Inside the Brain 5UNIT

ACADEMIC PATHWAYS

Lesson A: Listening to a Documentary Discussing Problems and SolutionsLesson B: Listening to a Conversation between Students Planning a Group Presentation

Think and Discuss1. What’s happening in this photo?2. Why do you think scientists want to study this man?3. What would you like to know about the brain?

ThewiresonTibetanBuddhistteacherandartistDru-guChoegyalRinpoche’sheadaremeasuringhisbrainactivity.

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Look at the photos and read the captions. Then discuss the questions. 1. What are some things your brain helps you do? 2. What happens to your brain when you learn something new? 3. What happens when you learn something new?

exploring the theme:Inside the brain

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Glen McNeill spends six or seven hours a day riding his motor bike through the streets of London, England so he can become a taxi driver. When he fi nishes his training, his hippocampus, the area of the brain used for memory, will be larger than most adults’.

How Do We Remember Information?

Studies show that when we learn something new, it changes the structure of our brains.

How Does Learning Affect Our Brains?

A laurel maze at Corwall’s Glendurgal in Cornwall, England

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LESSON ALESSON A BUILDING VOCABULARY

A | MeaningfromContext.Readandlistentotheinformation.Noticethewordsinblue.ThesearewordsyouwillhearanduseinLessonA.

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B | WriteeachwordinbluefromexerciseAnexttoitsdefinition.

1. (v.)tocausesomethingtobegin

2. (n.)thingsthatcarryinformation

3. (v.)makessomeoneorsomethingdowhatyouwant

4. (adj.)havingmanyparts

5. (n.)theratesatwhichthingsmove

6. (n.)somethingthatismadeofpartsthatareconnected

7. (adj.)verysmall

8. (n.)auseorpurpose

9. (n.)thewaysyouarefeelingataparticulartime

10. (n.)theplacewheretwothingsarejoinedtogether

Facts to Make You Think about Your Brain

1. Every time you have a new thought or recall a memory, your brain creates a new connection or pathway.

2. Even without words, you can understand when someone is happy, sad, or angry. There is a small area in your brain called the amygdala that helps you “read” other people’s faces and understand their moods.

3. The belief that we only use a tiny amount (10 percent) of our brains is false. Each part of the brain has a function, so we use 100 percent of our brains.

4. Learning something new can change the structure of the brain in just seven days. If you want to change your brain quickly, you should try learning a new skill like juggling, or playing a musical instrument.

5. The things you do, eat, smell, and touch every day all generate thoughts. The average person experiences approximately 70,000 thoughts a day.

6. Your brain is an amazing, complex organ. It contains more than 100 billion neurons1 that are always sending messages. But not all neurons are the same: different neurons send messages at different speeds.

7. Every time you think, laugh, or sneeze, it’s because chemical signals are moving from neuron to neuron. Your brain is a very powerful organ. In fact, when you are awake, your brain generates between 10 and 23 watts of electricity—or enough electricity to power a light bulb.

8. The hypothalamus is the part of your brain that controls your body temperature. It knows your correct body temperature (98.6 degrees Farenheit/37 degrees Celsius). When you get too hot it makes you sweat.2 When you get too cold, it makes you shiver.3

Sources: www.nursingassistantcentral.com, www.tastyhuman.com/30-interesting-facts-about-the-human-brain/

Ajugglerbalances6basketballsinXingQingPark,Xi’an,China.Studiesshowthatjugglingcanchangethestructureyourbraininjustsevendays.

1A neuron is a cell that is part of the nervous system.2When you sweat, water or sweat comes through your skin.3When you shiver, your body shakes slightly.

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USING VOCABULARY

A | CompleteeachsentencewiththecorrectformofawordfromexerciseBonpage84.Useeachwordonlyonce.

1. Thehearthasaveryimportant .Itmovesblood

throughthebody.

2. Thenewartmuseumisaveryinteresting .

It’smadeofglassandshapedlikeapyramid.

3. Airplanesmoveatveryhigh .Mostplanesflyat

about500 milesperhour.

4. It’samazingthatwater,wind,andourbrainscanall

electricity!

5. Braincellsarevery .Youcan’tseethemwithout

amicroscope.

