GRADE 11A: Complementary medicine Presenting information; following an argument

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students read about complementary medicine. They research and make presentations on complementary therapies and listen to a debate between an advocate and an opponent of complementary medicine.

UNIT 11A.7 8 hours

Resources
The main resources needed for this unit are: information text about complementary medicine; interview with a person who has first-hand experience of complementary therapies; extract from a radio or TV programme outlining the arguments for and against natural medicine; dictionaries.

Expectations
By the end of the unit, most students will: understand and use bilingual and English monolingual dictionaries to support vocabulary development; apply understanding of word parts, relationships, and context clues to determine the meaning of unfamiliar words, to extend, and generate new vocabulary; understand and respond to debates and discussions in monologues or dialogues with two or more participants; follow short lectures and presentations on a range of familiar but abstract subjects; actively participate in informal and more formal discussions; report what people say or believe, and summarise opinions; read widely for information, search the Internet, skim and scan written and screen-based texts from two or more sources; use active comprehension strategies to derive meaning while reading; understand the purposes, organisation and typical language features of information texts; independently plan and compose information texts on a variety of topics, writing at least 15 sentences in three or more paragraphs; use common word-processing software to independently plan, compose, edit and present and save their own writing. Students who progress further will: summarise a speakers opinion with evidence from the text; read widely for information and make inferences to interpret and evaluate texts and synthesise information from at least three sources; write a balanced discussion essay using formal written English typical of the style. Students who make slower progress will: identify a speakers opinion and supporting arguments; take notes from screen-based and print texts and use these as a base for essay writing.

Key structures and functions

Reporting a discussion: Dr May argues that He believes that Discourse markers for explicit logical organisation: Although there are fears that without proper evidence some of treatments could do more harm than good, the main dangers are inappropriate use of therapies. Research conducted by the BBC has shown that alternative medicines are becoming increasingly popular. However, their effectiveness is yet to be proven to the majority of medical practitioners in the UK and Sequencing ideas: Firstly, secondly, First, second, etc. In the first place, they overcrowd the roads. As well as that,

Vocabulary
Medicine: diagnosis, symptom, treatment, prevention, therapy, relieve, etc. Health: mental health, spiritual health, ailment, chronic illness, restore, balance, energy, wellbeing, etc. Therapies: acupuncture, osteopathy, chiropractic, homeopathy, herbal medicine, acupuncture, etc. Suffixes: -ive, alternative, supportive; preventative, curative, etc. -ary, complementary, supplementary, sedentary, etc.

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Standards for the unit

8 hours
5 hours Complementary therapies 3 hours Expert opinions and personal testimonies 10A.1.2 10A.1.3

Unit 11A.7
CORE STANDARDS Grade 11A standards
11A.1.3 Consolidate use of bilingual dictionaries in paper-based format and online to find word meanings. Define new vocabulary in Arabic if there is a direct equivalent or in simple English if there is no equivalent, with alternative English phrases or expressions. 12A.1.6

SUPPORTING STANDARDS including Grade 10A standards

Use bilingual dictionaries in paperbased format and online to find word meanings. Define new vocabulary in Arabic if there is a direct equivalent or in simple English if there is no equivalent, with alternative English phrases or expressions. Use an advanced learners English English dictionary.

EXTENSION STANDARDS including Grade 12A standards

Consolidate use of bilingual dictionaries in paper-based format and online. Use such dictionaries to find word meanings and alternative words and phrases to enhance speech and writing Extend use of an advanced learners EnglishEnglish dictionary and a thesaurus in paper-based format and online.

11A.1.4

Use an advanced learners EnglishEnglish dictionary and a thesaurus in paper-based format and online. Use these resources to: find word meanings and alternative words and phrases to enhance speech and writing; define new vocabulary in simple English with alternative English phrases or expressions; check pronunciation of words and the part of speech.

12A.1.8

10A.2.1

Understand elements of morphology in order to be able to guess the meanings of unknown words. Consolidate from G69 and extend ability to recognise, investigate, and spell root words with a range of affixes; generate new words and guess the meaning of unknown words from affixes, to extend vocabulary and support spelling

11A.2.1

Consolidate understanding of affixes and word roots from Grades 7 10, and extend ability to recognise, investigate, and spell root words with a wider range of affixes; generate new words and guess the meaning of unknown words from affixes, to extend vocabulary and support spelling.

