The document discusses common English phrases related to health and illness. It includes 8 phrases: (1) bounce back, meaning to recover; (2) as sick as a dog, meaning feeling very sick; (3) take it easy, meaning to relax; (4) under the weather, meaning feeling unwell; (5) run its course, meaning to lose strength on its own; (6) pull through, meaning to survive; (7) bored out of my mind, meaning very bored; (8) run a fever, meaning to have a high temperature. The document provides examples and practice exercises for readers to understand and use these phrases in conversations about health.
This document provides an overview of a health and fitness unit that includes vocabulary and grammar related to parts of the body, symptoms, diseases, and expressing how people feel physically. It introduces present simple tense to describe physical states and indefinite pronouns. Vocabulary covers body parts, common symptoms and diseases. Grammar focuses on asking how others feel, making suggestions, and using indefinite pronouns. Exercises practice this content through labeling diagrams, matching illnesses to symptoms, role plays between doctors and patients, and punctuation practice.
Unit 4 discusses health. It focuses on describing symptoms to medical professionals, as accurate information is important for diagnosis and treatment. The unit aims to teach vocabulary related to body parts and health issues. Learners practice speaking about health complaints and injuries, asking and answering questions on these topics. Good communication skills are emphasized as valuable for ensuring safety. Proper health habits like exercise and nutrition are also covered.
Valerie is a busy university student who also works full-time to pay for her education. She rarely eats home-cooked meals or exercises due to her busy schedule. As a result, she often feels tired, irritable, and sick. During her break, Valerie decides to make some healthy changes like cooking more and walking instead of taking the bus. These changes help her feel more refreshed and concentrate better in class, and her grades improve as a result of taking better care of herself.
Here are the medical records of the doctors contained in the card:
- Dr. John: A patient who wakes up feeling sick. Diagnosis: Stomach flu. Prescribed rest and fluids.
- Dr. Lisa: A patient who can't sleep. Diagnosis: Insomnia. Prescribed sleep medication for 2 weeks.
- Dr. Smith: A patient who's putting on weight. Diagnosis: Obesity. Recommended diet and exercise plan.
- Dr. Andy: A patient who has lost a lot of weight. Diagnosis: Anorexia. Referred to nutritionist and psychologist.
- Dr. Zoe: A patient who's losing weight. Diagnosis: Th
This document provides information about identifying how you feel and describing symptoms of illness. It includes a vocabulary list of body parts and common feelings or ailments. Students practice asking and answering questions about how someone feels using these terms. Grammatical structures for describing health such as "feel" and "look" are introduced. Sample conversations demonstrate asking what is wrong with someone and describing symptoms like a headache or fever. Pronunciation of word stress is practiced in examples asking about health problems.
This document discusses homeopathic approaches to treating childhood illnesses. It provides advice on nursing sick children, such as encouraging rest, comfort, and letting the body heal itself. It notes that fevers are a natural part of the healing process and should not always be suppressed with medication. The document also stresses the importance of parental self-care when nursing a sick child, such as getting rest, help from others, and not feeling the need to be perfect.
1. A person tells their friend they are sick with the flu and asks for recommendations. They are worried about taking more sick days and needing to complete a work project.
2. Their friend recommends resting at home, drinking tea with honey and lemon, and eating vitamins and vegetables to strengthen their body. When over-the-counter pain medication does not help, the friend questions if it is actually the flu.
3. It is determined that the sickness is likely from lack of sleep due to long work hours and an upcoming project deadline. The friend recommends asking their boss for permission to work from home and submit the project late, in order to get proper rest.
This document provides an overview of a health and fitness unit that includes vocabulary and grammar related to parts of the body, symptoms, diseases, and expressing how people feel physically. It introduces present simple tense to describe physical states and indefinite pronouns. Vocabulary covers body parts, common symptoms and diseases. Grammar focuses on asking how others feel, making suggestions, and using indefinite pronouns. Exercises practice this content through labeling diagrams, matching illnesses to symptoms, role plays between doctors and patients, and punctuation practice.
