Unit 7
Think Again! The expression think again is used when we want someone to consider carefully whether what they are planning to do is really a good idea or not, e.g., If I were you, I’d think again before buying that car; A visible alarm makes burglars think again.
Unit objectives
Functions: talking about intelligence and the brain (Sections 1, 4); figuring out a puzzle (Section 2); checking information (Section 5); speculating about what you see (Sections 2, 7); giving your opinion about brain training (Section 8); discussing logical thinking (lifeSkills)
Think Again!
Unit 7
A Do the questionnaire.
Grammar: modals of deduction—might/must/could/can’t (Section 2); tag questions (Section 5)
I wear a watch.
I’ve considered becoming a politician, an artist, or an architect.
Vocabulary: adjective suffixes –ful, –less (Section 3); improving your brain (Section 8)
I like to draw.
I hate following a schedule.
I’d rather draw a map than give someone directions.
I make “to-do” lists.
When I get something new, I usually read the instructions.
I generally do well in math and science.
I play or would like to play a musical instrument.
I’ve considered becoming a lawyer, a doctor, or a journalist.
Pronunciation: tag questions (Section 6)
Recycling points
Listening (Language use): listening to an interview (Section 4) Reading: distinguishing fact and opinion (Section 1) Writing (Language use): writing a comment about an online article (Section 9) Speaking: speculating (Section 7) lifeSkills: thinking and problem-solving: thinking logically
verb tenses modal verbs: must/ mustn’t; can/can’t distinguishing fact and opinion
Opener
Lead-in» Ask the students to discuss the pictures in pairs. Ask them to identify what the people in the pictures are doing and what the diagram represents. Listen to some ideas from the class, e.g., In the first picture, the woman is playing chess; I think the woman in the second picture is a scientist because she is doing an experiment in a laboratory. Elicit that the diagram represents the human brain and shows the two hemispheres (sides) of the brain: left and right. Explain that typically, leftbrain thinkers are more logical and sequential, and right-brain thinkers are typically more artistic and creative.
A • Read the instructions to the class. Elicit the meaning of I’d rather (it means the same as I’d prefer to). • Ask the students to do this exercise individually and circle Yes or No for each question.
Culture note
Brain research has shown that both hemispheres of the brain are involved in nearly every human activity. The left hemisphere of the brain is the seat of language, and processes things in a logical and sequential order. The right hemisphere is more visual, and processes things intuitively, holistically, and randomly. It is generally accepted that most people have a dominant side, with people with a dominant left side being good at subjects like mathematics, while people with a dominant right side are regarded as being more creative, emotional, and artistic.
B • Ask the students to add up their scores using the key. • Take a quick class poll to find out which members of the class are left-brain thinkers and which right-brain thinkers. • Ask the students if they agree with the results of the questionnaire.
Alternative Make the questionnaire a communicative activity by having the students work in pairs to interview each other and record their partner’s answers. Prepare the students for this activity by eliciting from them how to form questions from the questionnaire statements (e.g., #1: Do you wear a watch?; #3: Would you rather draw a map than …?). Ask the students to calculate their partner’s score and tell them whether they are more of a left-brain or a right-brain thinker.
what are you good at? Ask the students to look at the six pictures again. Ask them to work in pairs and discuss which activities illustrate left-hemisphere dominance and which illustrate righthemisphere dominance, and why. Ask them to identify things they are good at (left brain: good at writing, playing games such as chess, understanding things logically rather than emotionally; right brain: good at music and art, expressing things creatively, understanding things emotionally rather than logically). Ask if they recognize their personality traits and skills in these activities.
B Score yourself. Are you more of a left-brain or right-brain thinker? • Score 1 point for every “Yes” answer to questions 1, 4, 8, 9, and 10. • Score 1 point for every “No” answer to questions 2, 3, 5, 6, and 7. • Add up your score.
0–5: You are more of a right-brain thinker. 6–10: You are more of a left-brain thinker.
T67
67
1
Reading: distinguishing fact and opinion
1 Reading: distinguishing fact and opinion
p48
Facts and opinions sometimes occur in the same sentence. To help you distinguish between them, look for phrases like Research shows that … and To me, this seems … Another way of identifying someone’s opinion in a sentence is to look for adjectives like good, bad, great, etc.
Lead-in» Have the students brainstorm a list of famous people who have contributed great things to the world. They may be from the students’ own country or other countries, living or dead; and the students may choose anyone they think has done something great. Write the list of people on the board. Ask the students to comment on the list of people, e.g., to say what they think about them, or give any information they know about them. This will encourage them to give a mix of facts and opinions. Write the students’ comments on the board. Then, have the class review the comments and discuss whether they are facts or opinions.
A Look at these people. Do you recognize any of them? What do you think they have in common?
Leonardo da Vinci
Charles Darwin
Stephen Hawking
Helen Keller
B Read this article and check your ideas.
W
e all think we know one when we see one. Everyone agrees that the scientists Albert Einstein and Marie Curie were geniuses. Mozart was clearly a genius, and so was the naturalist Charles Darwin. And what about the well-known scientist Stephen Hawking? Or Helen Keller, the amazing woman who became a writer even though she was deaf and blind? Are they geniuses? What makes a genius? According to one definition, a genius has a high IQ. Studies show that normal IQs range from 85 to 115, and a genius has an IQ over 140. However, this seems to be a very poor definition to me. “Genius” is a complicated concept, involving many different
factors. Intelligence tests usually measure only logical thinking. I’m convinced that a better definition of “genius” should surely include other things, like creativity. The artist Picasso produced thousands of beautiful works of art. Was he a genius? Another definition, which to my mind seems more useful, states that originality is the defining factor. A genius puts things together in new ways, ways that ordinary people have never thought of, and creates something new. It might be a new idea, a new work of art, or a new way of working. Geniuses change the world they are born into. That raises another question: Are geniuses born that way?