6. Whenyouaredrivingandyouseearedtrafficlight,it’sa

tostop.

7. Allenseemslikehe’sinabad today.Ithinkit’s

becausehisteamlostlastnight.

8. Ourlandlord theheatinourapartment.Wecan’t

changeitourselves.

9. Myhotelroomdoesn’thaveInternet ,soIcan’t

sendemail.

10. Russianisavery language.Ithasadifferent

alphabetandthegrammarandpronunciationareverydifficult.

B | Discussion.Withapartner,discussthequestionsbelow.

1. Lookatthefactsonpage84.Whichfactsdoyouthinkaremostinteresting?Why? 2. Youramygdalehelpsyou“read”otherpeople’sfacesandunderstandtheirmoods.

Howcandoingthisbeuseful? 3. Whatthingsputyouinagoodmood?Whatthingsputyouinabadmood? 4. Whataresomesignalsyoucangivesomeonetoshowyou’rehappy?Toshowyou

understand?Toshowyouagree?

Youramygdalahelpsyou“read”otherpeople’sfacesandunderstandtheirmoods.

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LESSON ALESSON A DEVELOPING LISTENING SKILLS

Before Listening

PredictingContent.Discussthequestionwithapartner.

Youaregoingtolistentoadocumentaryaboutthehumanbrain.Whichofthesetopicsdoyouexpecttohearaboutinthereport?Circleyourideas.

exercise learning foodneurons memory intelligence

Listening: A Documentary

A | Listentothedocumentaryandcheckyourpredictions.

B | ListeningforMainIdeas.Listenagainandputacheck(✔)nexttothemainideas.

Yourbrainisaveryimportantandcomplexorgan. Yourbraintellsyourmuscleswhattodo. Yourbrainisverypowerful. Youbraincansendmessagesveryquickly. Yourbrainhelpsyouprotectyourpets. Learningchangesyourbrain. Exercisehelpsyoulearn.

C | ListeningforDetails.Readthestatementsbelow.ThenlistenagainandcircleTfortrueorFforfalse.

1. Yourbrainweighsfivepounds. T F

2. Computerscanprocessinformationmorequicklythanourbrainscan. T F

3. Yourbraincontainsabout100millionneurons. T F

4. Motorneuronscansendinformationat200milesperhour. T F

5. Exercisecanimproveyourmood. T F

6. Exerciseproduceschemicalsthatmakeiteasiertolearn. T F

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Animageofthehumanbrain

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Collaboration.Workwithapartner.Listentothesentences.Thentaketurnssayingthesentences.Identifythetypesoflinkingusedineachsentence.WriteC-Vforconsonant-vowel,V-Vforvowel-vowel,andC-SCforconsonant-sameconsonant.

1. Yourbraincontrolseverythingyoudo. C-V

2. Yourbraingeneratesenoughenergytopoweralightbulb.

3. Theactivityinyourbrainneverstops.

4. Yourbrainsendsamessagetoyourfoottoshakethebeeoff

quickly.

5. Anyexercisethatmakesyourheartbeatfastercanhelpyour

mood.

6. Yourbodyproducesachemicalthatmakesiteasiertolearn.

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After Listening

Discussion.Withapartner,discussthequestionsbelow.

1. Whataresomeactivitiesorskillsthatweredifficultforyouatfirst,butareeasyforyounow

(e.g.,ridingabicycle)?

2. Doyouagreethatexerciseimprovesyourmood?Explain.

3. Doyouthinkthatexercisehelpsyoustudyorsolveproblemsmoreeasily?Explain.

Pronunciation

LinkingSounds

Whenpeoplespeakquickly,theydonotstoporpauseaftereachword.Infact,youoftenhearwordsthatarejoinedorlinkedtogether.Threecommontypesoflinkingare:

Consonantsound➞Vowelsound

It’s a fascinating job.

Vowelsound➞Vowelsound

I knew it was the right answer.

The book will certainly be interesting.

Consonantsound➞Sameconsonantsound

What was your reason for being late?

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LESSON A EXPLORING SPOKEN ENGLISH

Grammar

A | Askandanswerthequestionswithapartner.Noticetheunderlinedwordsineachsentence.