Unit 4 discusses health. It focuses on describing symptoms to medical professionals, as accurate information is important for diagnosis and treatment. The unit aims to teach vocabulary related to body parts and health issues. Learners practice speaking about health complaints and injuries, asking and answering questions on these topics. Good communication skills are emphasized as valuable for ensuring safety. Proper health habits like exercise and nutrition are also covered.
Valerie is a busy university student who also works full-time to pay for her education. She rarely eats home-cooked meals or exercises due to her busy schedule. As a result, she often feels tired, irritable, and sick. During her break, Valerie decides to make some healthy changes like cooking more and walking instead of taking the bus. These changes help her feel more refreshed and concentrate better in class, and her grades improve as a result of taking better care of herself.
Here are the medical records of the doctors contained in the card:
- Dr. John: A patient who wakes up feeling sick. Diagnosis: Stomach flu. Prescribed rest and fluids.
- Dr. Lisa: A patient who can't sleep. Diagnosis: Insomnia. Prescribed sleep medication for 2 weeks.
- Dr. Smith: A patient who's putting on weight. Diagnosis: Obesity. Recommended diet and exercise plan.
- Dr. Andy: A patient who has lost a lot of weight. Diagnosis: Anorexia. Referred to nutritionist and psychologist.
- Dr. Zoe: A patient who's losing weight. Diagnosis: Th
This document provides information about identifying how you feel and describing symptoms of illness. It includes a vocabulary list of body parts and common feelings or ailments. Students practice asking and answering questions about how someone feels using these terms. Grammatical structures for describing health such as "feel" and "look" are introduced. Sample conversations demonstrate asking what is wrong with someone and describing symptoms like a headache or fever. Pronunciation of word stress is practiced in examples asking about health problems.
This document discusses homeopathic approaches to treating childhood illnesses. It provides advice on nursing sick children, such as encouraging rest, comfort, and letting the body heal itself. It notes that fevers are a natural part of the healing process and should not always be suppressed with medication. The document also stresses the importance of parental self-care when nursing a sick child, such as getting rest, help from others, and not feeling the need to be perfect.
1. A person tells their friend they are sick with the flu and asks for recommendations. They are worried about taking more sick days and needing to complete a work project.
2. Their friend recommends resting at home, drinking tea with honey and lemon, and eating vitamins and vegetables to strengthen their body. When over-the-counter pain medication does not help, the friend questions if it is actually the flu.
3. It is determined that the sickness is likely from lack of sleep due to long work hours and an upcoming project deadline. The friend recommends asking their boss for permission to work from home and submit the project late, in order to get proper rest.
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Hair loss can appear in many different ways depending on the cause. Common signs include gradual thinning on the top of the head for both men and women, circular or patchy bald spots, and sudden loosening of hair after an event like childbirth or illness. Hair loss may be temporary from stress or medical treatments, or permanent from hereditary baldness or scarring conditions. See a doctor if hair loss is distressing or sudden, or if there are other concerning scalp symptoms like scaling, to determine the cause and best treatment options. Preventable hair loss can be avoided by gentle hair care and a healthy lifestyle.
This document provides a lesson on family relationships in English. It includes vocabulary about family members and introduces how to describe family members using questions like "Who is he?", "What's his name?", etc. It also covers pronunciation of stressed and unstressed words when speaking English. Activities include describing photos of family members, a listening exercise about sounds in the home, and describing one's own family tree.
The document summarizes the key points from Lesson 13 of a Vietnamese language lesson. It covers the following topics in 3 sentences or less each:
- Vocabulary related to timelines, adverbs of frequency, and describing people.
- A grammar review of using the verb "have" to indicate possession.
- Two reading passages about siblings with different appearances and friends with different careers who get together occasionally.
- Listening and pronunciation exercises related to the lesson topics.
- An overview of the lesson and homework assigning a writing exercise and selecting responses to listening passages.
This document is an English lesson about dating vocabulary. It contains vocabulary words and expressions related to dating like "have a crush on", "tie the knot", "no strings attached", etc. along with examples. It then has practice exercises where students fill in blanks or answer questions using the new vocabulary. There is also a practice reading section that is a role play conversation between two friends discussing a blind date experience.
