Chapter

6
Healthy Mind,
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Healthy Body
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Chapter Goals
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♦ Listening: Listening for main ideas, taking notes on

analogies, identifying intonation patterns in questions
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and requests, outlining a presentation and answering

comprehension questions, identifying context
clues, taking notes on ailments, remedies, and
effects.
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♦ Speaking: Sharing prior knowledge about the

heart, comparing body parts to devices, sharing
personal experiences using expressions with heart,
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summarizing a presentation, thinking critically about

and discussing flu epidemics, reviewing common
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symptoms and ailments, role-playing a doctor

and patient, choosing appropriate expressions to
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introduce opinions, discussing home remedies and

debating their effectiveness, giving a presentation on
an alternative therapy.
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Focus on the Images

♦ What kind of health care or medical treatment are the
people receiving?
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♦ How has medical care changed over past decades?

♦ What can people do to live longer and healthier lives?
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Brainstorm and Associate

♦ Words and phrases that come to mind about health
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♦ Observations and recommendations for healthy living

Think and Comment

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“ It is health that is real wealth and not

pieces of gold and silver. ”
Mahatma Gandhi, Indian political and social rights leader

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Pr
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cG
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H
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Ed
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 Listening 1 Let’s Get to the Heart of the Matter

Before You Listen

Did You Know

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• An elephant’s heart beats around 25 to 35 times per minute.

• The heart rate of a canary is about 1,000 beats per minute.
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• A giraffe's heart is 0.6m (2 feet) long and weighs about 11kg (25 pounds).
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• The average human heart beats about 75 times a minute.

However, this rate can increase to over 175 beats a minute
for a short time when the body is working hard.
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• The Spanish cyclist and five-time Tour de France

winner, Miguel Induráin, had a resting heart rate of
28 beats per minute.
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1 Topic  Discuss the questions in pairs or small groups.

1. What activities or situations might make a person’s heart
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beat faster?
2. Can you remember a time when your heart was beating really fast? Where were you? What
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happened?
3. Why do you think it is beneficial for an athlete to have a slower heart rate?
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2 Making comparisons  How do parts of the human body resemble other things? With a partner,
match the parts of the body with the items. Then discuss in detail how each body part is like the
matched item.
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Body Parts Items

1. brain A scissors
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2. eye B computer
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3. liver C crane
4. nervous system D pump
5. teeth E water filter
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6. arm F camera
7. heart G electrical circuits
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CHAPTER 6

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The eye can be compared to a camera: both automatically focus for short and long distances and
adjust the amount of light that enters the lens.

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 HEALTHY MIND, HEALTHY BODY
3 Vocabulary  Listen to the following words in bold which appear in the conversation. Read the
definitions and complete the sentences with the correct forms of the words. Then compare your
answers with a partner.

Words Definitions
cardiac muscles muscles of the heart
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chamber an enclosed space or compartment

contract to become smaller
hollow having an empty space inside
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lean to bend or tilt in one direction

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peel the outside covering of some fruits, such as bananas

pump to push or move a liquid through a system
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strip a long, narrow piece

tick tock the sound a clock makes
vary to change or differ
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1. The heart blood through the entire body. The blood is continuously flowing
into and out of the heart.
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2. When the heart muscles relax, the four open up and fill with blood.
3. Then the heart , pushing the blood back through the arteries.
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4. A person’s heartbeat can be compared to the of a clock.

5. The doctor was concerned about the patient’s , which had weakened after
the heart attack.
6. Did you know that the of an
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orange contains more vitamin C than the rest of the

orange?
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7. The climber used a of cloth to

make a bandage for his injured leg.
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8. The size of an animal’s heart

according to the size of its body. Large animals have
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large hearts while small animals have small hearts.

9. Blood vessels are tubes of muscle
and tissue that carry blood throughout the body.
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10. The heart slightly to the left inside

the body because the right lung is larger than the left
lung.
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4 Considering the topic  Before listening to the

conversation, confirm and expand on what you know
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about the human heart.

1. First, write down everything you already know about
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the heart in the following chart.

2. In small groups, compare notes and add any new
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information you learn in the column labeled “What I

learned from my classmates.”
Model of a human heart

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 What I already know about the heart What I learned from my classmates
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While You Listen

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5 Listening for main ideas  You will hear students in a study session reviewing their notes from a
lecture on the heart. Listen once all the way through to get the gist, or the main idea. Answer the
questions and then compare your answers with a classmate. Listen again, if necessary.
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1. Why are the students studying together?

