Language Circle: Birth date and the flu

1. LanguageCircle:
Birthdate
andtheflu
1

2. 2
Objectives
• Speak about your past experience with the flu.
• Recall specific details about a news story about the link
between your birth date and the flu.
• Learn about making comparatives and superlatives with
“more” and “most”.
• Read an article and reflect on the difference between an
epidemic and a pandemic.
Lesson adapted from: https://www.cbc.ca/learning-english/birth-date-and-flu-
level-2-1.5485216

3. 3
Learning English with CBC
Screenshot of CBC learning-English website

4. 4
Agenda
1. Speaking
2. Vocabulary
3. Listening
4. Grammar
5. Reading
6. Reflect on learning

5. 5
Speaking

6. 6
Speak about your past experience
with the flu.
Today’s story is about a possible link between
your birth date and getting the flu.
 Describe your past experience with the flu.
 Do you take the flu vaccine? Why or why not?

7. 7
Vocabulary

8. 8
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing
2. Genetic variants of flu
3. Causing or able to cause death
4. The state of being in contact with something
5. Help to increase or improve
6. Body parts working together to protect you from becoming
ill
7. a protein used by our bodies to neutralize foreign objects

9. 9
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing Susceptible (adj.)
2. Genetic variants of flu
3. Causing or able to cause death
4. The state of being in contact with something
5. Help to increase or improve
6. Body parts working together to protect you from becoming
ill
7. a protein used by our bodies to neutralize foreign objects

10. 10
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing Susceptible (adj.)
2. Genetic variants of flu Flu strains (phr.)
3. Causing or able to cause death
4. The state of being in contact with something
5. Help to increase or improve
6. Body parts working together to protect you from becoming
ill
7. a protein used by our bodies to neutralize foreign objects

11. 11
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing Susceptible (adj.)
2. Genetic variants of flu Flu strains (phr.)
3. Causing or able to cause death Deadly (adj.)
4. The state of being in contact with something
5. Help to increase or improve
6. Body parts working together to protect you from becoming
ill
7. a protein used by our bodies to neutralize foreign objects

12. 12
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing Susceptible (adj.)
2. Genetic variants of flu Flu strains (phr.)
3. Causing or able to cause death Deadly (adj.)
4. The state of being in contact with something Exposure (n.)
5. Help to increase or improve
6. Body parts working together to protect you from becoming
ill
7. a protein used by our bodies to neutralize foreign objects

13. 13
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing Susceptible (adj.)
2. Genetic variants of flu Flu strains (phr.)
3. Causing or able to cause death Deadly (adj.)
4. The state of being in contact with something Exposure (n.)
5. to help increase or improve To boost (v.)
6. Body parts working together to protect you from becoming
ill
7. a protein used by our bodies to neutralize foreign objects

14. 14
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing Susceptible (adj.)
2. Genetic variants of flu Flu strains (phr.)
3. Causing or able to cause death Deadly (adj.)
4. The state of being in contact with something Exposure (n.)
5. to help increase or improve To boost (v.)
6. Body parts working together to protect you from becoming
ill
Immune system (phr.)
7. a protein used by our bodies to neutralize foreign objects

15. 15
susceptible (adj.) to boost (v.) exposure (n.)
antibodies (n.) flu strains (phr.) deadly ( adj.)
the immune system (phr.)
1. Likely to be influenced or harmed by a thing Susceptible (adj.)
2. Genetic variants of flu Flu strains (phr.)
3. Causing or able to cause death Deadly (adj.)
4. The state of being in contact with something Exposure (n.)
5. to help increase or improve To boost (v.)
6. Body parts working together to protect you from becoming
ill
Immune system (phr.)
7. a protein used by our bodies to neutralize foreign objects Antibodies (v. pl.)