This document contains a lesson on feelings and emotions in Vietnamese. It includes vocabulary for feelings like happy, sad, hungry, and actions related to feelings. It discusses the simple present and present continuous tenses. There are readings about a man having a bad day at work when no one else is there, and a normally busy town being quiet during a snowstorm. It concludes with exercises to practice the material covered.
This document provides an overview and lesson plan for an English lesson on using interrogative questions with the verbs "to be" (am/is/are). The lesson includes parts on grammar, reading, writing, pronunciation, and homework. Key points covered are:
- Forming yes/no questions using "am/is/are" and answering with "yes" or "no"
- A reading passage about neighbors all being busy that is used for comprehension questions
- Linking the silent "h" sound in words like "her" and "his"
- Homework that practices the grammar and pronunciation points
1. The document provides instructions and examples for practicing telephone communication skills in English.
2. It includes conversations with comprehension questions, phrases for leaving voicemail messages, tips for speaking clearly and appropriately, and exercises for role playing phone calls.
3. The goal is to help learners feel more confident speaking on the phone in English through practicing common phone situations.
Ben shows interest in what Mia is telling him about her time in Istanbul by using different strategies. When Mia says she worked in Istanbul ten years ago, Ben echoes "You worked there?" to encourage her to provide more details. After Mia explains what happened on her trip there, Ben empathizes by saying "Oh dear. What happened?" And when Mia finishes her story, Ben paraphrases to confirm his understanding of the unusual events.
UNIT CLARIFICATION AND CHECKING UNDERSTANDING.pptxHuyLe319
The document provides ways to give clear instructions or check understanding, such as repeating complicated explanations, asking for clarification to ensure understanding, and confirming that everything has been understood, with the expressions used depending on whether the situation is formal or informal. It then provides examples of conversations where clarification is asked for to check understanding.
This document provides tips for encouraging good discussions where people have different opinions on a subject. It suggests asking open-ended questions to elicit responses and giving opinions in a neutral way to sound less forceful. Examples of question prompts and neutral opinion phrases are given. The document also includes two sample conversations where friends discuss their opinions on emails and criminal justice in a respectful manner using the suggested phrases and approaches.
Here are the answers to the true/false statements about Mary's recording:
- Mary is planning to retire next year. ✅ True
- She will be able to draw her pension when she is 60. ❌ False
- She thinks retirement will give her more free time. ✅ True
- She wants to travel after retiring. ✅ True
- She finds her current job very demanding. ❌ False
Expanding Access to Affordable At-Home EV Charging by Vanessa WarheitForth
Vanessa Warheit, Co-Founder of EV Charging for All, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
HairN as;fdklt ehat the protocol checking .pptxasdf sadfasdfHuyLe319
Hair loss can appear in many different ways depending on the cause. Common signs include gradual thinning on the top of the head for both men and women, circular or patchy bald spots, and sudden loosening of hair after an event like childbirth or illness. Hair loss may be temporary from stress or medical treatments, or permanent from hereditary baldness or scarring conditions. See a doctor if hair loss is distressing or sudden, or if there are other concerning scalp symptoms like scaling, to determine the cause and best treatment options. Preventable hair loss can be avoided by gentle hair care and a healthy lifestyle.
This document provides a lesson on family relationships in English. It includes vocabulary about family members and introduces how to describe family members using questions like "Who is he?", "What's his name?", etc. It also covers pronunciation of stressed and unstressed words when speaking English. Activities include describing photos of family members, a listening exercise about sounds in the home, and describing one's own family tree.
The document summarizes the key points from Lesson 13 of a Vietnamese language lesson. It covers the following topics in 3 sentences or less each:
- Vocabulary related to timelines, adverbs of frequency, and describing people.
- A grammar review of using the verb "have" to indicate possession.
- Two reading passages about siblings with different appearances and friends with different careers who get together occasionally.
- Listening and pronunciation exercises related to the lesson topics.
- An overview of the lesson and homework assigning a writing exercise and selecting responses to listening passages.