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2. How does one student settle a disagreement about the walls of the heart?
H
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3. In relation to what does the rate of the heartbeat vary?

Ed
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4. What happens to a piece of cardiac muscle if it is cut and kept in a dish? What explanation do
the students give for this?
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CHAPTER 6

5. What is the main function of the heart?

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 HEALTHY MIND, HEALTHY BODY
Language Focus Analogies

When instructors explain a new concept, they will often compare the new idea to something that
is already familiar to students. For example, the action of the heart might be compared to the
action of a water pump. These kinds of comparisons are called analogies. Analogies that
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include the words like or as are called similes. A good analogy helps you to picture
and remember a concept easily.
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Expressions Used to Make Analogies

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Expressions Examples
as… as The heart is as big as a fist.
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(just) like The heart works just like a pump.

similar to The heartbeat is similar to a ticking clock.
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6 Listening for analogies  Listen to the study session again and complete the chart.
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1. Write down all the analogies you hear. You can write them in short form by using the = sign.
2. Note which expressions the students use to make these analogies.
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3. When you have completed the chart, draw a simple picture or symbol to represent the
analogy. It shouldn’t be a detailed drawing, just something very simple that will help you to
remember the analogy.
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Item Analogy Expression Used Drawing

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shape of the heart heart = pear similar to

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walls of the heart

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strips of muscle at the

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bottom of the heart

size of the heart

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beat of the heart

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action of the heart

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 Language Focus Intonation in Questions and Requests

Information questions have a rising-falling intonation pattern:

• How big is the heart? • What does the heart do?

Pr

Yes/No questions and requests have a rising intonation pattern:

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• Do you have your notes? • Could you please repeat that?

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Statements with rising intonation:

Sometimes in conversation, speakers may use rising intonation on a statement when they are
surprised or expect an affirmative answer. This turns the statement into a question.
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• Ready to start? • You mean the heart beats on its own?

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7 Identifying intonation patterns  Listen to the following questions from the conversation and
repeat them after the speaker. Above each question draw an arrow to show rising-falling or rising
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intonation. Then check the box next to the items that are statement questions.

1. So, what are we studying next, Greta?

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2. You mean the lecture on the heart?

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3. And what did she say about the walls of the heart?

4. Are you sure about that?

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5. Then remember how she told us to open and close our hands?
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6. But didn’t she say that the rate can vary?

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7. Why is that?

8. So, that means that the heartbeat starts in the cardiac muscle itself?
Ed

9. OK, but how does the heart work with all of the other organs?
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10. Can you believe that the heart works that hard?
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CHAPTER 6

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Are you sure about that?

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 HEALTHY MIND, HEALTHY BODY
After You Listen
8 Using expressions  Work with a partner. Complete the sentences with the correct forms of the
following expressions that contain the word heart. Then explain what each expression means.

Expressions with Heart

have a change of heart learn something by heart
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have a heart-to-heart talk break someone’s heart

take something to heart lose heart
follow one’s heart get to the heart of the matter
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have one’s heart set on wear one’s heart on one’s sleeve

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1. Arthur had the leading role in the school play and spent several weeks trying to
all of his lines .
2. Carla it when
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her colleagues criticized her unfairly. The next day, she decided to
with them in order to explain her side of the story.
3. It really when I hear of young children who are hospitalized
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because they are suffering from incurable diseases.

4. Sara is the type of person who . From her facial expression
or reaction, it’s always very easy to tell if she’s upset or happy about something.
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5. Lee studying engineering at Columbia University, but

when he learned about the expensive tuition fees, he and
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enrolled at a local college.

6. Following some general discussion at the staff meeting, the sales manager decided to
, which was the new marketing strategy.
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7. The athlete began to after he knocked down the bar on his

first two attempts at the high jump.
8. If you’re not sure what to do, the best advice I can give you is to trust your instincts and
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9 Sharing experiences  Discuss the following questions in small groups.

H

1. Why would you want to learn something by heart? Think of situations when it is helpful to
ill

know something by heart.

