Professional Documents
Culture Documents
Batltlefield Alzheimer
Batltlefield Alzheimer
College: UNIT 7
Trainer:
Date:
BATTLEFIELD ALZHEIMERS
SOURCE: Dr. Prasad Mathews, The Hindu (Chennai Edition) September 20, 2009.
Training Curriculum
Target Learning Objectives & Review
In this unit the students will be able to:
LO1: Pick out the main points and important information from what they
read and use them.
LO2: Learn the rules of Subject-Verb Agreement along with examples
and also apply the same in sentences.
LO3: Gain knowledge, avoid errors, and ensure proper application of
Check all
homophones and homographs. pages
LO4: Express the ideas using their own words.
LO5: Recollect what they have studied and apply the information
appropriately.
LO6: Identify errors in the sentences and rectify them. Repeat
LO7: Learn the basic ideas about Slogan and Caption writing and can unit
practice to write creative slogans and captions on their own.
LO8: Learn how to tell a story.
Final Grade:
PAGE NO. SKILLS LEARNING OBJECTIVES CW/
HW
LP Learning Pages
LP1,2,3 RC: LO1 Reading Comprehension Skills Classwork
(Skimming and Scanning, meanings, personal response)
LP4,5,6,7 G: LO2 Grammar and its application (Subject-Verb Agreement) c/w
LP8,9, 10 S&V: LO3 Spelling & Vocabulary (Homonyms and Homographs) c/w
LP11 S&L: LO4 Speaking and Listening (Expressing ideas by talking to c/w
others)
PP Practice Pages Homework
PP12,13, 14 S&V: LO3 Spelling and Vocabulary (Application of Alzheimer- h/w
WS: LO4 related vocabulary) & Writing Skills (Writing sentences
applying homophones and homographs)
PP15,16 RC: LO1 Reading Comprehension (The treatment of Alzheimers h/w
symptoms)
PP17,18,19 G: LO2, LO5 Grammar and Writing skills (Subject-Verb Agreement) h/w
PP20 VA: LO6 Verbal Ability (Correcting the errors in sentences) h/w
PP21,22,23,24 WS: LO7 Writing Skills (Slogan & Caption Writing sample and h/w
exercise)
PP25,26 S&L: LO8 Speaking & Listening (Oral tradition of Incident h/w
Narration)
PP27 WS: LO4 Writing Skills (Writing a summary in their own words)
AP Assessment Pages
AP28,29 RC/WS/G/S&V: Reading, Spelling & Vocabulary, Grammar & Writing h/w
LO 1,2,3,4,5 Skills: AF3
AP30 WS: LO7 Writing Skills: AF2 h/w
AP31 S&L: LO8 Speaking Skills: AF1 h/w
TR32 Self-Assessment Target Review: All Learning Objectives h/w
Notes 33,34 WS/Drawing Extra writing/drawing page ( Extension) h/w
Symbols Key
Write carefully.
Extension activities / More things to do!
Look carefully, read. Reading Comprehension
Listen to adult/friend; listen Draw the picture of the human brain and label its parts
to sounds carefully.
Write down the neurology related terms and their meanings from
Ask/discuss/find out, read the reading passages
aloud.
RC: Reading Comprehension Write 7 disadvantages of memory loss
SV: Spelling/Vocabulary
G: Grammar Write 7 creative slogans and 7 creative captions on the power of brain
S&L: Speaking &Listening and the value of life
WS: Writing Skills
VA: Verbal Ability
LP/Classwork Reading Comprehension Unit 7:1/34
Learning Objective (LO1): The students will Read the following text aloud. As you read,
be able to take out the main points and pay attention to the words in red colour and their
important information from what they read. meanings in blue colour. Underline all the medical terms.
Learning Objective (LO1): The students will be able to pick Read, deduce, infer or interpret
out the main points and important information from information, events or ideas from the passage
what they read and use them. and write the answer to the questions below.
