Pharmacy English Lesson Three

[Advice ] [Conversation ] [Teams ]

Types of Medicine Noun Phrases with is/are (Week Three: Unit 2)

http:// www.agu.ac.jp / ~vicks62 / jeffreyb / pharm / gagneWk3. html

This is the online lesson for Blair's Pharmacy class (32名) at Aichi Gakuin University on Fridays at the Kusumoto Campus.

1-minute Level Checks and Pattern Practice
English listening and background:
Narratives [1] Speeches [2]

Target Sentences and Review

((Teams Recording ON))

Topics Explanation Directions
A: Type 1: Type
2: Target

"Medicine" is a vague (uncountable) noun. It FOLLOWS the same general pattern within noun phrases as other nouns do, including the more specific nouns for medicines: tablets, capsules, drops, powder, etc. When it seems to be TREATED as a countable noun, it is really a contracted form of a longer noun phrase.

1 区	2 区	3 区	+a 区
some		medicine
a	cold	medicine
a		kind	of ...
...	cold	medicine

(( go through Exercise on p. 10
(( use PowerPoint to go through Exercise on p. 12: sentences beginning with "I recommend ..."

((Answers to the Crossword Puzzle are on PowerPoint and website
(( try to put them into sentences and link verbs with videos

Medicine can be CLASSIFIED in a number of different ways:

medicines with ...
1 区	2 区	3 区	+a 区
a	drug	class
a		set	of medications
a	chemical	class
a	therapeutic	class
... a	similar chemical	structure
... a	similar	mechanism	of action
... a	similar biological	target
medicines that treat ...
... the	same	disease
... the	same	symptoms

Here are some examples:


1 区	2 区	3 区	+a 区
a	cough	suppressant
some	cough	drops
a		lozenge
some	eye	drops
an		antiseptic
an		inhalant
a		laxative
a		suppository
a		gargle
a	nasal	spray
a		patch
an	antifungal	ointment	for ...
...	athlete's	foot
an	enzyme	inhibitor
an		antibiotic
a	hormone	supplement
a	potassium	supplement
a		bronchodilator	for ...
...	chronic	bronchitis
a		painkiller
an		antacid
a		steroid
an	SARI (inhibitor)	antidepressant
an	ND re-uptake	inhibitor	for depression
a	mood	stabilzer	for ...
...	biopolar	disorder
an	antiplatlet blood	thinner
a	vitamin K	antagonist

a	headache	medicine
an	allergy	medicine
some	motion-sickness	medicine
a	cold	medicine
some	stomach	medicine
an	anti-inflamatory	medicine
some	sleeping	pills
some		pills	to help you sleep

a		medicine	for ...
...		depression
...		diarrhea
...		asthma

some		medicine	for ...
a		vasodilator	for ...
a	cardiac	glycoside	for ...
an	ACE	inhibitor	for ...
a	calcium channel	blocker	for ...
an	angiotensin receptor	blocker	for ...
a	beta	blocker	for ...
an	alpha	blocker	for ...
an	alpha-2	antagonist	for ...
a	thiazide	diuretic	for ...
a	potassium-sparing	diuretic	for ...
... your	high blood	pressure

ACE inhibitors 3 Lisinopril [72] 118 Benazepril 135 Enalapril 155 Ramipril	Ca channel blockers 5 Amlodipine [62] 77 Diltiazem 121 Nifedipine 145 Verapamil	Angiotensin receptor blockers 9 Losartan 96 Valsartan 174 Irbesartan	Beta-blockers 6 Metoprolol [57] 33 Carvedilol 42 Atenolol 53 Propranolol 197 Nebivolol
13 Hydrochlorothiazide 161 Chlorthalidone		176 Doxazosin 198 Terazosin	75 Clonidine 127 Guanfacine

10 Amoxicillin 15 Clarithromycin 20 Cephalexin	47/69 K chloride 48/80 Levothyroxine 55 Medroxyproges- terone	22 Citalopram 33 Venlafaxine 65 Paroxetine 74 Fluoxetine 77 Mirtazapine 83 Trazodone	19 Celecoxib 42 Hydrocodone 59 Morphine 64/66 Oxycodone 75 Propoxyphene
57 Metoprolol 62 Amlodipine 72 Lisinopril	68 Famotidine 3 Rabeprazole 71 Lansoprazole 76 Ranitidine	49 Atorvastatin 70 Pravastatin
44 Ibuprofen 60 Naproxen xx Aspirin	58 Fosinopril 12 Clavulanate K	45 Sumatriptan

2-Minute Routine
Unsung Cinderella

1st Minute		3rd Minute
Think		Write
Raise 手		((Repeat))
((Speak))		Divide 4区

(( Watch Unsung Cinderella clips
(( What (noun phrases) did you see?