2. Describe a heart-to-heart talk you had with someone.
Ed

3. What is something that breaks your

heart?
4. Do you know anyone who wears their
heart on their sleeve? In your culture,
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is showing emotions a positive or

negative trait?
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5. Describe a time you had a change of

heart about something.
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6. What is something you have your

heart set on doing? Do you think you
will be able to achieve it one day?
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A heart-to-heart talk

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 Greek Roots
Many medical and scientific terms come from Greek roots. For instance, the words cardiac,
cardiogram, and cardiologist come from the Greek word kardia, which means “heart.” The
endings -iatrist and -iatrician are from the Greek word iatros, meaning “doctor,” and the
ending -logist means “one who studies.”
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10 Recognizing Greek roots  Listen to the following list of medical professions that are derived from
Greek roots. Repeat each one after the speaker to practice pronunciation. Then match the root of
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each word with its meaning on the right.

1. Are the terms for medical professionals similar to those in your language?
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2. Can you add more medical words with Greek roots to this list?
Root Meaning
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1. orthodontist A skin
2. pharmacist B bone
3. psychiatrist C child
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4. pediatrician D old man

5. therapist E eye
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6. ophthalmologist F mind, soul

7. gynecologist G without feeling
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8. anesthesiologist H straight tooth

9. dermatologist I treatment
10. geriatrician J nerve
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11. neurologist K medication

12. osteopath L woman An orthodontist setting braces
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Listening 2 Presentation: Avian Flu – A Potential Pandemic?

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Before You Listen

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Did You Know

Ed

• The average sneeze or cough can send around

100,000 contagious germs into the air at speeds up
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to 160km (100 miles) per hour.

• The 1918 influenza pandemic, commonly known as
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the Spanish flu, infected about 500 million people

CHAPTER 6

worldwide. It is estimated that 50 to 100 million died

of the flu, making it one of the deadliest epidemics
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in human history.
• The Spanish flu was the first of two pandemics
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involving the H1N1 virus. The second occurred in

2009 and may have taken more than 200,000 lives.

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 HEALTHY MIND, HEALTHY BODY
1 Topic  Discuss the following questions in pairs or small groups.
1. Have you heard of any other dangerous viruses or epidemics? Describe what you know.
2. What precautions can people take to avoid catching flu viruses?

2 Vocabulary  Listen to the following underlined words. Then use the context in the examples to
match them with their definitions.
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Examples Definitions
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1. An epidemic is a highly contagious disease that A easily harmed or affected

spreads quickly and affects many people at the by something
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same time.
2. When an outbreak of an epidemic occurs, health B a change or alteration in
agencies work at finding the source in order to genetic material
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stop the disease from spreading.

3. Young children and the elderly are usually more C combined from two
susceptible to disease because their immune different species
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system is weaker.
4. Influenza is caused by a virus that infects the body D able to be easily spread to
and creates disease. others
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5. Medical scientists carefully study a harmful virus E never seen or done before
in order to create a vaccination that can prevent
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others from being infected in the future.

6. The same virus may appear in different forms. F organisms of a species that
One strain of the virus may not pose a serious have unique characteristics
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threat, while another strain could be deadly.

7. The Spanish flu killed an unprecedented number G an injection that protects
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of people. No other influenza virus in history is against a virus or disease

known to have caused so many fatalities.
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8. Most viruses do not usually transmit from animals H a sudden appearance and
to humans. spread of disease
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9. However, a mutation in the genetic material of an I to transfer from one place

animal virus could occur, thus making it able to to another
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transmit to people.
10. When two different viruses exchange genetic J a very small organism that
material, it creates a hybrid virus. causes disease
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at
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H5N1 avian flu virus

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 3 Considering the topic  Work in a small group. Take turns answering the following question. Write
your ideas in the small circles of the graphic organizer. Afterwards, share your group’s ideas with the
whole class.
Based on the title of the presentation “Avian Flu – A Potential Pandemic?,” what questions do you
have about the topic? Add more circles if needed.
Pr

What does avian

mean?
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Avian Flu – A Potential

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Pandemic?
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H
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Ed

Testing domesticated and wild birds for avian flu

While You Listen

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4 Outlining the presentation  Listen to the presentation. Take notes under the following headings
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in your notepads. Listen a second time to complete your notes. Then compare and combine your
CHAPTER 6

notes with a partner to improve your outline.

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I. What is Avian Flu?

II. Jumping the Species Barrier
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III. Possibility of a Pandemic

IV. Actions Taken

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 HEALTHY MIND, HEALTHY BODY
5 Comprehension and understanding  Using your outline notes, answer the following questions.
Listen to the presentation again if necessary.
1. What is avian flu? What is the name of its virus?
Pr

2. What does the term “jump the species barrier” mean?

o pe

3. What are two ways in which the avian flu virus could merge with a human flu virus?
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4. Why is it difficult for scientists to develop a vaccine against the avian flu?
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5. Why do infected migratory waterfowl pose a threat in the spread of avian flu?
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If one bird gets the virus, it is likely that all birds on Geese are migratory waterfowl.
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the farm will be infected.