The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he thinks that there is an important factor we often overlook: hard work. “The people at the very top don’t just work much harder than everyone else,” he says. “They work much, much harder.” You have to be born with talent, but then you have to develop that talent. And, according to research, it is possible to put a figure on it: 10,000 hours. That’s about 3 hours a day for 10 years. By studying examples ranging from Mozart to the Beatles to Bill Gates, Gladwell shows that they all got the chance to do an enormous amount of practice before becoming hugely successful. So, while talent and IQ are crucial, it seems that geniuses do an enormous amount of work to achieve their success.
C Look at these sentences from the article in Exercise B. For each one, decide if it expresses a fact, an opinion, or both. 1 Or Helen Keller, the amazing woman who became a writer even though she was deaf and blind? 2 Studies show that normal IQs range from 85 to 115, and a genius has an IQ over 140. 3 However, this seems to be a very poor definition to me. 4 I’m convinced that a better definition of “genius” should surely include other things, like creativity. 5 Another definition, which to my mind seems more useful, states that originality is the defining factor. 6 The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he thinks that there is an important factor we often overlook: hard work. 7 And, according to research, it is possible to put a figure on it: 10,000 hours.
D 68
• Remind the students that they practiced distinguishing fact and opinion on p. 48. • Remind the class that often texts are made up of a mixture of fact and opinion. • Give the students time to read the information in the skills box. • Elicit one phrase that indicates fact, and one that indicates opinion (e.g., Research shows that… and To me, this seems …). Ask the students what the use of adjectives like good, bad, and great indicate (opinion). If necessary, you can expand and discuss why (e.g., because they describe people’s perceptions of what’s good or bad).
B • Ask the students to read the article and check whether their ideas about the peoples in the pictures were correct or not. Ask them to find which of the four people in the pictures is not mentioned in the text (Leonardo da Vinci). • Listen to some ideas from the class. Point out that IQ stands for intelligence quotient. Explain that quotient is pronounced /ˈkwoʊʃənt/ and means the number that is the result of dividing one number by another. For example, 2 is the quotient of 4:2. • Ask the students to work in pairs and discuss the meaning of these words from the text, using the context to help them: well-known, convinced, overlook, crucial. Listen to some ideas from the class (wellknown: famous; convinced: absolutely sure; overlook: fail to notice; crucial: very important).
C • Read the instructions to the class. • Ask the students to do this exercise individually. • Ask them to compare their answers in pairs, discussing any differences. • Check the answers with the class. Elicit from the students the words or phrases that helped them to make their decisions. Answers 1 both (opinion indicated by the adjective amazing; facts = she became a writer, was deaf and blind) 2 fact (indicated by the phrase Studies show that …) 3 opinion (indicated by the adjective very poor) 4 opinion (indicated by the adjective better and the phrase I’m convinced that …) 5 both (opinion indicated by the phrase which to my mind seems more useful; fact indicated by the phrase Another definition states that …) 6 both (opinion indicated by he thinks that …; fact = he has written about geniuses in his book) 7 fact (indicated by the phrase according to research …)
A • Have the students work in pairs. Ask them to discuss the people in the pictures and what they are famous for. • Listen to some ideas from the class, but do not correct them at this stage. Answer They are all well-known for being intelligent people (some people would describe them as geniuses).
Culture note
Leonardo da Vinci (1452–1519) was an Italian painter, sculptor, architect, engineer, and scientist, and one of the greatest figures of the Italian Renaissance. He is best known for painting the Mona Lisa, and for his sketches and technological ingenuity. Charles Darwin (1809–1882) was an English scientist who developed the modern theory of evolution and the principle of natural selection. Stephen Hawking (1942–) is an English physicist who has researched black holes and gravitational field theory. His most famous work is called A Brief History of Time. Helen Keller (1880–1968) was a writer from Alabama who, despite becoming blind and deaf after an illness as a baby, went on to graduate from college and publish several books.
D • Read the instructions to the class. • Ask the students to discuss the questions in pairs. • If necessary, prompt them by giving them the names of some well-known geniuses, e.g., Galileo, Bobby Fischer (American chess player), Beethoven, Bill Gates (founder of Microsoft®). Workbook p. 40, Section 1
Work in pairs. Think of other geniuses you know of. Which one do you admire the most? Why? T68
Lead-in» Ask the students to look at the picture. Ask them what it is (an IQ test). Ask them what they can see in the picture (colored squares). Ask what is different about the squares besides their colors (there is a dot in each square). Elicit the position of the dot in the first three squares (at the top left, at the top right, at the bottom left). Ask the students to try doing the puzzle. Elicit the correct answer, and ask the students to explain why it is the correct answer.
A
CD 2, Track 02
• See the student’s book page for the audio script . • Ask the students to read the instructions and the question carefully. • Play the recording once, and check progress. • If necessary, play the recording again. • Check the answer with the class. Answer C
B • Explain or elicit that when we make deductions, we do not know the exact answer to something, so we have to use the other information or evidence that we have to arrive at a conclusion. Point out that we can use modal verbs to express this. • Have the students complete the grammar table individually and then compare their answers in pairs. • Check the answers with the class. • Point out that if we use must when we make deductions, it does not mean it is definitely true, but we think that it is almost certainly true. • Highlight that the opposite of It must be red is not It must not be red, but It can’t be red. The negative form must not is not usually used as a modal of deduction. Similarly, the opposite of It can’t be red is not It can be red, but it must be red. • Ask the students to look at the examples in the language box. Point out that when must, might, can’t, and couldn’t are followed by be, this can be followed by a noun, an adjective, or the present participle. • Highlight that must, might, can’t, and couldn’t can also be followed by other verbs, e.g., You have 20 Madonna CDs? You must love Madonna! • Ask the students to look at the Watch out! box. Remind them that can is never used as a modal of deduction. • Point out that can/can’t for ability and must/mustn’t for obligation are different uses of these modal verbs.