1. Whatdoyouwanttodonextweekend?

2. Whatdoyouneedtodotonight?

3. Whatdoyoualwaysremembertodointhemorning?

B | Completeeachsentencewithanappropriateinfinitive.

1. Ipromisenot to spend toomuchmoneyonmyvacation.

2. Pablotried hisfriendJohnwithhishomework.

3. Mydaughtersometimesforgets herteeth

inthemorning.

4. Ifyouwant anewvocabularyword,youshouldwriteitdown.

5. TheNortonfamilydecided anewcar.

6. Leeispretending sicksohecanstayinbedallday.

7. Doyouwant ourpresentationthisafternoon?

8. Ireallyhope AmynexttimeshecomestoNewYork.

C | Discussion.Practiceaskingandansweringthequestionswithapartner.

1. Whatdoyoutrytodoeveryday? 2. Whatdoyouneedtodotomorrow? 3. Whatdoyouwanttodothisweekend? 4. Whatdoyouhopetodothissummer?

InfinitivesafterVerbs

Wecanuseinfinitivesaftercertaintransitiveverbs.I’ll try to study more tonight.Last night I needed to sleep.I forgot to bring my notebook to class.

Note:Verbscannothaveotherverbsasobjects.✘VolkanandBegumplantakeavacationinAugust.✔VolkanandBegumplantotakeavacationinAugust.

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D | Lookatthephotosandreadthecaptions.Noticetheverbsinbold.

Youmustremembertobeontimeforajobinterview.

E | Self-Reflection.Finishthesentencesaboutyourself.Thenreadyoursentencestoa partner.

1. Iplanto .

2. Inthisclass,I’mlearningto .

3. Ireallywantto .

4. Yesterday,Irememberedto .

5. I’vedecidedto .

6. InthefutureIhope .

F | Sayanyverbfromtheboxbelowtoyourpartner.Yourpartnermustquicklysayacorrectsentenceusingthatverb.Thenswitchroles.Repeattheprocessasmanytimesaspossibleintwominutes.

Theyareplanningtotakeavacation. Shelearnedtoplaytheviolin.

Theyaredecidingwhattoorder.

remember learn plan want decide needchoose hope prepare promise try forget

I forgot to bring my notebook to class today.

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LESSON A

Language Function

MakingSuggestions

Weusethemodalcouldtomakesuggestions.

You could talk to the professor and explain the problem.

Herearesomeotherexpressionsweusetomakesuggestions.

(You) might want to take the exam again.Let’s study after class.Why don’t you/we do the worksheet at home?You could try to imagine the situation in a different way.Maybe you should study with a friend.

A | Workwithapartner.Completetheconversationbetweentwocollegestudents.Thenpracticetheconversation.Switchrolesandpracticeitagain.

B | Writethreesituationsyouneedhelpwith.Thentaketurnsreadingyoursituationsandgivingsuggestionstoyourpartner.

1. .

2. .

3. .

I missed class and don’t have any notes to study for the test. We could study together

tomorrow.

Mike: IhavetopickmycousinupattheairportonFriday,soIcan’tgotoclass.DoyouthinkProfessorHarriswillletmehandmypaperinonMondayinstead?

Eric: I’mnotsure.(1) youhanditinonThursdayinstead?

Mike: Idon’tthinkIcanfinishitbythen.

Eric: Well,you(2) emailittoheronFriday.

Mike: Goodidea.I’mgoingto(3) talktoherafterclass.

Eric: Yeah,you(4) wanttotellherbeforeclassstarts,becauseIthinkshehasaclassrightafterours.

Mike: OK,thanks.(5) stopatthestudentcenterbeforeclassandgetsomethingtoeat.

Eric: Soundsgood.Ihaven’teatenlunchyet.

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SPEAKING

Discussing Problems and Solutions

A | Readtheinformationaboutthedifferentproblemspeoplehave.

B | Brainstorming.Whatshouldthesepeopledo?Brainstormpossiblesolutionstoeachperson’sprobleminyournotebook.

C | Formagroupwithfourotherstudents.ChooseoneofthepeoplefromexerciseAtorole-play.Taketurnstalkingaboutyourproblemsandmakinghelpfulsuggestions.Useyourownwordsandtheexpressionsfrompage90.

My wife wants to be closer to her family when the children are born.