Ed

Skills Focus Context Clues

Strategy
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Using Context Clues

When you listen to a lecture or a presentation in English, it can sometimes be challenging to
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understand every word. However, you can often get the general meaning of a word or phrase
by listening carefully for context clues.
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Context clues include:

• surrounding words, sentences, and ideas • intonation and speaker’s tone of voice
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• synonyms and paraphrases • your own knowledge of the topic

• transitions • images.

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 6 Identifying context clues  Read the following list of words and phrases. Then listen carefully for
context clues that help you determine the meaning of each word or phrase. Write the context clues
in the chart and choose the best definition for each word or phrase. Compare your answers with a
classmate.
Words and Phrases Context Clues
1. saliva, feces, and mucus
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A body secretions
B parts of the body
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C types of food
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2. domesticated poultry
A farm animals
B farm birds
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C wild birds
3. lethal
A unusual
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B contagious
C deadly
4. merge
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A to dominate
B to unite
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C to meet
5. triggering
A causing
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B infecting
C preventing
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6. contract
A to become smaller
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B to transmit
C to become ill with
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7. contain
A to limit
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B to destroy
C to hold inside
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After You Listen

7 Summarizing  Using your outline of the presentation, summarize and present the information
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about the avian flu to a small group of classmates.

CHAPTER 6

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8 Thinking critically  Work in a small group to discuss the following questions:

n

1. Have there been outbreaks of avian flu in your country? What was done to contain it?
2. Do you think it is necessary to kill all infected and potentially infected poultry?
3. Creating flu vaccinations is an ongoing process that can take months. What steps do you think
are involved in manufacturing vaccinations?

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 HEALTHY MIND, HEALTHY BODY
Speaking 1 What’s the Diagnosis?
1 Topic  Discuss the following questions with a partner:
1. Have you ever come down with the flu? What symptoms did you have? How long did it last?
What did you do to relieve the symptoms?
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2. When do most people catch a cold? Are you susceptible to catching a cold? What do you do
to relieve the symptoms?
3. Do you have allergies? What are you allergic to? What happens when you have an allergic
o

reaction to something? Do you usually take medication for it?

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2 Identifying symptoms  Look at the following list of symptoms and match them with the images.
1. dizziness 4. coughing
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2. nausea 5. headache
3. sneezing 6. fever
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A B C
M
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D E F
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H
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Ed
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3 Formulating questions  Write questions to find out if someone has any of the symptoms mentioned
earlier. Compare your questions with a partner.

1. Do you feel dizzy? / Are you feeling any dizziness?

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2.
3.
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4.
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5.
6.

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 Language Focus Introducing Your Opinion

In the study session in this chapter, the speakers present a lot of factual information. In
addition to these facts, the speakers express personal opinions. In general, when we express
personal opinions, we don’t want to seem like a know-it-all, a person who thinks he/she
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knows everything. We want to qualify, or soften, our remarks by using specific expressions to
introduce them. These expressions also help the listener distinguish the facts from opinions.
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Expressions to Introduce Personal Opinions

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General Expressions
In my opinion… The way I see it…
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From my point of view… It seems to me that…

In my view… From my perspective…
Strong Medium Weak
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I’m convinced… I think I’d say… I suspect…

I strongly believe… I’m fairly certain… I imagine…
I truly feel… I’m pretty sure… My best guess is…
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I’m (almost) positive… I bet… Not everyone will agree with me, but…
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4 Role-playing  Work with a partner to role-play a conversation between a patient and a doctor.
Follow the steps shown. Then switch roles so that Student B is the doctor and Student A is the
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patient.
1. Student A: You are the doctor. Study the expressions for introducing your opinion in the
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Language Focus box. You will also use the following chart of symptoms and
ailments as a guide as you go along.
Student B: You are the patient. Study the following chart of symptoms and ailments. Imagine
H

that you are suffering from one of the ailments, but do not tell your partner which
one.
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2. Student A: Greet your patient and ask what the matter is.
Student B: Tell the doctor about three of your symptoms, adding any other details you wish.
Ed

Try to make it challenging at first by choosing symptoms that are similar for all
three ailments.
3. Student A: Ask the patient more details about each of the three symptoms mentioned. For
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example, try to find out about the frequency or the intensity of the symptoms.
Student B: Answer the doctor’s questions about your symptoms.
Student A: Make a reasonable guess about the diagnosis so far, using an appropriate
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expression from the Language Focus box to introduce your opinion.