C • Do #1 with the class. • Ask the students to do this exercise individually and then to compare their answers in pairs, discussing any differences. • Check the answers with the class. • Note that there are two possible answers to #2.
D • Have the students look at the examples in the How to say it box. • Encourage the students to use different modals of deduction when discussing the next possible items in each sequence. • Put the students in pairs to do this exercise. Circulate as they work, and give help as required. • Check the answers with the class. Ask the students to give a reason for each answer, if possible. Answers 1 25 (the squares of #1–#5: 1 × 1 = 1; 2 × 2 = 4; 3 × 3 = 9; 4 × 4 = 16; … ) 2 blue (the colors of the rainbow in order) 3 F (the first letters of the days of the week) 4 13 (each number is the previous two numbers added together) 5 S (the planets in order: Mercury, Venus, Earth, Mars, Jupiter, Saturn …) 6 Barack (the first names of U.S. presidents, starting with Ronald Reagan)
A
Language in context Listen to the conversation below. Which answer to the puzzle do they choose?
Morgan: Hi, Ben. What are you doing? Ben: Oh, hi, Morgan. I’m just taking an IQ test in this magazine.
I’m not doing very well, though! Let me see. Which symbol is missing? Hmm … OK. Well, the missing square must be red. Yes, that’s what I think. So the answer can’t be B. It could be A, though. No, it can’t be A. Look where the dot is. It must be on the right at the bottom. The answer must be C. Oh, yes. You’re right. Hey, you’re good at these things, genius! Let’s try the next one.
Morgan:
Ben:
Morgan:
Ben:
B Notice Read the conversation again and complete the table. Verb
must
(1)
might/ (2)
couldn’t/ (3)
could can’t
Use
Example
Use to express something we think is (almost) certainly true.
be
be
be
The missing square (4)
Use to express something we think is possibly true.
It might/ (5)
Use to express something we think is (almost) certainly untrue.
must
could
be red.
be A, though.
can’t
So the answer (6)
Workbook p. 40, Section 2
be B.
Watch out!
Must/could/can’t/couldn’t/might are followed by be + a noun, e.g., That must be David at the door; an adjective, e.g., You must be tired.; -ing verb, e.g., Jenny couldn’t be flying to Lima. She hates planes.
Which one do you think it is? It could be the last one. It can be the last one.
C Practice Write what you might say in each situation. Use the word given in parentheses. 1 You’re expecting Nicole to call. The phone rings.
That must be Nicole.
The answer can’t be D/D can’t be (can’t) the answer.
3 It’s possible your cell phone is at home.
My cell phone could be at home.
4 You think it’s possible that John is sick.
John might be sick.
(must)
2 You are almost certain the answer isn’t D.
D
T69
2
Grammar: modals of deduction—might/must/could/can’t
(might)
5 You’re certain that an answer is not right.
The answer couldn’t be right.
(couldn’t)
6 You don’t believe it when someone says it’s snowing.
(could)
It can’t be snowing.
Now you do it Work in pairs. For each puzzle, decide what comes next.
(can’t)
How to say it
1 1, 4, 9, 16, ?
4 0, 1, 1, 2, 3, 5, 8, ?
It might be …
2 red, orange, yellow, green, ?
5 M, V, E, M, J, ?
No, it couldn’t be … because …
3 M, T, W, T, ?
6 Ronald, George, William, George, ?
Un i t 7
2 Grammar: modals of deduction—might/must/could/can’t
I think it must be … 69
3
3 Vocabulary: adjective suffixes –ful, –less
Vocabulary: adjective suffixes –ful, –less We often use a noun (e.g., pain) + a suffix (e.g., –less) to make an adjective (e.g., painless). We often use –ful to form positive adjectives and –less to form negative adjectives.
A Complete each sentence with the correct adjective. careless 1 I was never very good at math because I was successful
2 You don’t have to be very intelligent to be 3 Intelligence is
useless
(care). (success).
(use) on its own—you need to understand people, too.
painful
4 Very intelligent people are often very lonely and this can be 5 Einstein had a very 6 I’m
hopeless
7 Nadine is very 8 Ben’s parents felt
powerful
A
(pain) for them.
(power) brain.
(hope) at doing logic puzzles. I always get the wrong answer!
thoughtful
(thought) and always considers her friends’ feelings.
powerless
(power) to stop him from dropping out of college.
B Circle agree (A) or disagree (D) for each statement. 1 You can be successful even if you aren’t very intelligent. 2 Logic is useless for understanding other people and their emotions. 3 Highly intelligent people are often thoughtless.
C
4
• Give the students time to read the information in the skills box. • Point out that –ful is short for full, so painful means literally “full of pain.” The suffix –less means without, so painless means literally “without pain.” These can also be described as the positive and negative forms of the adjective.
• Ask the students to complete the task individually and then to compare their answers in pairs, discussing any differences. • Check the answers with the class. • Highlight that if you are hopeless at something, you are very bad at it. The opposite is not hopeful at, but very good at. If you are powerless, you are unable to do anything to prevent something happening.
Tiger Woods
William Shakespeare
B
Now listen to the interview and check your answers.
C
Listen again and complete the notes.
2 Lope de Vega learned to read Latin and 3 Child prodigies usually have high 4
D
Parents
Spanish IQs
.
when he was five. .
often put pressure on child prodigies.
Work in pairs. Ask and answer these questions.
1 Do you think young people today are under a lot of pressure to be successful? 2 Do/Did your parents put pressure on you to do well in school? 70
✓
Interviewer: So can you give us an example of a child prodigy? Jane: One example from the world of literature is Lope de Vega. He was a Spanish writer and could read Spanish and Latin when he was five. He wrote his first play when he was 12 and grew up to be a very successful writer. Another famous child prodigy is Mozart. He started to play the piano when he was only three! Some people considered Tiger Woods, the golfer, to be a child prodigy when he was young. Interviewer: Child prodigies must be very intelligent, right? Jane: Yes. Child prodigies generally have high IQs. People think it must be great, but many prodigies have painful lives. Interviewer: Painful? In what way? Jane: They can be under a lot of pressure from their parents. They want them to be very successful. If they aren’t, it can lead to problems. It’s often hard for child prodigies when they grow up.