This document is an English lesson about dating vocabulary. It contains vocabulary words and expressions related to dating like "have a crush on", "tie the knot", "no strings attached", etc. along with examples. It then has practice exercises where students fill in blanks or answer questions using the new vocabulary. There is also a practice reading section that is a role play conversation between two friends discussing a blind date experience.
This document contains a lesson on feelings and emotions in Vietnamese. It includes vocabulary for feelings like happy, sad, hungry, and actions related to feelings. It discusses the simple present and present continuous tenses. There are readings about a man having a bad day at work when no one else is there, and a normally busy town being quiet during a snowstorm. It concludes with exercises to practice the material covered.
This document provides an overview and lesson plan for an English lesson on using interrogative questions with the verbs "to be" (am/is/are). The lesson includes parts on grammar, reading, writing, pronunciation, and homework. Key points covered are:
- Forming yes/no questions using "am/is/are" and answering with "yes" or "no"
- A reading passage about neighbors all being busy that is used for comprehension questions
- Linking the silent "h" sound in words like "her" and "his"
- Homework that practices the grammar and pronunciation points
1. The document provides instructions and examples for practicing telephone communication skills in English.
2. It includes conversations with comprehension questions, phrases for leaving voicemail messages, tips for speaking clearly and appropriately, and exercises for role playing phone calls.
3. The goal is to help learners feel more confident speaking on the phone in English through practicing common phone situations.
Ben shows interest in what Mia is telling him about her time in Istanbul by using different strategies. When Mia says she worked in Istanbul ten years ago, Ben echoes "You worked there?" to encourage her to provide more details. After Mia explains what happened on her trip there, Ben empathizes by saying "Oh dear. What happened?" And when Mia finishes her story, Ben paraphrases to confirm his understanding of the unusual events.
UNIT CLARIFICATION AND CHECKING UNDERSTANDING.pptxHuyLe319
The document provides ways to give clear instructions or check understanding, such as repeating complicated explanations, asking for clarification to ensure understanding, and confirming that everything has been understood, with the expressions used depending on whether the situation is formal or informal. It then provides examples of conversations where clarification is asked for to check understanding.
This document provides tips for encouraging good discussions where people have different opinions on a subject. It suggests asking open-ended questions to elicit responses and giving opinions in a neutral way to sound less forceful. Examples of question prompts and neutral opinion phrases are given. The document also includes two sample conversations where friends discuss their opinions on emails and criminal justice in a respectful manner using the suggested phrases and approaches.
Here are the answers to the true/false statements about Mary's recording:
- Mary is planning to retire next year. ✅ True
- She will be able to draw her pension when she is 60. ❌ False
- She thinks retirement will give her more free time. ✅ True
- She wants to travel after retiring. ✅ True
- She finds her current job very demanding. ❌ False
Expanding Access to Affordable At-Home EV Charging by Vanessa WarheitForth
Vanessa Warheit, Co-Founder of EV Charging for All, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
Charging Fueling & Infrastructure (CFI) Program Resources by Cat PleinForth
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Understanding Catalytic Converter Theft:
What is a Catalytic Converter?: Learn about the function of catalytic converters in vehicles and why they are targeted by thieves.
Why are They Stolen?: Discover the valuable metals inside catalytic converters (such as platinum, palladium, and rhodium) that make them attractive to criminals.
Steps to Prevent Catalytic Converter Theft:
Parking Strategies: Tips on where and how to park your vehicle to reduce the risk of theft, such as parking in well-lit areas or secure garages.
Protective Devices: Overview of various anti-theft devices available, including catalytic converter locks, shields, and alarms.
Etching and Marking: The benefits of etching your vehicle’s VIN on the catalytic converter or using a catalytic converter marking kit to make it traceable and less appealing to thieves.
Surveillance and Monitoring: Recommendations for using security cameras and motion-sensor lights to deter thieves.
Statistics and Insights:
Theft Rates by Borough: Analysis of data to determine which borough in NYC experiences the highest rate of catalytic converter thefts.
Recent Trends: Current trends and patterns in catalytic converter thefts to help you stay aware of emerging hotspots and tactics used by thieves.
