vary from student to student based on their individual skills and
learning environment. As an average, this module takes three to five hours to complete.
Prerequisite Knowledge and Skills:
ESOL Intermediate level courses
Resources Inventory:
Student Handouts: H4:1; H4:2; H4:3; H4:4; H4:5; H4:6
CD with Module 4 listening activities
The Sound Recorder Program Instructions (for students who work independently and need to record themselves)
Module 4 Answer Key
Longman Advanced American Dictionary or Oxford Dictionary of American Dictionary
Module components with specific instructions and Learning Activity Plans
Specific instructions:
1. It is best to work on this module in pairs and with a tutor. However, since detailed explanations of all the
activities and new concepts are provided in the student handout, students can successfully master the material
on their own.
2. If the SPEAKING exercises are not done in the presence of a tutor, they should be recorded in the lab, using the
Sound Recorder Program (instructions are attached) for further assessment by a tutor.
3. If you are working on the module on your own, compare your answers with those provided in the Module
Answer Key after completing each exercise.
Learning Activity Plans:
Learning Activity # 1:
Content Goal # 1: Identify and pronounce correctly vocabulary related to depression and its treatment.
Handout 4:1 A-C
Words and Expressions to Know
Words and Expressions to Know handouts list vocabulary words and expressions for each module. Most of these words
are widely used among health care workers and their patients. Each word will appear in the dialogues or readings that
follow each list.
Warm Up - Look at the title of Module 4 and the picture on the cover page. Ask students to predict what they will study
in this module and have them brainstorm as many words associated with the picture and the title as they can.
H 4:1 A – Read the words and have students repeat them after you. Ask them if they have any questions. Encourage
them to use their English-English dictionary to look up unfamiliar words.
H 4:1 B - Read the phrases and sentences and have students repeat them. Don’t discuss the meaning of these
expressions at this point. Instead have students see how many they will be able to figure out using the context clues
provided by the sentences in Exercise C. Tell them that they will write down the meaning of each phrase after they have
done Exercise C.
H 4:1 C – Students work on this exercise individually and then compare their answers with their partner. If there is no
partner, students should check their answers with their tutor or look in the Module Answer Key.
Have students go back to H 4:1 B and fill out the right column in the table. It is best to do this exercise in pairs as figuring
out anything they are not sure of can provide a meaningful conversation practice. Encourage them to ask questions and
use English-English dictionary.
Learning Activity # 2:
Content Goal 2 : Identify and use gerunds.
Handout 4:1 D
H 4:1 D – Grammar Note 1.
Ask students if they know what the gerund is. If they do, ask them to give you examples of gerunds. Have them read
Grammar Note 1 and ask them to make up three sentences with a gerund as a subject, a gerund as a direct object and a
gerund as an object of a preposition.
If students are unfamiliar with this structure, point out that gerunds are formed by adding –ing to verbs. Write the
following sentences on the board and go over them with students:
Gerund phrase
1. As a subject of a sentence
Being a nurse is a challenge.
2. As an object
I enjoy being a nurse.
3. As an object of a preposition I am interested in being a nurse.
H 4:1 D – Grammar Note 2.
Write on the board: I am good at languages.
I am good at learning languages.
Circle the preposition “at” and tell students that “to be good” is always followed by the preposition “at”
Underline “languages “and “learning languages” and ask students what parts of speech are used after the preposition
“at”. Elicit the rule and write the structure formula on the board:
to be good at + Gerund (verb+ing)
to be good at + Noun
Ask students to fill out the chart and then talk to their partners about things they are/aren’t good at.
Learning Activity # 3
Content Goal # 3: Identify and use phrasal verbs and adjectives followed by prepositions.
Handout 4:1 D
H 4:1 D – Grammar Note 3.
Write on the board: I am suffering from headaches.
I gave up smoking a year ago.
Ask students if they know how the underlined structures are called. If they are familiar with phrasal verbs, have them
read about them in the handout.
Ask them to explain the difference between separable and inseparable phrasal verbs. Elicit the rule of noun object and
pronoun object placement in separable phrasal verbs.
Tell students to brainstorm as many phrasal verbs as they can and write them on the board. Have them make sentences
with these verbs using noun and pronoun objects.
Tell students that they will complete the last part of Grammar Note 2 after they listen to the Module 4 dialogue.
Learning Activity # 4
Content Goal # 3: Listen for main ideas and details.
Handout 4:2
CD - EX. 4:2 A and 4:2 B
H 4:2 A – Listening for Main Ideas.