Mozart
Lope de Vega (1662–1635) was a Spanish dramatist and poet who wrote an amazing 1,800 plays. Tiger Woods (1975–) is a golfer who, in 2008, was the world’s highest-paid sportsman, earning $110 million. William Shakespeare (1564–1616) was an English dramatist and poet who wrote a large number of famous plays, including Romeo and Juliet and Hamlet. Wolfgang Amadeus Mozart (1756–1791) was an Austrian composer who wrote more than 50 symphonies and a number of well-known operas, including The Marriage of Figaro and Don Giovanni.
B
CD 2, Track 03
C
• Play the recording so that the students can check if their predicted answers are correct. • Check the answers with the class.
13
Workbook p. 41, Section 3
Culture note
Audio script
1 A child prodigy shows great talent before the age of
• Ask the students to discuss their choices in pairs and to give reasons for their choices. • Listen to some ideas from the class.
• Have the students look at the pictures. Check that they know who these people are, and elicit any information they may know about them. • Ask the students to do this exercise individually and then to compare their answers in pairs. • Listen to several suggestions from the class, but do not correct the students’ answers at this point.
A You are going to listen to an interview about child prodigies. Before you listen, check which of these people you think were very intelligent when they were children.
✓
C
A
Work in pairs. Compare your answers with your partner’s. Explain your choices.
Lope de Vega
• Read the instructions to the class. • Have the students read through each statement carefully. • Point out that highly in highly intelligent means very. • Explain that if the students agree with the statement, they should circle A (agree) and if they disagree, they should circle D (disagree). • Ask the students to think of reasons and/or examples for their choices.
4 Language use: listening to an interview
A D A D A D
Language use: listening to an interview
✓
B
CD 2, Track 03
Interviewer: Hello, and welcome to the show. Today, I have Jane Thompson, a psychologist, with me, and we’re going to be talking about child prodigies. Welcome to the show, Jane. Jane: Thank you. Interviewer: Now, Jane, a child prodigy is a very smart child, isn’t it? Jane: Not exactly. It’s a person who shows great talent in math, or music, or sports. They usually show that talent before they are 13. Some of them are even recognized as prodigies as young as four or five.
CD 2, Track 03
• Ask the students to read the four sentences carefully. • Ask them to listen to the recording again and complete the sentences. • Play the recording once, and check progress. If necessary, play the recording again. • Ask the students to compare their answers in pairs, discussing any differences. • Check the answers with the class.
D • Have the students read the questions and think about their answers. • Ask them to discuss the questions in pairs. • Listen to some ideas from the class. T70
Lead-in» Have the students look at the picture. Ask them who they think the women are, where they are, and what they are talking about. (They could be friends or co-workers. They are probably in a café. They are talking about something serious —maybe a problem at work or at home).
A
CD 2, Track 04
• See the student’s book page for the audio script . • Have the students read the instructions and the question carefully. • Play the recording once. • Check the answer with the class. • Elicit the meaning of a pushy parent (a parent who is determined to get what they want for their children, even if this annoys other people). Answer She is worried because she thinks her son may be a gifted child.
Alternative Ask the students to keep their books closed. Tell them they will hear a conversation between two mothers, Victoria and Nancy. Write the question on the board. Play the recording once. Ask the students to compare their answers in pairs. Ask them to open their books and check the answer by reading the conversation.
B • Read the instructions to the class. • Ask the students to do this exercise individually and then to compare their answers in pairs, discussing any differences. • Check the answers with the class. • Elicit that we use tag questions to check information we think is probably correct. • Have the students read the information in the language box. • Highlight the relationship between the tag and the statement: positive statement—negative tag; negative statement—positive tag. • Remind the students that the tense and auxiliary verb used in the statement are replicated in the tag (e.g., He hasn’t been well, has he?; You won’t tell anyone, will you?; He’s not doing badly, is he?). • Point out that all the tenses and modal verbs the students have learned so far can be used in tag questions. The verb in the tag question must correspond with the form in the main part of the sentence, e.g., You won’t tell him, will you?; He can’t be serious, can he?; She hadn’t been there, had she? • Focus on the use of do/does/did when there is no auxiliary verb in the main statement (e.g., He got an A on his last test, didn’t he?; She goes to a school for gifted children, doesn’t she?).
5
Grammar: tag questions • Highlight the tag for I am (aren’t I?). If the students ask you why aren’t I is the tag for I am, explain that this is because *amn’t I is simply too difficult to pronounce, even for native-speakers of English. The tag am I not? was used in the past, but is considered very old-fashioned now. • Emphasize that we never use no as a tag question in English.
A
Language in context Listen to the conversation below. Why is Victoria worried?
Victoria: I’m a little worried about Laurence. Nancy: He’s been sick recently, hasn’t he? Victoria: Yes, but it’s not that. I’m worried about his schoolwork. Nancy: But he’s not doing badly, is he? He got an A on his last test, didn’t he? Victoria: Yes, he did. That’s why I’m worried. He has straight As!
I think he’s a gifted child. I read an article about gifted children. They’re very intelligent children, aren’t they? That’s right. I was wondering if he needs special classes. Wendy’s daughter goes to a school for gifted children, doesn’t she? Let’s call her and ask her about it. That’s a good idea. You won’t tell anyone, will you? I don’t want people to think I’m a pushy parent. Of course not.
Nancy:
C • Ask the students to look at the examples in the Watch out! box. Ask them why does it? is incorrect (because a positive statement should be followed by a negative tag). • Have the students do this exercise individually and then compare their answers in pairs, discussing any differences.
