The lesson covered modal verbs for making requests, future tense with "going to", summarizing patient cases using medical terms, and a reading about teens using alternative medicine such as herbal supplements, meditation and acupuncture instead of conventional medicine. Students practiced conversation skills, mapping countries from descriptions, and discussing their experience with alternative remedies.

1. Feedback
• Accent
• Speak Slower
• More Games
• Dancing activities
• Reading/Grammar activities

2. Patient History Review
• Starts with introductory small talk
• Find out “chief complaint”
• Perform medical check-up
• There are questions that should be used for
each step of getting a patient history.
• Please take a moment to review Lesson 2

3. Look at Lesson 2C
• Notice the questions that you used for
completing the practice interview
• Complete 2D
• Half the class will be doctors. The rest of the class
will be divided into 4 groups (case 1, 2, 3, 4).
• Doctors choose a member from each group to
perform a medical history on.
• Doctors must take notes
• We will then switch roles and the patients will
become the doctors.

4. Find someone who…….
• Patient histories
• Go around room and complete the find
someone who information sheet
• Write their name down
• Please include notes about their answers in
the “more information” column

5. Red Light, Green Light Game (Modal
Verb Version)
• would you
• could you
• If You could
Used for giving instructions
Game Rules:
“Would you” and “if you could” = perform action
“Could you” = do not do it!

6. Would, Could and Can
• Making Requests
1.They make questions by inversion ('she can go' becomes 'can she go?')
2. They are followed directly by the infinitive of another verb (without 'to')
3. First, they can be used when we want to say how sure we are that something happened /
is happening / will happen.
4. We use 'can' and 'could' to talk about a skill or ability.
5. **We can use verbs such as 'can', 'could' and 'may' to ask for and give permission. We
also use modal verbs to say something is not allowed.**
6. We can use 'will' and 'would' to talk about habits or things we usually do, or did in the
past.

7. Lets do the Would, Can, Could
Speaking Exercise!
• B Answer A’s questions
• A remember the answers, do not write
anything down!
• Now A, check if you have remembered B’s
answers by telling them back to them.
• Now it is A’s turn to answer B’s questions.
• I will model this for you process for you.

8. Look at Would, Could, If you could
• In terms of asking for permission
• Modal verbs are always followed by the
infinitive verb form (infinitive means “not
conjugated”)
• Look at Lesson 3) A
• Read through the “requesting box” examples
• Lets brainstorm some other requests to add to
the box

9. Future Tense
• I am going to….. (simple future tense). Form:
am/is/are + going to + verb
Meaning: To express a plan
Use: When explaining procedures to patients.
Inserting “just” as in, “I am just going to weigh you.”
makes the request less intimidating.
• I would like to…. (conditional request)
Conditional request, polite. Use of “would” implies
a future action if agreed upon by patient.

10. Look at Lesson 3A “Explaining
Procedures”
• Lets read through the examples
• Lets brainstorm some other procedures which
may be good to ask patients for….

11. 5 minute break

12. Listening Exercise 3B
• Please listen to the dialogue one time without
writing anything.
• Second time please take notes/compare with
a partner
• Third time, complete your note
taking/compare with a partner

13. Countries Listening Exercise
What country would you like to visit most?

14. Please Copy the Following Map:

15. My World Tour Instructions
• I am going to describe a history of my world
travels
• You do not need to know the past tense and
all the vocabulary
• Just recognize the name of countries
• The tour will begin! Sit back and relax.

16. Amherst, Massachusetts

17. Pakistan

18. Amherst, Massachusetts

19. Croatia

20. Switzerland

21. Italy

22. Morocco

23. Williams College, Massachusetts

24. Colorado

25. University of Massachusetts,
Massachusetts

26. Thailand

27. Indonesia

28. Brazil

29. Instructions
• I will read the world tour again
• This time mark my route in pencil on your
maps

30. Compare your maps with a partner
• See if your routes match up

31. I will read my would tour one more
time.
• But I will trace it with my figure on my map.
• Please check your answers……

33. Vocabulary for 3C
• Diagnosis

34. Complaining

35. Blood

36. Reports

37. History

38. Enlargement

39. Thyroid
• Complete 3C: Work in pairs

40. What are Summaries?
-A summary is a brief statement of the main
points
-Puts all the facts into a short statement
(paragraph)
-Medical language: Use terms such as chief
complaint, symptoms, physical examination

41. Example from 3D
• We have a list of facts in Case 1 and we need to turn it
into a summary.
Charmine Plantz, 31, is a sales manager. Her chief
complaint is a lump on the front of her neck which began
one month ago. Symptoms include palpitations, heat
intolerance, nervousness, insomnia, breathlessness,
increased bowel movements and light menstrual periods.
Upon a physical examination it was found that she has an
enlarged thyroid, tachycardia, slight hypertension. Warm
moist, smooth skin. Exophthalmus. Tremor. Weight loss.
Muscle weakness. Hair loss.

42. Bridge the facts.
• Making summaries involves bridging the facts
• In my summary I used the following bridges to
connect the facts:
Is a
His/her chief complaint
Which began
Symptoms Include
Upon a physical examination

43. Notice again how the bridges connect
the separate facts indicated by = /
• Charmine Plantz,/ 31,/ is a sales manager. /Her chief
complaint/ is a lump on the front of her neck which
began one month ago./ Symptoms include palpitations,
heat intolerance, nervousness, insomnia,
breathlessness, increased bowel movements and light
menstrual periods./ Upon a physical examination it
was found that she has an enlarged thyroid,
tachycardia, slight hypertension. Warm moist, smooth
skin. Exophthalmus. Tremor. Weight loss. Muscle
weakness. Hair loss.

44. 1. Split into groups of 4 and have each
member summarizes a case study
2. We will share our summaries within our
groups
• Use Lesson 3C as an example for what your
summaries should be like

45. We Will Do A Reading Exercise

46. “US Teens Taking to Alternative
Medicine”
• Do you understand all the words?
• Can you guess what the story is about?
• Here are a list of words from the reading.

47. Alternative

48. Popular

49. Recently Realized

50. Teenagers

51. Herbal Supplements

52. Remedies

53. Meditation

54. Conventional Medicine

55. Acupuncture

56. “Most Commonly”

57. “Pretty Amazing”

58. We will read the article 2-3 times.
• First time you read the article try and answer
this question:
What is the article about?
Read the story only one time and turn it over.
You will have more time to read it later.

59. We will read the article again.
• This time you can read it more than once. As
you read try and answer these questions.
1. What is alternative medicine?
2. Who is using alternative medicine?
3. What is “pretty amazing” about the use of
alternative medicine among teens?

60. We will read the article one more
time.
• This time underline the words that are
new/difficult to you and try to understand
them in the text.
• When you are done please ask your partner
about the words that you have underlined.

61. Questions on The Reading.
• Have you ever used alternative medicine?
• Has alternative medicine helped you?
• If you have not used alternative medicine, do
you know anyone who has?

62. Summary:
• Find someone who
exercise/medical terms
• Modal verbs,
could/would/can
• Future tense “I am going to”
• Countries listening exercise
• Summaries with medical
language
• Completed Unit 1, Lesson 3
• Alternative Medicine
Reading Article