16. 16
Listening

17. 17
Listening
Let’s listen to:
“The link between the birth date and fighting
the flu”
https://www.cbc.ca/learning-english/birth-date-and-flu-level-
2-1.5485216
Photo : CBC News

18. 18
Listening for details
1. According to the numbers, that year’s flu
season was…
a) not too different from last year
b) not as bad as two years ago
c) a) and b)

19. 19
Listening for details
1. According to the numbers, that year’s flu
season was…
a) not too different from last year
b) not as bad as two years ago
c) a) and b)

20. 20
Listening for details
2. The idea that your exposure to different flu
strains as a baby can built antibodies to help
you in the future years is called…
a) A demographer
b) Antigenic imprinting
c) Flu data

21. 21
Listening for details
2. The idea that your exposure to different flu
strains as a baby can built antibodies to help
you in the future years is called…
a) A demographer
b) Antigenic imprinting
c) Flu data

22. 22
Listening for details
3. The deadly Hong Kong pandemic began
during …
a) The 70s
b) The 90s
c) The 60s

23. 23
Listening for details
3. The deadly Hong Kong pandemic began
during …
a) The 70s
b) The 90s
c) The 60s

24. 24
Listening for details
2. Why is it important to know which age
group will be vulnerable to the flu?
a) to sell them flu vaccines
b) to plan during epidemics
c) to isolate them at home

25. 25
Listening for details
2. Why is it important to know which age
group will be vulnerable to the flu?
a) to sell them flu vaccines
b) to plan during epidemics
c) to isolate them at home

26. 26
Listening for details
3. Which of the following is NOT a factor
to influence the flu transmission?
a) The population’s vaccination rate
b) The humidity in the room
c) The relatives in the room

27. 27
Listening for details
3. Which of the following is NOT a factor
to influence the flu transmission?
a) The population’s vaccination rate
b) The humidity in the room
c) The relatives in the room

28. 28
Grammar

29. 29
Making comparatives using
“more “
If we want to compare one noun with another, we can
use a comparative adjective.
Ex: My house is bigger than yours.
but
For adjectives of 2 or more syllables, we use
“more + adj.”
Ex: This green dress is more beautiful than the
yellow one.

30. 30
Making comparatives using
“more “
More examples:
My friend thinks he’s _______(intelligent) than me, but I don’t agree.
The equipment in our lab is _______(modern) than the one in the college lab.
Her mom’s advice was ________(useful) than all the books she read.

31. 31
Making comparatives using
“more “
More examples:
My friend thinks he’s more intelligent than me, but I don’t agree.
The equipment in our lab is _______(modern) than the one in the college lab.
Her mom’s advice was ________(useful) than all the books she read.

32. 32
Making comparatives using
“more “
More examples:
My friend thinks he’s more intelligent than me, but I don’t agree.
The equipment in our lab is more modern than the one in the college lab.
Her mom’s advice was ________(useful) than all the books she read.

33. 33
Making comparatives using
“more “
More examples:
My friend thinks he’s more intelligent than me, but I don’t agree.
The equipment in our lab is more modern than the one in the college lab.
Her mom’s advice was more useful than all the books she read.

34. 34
Making comparatives using
“more “
Similarly, if we want to compare one verb action
with another, we can use a comparative adverb.
Ex: He drives faster than you.
but
For adverbs of 2 or more syllables, we use
“more + adverb”
Ex: She worked more efficiently after she took
the course.

35. 35
Making comparatives using
“more “
More examples:
She speaks ______softly than her sister.
The soldiers fought ______bravely in the past.
He run _______(quickly) than the week before.

36. 36
Making comparatives using
“more “
More examples:
She speaks more softly than her sister.
The soldiers fought ______bravely in the past.
He run _______(quickly) than the week before.

37. 37
Making comparatives using
“more “
More examples:
She speaks more softly than her sister.
The soldiers fought more bravely in that battle.
He run _______(quickly) than the week before.

38. 38
Making comparatives using
“more “
More examples:
She speaks more softly than her sister.
The soldiers fought more bravely in that battle.
He moved more quickly than the week before.
Note: When we use “more” to make the comparative, we also use “than”.
She speaks more softly than her sister.

39. 39
Making superlatives using “most”
We use a superlative if we want to express the
highest degree of a quality.
Superlative adjectives
Ex: He is the tallest among us.
Superlative adverbs
Ex: He drives the fastest in his group.
but
For adjectives and adverbs with 2 or more
syllables, we use “(the) most + adj./adv.”

40. 40
Making superlatives using
“the most”
More examples:
My friend thinks he’s ________(intelligent) of us.
The equipment in our lab is __________(modern) of all labs.
Her mom’s advice was __________(useful) she ever received.

41. 41
Making superlatives using
“the most”
More examples:
My friend thinks he’s the most intelligent of us.
The equipment in our lab is __________(modern) of all labs.
Her mom’s advice was __________(useful) she ever received.