________________________________________________________________________
2. What are neurotransmitters?
________________________________________________________________________
________________________________________________________________________
3. How is Alzheimer confirmed?
________________________________________________________________________
________________________________________________________________________
4. What are the different types of specialists referred to in 4th paragraph?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Why is this disease called Alzheimer?
________________________________________________________________________
________________________________________________________________________
7. What is the cause of the death of the neurons?
________________________________________________________________________
________________________________________________________________________
8. How does the frequency increase with age?
________________________________________________________________________
________________________________________________________________________
LP/Classwork Reading Comprehension Unit 7:3/34
Learning Objective (LO1): The students will Read aloud page-1, Recollect all the
be able to pick out the main points and information about the Alzheimer disease and fill in the cloud
important information from what they callouts with sentences. Try to describe it in your own
read and use them. words. One has been done for you.
Learning Objective (LO2): The students will learn the rules of Subject-Verb Agreement along with examples,
and also the application of the same in sentences.
Basic Rule: The Verb in every sentence must agree with the Subject in Person and in Number or in
other words, a singular subject takes a singular verb, whereas a plural subject takes a plural verb.
agrees
Subject Verb
agrees
RULE 1: When two or more singular subjects are connected by and, the Verb is plural.
Plural
Examples: The doctor and the nurse have a good understanding.
Love and care have to be shown to patients to produce positive results.
Plural
LP/Classwork Grammar & Writing Skills Unit 7:5/34
Learning Objective (LO2): The students will learn the rules of Subject-Verb Agreement along with examples,
and also the application of the same in sentences.
RULE 2: If two Singular nouns refer to the same person, the Verb must be Singular.
Singular
The professor and Head department of Medicine is the writer of this article.
Note: To find out whether the two words refer to the same person or two different
persons, look at the article or possessive adjective. If there are two articles or
possessives, there are two different persons. In that case the Verb must be plural.
Plural
RULE 3: If two singular subjects express one idea then the Verb may be Singular
(Plural Verb is also permitted).
Singular
Singular
Bread and butter was the breakfast offered to the patients in this ward.
Grammar & Writing Skills
LP/Classwork Unit 7:6/34
Learning Objective (LO2): The students will learn the rules of Subject-Verb Agreement along with examples,
and also the application of the same in sentences.
RULE 4: The words each or every before Singular Subjects, take Singular Verb.
Singular
Singular
RULE 5: Two or more Singular subjects connected by or, nor, either, or,
neither, nor take a Singular verb.
Singular
Neither the patient nor his condition is going to improve if he is treated like this.
Learning Objective (LO5): The students Using rules of Subject-Verb agreement, frame
will be able to recollect what they have
studied and apply the information
sentences on your own by looking at the pictures. One has
been done for you.
appropriately.
Learning Objective (LO3): The students will be able to Read aloud the words in bold letters
gain knowledge, avoid errors, and ensure proper below and see what difference you notice in the
application of homophones and homographs. spelling and pronunciation.
In English there are many words that are similar in spelling or pronunciation and sometimes we
mistakenly reach for a word because it seems to have the same sound or look, thus resulting in
an error.
SPELLING PRONUNCIATION MEANING CLASSIFICATION EXAMPLE
Different Same Different Homophone For-Far
Same Same Different Homograph Will-Will
HOMOPHONES: Homophones are words which have the same pronunciation but may
differ in spelling and meaning.
Decease (death/demise): On the decease of the patient, the family decided to pay tributes.
Drugs (medications/pills): They approved drugs for treatment of Alzheimers act by modulating
the levels of chemicals.
Trucks (lorries/automobiles): The patients ability to distinguish one motor vehicle from another
was limited to trucks, vans, jeeps, limos and all others.
Break (destroy): The patient used to break his belongings when he gets agitated.
Break (rest): The doctor took a long break after the sternuous procedure.
Brake (slow down/reduce speed): Apply the brake immediately before it dashes on the wall.