You could spend a few years in one country and then move.

Or try to convince your wife to live in your country.

Josh

“MywifeandIarefromdifferentcountries.Wecan’tdecidewheretoliveafterourchildrenareborn.”

Maya

“IalreadyspeakEnglish.NowIwanttolearnJapanese,butIdon’thavetimetotakeclassesbecauseofmybusyworkschedule.”

Toby

“Ispendtoomuchmoneyonvideogames,music,andelectronics.EverytimeIseeanewgame,Iwanttobuyit.I’mspendingtoomuchmoney!”

Lin

“EverytimeIwantIleavemyapartment,Ihavetolookformykeys.IneverremembertoputmykeysinthesameplacesoIcanfindthem.”

Renata

“Idon’twanttolivealoneinthishouseanymore.Myhusbanddiedfiveyearsago,andmysonanddaughteraremarriednowandhavetheirownhousesandfamilies.Thishousefeelstoobigformenow.”

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LESSON A AND B VIEWING

Before Viewing

A | Using a Dictionary. Look at the photos and read the captions. Use your dictionary to help you understand any words you do not know.

Nature vs. Nurture: Where do we get our abilities?

Heredity is a natural process. We inherit genes from both our parents. The genes contain DNA. This genetic information has a great effect on a child’s body and health.

Children have an enormous capacity for learning. Their environment—the situation in which they grow and learn—has a great effect on them.

MemoryMan

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B | Self-Reflection.Discussthequestionsbelowwithapartner.ThinkabouttheinformationyoulearnedaboutthebraininLessonAandtheinformationfrompage93asyoudiscussthequestions.

1. Whatcanyoudoverywell?(e.g.,sing,write,drawpictures) 2. Didyouinheritthisabilityfromyourparents,ordidyoulearnit?

While Viewing

A | Readthequestionsbelow.Thenwriteanswerswhileyouwatchthevideo.

1. WhereisGianniGolferafrom?

2. Golferasays,“It’sakindofmemorythat’sconnectedtowhatI .”

3. WhataresomeexamplesofthingsGolferaremembers?

4. AtwhatagedidGolferastarttryingtoremembermoreandmore?

5. WhataresomereasonsforGolfera’sexcellentmemory?

B | Readthesentencesbelow.ThenwatchthevideoagainandcircleTfortrueorFforfalse.

1. Golferacanremembersixtynumbersafterhehearsthemonce. T F

2. Golferasayshecanrememberthedaysofhislifeindetail. T F

3. Dr.AntonioMalgaroliisamicrobiologist. T F

4. Scientistsunderstandwhysomepeoplelosetheirmemories. T F

5. ResearchshowsthatagreatmemorydependsonDNA. T F

6. Golferawroteabooktoteachpeopletoimprovetheirmemories. T F

After Viewing

A | CriticalThinking.Discussthequestionbelowwithapartner.

DidGolferainheritaspecialkindofmemory,orcananypersonhaveamemorylikeGolfera’s?

B | Totestyourmemory,followtheinstructionsbelow,thenswitchroles.

1. Writedownsixnumbersbetween1and100inanyorderacrossapieceofpaper.

2. Showyourpartnerthepaperandreadthenumbersaloud. 3. Takethepaperawayandaskyourpartnertorepeatthe

numbers.

C | Discussion.InLessonB,youwilllearnaboutthementalversusemotionalabilitiesofthebrain.Discussyouropinionsaboutthefollowingstatementswithagroup.

1. Thebrainisresponsibleforcreatingouremotions. 2. Ourmemoryaffectsbothourmental(thinking)andemotionalabilities.

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LESSON B BUILDING VOCABULARY

A | PriorKnowledge.Discussthequestionsbelowwithapartner.

1. Whoaresomeofthepeopleyoulove? 2. Whatdoyouthinkmakespeoplefallinlove?

B | MeaningfromContext.Readandlistentothearticleaboutlove.Noticethewordsinblue.ThesearewordsyouwillhearanduseinLessonB.

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1According to research by Donatella Marazziti at the University of Pisa in Italy1According to research by Donatella Marazziti at the University of Pisa in Italy

Romantic Love vs. Long-Term Attachments

There are many different kinds of love. There is the strong emotion we feel when we fall in love. There is the attachment between parents and children, and the quiet feeling of security that develops slowly in long-term relationships, when couples are together for many years.