Alternative If the students are having trouble with tag questions and need additional support for this exercise, you can write the answers in random order on the board and have the students choose them.
Victoria: Nancy: Victoria: Nancy:
B Notice Look at the conversation in Exercise A again and complete the table. We use tag questions to confirm information we’re almost certain about or to check information we’re not sure about. We form the tag question using a pronoun and an auxiliary.
• Check the answers with the class, encouraging the students to explain why they’ve chosen the tag forms they have chosen.
Tag question Simple tenses
D Progressive tenses
• Read the instructions to the class. • Put the students into pairs, and give them a couple of minutes to think individually about the information about their partner’s life that they want to check and to make a few notes. • Ask the students to look at the example, and point out that this question refers to experiences, where it is normal to use the present perfect to ask the first question. • Have the students work in pairs and ask and answer questions about the different categories. • Listen to a few examples from the class. Correct any errors in the formation of tag questions.
Perfect tenses be as a main verb Modals
Short answer
She goes to a school for gifted children, doesn’t she (1) ?
is he
He’s not doing badly, (2) He’s been sick recently, (3) They’re intelligent children, (4) You won’t tell anyone, (5)
Yes, she does./No, she doesn’t. ?
hasn’t he
?
aren’t they will you
Yes, he is./No, he isn’t. Yes, he has./No, he hasn’t. ?
?
When the main verb of the sentence is positive, the tag question is negative: e.g., He’s very smart, isn’t he?
Yes, they are./No, they aren’t. Yes, I will./No, I won’t.
Watch out!
When the main verb of the sentence is negative, the tag question is positive: e.g., He’s not very smart, is he?
It starts at nine, doesn’t it? It starts at nine, does it?
With I am, we use aren’t I? With I’m not, we use am I?: e.g., I’m in the right place, aren’t I?/I’m not sitting in your seat, am I?
Workbook p. 42, Section 4
C Practice Complete the tag questions. 1 You didn’t do well on the test,
did you
2 Al has always been very smart,
hasn’t he
3 We aren’t late for the test,
D
are we
?
?
4 Tom could read when he was three, ?
5 I won’t see you tomorrow, 6 Ann’s coming here tomorrow,
will I
couldn’t he ? ?
isn’t she
?
Now you do it Work in pairs. What do you know about these areas of your partner’s life? Use tag questions to check your knowledge. Ask other questions to find out more.
• family
• interests
• ambitions
U ni t 7
5 Grammar: tag questions
• experiences
You’ve been to the U.S., haven’t you? T71
71
6
Pronunciation: tag questions
6 Pronunciation: tag questions
A
A
Listen to these tag questions. Notice that we use falling intonation in the tag to confirm information we are almost certain about. We use rising intonation to check information when we are not sure.
1 Your brother’s son is really smart, isn’t he?
3 I’m not late, am I?
2 We didn’t do well on the exam, did we?
4 You’ve studied art, haven’t you?
B
Listen and draw an arrow for rising or falling intonation depending on whether the speaker is fairly certain of the answers, or not certain of the answer. You’ll hear each sentence twice.
1 We’ve done this wrong, haven’t we? 2 Today’s the 27th, isn’t it? 3 You didn’t work on that project, did you?
C
7
A
B
Listen to the conversation below. Underline the phrases that the speakers use to speculate about the picture. Jonny: So, what do you think it is?
Alannah: Well, if you ask me, it could be a dry river bed. Jonny: I don’t think it can be a river bed, can it? It’s the wrong shape.
Charlie: Jonny:
B
• Give the students time to read the information in the skills box. • Ask them when we speculate (when we aren’t sure about something) and what language we can use to speculate (modal verbs of deduction—may, might, could, can’t, must—and tag questions). • Focus on the expression It looks like …, and elicit that it means to have a similar appearance to something.
A
It looks more like a tree trunk to me. Let me see. It’s part of an animal, isn’t it? Mm … It could be, I guess. Hey, I know! Maybe it’s an elephant. Or what about a rhino? Of course! It must be a rhino. It’s obvious now!
CD 2, Track 07
• See the student’s book page for the audio script . • Ask the students to look at the picture. Ask them what they think it is. • Play the recording once. Ask the students what they see in the picture now (the eye of a rhino).
Alternative
Work in pairs. Look at these pictures of everyday things. Speculate about what each picture might be.
Ask the students to cover the conversation. Have them look at the picture and speculate what it could be. Then ask them to close their books and listen for the answer in the conversation. Play the recording once, and check the answer. Was it the same as their guess?
How to say it Compare your ideas with another pair. Who has the best ideas?
Alternative Play the recording, and ask the students to read each sentence aloud chorally in time with the recording.
CD 2, Track 06
• Have the students work individually and underline all the phrases in the text where the speakers speculate on what the picture could be. • Ask the students to compare their answers in pairs, discussing any differences. • Check the answers with the class.
C
• Ask the students to take turns saying the tag questions in pairs.
7 Speaking: speculating
We speculate when we aren’t sure about something. In order to speculate, we use modals of deduction and tag questions. We also use phrases such as Maybe it’s a …, If you ask me, it could be a …, and It looks like a … to show we are uncertain.
Alannah:
C
• See the student’s book page for the audio script . • Ask the students to listen to the recording and mark the intonation using arrows, like the examples in Ex. A. • Play the recording once. Check progress and, if necessary, play the recording again.
Work in pairs. Practice saying the tag questions in Exercise A and B.
Charlie:
• See the student’s book page for the audio script . • Read the instructions to the class. • Ask the students to listen to the examples and notice what happens to the speaker’s voice in the tag questions. • Play the recording once. • Play the recording again, pausing after each sentence. Ask the students to repeat each sentence chorally, paying attention to the tag questions.