HOMOGRAPHS: Homographs are words which are spelt the same, pronounced the
same, but with more than one meaning.
Will (expressing the future tense): The patient will come back for a follow-up.
Will (self-control/wish/desire): He had committed his life to the needy according to the will of God.
Will (testament/legal document): Financial issues like making a will, should be discussed to avoid
problems later on when the patient is unable to make decisions.
Learning Objective (LO3): The students will be able to gain knowledge, avoid errors, and ensure proper
application of homonyms and homographs.
Read aloud the words in bold letters and observe the difference in the spellings and meanings
of the words. Now try tomake sentences of your own.
Learning Objective (LO3): The students will be able to gain knowledge, avoid errors, and ensure proper
application of homonyms and homographs.
Read aloud the sentences below, fill in the blanks with the correct word. One has been done for you.
1. Alzheimers disease (decease/disease), a type of dementia caused by gradual death of neurons.
2. The frequency increases with age, _________ (three/tree) per cent between 70 and 79 years of age.
3. It is important that the diagnosis of Alzheimers be ___________ (confirmed/conformed) by
consulting a physician.
4. _______________ (psychiatrists/physiatrists), treat a wide variety of medical conditions affecting
the brain, spinal cord, nerves, bones, joints, ligaments, muscles, and tendons.
5. About 10 per cent of cases of dementia have a reversible cause ___________ (which/witch) is
completely treatable.
6. It is ____________ (widal/vital) that these signs should not be missed.
7. The symptoms of Alzheimers are broadly divided in to ____________ (to/two) types cognitive
and behavioural or psychiatric.
8. There are two types of ___________ (drugs/trucks) available for treatment of Alzheimers.
9. Unfortunately the __________ (affect/effect) is mild and these drugs are not useful in the earliest
stage of the disease.
10. These drugs stabilize the progression of the disease ________ (for/far) around twelve months in
about _________ (half/off) the patients using them.
11. The drugs are generally well tolerated, the only ________ (site/side) effect being nausea.
12. Donepezil is relatively cheap (costing/casting) around Rs. 300 per month.
13. Memantine _____________ (blocks/blacks) a neurotransmitter called NMDA.
14. It is approved for moderately severe Alzheimers and again it _______ (as/has) a modest effect.
15. The doctor had ___________ (along/a long) chat with the patient.
16. The approved drug Memantine has a _________ (more dust/modest) effect.
17. See _______ (Tips/Dips) to caregivers.
18. The patient is at risk to himself or to others because of ____________ (violent/violin) behaviour.
19. He ___________ (kneads/needs) to be put on psychiatric medications.
20. Quetiapine can be used for intractable sleep disturbance or ____ (knight/night) time wandering.
LP/Classwork Speaking & Listening Skills Unit 7:11/34
Learning Objective (LO4): The Read aloud and discuss with an adult friendabout the tips
students will be able to express that Dr. Prasad suggests for the Alzheimers caregivers.
the ideas in their own words.
Here are some of my tips to
the Alzheimers Caregivers!!
1. The patient should be informed of the diagnosis (analysis, finding, conclusion) and counselling
(therapy, advising, recommending) given.
2. Financial issues like making a will (a legal document in which a person states who should receive his
or her possessions after he or she dies), joint bank accounts and giving power of attorney (the authority
to act for another person in specified or all legal or financial matters.), should be discussed to avoid
problems later on when the patient is unable to make decisions.
3. End of life issues should ideally be discussed without upsetting (hurting, disappointing, disturbing)
the patient.
4. Patients can develop behavioural symptoms (indications, signs, warnings) even at early stages of the
disease. Patients need sympathy (kindness, pity, consideration), as they are not being purposely difficult;
rather these are symptoms of the disease.
5. Sudden agitation, confusion or aggression (violence, anger, hostility) can be due to side effects of
drugs, pain (e.g. stomach pain, full bladder) or physical discomfort (uneasiness, pain, distress).