Benefits of This Presentation:
Awareness: Increase your awareness about catalytic converter theft and its impact on vehicle owners.
Practical Tips: Gain actionable insights and tips to effectively prevent catalytic converter theft.
Local Insights: Understand the specific risks in different NYC boroughs, helping you take targeted preventive measures.
This presentation aims to equip you with the knowledge and tools needed to protect your vehicle from catalytic converter theft, ensuring you are prepared and proactive in safeguarding your property.
Charging and Fueling Infrastructure Grant: Round 2 by Brandt HertensteinForth
Brandt Hertenstein, Program Manager of the Electrification Coalition gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
Charging Fueling & Infrastructure (CFI) Program by Kevin MillerForth
Kevin Miller, Senior Advisor, Business Models of the Joint Office of Energy and Transportation gave this presentation at the Forth and Electrification Coalition CFI Grant Program - Overview and Technical Assistance webinar on June 12, 2024.
Dahua provides a comprehensive guide on how to install their security camera systems. Learn about the different types of cameras and system components, as well as the installation process.
Implementing ELDs or Electronic Logging Devices is slowly but surely becoming the norm in fleet management. Why? Well, integrating ELDs and associated connected vehicle solutions like fleet tracking devices lets businesses and their in-house fleet managers reap several benefits. Check out the post below to learn more.
EV Charging at MFH Properties by Whitaker JamiesonForth
Whitaker Jamieson, Senior Specialist at Forth, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
2. Understand some slangs
and popular expressions
that are commonly used
in daily American English
Hiểu các từ tiếng, thành
ngữ được sử dụng phổ
biến trong văn nói tiếng
Anh-Mỹ
Practice using the
phrases in daily
conversations
Luyện tập sử dụng các từ
đã học vào văn nói hàng
ngày
Correct pronunciation
Phát âm chuẩn
3. Part 1: Vocabulary
Nhóm từ vựng chủ đề “To Your Health”
Part 2: Practice Reading – Luyện đọc
Part 3: Practice – Luyện tập sử dụng từ
Part 4: Wrap Up – Tổng kết
4. VOCABULARY – TO YOUR HEALTH
Read and choose the correct meaning of the following expressions:
1. BOUNCE BACK
It takes me months to bounce back from the covid-19.
❑ recover
❑ sleepless
Ex. Dan is taking a long time to bounce back from the flu. He must
be really sick.
Ex. Kids are resilient, so I'm sure your daughter will quickly bounce
back from that illness.
PRACTICE: Complete the sentence
It took me ….. to bounce back from ………..
5. VOCABULARY – TO YOUR HEALTH
2. AS SICK AS A DOG
I missed three weeks of work because I was as sick as a dog.
❑ feeling blue
❑ feeling very sick
Ex. Usually I never get sick. But last week I was as sick as a dog! Luckily, I’m doing a lot
better now.
Ex. No one likes being as sick as a dog, that is why it is important to take care of one’s self
on a regular basis and eat with moderation.
PRACTICE: Complete the sentence
The last time I was as sick as a dog was …
6. VOCABULARY – TO YOUR HEALTH
3. TAKE IT EASY/ TAKE THINGS EASY
The doctor told her she should take it easy for a while since
she’s having too much of work!
❑ relax
❑ solve the problems
Ex. Ralph works so hard all the time. I’m worried that if he
doesn’t start to slow down and take it easy, he’s going to get
sick!
Ex. Bob’s turning 60 this week and still running the business on
his own. He really ought to be taking things easy at his age.
PRACTICE: Complete the sentence
I want to ask ………. to take things easy, otherwise he/ she will…
7. VOCABULARY – TO YOUR HEALTH
4. UNDER THE WEATHER
It's better you don't come over tonight. Our kids are under the
weather and we don't want to spread the germs.
❑ being upset
❑ feeling unwell
Ex. Whatever I ate for lunch is making me feel a bit under the
weather.
Ex. Some people might feel just slightly under the weather for a few days when they
get the covid-19
PRACTICE: Complete the sentence
The last time I felt under the weather was … because ………..