Pharmacy　　　　　　X2　　　　　　Number　　　　　　Full Name
1 区	2 区	3 区	+a 区
Kobayshi's	little yellow	pills	for depression

The teacher will POINT to 3-4 students. They COME to the front of the room, STAND in line, and REPEAT their phrase or sentence to the teacher. All other students WRITE theirs on their paper.

(( Watch Unsung Cinderella clips
(( What happened (sentence)?

S 区	V 区	O/C 区	+A 区
Kobaysahi	took	three of the tablets	with a cup of water.

Japanese Verbs in Context

S+ 区	A+ 区	O+/C 区	V 区
		花粉症の症状を	和（やわ）らげる
		目の疲れを	和らげる
		血圧を	下げる
		吐き気を	抑える
		呼吸を	し安くする
		消化を	促（うなが）す
		かゆみ	止める
		病気の原因菌を	死滅（しめつ）させる

English Verbs in Context


S 区	V 区	O/C 区	+A 区
	relieves	the symptoms of hay fever.
	alleviates	eye fatigue.
	reduces	redness and swelling.
	will lower	your blood pressure.
	will help control	your blood sugar level.
	will help regulate	your blood sugar level.
	will suppress	your cough.
	should make	breathing easier.
	facilitates	digestion.
	helps prevent	heart attack.
	kills	the fungus	that ...
...	causes	athlete's foot.
Nefazadone	relieves	some symptoms of depression.
Clopidogrel	lowers	your risk of ...
...	having	a stroke	after ...
... you	have had	a heart attack.
Neurotransmitters	play	an important role in ...
...	regulating	mood, heart rate, and blood pressure.
Contraceptives	prevent	pregnancy.
Excess stomach acid	can cause	gastroesophageal reflux disease (GERD).

	alleviates	eye fatigue.
	reduces	redness and swelling.
	will help control	your blood sugar level.
	will suppress	your cough.
	should make	breathing easier.
	facilitates	digestion.

Introduction
to Group Discussions

In addition to EXPLAINING medications, a pharmacist should also be able to TALK about (a) their patients as people, (b) the human body and how it WORKS, (c) how medications AFFECT the body, and (d) how the body AFFECTS the chemicals in medications. In other words, you NEED a broader focus than the textbook PROVIDES.

Rather than MEMORMIZING a few specific patterns for one-way communication from the pharmacist to the patient, you should LEARN and PRACTICE the general phrase and sentence patterns that are USED in every day communication ... two-way communication with spontaneous interaction. You also NEED to FOCUS on listening and speaking, more than reading and writing. And finally, instead of mechanical translation, you NEED to DEVELOP mental associations (ie. visual images) for the English phrases and sentences that you LEARN.

Do you WONDER why do so many Japanese students HAVE trouble SPEAKING English (and other foreign languages) even after LEARNING lots of vocabulary and grammar? Many educators and students in Japan HAVE explanations for this problem. The traditional approach to language learning does NOT WORK very well. If you WANT to LEARN to SPEAK English fluently and with confidence, then you NEED a NEW PLAN. You NEED to STOP TREATING English as a set of rules and START THINKING of grammar as a set of language PATTERNS. Haruna HAS a simple plan.

LISTEN to her explain her 5-Step Plan
[https://www.youtube.com/watch?v=P62hvjRPcbI]

Her plan is for learners like you to SPEAK easy English about things（物 and 事）that you SEE in your daily life. You USE noun phrases to TALK about the people, places, and objects（物）that you SEE（pattern: 1,　2,　3 区）. You USE (declarative) sentences to TALK about the actions（事）that you SEE（pattern: S,　V,　O/C,　+A 区）. And you USE questions to SHOW interest in the things that you are WATCHING（pattern: Wh-,　m-S-V,　O/C,　+A 区 plus two special patterns）. These are the three basic PATTERNS that you must PRACTICE and KEEP PRACTICING in order to BECOME fluent: (1) 名詞句, (2) 平序文, and (3) 疑問文.

Sentence by Sentence

Conversations START with a sentence and CONTINUE sentence by sentence. During Groups Discussions you will SPEAK English AND LISTEN to each other's English. Speakers will FACE the same two questions again and again, from the beginning of each conversations to the end. Students who are LISTENING (everyone else in the discussion group) will also have several questions to THINK about.