6. Create a calm and comfortable environment.
7. Avoid arguing with the patient. If he says he has a plane to catch agree with him and gradually divert
(redirect, deflect, switch) his attention.
8. Patients with Alzheimers often get confused and agitated (nervous, restless, stressed) with a change
from their familiar (accustomed, usual, customary) surroundings. Hence it is not advisable to change
their location frequently (often, repeatedly, recurrently); avoid hospitalisation if possible.
9. Secure the house to prevent the patient from wandering (travelling, straying, roaming) away.
10. There is a tendency (affinity, drift, inclination) to get more agitated and confused in the evening
this is called sun downing.
11. Sleep disturbance is common and should be managed without medicines if possible.
12. The caregiver is under enormous (huge, immense, extensive) stress and prone (liable to,
susceptible to, disposed to) to burn out (exhaust, wear out, fatigue) and hence needs a break from time
to time. It would be ideal (perfect, model, ultimate) if family members can provide relief (help,
support, release).
PP/Homework Spelling & Vocabulary Skills Unit 7:12/34
Learning Objective (LO5): The students will Look at the visuals below and write the
be able to recollect what they have studied appropriate Alzheimer-related terms in the box given
and apply the information appropriately. below the picture. One has been done for you.
Sundowning
PP/Homework Spelling & Vocabulary Skills Unit 7:13/34
Learning Objective (LO3): The students Read the words andwrite homophones /
will be able to gain knowledge, avoid homographs for the following words, also find out the
errors, and ensure proper application of meaning for the words from the dictionary. One has been
homonyms and homographs. done for you.
Study the meanings of the words and frame sentences of your own.
Common (shared/general/for all)
__________________________________________________________________
Diagnosis (judgement/identification/conclusion)
__________________________________________________________________
Dementia (memory loss / decline in mental ability/brain disease)
__________________________________________________________________
Vital (lively/essential/important)
__________________________________________________________________
Reversible (alterable/changeable/revocable)
__________________________________________________________________
Moderate (adequate/mild/medium)
__________________________________________________________________
Agitation (anxiety/nervousness/tension)
__________________________________________________________________
Rapid (fast/quick/swift)
__________________________________________________________________
Violent (fierce/forceful/strong)
__________________________________________________________________
Apathetic (indifferent/bored/lazy)
__________________________________________________________________
Enormous (vast/huge/massive)
__________________________________________________________________
PP/ Homework Reading Comprehension Unit 7:15/34
Read the passage aloud, as you read, underline all the terms relating to emotions & behaviours.
Battlefield Alzheimers - The treatment of Alzheimers symptoms
Treatment of cognitive symptoms
There are two types of drugs available for treatment (cure, therapy,
remedy) of Alzheimers. The first group are cholinesterase inhibitors
(AChI) and there are three drugs in this class donepezil, rivastigmine
and galantamine. They increase the brain levels of a neurotransmitter
called acetyl choline. Unfortunately the effect is mild and these drugs
are not useful in the earliest
stage of the disease. They are
approved for mild, moderate
and severe disease. These drugs stabilize (steady, calm, even
out) the progression (development, advancement) of the
disease for around twelve months in about half the patients
using them. After that the disease starts to worsen again. The
drugs are generally well tolerated (endured, accepted,
allowed), the only side effect being nausea (vomiting
sensation), vomiting (expelling food from the mouth) or
diarrhoea in a few. Donepezil is the most widely used and is relatively (comparatively, fairly,
reasonably) cheap costing around Rs. 300 per month. The other approved drug is called Memantine. It
blocks a neurotransmitter called NMDA. It is approved for moderately severe Alzheimers and again
has a modest (ordinary, simple, moderate) effect (impact, purpose, influence). It can be used along
with AchI, is well tolerated and costs around Rs. 600 per month.
Read the above passage, comprehend and answer the questions in your own words.