Your brain knows the difference between romantic love and other attachments. When we’re in love, the amount of a brain chemical called dopamine increases. This increase in dopamine gives us the extra energy we feel when we’re in love.

At the same time, this increase in dopamine can make the brains of people who are “lovesick” similar to the brains of people with OCD—

Obsessive Compulsive Disorder.1 People with OCD cannot stop thinking about something, and these thoughts can cause compulsive behaviors—actions the person cannot control, such as washing their hands again and again. Similarly, people who are in love often cannot stop thinking about the person they are in love with. Both people with OCD and people in love may sometimes fi nd it diffi cult to function normally in their daily lives because of their thoughts.

Fortunately, this “lovesickness” is a short-term condition. With time, strong romantic feelings decrease, and we can concentrate on “real life” again. As time passes, couples have higher levels of oxytocin—a brain chemical connected with calm feelings of happiness and trust.

So is love only a matter of brain chemistry? In fact, while chemicals do affect the way we feel, psychological factors are also important. We might be attracted to someone who likes the same things we like, for example, or someone who makes us feel safe and secure.

AnewlymarriedcoupledancesonMendenhallGlacier.

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USING VOCABULARY

A | Readtheinformationbelow.Thenworkwithapartnertofindthewordsinbluefromthearticleonpage94thathavegoodcontextclues.Underlinethecontextcluesyoufind.

CriticalThinkingFocus:UsingContextClues

Contextcluescanhelpyouunderstandthemeaningsofwordsyoureadorhear.Herearesomecluesfromthearticleonpage94.

TypeofContextClue Explanation

Adefinition Sometimesthetextorthespeakergivesadefinitionofawordorterm.Forexample:. . . and these thoughts can cause compulsive behaviors—actions the person cannot control,...

Otherwordsnearby Sometimesotherwordsnearbyanewwordorexpressionhelpexplainitsmeaning.Forexample:...,andthe quiet feeling of security that develops in long-term relationships, when couples are together for many years.

long-term=formanyyears

Yourknowledgeoftheworld Thearticlementionstheattachmentbetweenparentsandchildren.Ifeelloveformyparents,soIunderstandthatattachmentmaybeakindoflove.

B | Formagroupwithanotherpairofstudents.ComparethecontextcluesyoufoundfromexerciseA.

C | FillineachblankwithoneofthewordsinbluefromexerciseAonpage94.

1. Theyhavea relationship.They’vebeenmarriedfor

29years.

2. Theyhave tastesinmusic,bothlikeclassicalmusic.

3. Myteenagedaughterhasastrong toherbestfriend.

Theyhavebeenfriendssincetheywerethreeyearsold.

4. Ican’t onmyhomeworkwhenyou’retalkingloudly.

5. Couplescanfeelalltypesof foreachother—love,

sadness,anger,andhappiness.

6. Yourbrainandbodycannot wellifyoudonoteatand

sleepenough.

7. Ifsomethingis ,itinvolvesthoughts.

8. Marcwantedtobe ,sohewroteasongandsent

rosestoLaura.

9. Hegota jobinanoffice.Itonlylastsforsixweeks.

10. Charlenelikeslivingnearthepolicedepartment.Shesaysitgivesherafeelingof .

Oxytocinlevelsincreasewhenawomanhasababy.

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LESSON B DEVELOPING LISTENING SKILLS

Before Listening

A | Readandlistentopartofaconversation.Whataretheclassmatestalkingabout?track 2-7

Cathy: DidyouunderstandeverythingProfessorWongsaidyesterdayaboutshort-termmemory?

Toshi: Yeah,Ithinkso.

Cathy: I’mnotsurethatIdid

Toshi: Well,here’swhatIgotfromthelecture:Yourshort-termmemoryonlylastsafewseconds,right?Informationentersthebrainthroughthesenses—thingswetaste,touch,smell,andsoon…andwerememberitlongenoughtofunctionnormally.

Cathy: Sorry,…butwhatdoyoumeanby“functionnormally”?