B
Speaking: speculating
A
CD 2, Track 05
It could be a …, couldn’t it? Maybe. It looks to me like it might be a …
B • Ask the students to look at the How to say it box. • Encourage the students to use modals of deduction and tag questions when discussing the pictures. • Have the students work in pairs and discuss what the subject of each picture could be. Point out that they can have more than one possibility for each picture.
C • Have the pairs combine to form groups of four. • Ask the students to compare their opinions about the pictures. • Listen to several suggestions from the class. Encourage the students to answer, using modals of deduction and tag questions. Answers lettuce, butterfly, coconut
sensory box Bring to class a box with a hole cut in the top, or a cloth bag. Pre-select several objects to put inside the box. The objects should have an interesting texture, and should be somewhat usual, e.g., a vegetable or a piece of fruit, or an item of clothing such as a work glove, shoelace, etc. Do not show the objects to the students. Put one object in the bag without showing it to the students. Pass the box/bag around the class and have the students speculate on what the object is, using modals of deduction and tag questions. Workbook p. 42, Section 5
It can’t be a …, can it? What about …? 72
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8 Vocabulary: improving your brain B
Lead-in» Ask the students if they ever do puzzles of any kind. Elicit examples of the kinds of puzzles people do (e.g., crossword puzzles, Sudoku, etc.). Write these letters on the board like this: I N R LES GAT Put the class in teams of four or five students. Set a time limit of five minutes. Ask them to make as many English words as they can of three letters or more, using these letters in any order. Each word must contain the underlined letter in the middle (E, in this case). The team with the highest number of correct words wins. Possible words include: rest, stage, stare, eat, eating, seat, great, line, least, lean, nest, neat, rate. Discuss with the students if they think doing word games and puzzles like these helps train the brain.
A
8
Vocabulary: improving your brain • Ask the students to do this exercise individually. Ask them to read the sentences carefully before they attempt to fill in the blanks. Point out that the nouns from the collocations in Ex. A will help them to complete the task. • Check the answers with the class. Explain that looking at something from different angles means looking at it from different perspectives (i.e., putting yourself in another person’s position to understand a problem).
A Match the columns to make collocations. 1 explore 2 find 3 develop 4 solve 5 challenge 6 learn
a) a solution b) the possibilities c) a problem d) yourself e) an ability f) a new skill
B Complete these sentences with words from Exercise A.
C • Have the students read the sentences in Ex. B again and think about the ones they agree with. Ask them to think about why they agree with them. • Have the students work in pairs and compare which sentences they agree with, and their reasons. • Listen to some ideas from the class.
1 You need to do a lot of practice to 2 I try to
challenge
solve
5 I think it’s important to always
• Read the instructions to the class, and explain that collocations are combinations of words (phrases) that are commonly used together. • Ask the students to do this exercise individually and then to compare their answers in pairs, discussing any differences. • Check the answers with the class. Point out that if you challenge yourself, you test your skill and abilities by doing something difficult. • Point out that the word yourself can also go with find and develop.
Workbook p. 43, Section 6
your abilities in different areas.
myself every day to do something new and different.
3 You should always explore all the 4 When I have to
develop possibilities
before making a decision.
a problem, I try to look at it from different angles.
learn
new skills to keep your brain active.
6 When I have a problem, my friends usually help me
C
find
a solution.
Work in pairs. Say which statements in Exercise B you agree with and explain why.
9
Language use: writing a comment about an online article A Read this article. What ways of training your brain does it mention?
9 Language use: writing a comment about an online article • Introduce this article by telling the students that it mentions a total of seven ways of training your brain. • Ask the students to read the article individually and identify the seven ways. Then have them compare their answers in pairs, discussing any differences. • Check the answers with the class. • Point out that take up means to start doing an activity for the first time, so take up new interests means to start doing something new. • Write the following words and expressions from the text on the board: stuck with, dementia, hippocampus, neuroscientist, skull, use it or lose it. Ask the students to work in pairs and discuss the meanings of these words and expressions. Check the answers with the class (stuck with: forced to have or use something you do not want; dementia: a serious brain illness that affects the memory; neuroscientist: a scientist specializing in the brain; skull: the bones of the head; use it or lose it: if you don’t use something regularly, it will not work properly, or it will no longer be available). Workbook Over to you – p. 44 T73
Down Time – p. 45
Answers taking part in debates, doing puzzles, doing crosswords, doing certain jobs, leading a full and active life, taking up new interests, learning new skills
B • Ask the students to read the two comments below the article carefully. • Encourage them to write a brief, informative comment in a similar style, using some of the collocations from Section 8 and the ideas in the article. • Monitor while the students are writing, and give help as required. Make sure their writing is accurate by correcting any mistakes you notice.
reading other students’ comments Have the students pass their comments around the class and read what everyone else has written. Do most people believe that brain training helps, or not? Take a class vote.
W
e used to think that when it came to brains, you were stuck with what Mother Nature gave you. But there’s growing evidence to show that it is possible to train your brain. American research has found that those who regularly take part in debates or do puzzles and crosswords have fewer cases of dementia and Alzheimer’s than the rest of the population. Other studies show that London taxi drivers have a bigger hippocampus—the area of the brain with the ability to memorize places—than the rest of us. “It is certainly possible to increase your mental ability,” says Dr. Joe Devlin, a cognitive neuroscientist. “It’s not that the brain increases in size—that’s determined by the size of your skull—but the density of the brain cells and the strength of their connections grows.” According to psychologist Susan Blackmore, “If you lead a full and active life, take up new interests, and learn new skills, you can increase the number of connections between your brain cells. It really is a case of use it or lose it.”
Comments (2)
Great idea! I think it’s really important to challenge yourself and develop new abilities. I do a crossword puzzle every day, and I’m learning French. This training really helps me to solve problems in my everyday life. Everyone should try it!