____________________________________________________________________
2. Which is the neurotransmitter found in human brain? What is its role?
____________________________________________________________________
____________________________________________________________________
3. What are the side effects of the drugs that are used to treat Alzheimers?
____________________________________________________________________
____________________________________________________________________
4. Name some psychiatric medications mentioned in the passage?
____________________________________________________________________
____________________________________________________________________
5. What are antidepressants?
____________________________________________________________________
____________________________________________________________________
6. What drugs are used to treat intractable sleep disturbance?
____________________________________________________________________
____________________________________________________________________
PP/ Homework Grammar and Writing skills Unit 7:17/34
RULE 6: When the subjects connected by or, nor, either, or, neither, nor are of different
Numbers, the Verb must be Plural and the plural subject must be put just before the Verb.
PLURAL
Examples: Either the doctor or the nurses have to do something with the patient
RULE 7: When the subjects connected by or, nor,either, or, neither, nor are of
different Persons, the Verb agrees in Person with the subject that comes just before it.
PLURAL
Examples: Either the doctor or you have mistaken her.
I or he has to take care.
SINGULAR
RULE 8: For a collective noun, usually a Singular Verb is used, but when the
individuals in the group are taken into consideration, a Plural Verb is used.
SINGULAR
SINGULAR
SINGULAR
RULE 10: In some sentences the real subject will be Singular, but the word next to the
Verb will be Plural. In such cases, misled by the word near the Verb, the Plural Verb
will be used. This is known as the Error of Proximity and this should be avoided.
SINGULAR
SINGULAR
Learning Objective (LO5): The students will be able to recollect what they have studied and apply the
information appropriately.
Read the following sentences and fill in the blanks with appropriate form of verb to agree with the subject.
1. The caregiver is / are under enormous stress and prone to burn out.
3. Either counselling or rest are / is the only way to treat this disorder.
4. Every security measure was / were to prevent the patient from wandering away from
the house.
5. His spouse and caregiver take / takes good care of her husband.
6. Cognitive and behavioural is / are two major types of Alzheimers symptoms.
Read the following statements and circle T if they are True or circle F if they are False.
1. Some nouns which are Plural in form but singular in meaning take Singular Verbs. T / F
2. For the words joined to a Singular subject by the words with, together with, along
with, in addition to, as well as, etc, the verb is plural. T / F
4. If two Singular nouns refer to the same person, the Verb must be Plural. T / F
5. If we get the word each or every before Singular Subjects, the Verb is Singular. T / F
6. When the subjects connected by or, nor, either, or, neither, nor are of different
Numbers, the Verb must be Singular and the plural subject must be put just before the
Verb. T / F
7. When the subjects connected by or, nor, either, or, neither, nor are of different N
For a collective noun, usually a Singular Verb is used, but when the individuals in the
group are taken into consideration, a Plural Verb is used. T / F
8. Words joined to a Singular subject by the words with, together with, along with, in
addition to, as well as, etc. do not affect the Main Subject. Therefore the verb is plural.
T/F
PP/ Homework Verbal Ability Unit 7:20/34
Learning Objective (LO6): The students can learn to identify errors in the sentences and rectify them.
Each of the following sentences is divided into groups A, B, C, D. Read the sentences and look for
errors and Mark (X) against the group which contains a mistake and rectify it. If there are no mistakes,
mark (X) against E. One has been done for you.
X- Seems to be
1. The death of neurons seem to be mainly due to deposits of proteins
A B C D
called beta amyloid. _____ ______
E
2. A lot of research into preventing deposition of beta amyloid and formation of tangles
A B C
are underway. _____ ______
D E
6. Memantine is approved for severe Alzheimers and costs around Rs. 600 per months. ______
A B C D E
PP/ Homework Writing Skills Unit 7:21/34
Learning Objective (LO7): The students will be able to learn the basic ideas about Slogan and Caption
writing and can practice to write creative slogans and captions on their own.