12A.2.1

Consolidate understanding of roots from Grades 711. Extend ability to recognise and spell root words, generate new words and determine the spelling of unfamiliar words from a wide range of affixes

11A.2.2 11A.3.2

Extend from Grade 10, the collection and comparison of homophones. Understand and respond to persuasive arguments, debates and discussions with two participants: follow the progression of points, despite changes of speaker; infer speakers points of view and intentions; surmise meaning where there are gaps in the message, through interruptions, extraneous noise, elision etc.; distinguish fact from opinion; respond through drawing conclusions, expressing views, agreeing or disagreeing, referring to what was said in the text.

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8 hours
11A.1.1

SUPPORTING STANDARDS including Grade 10A standards

Recognise, understand and use approximately 4000 words for listening, speaking, reading and writing, extending and consolidating the active vocabulary words from Grades K9. Students regularly use these words throughout the year across the four skills, using topics and lexical sets to group them in meaningful, memorable contexts. 11A.4.2

CORE STANDARDS Grade 11A standards

Speak accurately, using a series of up to 12 clear, connected, simple and complex utterances demonstrating: accurate and appropriate use of vocabulary and pronunciation, including appropriate stress and intonation; control of basic language structures with occasional use of advanced language structures, such as a variety of complex sentences with subordinate clauses, linked with appropriate conjunctions; appropriate cohesive devices to link ideas within sentences and organise ideas at discourse level; rich content; ideas developed with elaboration and detail, backed by relevant examples and minimised use of redundancy; readily comprehensible content, requiring little interpretation, and where pronunciation enhances communication; rich use of vocabulary, with some idiomatic expressions. 11A.5.4 Report what people say or believe: summarise monologues, conversations and group discussions; use the correct sequence of tenses, and appropriate changes in time phrases and demonstrative adjectives. 12A.5.1

EXTENSION STANDARDS including Grade 12A standards

Use language and organisational features of formal English to report what people say, believe, command, ask about and request, by summarising monologues and conversations, using direct quotations where appropriate, reported speech and embedded questions.

11A.5.7 10A.6.3 Recognise a range of features of formal written English through reading a variety of genres. 11A.6.3

Prepare and make to an audience a 10-minute presentation on a topic that interests and informs (current or past events). Recognise a wide range of features of formal written English through reading a variety of genres. Note particularly: purpose and intended audience; language features use of discourse markers for explicit logical organisation, frequent use of modal verbs to express possibility, condition, and to stress the distance of the speaker; wider use of passive voice and indirect forms. 12A.6.3 Identify and interpret a wide range of features of formal written English through reading a variety of genres. Note particularly: purpose, including at whom the text is aimed and what the result is.

11A.6.6

Search the Internet for information related to a text, infer information from evidence in the text, read, understand and respond to written arguments. Collate by downloading, cutting, pasting etc. to form a coherent whole.

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8 hours

SUPPORTING STANDARDS including Grade 10A standards

11A.6.7

CORE STANDARDS Grade 11A standards

Skim and scan written and screen-based texts for information. Interpret and evaluate the texts: in terms of reading purpose (i.e. deciding what they need to know and reading appropriately); knowing how deeply to read the document (i.e. skimming, scanning or studying); using active reading techniques (e.g. highlighting or marginal notes to identify key points and comment on a text); using the table of contents for reading magazines and newspapers, and clipping useful articles; recognising different article types and understanding how to extract information from them; using indexes, pictures, tables of contents, and glossaries to help assimilate information.

EXTENSION STANDARDS including Grade 12A standards

11A.7.4

Read widely for information: prior to reading, identify key questions and possible sources; use skimming and scanning strategies to identify key information, discern relationships between ideas, distinguish relevant from irrelevant detail, check information to ensure detail is correct; synthesise information from a range of at least three sources; make detailed legible notes in a form which suits the purpose, combine information from different sources coherently; compare and evaluate different texts on the same topics, information presented in different screen and hard-copy text forms.

11A.6.8

Use active comprehension strategies to derive meaning while reading by: formulating and clarifying questions; evaluating predictions made in pre-reading and making adjustments; predicting outcomes, stating reasonable generalisations, and drawing conclusions based on prior knowledge and information gained while reading; inferring attitudes, relationships and drawing generalisations from the text; comparing and contrasting different parts of the text; referring to the text for evidence of conclusions or opinions; using self-monitoring strategies while reading (e.g. pausing, rereading, consulting other sources, reading ahead, asking for help); relating the text to prior personal experiences or opinions as well as previously read print and non-print texts.

12A. 7.4

Read widely for information: seek and research sources beyond those immediately available (e.g. through wider Internet searches, enquiring directly in emails or letters, researching in directories, libraries).