Toshi: Well,forexample,ifIaskyouaquestion,youcanrememberthequestionlongenoughtoanswerit.

Liz: Right,butyoumightnotrememberthequestiontomorrow.

B | UnderstandingVisuals.Lookattheflowchart.Thendiscussthequestionsbelowwithapartner.

1. Howdoesinformationenterthebrain?Whataresomeexamples? 2. Whatinformationfromshort-termmemorymovestolong-termmemory? 3. Whataresomethingsyouhavedifficultyremembering(names,newvocabulary,etc.)? 4. Inyouropinion,what’sthebestwaytoremembersomethingyouwanttoremember? a. Repeatittoyourself. b. Writeitdown. c. Payextraattentiontoit. d. Other

The Memory Process

Long-Term Memory

Only information that we try to remember or that the brain decides is important moves to our long-term memory. This information, such as the name of our �rst teacher or the lyrics to a song, can last a lifetime.

Memories become stronger when they are sent down the same pathway in the brain many times. These memory pathways or connections become our longest-lasting memories.

Short-Term Memory

Only the information we need to use immediately moves to our short-term memory, such as a classmate's name or an email address.

Sensory Information

Information enters the brain through our senses (what we taste, smell, touch, see, and hear), and it is stored1 for a very short time—less than a second.

Some of the information moves to our short-term memory.

1When you store something, you keep it until you need to use it.

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Listening: A Conversation between Students

A | ListeningforMainIdeas.Listentotheconversation.Whatconclusionsdothestudentsmakeaboutshort-termandlong-termmemory?

Short-termmemory:

Long-termmemory:

B | ListeningforDetails.Listenagainandcompletethesentences.

1. Tocreatealong-termmemory,yourbrainhasto .

2. Tolearnnewinformation,youhaveto .

3. Tolearnhowtorideabicycle,youhaveto .

After Listening

A | Taketurnsaskingandansweringthequestionsbelowwithapartner.

1. Inyourownwords,what’sthedifferencebetweenshort-termandlong-termmemory? 2. Whatkindsofinformationcanyouremembereasily(e.g.,names,songs,directions,etc.)?

B | Self-Reflection.Readthestatementsbelow.Thencirclethenumberthatshowshowmuchyouagreewitheachstatement.

1. ItwaseasiertolearnsomethingnewwhenIwasyounger.

stronglydisagree12345stronglyagree

2. Evenwithpractice,therearesomethingsIjustcan’tlearnhowtodo.

stronglydisagree12345stronglyagree

3. IlearnfrommistakesmorequicklythanIlearninotherways.

stronglydisagree12345stronglyagree

4. It’seasierformetolearnhowtodosomethingnewifsomeoneshowsmeratherthantellsmehowtodoit.

stronglydisagree12345stronglyagree

5. It’seasierformetorememberinformationifIwriteitdown.

stronglydisagree12345stronglyagree

C | Discussion.CompareanddiscussyouranswersfromexerciseBwithapartner.

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LESSON B EXPLORING SPOKEN ENGLISH

A | Self-Reflection.Lookatthephotoandreadthecaption.Thendiscussthequestionbelowwithapartner.

Whatexperienceshaveyouhadwithgroupprojects?

B | Brainstorming.Withyourpartner,brainstormalistofthegoodthingsaboutdoinggroupworkandpossibleproblems.WriteyourideasintheT-chartbelow.

Agroupofstudentsworktogetheronaproject.Cooperativelearningmakesstudentsanactivepartoftheirowneducation.

more people to share ideas some people don’t do any work

(+) Good Things (–) Problems

C | CriticalThinking.Workwithapartner,lookatyourlistofproblems.ThinkofwaystosolveeachoftheproblemsinyourT-chart.

If some people don’t do any work, the group could give each person a role.

D | Discussion.Formagroupwithanotherpairofstudents.SharesomeofyourideasfromexerciseC.UsephrasesfromtheStudenttoStudentboxbelowtohelpyouexplainyourideas.

Language Function

StudenttoStudent:PresentingYourIdeasinaSmallGroup

Herearesomephrasesyoucanusewhensharingyourideaswiththeclassorsmallgroup:

We believe that . . . Amy and I think that . . . It seems to us that . . .