CHAPTER 6

4. Student A: Ask the patient questions about other specific symptoms and details in order
io

to narrow down the diagnosis. When appropriate, make more guesses about
the diagnosis as you go along, using appropriate expressions to introduce your
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opinion.
Student B: Answer the doctor’s questions.
Student A: When you have enough information about the symptoms, make your final
diagnosis and advise your patient what to do.

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 HEALTHY MIND, HEALTHY BODY
Ailments
Symptoms Allergy Cold Flu
cough sometimes very common very common
sneezing very common common sometimes
runny nose very common common sometimes
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sore throat common common sometimes

headache never rare common
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fever rare sometimes very common

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itchy eyes very common never rarely

muscle aches never rare very common
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fatigue/weakness sometimes sometimes very common

dizziness sometimes never sometimes
chills never sometimes common
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loss of appetite never sometimes very common

nausea/vomiting never never sometimes
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5 Thinking critically  Discuss the following questions in small groups or as a class.

1. How easy is it for a doctor to diagnose a patient? What are some important factors that a
cG

doctor has to take into consideration before giving a diagnosis?

2. Are patients always able to clearly describe their symptoms? Why? Why not?
3. Apart from medical training, knowledge, and experience, doctors also need to have a good
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bedside manner. That means they should have a sympathetic attitude towards their patients.
Why is this important?
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4. Brainstorm a list of other characteristics and qualities that a good doctor should have along
with the reasons why.
5. Would you want to be a doctor? Why? Why not?
H
ill
Ed
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A good doctor should have a gentle and sympathetic bedside manner.

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 Speaking 2 Home Remedies
1 Topic  Discuss the following questions in small groups.
1. Does your family have any special home remedies for common ailments or injuries? Have any
of them been passed down from generation to generation?
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2. Have you or other family members tried any of these remedies? Are they effective in relieving
the symptoms? Why? Why not?
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2 Classifying symptoms  Read the following list of symptoms. Then work with your group to
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categorize them under the correct heading in the chart.

anxiety indigestion neck pain

bruise insect bite rash
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cut insomnia sore throat

depression memory loss sprain
headache mood swings sunburn
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Psychological Dermatological Physical

M
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Could any of the symptoms fall into more than one category? Why?
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3 Listening and taking notes  You are going to hear three people describe home remedies that they
have tried. As you listen, take notes in the following chart.
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Ailment Remedy Effects

Speaker 1:
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Dimitri
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Speaker 2:
Alicia
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Speaker 3:
Brian
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4 Discussing   In your group, discuss the following questions about the home remedies in 3.
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1. Have you or someone you know ever tried any of these remedies? If so, describe the effects.
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2. Have you or someone you know used other home remedies for the ailments mentioned? If so,
describe the remedy and its effectiveness.
3. Which of these remedies would you try? Which ones wouldn’t you try? Explain.

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 HEALTHY MIND, HEALTHY BODY
5 Speculating and debating  Work in groups of three or four students. Take turns choosing from all
of the following items and suggest how they might be used as a home remedy. Then discuss each
suggestion as a group. Remember to use appropriate expressions to introduce your opinion from
the Language Focus box in the Speaking 1 section.
Pr
o pe
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ginger toothpaste aloe vera chicken soup

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baking soda onion cinnamon garlic

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H
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green tea oatmeal honey potato

Ed

6 Sharing and comparing  Have representatives share some of the most popular remedies that your
group discussed with the class. Compare to see if other groups agree.
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7 Thinking critically  Discuss the following questions as a class:

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1. Do you think there is some scientific basis to home remedies? Why? Why not?
2. What are the most common types of illnesses or injuries that you think home remedies can
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treat effectively?
3. What are some potential risks of using home remedies?
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4. Would you use or recommend any of the home remedies that you learned about in your
discussion? Why? Why not?

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 Speaking 3 Is Alternative Therapy Right for You?

Skills Focus Researching and Presenting

1 Topic  Work in a group of three or four students. You are going to research and give an informative
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presentation on an alternative or complementary form of medicine/therapy and its effectiveness.

Start by selecting the topic that you wish to present. You can choose one of the following topics or
select another that you are interested in. Coordinate with other groups in the class to ensure that
o

each group chooses a different topic for their presentations.