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8 hours

SUPPORTING STANDARDS including Grade 10A standards

11A8.3 11A.8.5

CORE STANDARDS Grade 11A standards

Extend ability to apply independently the skills of spelling using own knowledge, spelling strategies, dictionaries and spell-checks. Independently review and edit own writing with the needs of an identified audience in mind.

EXTENSION STANDARDS including Grade 12A standards

11A.8.7 11A.8.6 Consolidate use of common wordprocessing software such as Microsoft Word to plan, compose, edit and present own writing. 11A.9.3

Insert pictures, diagrams, files into documents, scan pictures and text documents using optical character recognition software. Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: construct a plan in the form of notes, a summary, a flow-chart, concept map etc. showing the main elements and the connections between them, as a basis for writing; synthesise information from more than two written sources; select vocabulary and typical language to suit the purpose; use ICT to organise and present the text attractively and in ways that help the reader, by appropriately using headings, lists, paragraphs, diagrams, and illustrations that are drawn, scanned or pasted.

11A.9.1

Independently compose texts of at least 20 sentences in a coherent structure using: connected paragraphs, as appropriate to the text; varied sentence structure, and choice of words and phrases for precision and effect; cohesion markers, such as lexical repetition, reference, ellipsis and substitution and use of pronouns for reference and cohesion.

11A.9.5

Compose essays, drawing on work in another curriculum subject or an issue of topical interest, using: organisational features typical of a discussion text to balance and weigh arguments formal written English typical of the styles used in discussions and debates

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Activities
Objectives
5 hours Complementary therapies Students are able to: extend their skimming and scanning skills; participate in paired and group discussions, contributing relevant opinions, examples and suggestions; understand the purposes, organisation and typical language features of information texts; compose information texts which present information based on personal knowledge or research; use ICT to organise and present text attractively; consolidate their understanding of suffixes; identify homophones.

Unit 11A.7
Possible teaching activities
Students discuss in pairs how they treat common ailments, for example: a headache; a cold; hiccups; an insect bite or sting. Encourage them to talk about any traditional remedies that their parents or grandparents use. Ask what remedies work for them. Students use a range of structures to discuss treatments, for example: present tense to describe a habit or routine (e.g. I always eat lots of vitamin C if Ive got a cold); zero conditional (e.g. When my aunt has a headache she rubs balm into her forehead); imperatives (e.g. If youve got hiccups, press the nail of your thumb hard against the nail of your little finger for one minute); present perfect to describe experiences (e.g. Ive tried rubbing vinegar into a sting to stop it hurting). Ask students what they think Alternative medicine and Complementary medicine might be. Discuss the roots of the words and use of suffixes. Carry out an activity to identify other adjectives ending in -ive and -ary, for example: alternative, supportive; preventative, curative, supplementary, sedentary. Students use dictionaries to identify similarities and differences in spelling, pronunciation and meaning between the verbs complement and compliment, and the adjectives complementary and complimentary. Elicit more examples of common homophones. Students read or listen to the words in context and identify the meaning. In groups, students think about what theyd like to know about complementary medicine and prepare direct questions. They share their questions with the class. Record them on the board for later use. Encourage students to respond to the questions if they know, or think they know, the answers. Students read the passage and carry out comprehension activities that focus on text organisation and comprehension, like the ones listed below. Present the text without the paragraph headings. Students read and insert the paragraph headings in the correct place. Present the text with a supporting sentence from each main paragraph missing but given in jumbled order beneath the reading text. Students read the text and identify the topic sentence of each paragraph and work out where the supporting sentences belong. [continued] Find an information text about complementary medicine; the text should be clearly divided into paragraphs and give background information about the topic (e.g. what it is, the treatments, how its different, who uses it, what it is used for).

Notes
The BBC website has many interesting articles on complementary medicine: www.bbc.co.uk/health/healthy_living/ complementary_medicine for links.