Tell students that to be able to remember the main points of the dialogue, it’s a good idea to take notes.
Ask them if they can share some tips on how to take notes efficiently and remember the info from the speech they have
just heard. Write their suggestions on the board. Tell them that these techniques will help them take notes of the
lectures at the nursing school. They can also be of great use when they are interviewing a patient or listening to their
colleagues’ presentations.
Share with students the following hints for note taking and remembering the key points of the interview when listening
for main ideas:
 Don’t try to write everything - You’ll get bogged down and miss important points.
 Write one piece of info per line.
 Focus only on important info.
 Don’t write complete sentences, write key words only. Take advantage of the abbreviations and symbols
currently in use in the medical field. Commonly used symbols::
plus, and
equal, is
is not, does not equal
is approximately equal
is less than
is more than
an increase/a rise/an improvement in smth.
a decrease/a fall/a reduction/a deterioration in smth.
the same as the word above
this is an important point
causes/results in/becomes/makes
is caused by/is the result of/is made from
Tell students to read the questions they will need to answer. This will help them focus and pay attention to the
information they need to get to be able to answer the questions. Then play the audio and have them answer the
questions in their handout. Tell them to compare their answers with those of their partners or check the Module 4
Answer Key if they are working individually.
H 4:2 B –Tell students they are going to listen to the dialogue again, but this time they will need to fill in the blanks with
the vocabulary listed in the box. Have them read this list. They should be familiar with all the words by now, but clarify
any questions they may have. Play the audio and have them write the missing words.
Play the audio for the third time and have them repeat the phrase or sentence they just heard after each pause.
Ask students to compare their notes with their partners and then read the dialogue in pairs.
Learning Activity # 5
Content Goal # 5: Identify and use expressions to give advice.
Handout 4:3A
Read aloud the expressions in the box and ask students to repeat them. Explain that some of them are followed by verbs
(Expressions 1-9) while others are used with nouns or gerunds (Expressions 10-12). Point out that only nouns and
gerunds can be used after prepositions, so the preposition about can never be followed by a verb. Ask students to form
statements with each expression.
Learning Activity # 6
Content Goal # 6: Identify and use modal verbs of advisability.
Handouts 4:3 B
H 4:3 B - Ask students which modals are used to give advice. More than likely, they will only bring up SHOULD. Write the
synonyms on the board:
Have students form examples with each of them. Write them on the board.
Point out that these three verbs are interchangeable; however, there is a slight difference in meaning between them.
Ask them if they know what it is. Then have them read the information in the grammar box.
Learning Activity # 7
Content Goal # 7: Make recommendations about lifestyle changes.
Handouts 4:3 C-E
H 4:3 C – Ask students to read the sentences in C and make sure they understand all the statements.
H 4:3 D – Model the activity by reading the example. Then have students work on it independently. Ask them to use as
many expressions from the box as they possibly can. Encourage them to make sentences with the ones that sound new
to them
H 4:3 E – Students without a partner should make up a dialogue using the recommendations in C and the expressions in
A and record their dialogue using the Sound Recorder Program (attached) so tutors can assess their work later.
Learning Activity # 8
Content Goal # 8: Identify lay terms that are used for some common medical terms.
Handout 4:4 A-B
CD - EX. 4:4 A
H 4:4 A – Have students listen to the terms and repeat them. Encourage them to do this pronunciation exercise at least
twice. Students don’t have to memorize all these terms now but are encouraged to learn 10 a day as all of them are
widely used the health care settings.
H 4:4 B – Have students do it on their own. Then ask them to compare their answers with their partners.
Learning Activity # 9
Content Goal # 9: Identify and describe various depression treatments.
Handout 4:5
Reading – Ask students if any of them have suffered from depression at any point of their life. How did they get over it?
What kind of treatments do they know for depression? Ask them if they know what’s going on in the picture Three Lions.
Then have them read about depression treatments and answer the questions that follow. Have them to share their
answers with their partners. Then have a class discussion to compare students’ responses.
Learning Activity # 10
Content Goal # 10: Identify dysthymia, its signs, symptoms and treatments.
Handout 4:6
Reading – Tell students that a lot of people suffer from dysthymia, a milder form of depression. Most of them have no
idea they have it as this condition is extremely hard to diagnose. Have them read the article to find out why it is difficult
to diagnose it and how they can help their patients discover it.
Learning Outcomes Assessment is attached.
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