Lucinda, Cordoba
I’m not sure about this. Do puzzles really help you find solutions to your real-life problems? I think it’s great if people learn new skills, but different people’s brains work in different ways. I’ve tried to train my brain, but I didn’t see any difference. I still forget lots of things!
Anton, Moscow
Un it 7
A
B Write a comment in response to the article in Exercise A. Explain what you think of brain training and whether it would work for you. 73
lifeSkills
Thinking and problem-solving: thinking logically The lifeSkills section has a two-tiered design which includes a linguistic focus and a soft skills focus. The aim of the first is to recycle and consolidate the target language of the unit, and the aim of the second is to expose the students to vital soft skills that will enable them to become more competitive and successful in their academic and professional lives.
Thinking and problem-solving: thinking logically
When you teach the lifeSkills section, you may decide to draw attention to the bulleted steps at the beginning of the section, which break down the soft skill. It is important to remember that the skills developed in this section can be applied in contexts beyond the English classroom. However, if you prefer to teach the section without discussing the underlying soft skill, this is also possible. The section is designed to be engaging and successful either way.
• Question your assumptions. • Approach the problem differently. • Think of new ideas and test them.
Thinking and problem-solving: thinking logically
A Connect these dots by drawing four straight lines, without lifting your pencil off the paper and without going back over a line. You have two minutes.
4 1
Step 2
Approach the problem differently. (Ex. C, Ex. E, Ex. F)
Step 3
Think of new ideas and test them. (Ex. G)
• Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary. • Relate each exercise in the lifeSkills section to the relevant stage in the three-step strategy before you ask the students to begin the exercise (e.g., The aim of this exercise is to help you to question your assumptions. This is Step 1 in the three-step strategy). • When the students finish all the exercises, ask them to read the Reflect questions. Encourage them to tell you what they have learned or practiced in this section and where and how they can apply the strategies outside the classroom. Emphasize the steps they’ve explored and practiced.
2 [end]
B If you solved the puzzle, great job! If you didn’t, you need to question your assumptions. To do this, decide whether these sentences are true (T) or false (F). 1 The instructions say each line has to start and end on a dot. 2 Your lines can go further than the rows of dots. 3 Each line has to go through three dots.
T F T F T F
C Now try the puzzle in Exercise A again. If you still can’t figure out the answer, find someone who has the answer and ask them to show you how to do it.
3
7
A
C
• Read the instructions to the class. Ensure that the students understand that they should connect the dots by drawing four straight lines without going back over a line or lifting the pencil off the paper. • Ask the students to do the puzzle. Make sure they are not sharing the answer with the rest of the class if they have seen this puzzle before. • Find out how many students completed the puzzle successfully. Do not give the students the answer until after Ex. C.
• Ask the students to try to do the puzzle again, taking the answers to the questions in Ex. B into account. • Set a time limit of two minutes. • If any students still cannot solve the puzzle, ask the other students to show them how. Alternatively, ask a student who has solved it to come to the front of the class and show them on the board.
B
1
D Look at this fish made out of matchsticks. Move three matchsticks only so that the fish is swimming in the opposite direction. You have one minute. 5
2
4
6
8
74
Question your assumptions. (Ex. A, Ex. B, Ex. D)
The following are some ideas for how to highlight the soft skill. You may choose to do one or several of these at the beginning of the lesson, at the end, or as you go through the activities in the section. Your approach to the lifeSkills section may vary depending on your class and the unit.
3
[start]
Step 1
• Read the instructions to the class. Explain that to question your assumptions means to think again about the way you did something. • Encourage the students who were unable to do the puzzle in Ex. A to question the assumptions they made before doing the puzzle. • Ask the students to read the three sentences carefully and check the instructions to Ex. A before answering them. • Check the answers with the class. Explain that going through this process will help them solve the puzzle.
D • If you can bring a box of matches to class, this will make it easier for them to try different options. • Read the instructions and ensure that the students understand that they can only move three matches to achieve the result. • Ask the students to work in pairs. • Give each pair eight matches and ask them to make the fish shape as shown in the book. • Set a time limit of one minute for them to complete the puzzle. Answer Move #1 between the end of #4 and #8. Move #2 so it touches #1 and #8 and aligns with #1. Move #5 so it touches #6, #7, and #8 and aligns with #6. The fish will now be swimmimg in the opposite direction, but will also be lower in position. T74
E E If you solved the puzzle in Exercise D, read this text and decide if it describes how you think. If you didn’t solve the puzzle, read the text and think about how you should approach the puzzle in Exercise D differently.
T
here are times in all our lives when we need to think more logically. It might be in a real-life situation, such as making a business decision. Or it might be when we are doing a test or puzzle of some kind. The problem some of us have when it comes to thinking logically is that we think certain limits exist, when in fact they don’t. It’s all about our assumptions. We all have lots of assumptions – things we think are correct, even if there’s no reason to. To illustrate, take a look at this well-known puzzle using matchsticks. The coin looks like it is inside a “glass” formed by four matchsticks. You have to move just two matchsticks to get the coin outside of the glass.
F • Ask the students to try the puzzle in Ex. D again, using the ideas from the article. • Set a time limit of one minute. • Remind the students that some people are more left-brain oriented and others are more right-brain oriented. People have different skills, and some are better than others at solving puzzles like these. • If some students still cannot solve the puzzle, ask the students who have solved it to show them the answer.
G • Ask the students to read the example problem and solution. • Draw the students’ attention to the expressions in the How to say it box. Encourage them to use these expressions when discussing their problems. • Ask the students to work in pairs and brainstorm some real-life problems. • If the students are having difficulty in thinking of real-life problems, prompt them with some general ideas, e.g., problems with your house or apartment, problems with your job or studies, problems with your monthly budget, problems with managing your time. • When the students finish working in pairs, nominate a few of them to explain some of their problems and solutions to the whole class. Encourage the rest of the students to suggest other possible solutions.