• acupuncture • yoga • chiropractic
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• homeopathy • Reiki • naturopathy

• hypnotherapy • Ayurveda • traditional Chinese medicine
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2 Brainstorming  In your group, brainstorm what you already know about the topic and a variety of
aspects you wish to research. Include the following areas in your research:
• its origins and history
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• the ailments and symptoms it relieves

• how effective it is and any problems or side effects it may cause
• reports from people who have used it.
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3 Researching and documenting  Assign each member of the group a certain aspect to focus their
research on.
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1. Research and compare information from a variety of sources.

2. Collect data and relevant images.
3. Cite the sources of your research and images.
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4. You may also wish to interview people who have tried the therapy.
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4 Collaborating and preparing  Collaborate with your group and decide on the information and
images that you will include in your presentation and in what order each of you will present. Prepare
a draft of your script.
H

Tip Know your audience! Plan and prepare your presentation for your specific audience.
ill

That means using the proper level of formality, language, vocabulary, and context.
For example, when presenting to a group of your peers in English class, you can
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communicate in an informal way using language and vocabulary that your audience
will understand easily. However, if you are presenting to an academic audience, you
should be formal and use appropriate technical language and vocabulary.
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5 Presenting  Rehearse your presentation before presenting it to your class. After all groups have
presented, compare and discuss the alternative therapies you learned about as a class.
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6 Blogging  Comment on how important it is to make the right decisions in matters of health and to
CHAPTER 6

have trust in the medical professionals who prescribe medication and recommend therapy. Post
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your comments on OUR BLOG or OUR BLOARD (a board or other surface in class that you can post
comments or other work on).
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OUR BLOG Blog About me Gallery Contact

120 Li s t en i n g a n d S pe a k i n g

NewInt_UAE_Grade12_Adv_LS.indb 120 4/8/21 7:02 PM

 HEALTHY MIND, HEALTHY BODY
SELF-EVALUATION
Reflect on your learning and assess your progress. Read and circle the number that represents
your progress. Use the key below.
Pr

5 outstanding 4 very good 3 satisfactory 2 limited 1 unsatisfactory

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LISTENING
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I can recognize and answer questions about main ideas in a conversation. 5 4 3 2 1

I can identify analogies and the expressions used to make them. 5 4 3 2 1
I can identify intonation patterns in questions and requests. 5 4 3 2 1
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I can outline a presentation and answer comprehension questions. 5 4 3 2 1

I can identify context clues to determine the meaning of words and phrases. 5 4 3 2 1
I can take notes on ailments, remedies, and effects. 5 4 3 2 1
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VOCABULARY
I can understand definitions and correctly use words in context. 5 4 3 2 1
I can use expressions that contain the word heart. 5 4 3 2 1
M

I can recognize words with Greek roots. 5 4 3 2 1

I can use context clues to match words and definitions. 5 4 3 2 1
cG

I can identify symptoms and match them with images. 5 4 3 2 1

I can classify symptoms into categories. 5 4 3 2 1
GRAMMAR
ra

I can formulate questions correctly. 5 4 3 2 1

I can use appropriate expressions to introduce my opinion. 5 4 3 2 1
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SPEAKING
I can share my personal observations about heart rates. 5 4 3 2 1
I can discuss details about analogies concerning body parts. 5 4 3 2 1
H

I can brainstorm and expand on my knowledge about the heart. 5 4 3 2 1

I can summarize a presentation. 5 4 3 2 1
ill

I can think critically about and discuss flu epidemics. 5 4 3 2 1

I can share personal experiences of illnesses, symptoms, and remedies. 5 4 3 2 1
Ed

I can express symptoms of a common ailment in a role-play. 5 4 3 2 1

I can use expressions to introduce my opinion and diagnose symptoms. 5 4 3 2 1
I can think critically about and discuss the role of doctors. 5 4 3 2 1
uc

I can speculate and debate on how items are used in home remedies. 5 4 3 2 1
I can think critically about and discuss home remedies. 5 4 3 2 1
I can research, prepare, and deliver a presentation to an audience. 5 4 3 2 1
at

RESEARCH AND DOCUMENT

I can search and find relevant sources on the Internet. 5 4 3 2 1
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I can evaluate and select appropriate sources and information. 5 4 3 2 1

I can use information selectively to create my own document. 5 4 3 2 1
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I can cite the references that I used in my research. 5 4 3 2 1

N e w I n t er ac t i o n s 121

NewInt_UAE_Grade12_Adv_LS.indb 121 4/8/21 7:02 PM