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Four-Topic Explanation
(Week Two) |
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This is the online lesson for Blair's Pharmacy class (32) at Aichi Gakuin University on Fridays at the Kusumoto Campus.
1-minute Level Checks
and Pattern Practice
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((Teams Recording ON))
Verb Sudoku
and Unit 1
S
mV
O/C
+A
This _ (1) _
an antibiotic.
It _ (2) _
for certain bacterial infections.
It _ (3) _
some bacterial infections.
see Target Sentences for days 2 and 5
_ (19) _
a doctor before ...
... _ (20) _
this if ...
... you _ (21) _
asthma.
(( go through Exercises pp. 7-8
(( refer to Sudoku for Exercise on p. 9 and the Monolog below
(( have groups use the 3-minute routine and post answers
| Topics | Explanation | Directions |
| A: Type | 1: Type 2: Target | |
| B: Administration | 5: Duration | 1: Method 2: Dosage 3: Frequency 4: Time (of day) 5: Duration |
| C: Precautions | 1: Side effects |
2: Restrictions 3: If (Present conditions), then ... 4: If (Past conditions), then ... |
| D: Storage | 1: Things to avoid (heat ...) 2: Good locations (cool place ...) |
(( Match with the sentences in the Monologs below ))
Explaining Medicines
1
2
3
+a
the type of medicine
the medical conditions that ...
... it is effective for ___
any adverse side effects
Sample Monolog
When you EXPLAIN medications, you should USE full sentences. All sentences HAVE verbs, so it is very important for you to LEARN how to USE verbs. NOTICE the verbs in these sentences and how the positions of the noun phrases CHANGE when you CHANGE the verb (from cause to make) OR the form of the verb (from active voice to passive voice).
| S | V | O/C | +A |
| Thank | you | for waiting. | |
| Here | is | your medicine. | |
| The white tablets and the nasal spray | are | cold medicines. | |
| Doctors | often use | ibuprofen | (in order) ... |
| ... | to treat | fevers. | |
| Mometasone nasal | is used | (in order) ... | |
| ... | to treat | runny noses. | |
| This other medicine | may cause | drowsiness. | |
| It | may make | you sleepy. | |
Giving Directions
Should and Must
In addition to EXPLAINING medications, you GIVE directions. This is the pharmist's heaviest responsibility. You TELL customers (or hospital patients) what they SHOULD and SHOULD NOT do.You MUST NOT make mistakes.
| 1 | 2 | 3 | +a |
| the | method | of administration | |
| the | dosage | ||
| the | frequency | of administration | |
| the | time (of day) | of administration | |
| the | duration | of treatment | |
| any | restrictions | on use | |
| the customer's | present medical | condition | |
| the customer's | past | reactions | to medicines |
| the | best | way | ... |
| ... | to store | the medicine | |
Sample Monolog
In school you probably LEARNED a special sentence pattern to GIVE directions ... ߕ. You will USE it very often in this course. Be careful. It does NOT HAVE a subject. In fact, it CANNOT HAVE a subject in front of the verb ... which must always be in dictionary formi`j. You must also be TALKING directly to the person who will USE the medicine. That person is the implied subject of the sentence. NOTICE the verb forms and the subject (or lack of a subject) in the sentences below, as you REPEAT each one.
| S | mV | O/C | +A |
| You | should take | this medicine | for three days. |
| Take | one tablet | at a time three times a day after meals. |
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| Do not drive | (any motor vehicle) | after ... | |
| ... you | take | it. | |
| If you | have | asthma | ... |
| ... | consult | a doctor | before ... |
| ... | taking | it. | |
| If you | have (ever) had | an allergic reaction | (which... |
| ... ___ | was) caused | by this medicine (then) ... |
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| ... | do not take | it. | |
| You | must keep | this medicine | away from heat, moisture, and direct sunlight. |
You HAVE a choice when TELLING people what to do: (a) USE an imperative sentenceiߕjor (b) USE auxiliary verbsijsuch as should OR must. Must is stronger than should. COMPARE these two example sentences:
You must do your homework
... or you will lose points and flunk this class.
LOOK at the above sentences again. TRY to CHANGE the sentences from one form to the other.
(( Review and continue
Lesson 1
(( Introduce Level Checks
(( Individual practice on paper: 2 minutes of the 3-Minute Routine
(( Using Unsung Cinderella
(( First noun phrases, then sentences
((Teams Recording OFF))
((confirm attendance
with camera/microphone functions))
| These lessons are DESIGNED to HELP Japanese students
to LEARN to SPEAK English as a foreign language. They could be REVERSE ENGINEERED to help English speakers learn to speak Japanese as a foreign language. I would be happy to SHARE my ideas about teaching foreign languages with other teachers. You can CLICK the link above to FIND my contact information. |