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

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Objectives

Possible teaching activities

[continued] Students respond to true/false/doesnt say statements or wh- questions. Students work out the meaning of new vocabulary using context and their knowledge of roots and affixes. Students identify the purpose of the text and text type and list the key features of information texts (see standard 10A.6.3 and 10A.9.3), illustrating them with examples from the text. Students look back at the questions that they prepared before reading and identify answers in the text or state that the information is not given. Divide the class into two pairs. Write a list of 45 words related to complementary medicine on the board (e.g. acupuncture, osteopathy, chiropractic, homeopathy, aromatherapy) and have students look them up in a dictionary. One person in the pair uses a monolingual dictionary and the other a bilingual dictionary. They compare the information given and work together to write definitions. In groups of 45, students select a complementary treatment (e.g. acupuncture, osteopathy, chiropractic, homeopathy, herbal medicine) and prepare to conduct research on it using the Internet. Before they begin: develop research questions with students; discuss the use of pictures and diagrams to enhance presentations; demonstrate how to download and insert pictures into texts and files (see standard 11A.8.7); review use of search engines, search words and discuss possible bias of specific websites; review reading strategies (see standard 10A.6.7) and note-taking from screen-based texts; elicit evaluation criteria (see standards 10A.4.2 and 10A.5.7 for suggested criteria) and have students make notes under 34 headings (e.g. Organisation, Language, Content, Delivery) on a poster; display the agreed criteria on the classroom wall. Students conduct their research and prepare a 5-minute presentation. Groups take turns to make their presentations. As they present, the rest of the class listen, seeking clarification as necessary and asking follow-up questions. After each presentation, groups discuss the presentation and evaluate it using the agreed criteria. Presenters evaluate their own presentation. Remind students that they must find something positive about each presentation and give constructive feedback on how it might be improved. If necessary write some guiding sentence stubs on the board, for example: I liked the way you I thought the way you was very good. After the presentations have all been given, students cross-group and give feedback to each other on the presentations. Students return to their original groups, share the comments and compare with their selfevaluation.

Notes

School resources

Active participation by all group members should be part of the evaluation criteria.

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Objectives

Possible teaching activities

In groups, students use the information they collected from their research to write an information text about their topic. Remind them of the features of information texts identified earlier and inform them of the assessment criteria (see standards 9.1 and 9.3). Students use the computer to organise and present the text attractively. They edit and redraft their writing, focusing on the assessment criteria.

Notes

School resources

3 hours Expert opinions and personal testimonies Students are able to: follow the progression of points in an argument; infer speakers point of view and intentions; distinguish fact from opinion; report what people say or believe; respond to arguments by drawing conclusions and expressing a personal view; compose an essay on a topical issue, balancing and weighing arguments.

Ask students if they (or anyone they know) have had experience of complementary therapies. Encourage the class to ask questions to find out details. If possible, invite a practitioner of complementary medicine (e.g. a chiropractor, homeopath or aromatherapist) to the class to the talk about their work and answer questions. Suggest that the speaker uses visual aids and/or realia to make their talk more interesting. Students listen to a radio programme or watch a TV programme in which two speakers speak for and against complementary medicine. Students complete comprehension tasks to help them understand the main arguments for and against. They use reporting verbs to summarise the opinions of the speakers, for example: Dr May believes that He argues that Divide the class into groups and assign each group a specific listening task focusing on the language of arguments, for example: how turn-taking is transacted; how a speaker interrupts another speaker; language of giving opinions; use of discourse markers for explicit logical organisation; formalities of opening, introducing, summarising, concluding, thanking; language of disagreeing, partial agreement. Each group reports back to the whole class. Record examples on the board. Students listen again and attempt to map the discussion. In groups, students share their own views and opinions on complementary medicine. Encourage them to use the language of discussion, using the examples recorded on the board as prompts. Individually, students write a discussion essay on the advantages and drawbacks of complementary medicine. The essay should use: organisational features typical of a discussion text to balance and weigh arguments; formal written English typical of the styles used in discussions and debates (see standards 10A.9.5 for details). Students use the computer to organise and present the text attractively.

Interviews with patients at the Glasgow Homeopathic Hospital (a leading centre for complementary treatments) can be heard at: http://news.bbc.co.uk/1/hi/health/ 425986.stm A heated debate between Southampton General Practitioner Dr Peter May and Jayne Goddard, President of the Complementary Medicine Association, on the use of alternative therapies can be heard at: http://news.bbc.co.uk/1/hi/health/ 425986.stm

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Assessment
Examples of assessment tasks and questions
Listening Students listen to two or more speakers talking about their personal experiences of complementary medicine. They demonstrate comprehension by responding to true/false or true/doesnt say statements or multiple-choice questions. In small groups, students discuss a case study of a person seeking treatment for an ailment and discuss the advantages and disadvantages of treatment with complementary medicine.

Unit 11A.7
Notes
Listening carries approximately 20% of the assessment weighting for this grade.

School resources

Speaking

Speaking carries approximately 30% of the assessment weighting for this grade. Assessment criteria should include both accuracy and fluency.

Reading

Students read a text about the growth of complementary medicine and identify some of the current issues. Students summarise the experience and opinions of one of the speakers in the listening activity.

Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.

Writing

233 | Qatar English scheme of work | Grade 11A | Unit 11A.7 | Complementary medicine

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234 | Qatar English scheme of work | Grade 11A | Unit 11A.7 | Complementary medicine

Education Institute 2005