Slogan Writing
A slogan is a memorable motto or phrase used in a
clan, political, commercial, religious, and other context
as a repetitive expression of an idea or purpose.
Caption Writing
Captions are a single sentence title associated with a
picture or a photograph that leads the observer to:
Notice relevant attribute
Imagine the sequence of the scene
Answer to the sensation of the picture
Share the artists/ photographers feel, humour etc.
Creative Captions
Style and expression of the language are the necessary tools for creative captions which aim at
provoking response to a feeling or emotions.
Look at the Alzheimer related visuals and write creative, thought-provoking slogans to express your
ideas.
Got slogan??
PP/ Homework Writing Skills Unit 7:24/34
Look at the Alzheimer related visuals and write creative, thought-provoking captions and express your
ideas.
Got caption??
PP/ Homework Speaking & Listening Unit 7:25/34
The first manifestation (indication, expression, symptom) of something being amiss (incorrect,
wrong, improper) with my (name is Ted) memory was in late 2004 when I began to have problems
remembering some details relative to my job.
Having noted this memory issue, I compensated by taking copious notes about problems and writing
detailed procedures for system operation, as well as problem diagnosis and correction. This helped the
memory issue, but slowed me down as I could not always remember steps that were easy for me to
remember in earlier times, which required me to stop and look up information in my cheat
sheets. Some users noted that my verbal responses (replies, answers, reactions) to their questions
were not always immediate, and that they saw me referring to notes to find some information. They did
not bring this to my attention. My memory issues had been mentioned by some users to the director of
information systems, who called me into the office of my supervisor, who served as a witness (observer,
watcher, one who sees) to the proceedings. Unfortunately for me, her response to the complaints was
to terminate (end, finish, conclude) me immediately, and I was escorted out of the building.
I was very surprised to say the least, and basically said nothing at this point, not that I had much time to
do so as I was escorted out very quickly. When my wife, also a Lake Forest Hospital employee, later
talked to the Director of Human Resources about my issues, she was told that my termination was due
to performance issues and not any disease, as the issue did not arise after an official diagnosis was made.
If I had almost any other physical impairment or disease, such as a stroke, heart attack or amputation
(removing away of a part from the body), I would have been eligible to collect disability (infirmity,
debility,incapacity)fromthehospital.
Having noted these issues, my wife and I made contact with the Rush Alzheimers unit in Chicago, and
I was evaluated there in February of 2005. The result of these tests indicated that I did have memory
impairment (loss, weakening, damage), but they would need a follow up test in six months to confirm
a diagnosis of Alzheimers. Thus, I was evaluated again the following August, and the tests showed a
decline from the February results, which led to a diagnosis of Alzheimers.
Due to the income decline noted above, we had to sell our home and move to more modest (simple,
small, moderate) housing. Also, my interaction (communication, interface, dealings) with our
PP/ Homework Speaking & Listening Unit 7:26/34
grandchildren is different now as they know that I am different, but are not sure just what the problem
is. I am also concerned about my higher level of frustration (irritation, annoyance, disappointment)
and memory lapses.
I am no longer comfortable taking them on road trips to various parks as I did in the past for fear that I
will have a memory lapse (gap, interval, delay) and forget them or somehow endanger (threaten,
risk, put in danger) their safety. Now I am reluctant (hesitant, unwilling, averse) to go places alone,
and my wife has retired (stop working) early to be with me at all times. This is actually a benefit for
me, as I treasure (value, adore, cherish) her company above all others, but it was another economic
loss for us. Additionally, I have few new memories to speak of as recent events just do not stay in my
mind on a consistent (stable, steady, constant) basis. As a result, I feel that I am robbed (steal from,
deprived) of any future because while I will live in it, I will be unlikely to remember it.
Finally, I could not write this without the help of my wife. Yes, I am educated and was always very
successful in academic endeavors (actions, events, ventures), but now, I cant consistently
(constantly, always, regularly) retain short-term memories without someone to keep me on track with
what I want to say.