Reflect • Give the students time to read the Reflect questions. • Encourage the students to apply some of the principles from this process in their everyday lives to help them solve problems logically.
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You cannot move the coin! It seems impossible … and it is impossible, as long as you assume that the glass has to stay the same way up. However, the puzzle becomes very easy if you think about making an “upside-down” glass. To do this, all you have to do is move matchstick 3 to the right a little and move matchstick 1 down. The key to solving this problem is to question your assumptions. And questioning your assumptions is a big part of logical thinking. Logical thinking is not just about the artificial world of puzzles. This same kind
of thinking can be very useful in real life, too. If we aren’t careful, we can assume things about ourselves, other people, and the world around us which limit our thinking. By analyzing and questioning our assumptions, we can think more logically and systematically about a problem, and perhaps find solutions that we simply couldn’t see before.
F Now try the puzzle in Exercise D again. Use what you learned in the article to help you. G
Work in pairs. Brainstorm a list of real-life problems and how logical thinking might help to solve them. Then explain your ideas to the rest of the class.
Problem How to get a huge new sofa into your apartment
{
How to say it One problem which could be solved using logical thinking is … Do you think logical thinking would help if …? How would logical thinking help in that situation? If …, logical thinking could help you to …
How logical thinking might help help It can help you think of different different ways, e.g., through the window. window.
Reflect... How good are you at logical thinking? How can you improve your logical thinking skills?
}
Un it 7
• Find out which students completed the puzzle in Ex. D successfully. • Have all the students read the text now. Those students who completed the puzzle can read it and check whether the text describes how they think. Those who didn’t complete the puzzle can read it and see if it helps them to approach the puzzle in a different way. • Ask the students to summarize the main point of the text (that questioning our assumptions can help us to think more logically and find solutions to problems). • Elicit that upside down means with the top part at the bottom. Ask the students what a coin is (a flat round piece of metal used as money).
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Language Wrap-up 1
Language Wrap-up
Vocabulary
Students can do the Language Wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class or collect a few to mark and identify any typical errors.
Complete this text with the correct form of the word in parentheses or a word from the box. (10 points) One of the most (1)
ability solution yourself
If you decide to do the exercises in class, you can approach the Wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When they are ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and for creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.
possibilities
(power) techniques for training your brain is visualization.
Whether you’re trying to develop an (2)
you already have, such as doing
a sport, or trying to learn a new skill, visualization can help you be (3) It can also help you find a (4)
(success).
At the end of each section, ensure that the students write their score out of 10. If they have a score lower than 8, direct them to the appropriate sections of the unit and encourage them to read them again for homework. After that, ask the students to complete the exercise(s) again at home.
to unhealthy habits, such as smoking, when you’ve
tried other techniques that don’t work and leave you feeling (5)
(hope).
1 Vocabulary
In fact, visualization can work in any situation where you are trying to challenge (6)
to improve. The technique involves forming a picture in your mind, like
a picture on a movie screen. You have to be (7)
(care) to create a colorful, vivid
picture of what you want to achieve. You have to explore the (8)
Answers 1 powerful 2 ability 3 successful 4 solution 5 hopeless 6 yourself 7 careful 8 possibilities 9 powerless 10 painful
to come up with
a good picture. Add sound and make it come to life. Then, make a small black and white picture of yourself failing. Quickly replace that image with your colorful, happy image. Do that five or six times.
2 Grammar
(power) and feel as if you are going to fail, the
Now, every time you feel (9)
colorful, happy image will come to mind. Tough challenges, like giving up smoking, become much less (10)
A
(pain) and you are more likely to succeed. Why not give it a try?
8–10 correct: I can form adjectives using –ful and –less and use collocations connected to improving your brain.
SCoRE:
0–7 correct: Look again at Sections 3 and 8 on pages 70 and 73.
2
B Answers 1 must 2 might/could 3 can’t 4 can’t 5 must
/10
Answers 1 can they 2 isn’t she 3 won’t you 4 did we 5 aren’t I
Grammar A Complete this conversation with the modals of deduction must, might, could, and can’t. (5 points)
Common European Framework: unit map
Andy: I’m stuck on my crossword puzzle. Do you know a country with a five-letter name? Kelly: There (1)
be hundreds! It (2)
Andy: No, it (3)
be “China.” It begins with “I.”
Kelly: Um … well, it (4)
Unit 7
be “China.”
be “Iran.” That only has four letters.
Andy: Wait a minute. I know! It ends with “a” so it (5)
be “India.”
B Complete the tag questions. (5 points) 1 They can’t solve the puzzle,
?
4 We didn’t pass the test,
2 She’s very good at puzzles,
?
5 I’m taking my exam tomorrow,
3 You’ll help me,
? ?
?
8–10 correct: I can express different levels of certainty using modals of deduction and use tag questions to check information I think is correct.
0–7 correct: Look again at Sections 2 and 5 on pages 69 and 71. 76
SCoRE:
/10
Competence developed
CEF Reference (B1)
1
Reading
can distinguish fact and opinion
Section 4.4.2.2
2
Grammar
can use and understand modals of deduction
3
Vocabulary
can use adjective suffixes –less and –ful
Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2 Table 1; Table 2; Section 4.4.3.1; Section 4.4.1.1; Section 5.2.1.1
4
Language use
can understand a radio interview
Section 4.4.2.1; Section 4.4.2.3
5
Grammar
can use and understand tag questions
Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2
6
Pronunciation
can produce the correct sentence rhythm for tag questions
Section 5.2.1.4
7
Speaking
can speculate about areas of uncertainty
Table 2; Section 4.4.3.1; Section 5.2.1
8
Vocabulary
can talk about improving mental capabilities
Table 1; Table 2; Section 4.4.3.1; Section 4.4.1.1; Section 5.2.1.1
9
Language use
can write a comment in response to an online article
Table 1; Table 2; Section 4.4.3.1
lifeSkills
can think logically
10
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