PRACTICE: Answer the questions
What are 3 synonyms of “under the weather”?
What are 3 antonyms of “under the weather”?
8. VOCABULARY – TO YOUR HEALTH
5. RUN ITS COURSE
There is no cure for a cold. You just have to let it run its course.
❑ get quick recovery
❑ lose strength on its own
Ex. Unfortunately, there's no treatment for this kind of infection.
You just have to let it run its course.
Ex. The president said he would rather let the recession run its
course than try to manipulate it with a stimulus package.
PRACTICE: Complete the sentence
I would rather let ……………... run its course because ………………….
PRACTICE: Answer the question
Share a thing would you rather let it run its course. Why would you?
9. VOCABULARY – TO YOUR HEALTH
6. PULL THROUGH
Did your mother pull through after surgery?
❑ get much worse
❑ survive
Ex. Don’t worry. I’m sure Debbie will pull through. The
doctors say she’s getting better every day.
Ex. The economic crash hit us really hard, but we should pull
through if we manage our expenses wisely.
PRACTICE: Complete the sentence
….. pulled through even when doctors said that her/his condition was very critical.
PRACTICE: Answer the question
What do you do to pull yourself through difficult times?
10. VOCABULARY – TO YOUR HEALTH
7. BORED OUT OF MY MIND
I am bored out of my mind - give me a project to work on!
❑ very sick
❑ very bored
Ex. I was bored out of my mind during the lecture this
afternoon! I couldn’t wait for it to end!
Ex. We thought a week in a secluded cabin with no TV or
Internet would make for some great family bonding, but we
all became bored out of our minds after a couple of days.
PRACTICE: Complete the sentence
I’m bored out of my mind when………………….
11. VOCABULARY – TO YOUR HEALTH
8. RUN A FEVER
The boy had been sent home from school because he was
running a fever.
❑ obnoxious
❑ have high temperature
Ex. If your baby is fussy and starts running a fever, you should
take her to the doctor right away.
PRACTICE: Complete the sentences
I usually ……….. when I run a fever.
PRACTICE: Answer the question
Suggest home remedies for those who run a fever.
12. PRACTICE – TO YOUR HEALTH
1. I’m feeling a little _______________ today. I hope I’m not catching a cold. I have to
go to work tonight!
2. I’ve been feeling cold all day but my body is warm, and it’s the middle of summer! I
wonder if I’m _______________.
3. My mother caught the flu last week and was sick _______________.
4. You really don’t need to worry at all. The surgeon said Monica will
_______________ just fine.
5. Let’s go to the movies. I want to do something fun. I’ve been _______________ all
day!
6. Unfortunately, there’s no cure for a virus. You just have to let it _______________..
7. You’re working too hard. You really need to _______________.
8. You’ve been sick for a long time, so don’t exercise too hard yet. It takes a while to
_____________ after having the flu.
Fill in the blank with a suitable phrase that you have learnt.
13. PRACTICE – TO YOUR HEALTH
ROLE PLAY: Karen and Janet are talking on the phone.
Karen: Hi, Janet. I haven’t heard from you in a while. How are you?
Janet: I’ve been feeling under the weather. I felt like I was having no energies all morning.
Then by the afternoon, I was as sick as a dog. I started running a fever and actually
thought I was going to pass out!
Karen: Oh, God! Did you go to the hospital?
Janet: Of course. I had Brad take me to the doctor. He said it was a bad case of the flu
which just has to run its course. What I could do is to take a proper rest and I will be
alright soon.
Karen: Well, it sounds like you’ll definitely pull through. It took me a while to bounce back
after having the flu last month. Just try to take things easy for a while.
Janet: You’re right! That’s what the doctor said. But it’s tiring to just lie in bed all day long.
I’ve got bored out of my mind looking at the walls.
Karen: I know what you mean. The last time I was sick, I started to go insane just staying
in a place for 2 weeks!
14. WRAP UP – TO YOUR HEALTH
1. Pull through
2. Under the weather
3. Run a fever/ run a temperature
4. Run its course
5. Bounce back
6. Bored out of my mind
7. As sick as a dog
8. Take it/ things easy