My wife is now my memory, and I can write this only with her ability to remember parts of my life that
I am getting fuzzy (unsure, uncertain, vague) about. In some cases, I can forget what I was trying to
say while typing the sentence, so I tell her what I was getting at, so she can help if it fades (disappears,
weakens, diminishes) out as I type it.
(Source: http://www.alz.org/living_with_alzheimers_8929.asp)
______________________________________________________________________________
How significant is the role played by the spouse/caretaker in this passage?
______________________________________________________________________________
______________________________________________________________________________
What is the new memory that Mr. Ted is talking about?
______________________________________________________________________________
______________________________________________________________________________
What are the challenges faced by Mr. Ted in his personal and social life?
______________________________________________________________________________
______________________________________________________________________________
Writing Skills
PP/ Homework Unit 7:27/34
Refer to the description of Mr. Teds experience in the previous pages, and write a
summary in your own words.
In the late 2004, Mr. Ted started to have problems with his memory and soon discovered that he was not
able to fulfill his role as a Computer System Analyst....
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AP/Homework Assessments Unit 7:28/34
Reading: AF3 - deduce, infer or interpret information, events or ideas from texts.
1. Write the names of all the chemicals and drugs mentioned in the Alzheimer passage.
____________________________________________________________________________
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5. What should the Caretaker do regarding financial issues of the Alzheimer patient?
____________________________________________________________________________
____________________________________________________________________________
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Pick out the main points and important information from what they read and use them.
(I can pick out the main points and important information from what I read and use them.)
AP/Homework Assessments Unit 7:29/34
____________________________________________________________________________
b. The patient and victim of Alzheimers often _____________ (have / has) confusion and
agitation.
c. US FDA and American Drug Council __________ (has / have) not specifically approved
any drug.
d. A patient who is ____ (a pathetic/apathetic) may be depressed and may require
antidepressants.
e. It would be (idle/ideal) if family members can provide relief.
f. Every security measure _____________ (was / were) to prevent the patient from wandering
away from the house.
g. The doctor has to have__________ (patience/patients) in order to survive.
h. Financial issues should be discussed to avoid problems _____________ (latter/later) on
when the patient is unable to make decisions.
i. Confusion or aggression can be _______ (due/dew) to side effects of drugs.
j. Full __________ (flatter/bladder) results in the urge to urinate.
k. If the patient says he has a ________________ (plane/plain) to catch agree with him and
gradually divert his attention.
(I can learn the rules of Subject-Verb Agreement, with examples, and also apply them in sentences.)
____________________________________________________________________________
____________________________________________________________________________
AP/Homework Assessments Unit 7: 30/34
Writing: AF2 - produce texts which are appropriate to task, reader and purpose.
Imagine that you are a Caretaker of an Alzheimer patient; try to express the pains and
pleasures that you face in the caretaking task and also narrate the daily challenges
experienced by the patient.
____________________________________________________________________________
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Write a creative caption for a doctor who has treated Alzheimers patients for 30 long
years.
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Speaking: AF1 Talking to others to express straightforward ideas and feelings with some relevant
details.
Tell your teacher the story / incident that youve read on page 25 & 26 in your own words.
Markers Guide:
2. I spoke loud enough, and was neither too fast nor too slow.
Draw a symbolic picture that illustrates Teds condition of forgetfulness to your teacher.
LO1: I can pick out the main points and important information from what I read and use them.
LO2: I can understand the rules of Subject-Verb Agreement with examples, and also apply them in
sentences.
LO3: I can gain knowledge, avoid errors, and ensure application of homonyms and homographs.
LO5: I am able to recollect what I have studied and apply the information appropriately.
LO7: I can understand the basic ideas about Slogan and Caption writing and can practice to write
creative slogans and captions on my own.
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Extra Drawing Space Unit 7: 34/34