5. Is he going to use crutches ?

Yes, he’s going to use crutches.

6. How long is he going to use crutches ?
C
• Model the first ­question in the
He’s going to use crutches for a week. exercise with two students.
7. What is he going to put on his ankle during the day ? • Students should check their answers
He’s going to put a bandage on his ankle during the day. together when they are finished.
8. How long is he going to stay home from work ? • Encourage students to make up
answers to the questions.
He’s going to stay home from work for two days.

D
C STUDENT TO STUDENT • Set a time limit for students to write
Student 1: Turn to Appendix C. Read the questions in Set A to Student 2. Student 2 will write their conversations.
the questions in the space below. • Ask volunteers to ­present their
Student 2: Listen and write the questions. Then, turn to Appendix C. Read the questions in ­conversations to the class.
Set B to Student 1. Student 1 will listen and write the questions in the space below.
Set A (Student 2 writes): Set B (Student 1 writes):

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1. How are you feeling? What’s the problem?

2. Are you going to need an operation? When is the doctor going to talk to you?

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3. How long are you going to stay in the hospital? When are they going to take X-rays?

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4. When are you going home? When are you going to know the test results?

5. What other tests are you going to need? When are you going to return to school?

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D LET’S TALK. In your notebook, write a conversation between a patient and a friend who is visiting him
c
or her in the hospital. Use the questions in Exercise C. Then, act out your conversation for the class.
hi
How are you feeling, Well, I feel much better How’s your back? Are you going
ap
Marie? than yesterday. to need an operation?
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This patient is going

to go home when she
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gets better.
lG
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A Healthy Lifestyle 87
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TEACHING TIP
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Encourage peer feedback by having students exchange their

written conversations from Exercise D with another pair of
students. Pairs should read aloud each other’s work so that
they can listen for mistakes. Explain to students that reading
their writing aloud is a valuable tool for catching mistakes,
whether students read their writing aloud to themselves or
listen to someone else read it to them. Students will often
catch mistakes when they listen to their writing being read
aloud that they would not catch if they read their work silently.

A Healthy Lifestyle 87

SAMPLE COPY, NOT FOR DISTRIBUTION

 ACTIVE GRAMMAR Future with Will
ACTIVE GRAMMAR:
Future with Will I walk every day. Use will to express an offer to help.
will
She join a health club. I’ll drive you to school.
won’t
A 29
They change jobs. Use will to make predictions.
You’ll get the job.
• Review the meaning of will and It’ll take a long time.
won’t when talking about the future
(they are auxiliaries used with the
base form of the verb to express A Pronunciation: I’ll Listen and repeat. 29

future time). ­Remind students there 1. I’ll help you. 5. I’ll visit you.
is no to after the auxiliary will.
2. I’ll call her. 6. I’ll take you to the doctor.
• Read the example ­sentences in the
3. I’ll drive you. 7. I’ll pick up your prescription.
­grammar charts at the top of the page.
• Give some additional ­examples 4. I’ll make dinner. 8. I’ll see you tomorrow.
of offers and predictions and ask
­students to identify each. B Read the doctor’s advice. Martin went to the doctor with chest pain. Do you think Martin will follow

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his recommendations?
For example:
I’ll bring it to you. (offer)

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Change your diet. Get a pet. Lose weight. Start to exercise. Use less salt.
She’ll do well on the test. (prediction) Cut down on sweets. Get more sleep. Lower your cholesterol. Stop smoking. Walk to work.

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• Play the audio and pause after each
­sentence so students can repeat.

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• Have students take turns saying the I agree.
I don’t agree.
­sentences to a partner, helping each
other with pronunciation.

c Martin will change

hi his diet.

B
ap

• Point at the ­picture and ask what is

I don’t agree. Martin won’t
­happening. (The doctor is listening change his diet. He loves
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to Martin’s heart.) fried food.

• Ask students what kind of lifestyle

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may cause chest pains. Then, read the

recommendations in the word box
lG

and explain any ­unfamiliar words.

• Ask students to work in pairs to
discuss Martin’s lifestyle.
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88 Unit 6
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88 Unit 6

SAMPLE COPY, NOT FOR DISTRIBUTION