Questions for Speakers
Wh- 区	m-S-V 区	O/C 区	+A 区
What	do I WANT to SAY?
How	can I SAY	it	in English?

Questions for Listeners
Wh- 区	m-S-V 区	O/C 区	+A 区
What	did they (he or she) WANT to SAY?
What meaning	did they (he or she) WANT to EXPRESS?
How	did they SAY	it	exactly?
	Can I PARAPHRASE	their sentence?
	Can I REPEAT	it	exactly word for word?
	Can I IMPROVE	it?

In a normal conversation, people always FOCUS on meaning. They usually IGNORE and soon FORGET the exact words that were USED. As English learners, however, you should PAY attention to the words and grammatical patterns that people (including other students) USE in their English.

Plan A: 3-Minute Routine

In class we will FOLLOW a 3-minute routine for each sentence in our conversations. Someone in the group will SPEAK English (a single sentence) within the first minute and WRITE an English sentence in the third minute. First SPEAK English, then later WRITE English. We will CALL that Plan A. After WATCHING two or three minutes of the assigned video together as a group (with the sound off), the Group Leader should ASK the group, "What HAPPENED?"

1st min.

SPEAK Within one minute someone in the group (anyone), RAISES their hand and SPEAKS. They DESCRIBE what they saw ... in a single sentence. (DO NOT WRITE anything yet.)

2nd min.

COMMUNICATE & COMPARE During the second minute, all members of the group (in turn) quickly PARPHRASE the sentence, REPEAT it, or IMPROVE it (simply by SAYING the new version out loud in a clear voice). NO Grammar discussion, NO Japanese

If a student STOPS or STUMBLES, SKIP them and GO to the next person. Everyone should then SLOW down (with small breaks between phrases) and SPEAK clearly.

Everyone LISTENS carefully and THINKS about the differences in the sentences that they HEAR. (DO NOT WRITE anything yet.) Continue until you all AGREE on a Final Version of the sentence.

3rd min.

REPEAT & WRITE Then the person who said it STARTS to WRITE it [and the card name of the video clip] in the Chat Box of your group meeting on Teams, while everyone REPEATS it in unison. This is the third minute.

Be sure to DIVIDE the sentence into 4区, after WRITING it.

The person who SPOKE should TAKE a break. A different student in the group will CONTINUE the conversation by SAYING the next sentence (using the same 3-minute procedure). MAKE your group's conversation as long and as interesting as possible. When the conversation FINISHES, READ your written record of the conversation and THINK about it. Then if you still HAVE more time, WATCH another video clip and HAVE another conversation.

Group Report

GO online now. JOIN the class Team, if you haven't already DONE so, and then JOIN the class meeting on the General channel（一般）. If you do NOT KNOW what to do ... TALK with your fellow students. They can TEACH you what to DO. You can LEARN a lot from each other. You don't have to learn everything (directly) from your teachers.

Time for You to Practice

During the Group Work all you students that are online should HAVE your microphones ON (so that you can SPEAK) AND your cameras ON (so that you can SEE each other).

会議 Chat

Group X2　Week 3

Leader: Hanako

Plan A: Speak English, then Write English

Step 2: Noun phrases

((鈴)): a // red alarm // clock [2:40]

((高)): her // wall // calendar [3:00]

Now LET's GO to your channels on Teams to ENJOY some English practice in your discussion groups.

Your teacher will SEND you from the class meeting to your Group Channels. MAKE sure that you KNOW which group you are in, so that you do NOT JOIN the wrong group. There should be three or four students in your group meeting. You will WRITE your Group Report (see the example to the right) in the Chat Box（会議 Chat）.

You NEED to CHOOSE a group leader for the day.

At the top of your report WRITE four messages:
(message #1) your group's name, "Week 3",
(message #2) the leader's name,
(message #3) Plan A: Speak English, then write English, and
(message #4) Step 2: Noun phrases.

THEN START WRITING your phrases about the assigned video.
First SAY a phrase, then WRITE it (while everyone REPEATS). DIVIDE each phrase into 4区. Also WRITE the time that the noun (person, place, or thing) APPEARED in the video [ 時刻 ] . Your phrases should be about the assigned videos.

If you HAVE any questions about what you are supposed to be DOING, first DISCUSS it in your group, then ... if you are still in doubt, DO what you THINK is right, RAISE your hand and SHOW it to the teacher (the PDS Cycle, aka PDCA Cycle).

((Teams Recording OFF))
((confirm attendance
with camera/microphone functions))

Last updated November 8, 2022
contact information

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.

Topics	Explanation	Directions
A: Type	1: Type 2: Target