42. 42
Making superlatives using
“the most”
More examples:
My friend thinks he’s the most intelligent of us.
The equipment in our lab is the most modern of all labs.
Her mom’s advice was __________(useful) she ever received.

43. 43
Making superlatives using
“the most”
More examples:
My friend thinks he’s the most intelligent of us.
The equipment in our lab is the most modern of all labs.
Her mom’s advice was the most useful she ever received.
Note: When we use “the most” to make the superlative, we sometimes use “of”.
She was the most enthusiastic of the group.

44. 44
More and Most
Let’s practice! Use “more” or “most” in the sentences below.
1. Numbers show how some age groups are _____likely to get sick than
others.
2. They might be ______susceptible during specific years if one type of
virus is circulated.
3. Canadians born during the deadly Hong Kong pandemic were
_______resistant to the flu strains of the past two seasons.
4. As you get other infections later in life, you will ______likely boost your
first antibodies.
5. Knowing which age group would be ______vulnerable to the flu could be
important for planning during epidemics.

45. 45
More and Most
Let’s practice! Use “more” or “most” in the sentences below.
1. Numbers show how some age groups are more likely to get sick than
others.
2. They might be ______susceptible during specific years if one type of
virus is circulated.
3. Canadians born during the deadly Hong Kong pandemic were
_______resistant to the flu strains of the past two seasons.
4. As you get other infections later in life, you will ______likely boost your
first antibodies.
5. Knowing which age group would be ______vulnerable to the flu could be
important for planning during epidemics.

46. 46
More and Most
Let’s practice! Use “more” or “most” in the sentences below.
1. Numbers show how some age groups are more likely to get sick than
others.
2. They might be more susceptible during specific years if one type of
virus is circulated.
3. Canadians born during the deadly Hong Kong pandemic were
_______resistant to the flu strains of the past two seasons.
4. As you get other infections later in life, you will ______likely boost your
first antibodies.
5. Knowing which age group would be ______vulnerable to the flu could be
important for planning during epidemics.

47. 47
More and Most
Let’s practice! Use “more” or “most” in the sentences below.
1. Numbers show how some age groups are more likely to get sick than
others.
2. They might be more susceptible during specific years if one type of
virus is circulated.
3. Canadians born during the deadly Hong Kong pandemic were more
resistant to the flu strains of the past two seasons.
4. As you get other infections later in life, you will ______likely boost your
first antibodies.
5. Knowing which age group would be ______vulnerable to the flu could be
important for planning during epidemics.

48. 48
More and Most
Let’s practice! Use “more” or “most” in the sentences below.
1. Numbers show how some age groups are more likely to get sick than
others.
2. They might be more susceptible during specific years if one type of
virus is circulated.
3. Canadians born during the deadly Hong Kong pandemic were more
resistant to the flu strains of the past two seasons.
4. As you get other infections later in life, you will most likely boost your
first antibodies.
5. Knowing which age group would be ______vulnerable to the flu could be
important for planning during epidemics.

49. 49
More and Most
Let’s practice! Use “more” or “most” in the sentences below.
1. Numbers show how some age groups are more likely to get sick than
others.
2. They might be more susceptible during specific years if one type of
virus is circulated.
3. Canadians born during the deadly Hong Kong pandemic were more
resistant to the flu strains of the past two seasons.
4. As you get other infections later in life, you will most likely boost your
first antibodies.
5. Knowing which age group would be more vulnerable to the flu could be
important for planning during epidemics.

50. 50
Reading

51. 51
Reading
Please go to:
https://www.healthline.com/health/pandemic-vs-
epidemic#what-is-a-pandemic
After reading the article reflect on the difference
between an epidemic and a pandemic.

52. 52
Reflect
on
learning

53. 53
What did you learn today?
• Speak about your past experience with the flu.
• Recall specific details about a news story about the link
between your birth date and the flu.
• Learn about making comparatives and superlatives
with “more” and “most”.
• Read an article and reflect on the difference between
an epidemic and a pandemic.

54. 54
Homework
• Create five sentences using “more___ than”.
• Create five sentences using “the most____ of”.
• Write 2 paragraphs describing things that you can do better
than others. Make comparisons and superlatives using
“more” and “most”.

55. Thankyou!
Questions?
55
https://pixabay.com/photos/cup-of-coffee-laptop-office-macbook-1280537/ shared under CC0