MakingSuggestionsduringGroupWork

Herearesomeexpressionsyoucanusetomakepolitesuggestionsduringgroupwork.Why don’t we write our ideas on the board?Let’s make a list of possible ideas fi rst.I suggest we talk about our ideas fi rst, then write them down . . .

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A | Agroupofstudentsinapsychologyclasshastodoagroupproject.Readtheirassignment.

Psychology 302: Professor Morgan

Group Project Assignment: (Due: October 23rd)

For the past two weeks we have studied attachment theory, beginning with Harry Harlow’s experiments with monkeys. In those experiments, researchers took baby monkeys from their mothers. The monkeys had many emotional problems without their mother’s love. We also studied John Bowlby. His work showed us that human babies need a sense of security, too. Without this security from an adult, they have problems in future relationships. Finally, we looked at Phillip Shaver’s recent ideas about attachment theory and romantic love.

Assignment: You will plan a class presentation of 10–15 minutes. First, select two of the researchers we studied. You will briefly summarize their research and then explain which scientist’s work you think will have the greatest impact on people today. Be sure to support your opinion with reasons.

B | CriticalThinking.Nowthatyouknowabouttheassignment,followthestepsbelowwithyourgroup.

1. Readtheinformationabouteachgroupmember.Discusswhateachpersonwouldprobablysayabouttheassignment.

2. Completeeachperson’sstatementorquestion.UseexpressionsfromthechartintheLanguageFunctionsectiononpage98aswellastheinformationabouttheassignmentonthispage.

3. Practicesayingthegroupmembers'statementsandquestions.

GloriaSantoshasanadopteddaughter,Amy.Amy’sparentsdiedwhenshewasonlytwoyearsold.

“Whydon’twetalkabout and ?”

DaraEbadistudiesearlychildhoodeducationandwritesforthecampusnewspaper.

“ Idothesummaries?Iunderstandtheresearchprettywell.”

Rose Baldarilovestospeakinfrontoftheclass.

“ wechooseonepersontodothetalking?”

ToddOlivierstudiesveterinaryscienceandlovesanimals.

“Isuggestdoingthepresentationabout Harlow and .”

JamesDayhopesthatthingsworkoutwithhisgirlfriend,Laurel.Hewantstohaveabigfamilysomeday.

“ decidewhichscientistwillhavethegreatestimpacttoday.Ithink

’sworkisveryinteresting.”

Robbie Changprefersnottoworkveryhardonschoolprojects.

“I choosingRosetospeak.She’sveryeasytounderstand.”

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10 0 | U N I T 5

A | Formagroupwiththreeotherstudents.Assignaroletoeachmemberofyourgroup.Thenreadtheassignmentbelow.(See pages 211–212 of the Independent Student Handbook for more information on doing group presentations and doing research.)

Leader—Makessuretheassignmentisdonecorrectlyandthatallgroupmembersdotheirwork.

Secretary—Takesnotesonthegroup’sideasandplans.Expert—Understandsthetopicwellandchecksthegroup’sideas.Manager—Makessuretheworkisdoneontime;choosesplaceandtimetomeet

outsideofclass.

B | PlanningaPresentation.Asagroup,chooseoneofthetopicsfromthechartbelowforyourpresentation.

BrainFunction BrainChemistry LearningStylesandStrategies

Whathappenswhenpartsofthebrainareinjured?

Whathappenswhenyoungchildrendon’treceiveenoughlove?

Whatisthebestwaytomeasureintelligence?

Howcanpeopleimprovetheirbrainfunction?

Howdoesexerciseaffectbrainchemistry?

Whataresomeimportantstudyskillsforlanguagelearners?

C | Discussion.Withyourgroup,discussthefollowingquestions.Thegroup’ssecretaryshouldtakenotes.

1. Whichtopicdidyouchoose?Why? 2. Wherecanyoufindeasy-to-understandinformationaboutyourtopic? 3. Whereandwhencanyourgroupmeetoutsideofclasstodoyourresearchand

practiceyourpresentation? 4. Whatkindofvisualswillyouusetosupportyourpresentation?

D | OrganizingIdeas.Preparetopresentyourgroup’splansforyourpresentationtotheclass.UseyournotesfromexerciseC.

E | ReportingtotheClass.Reportyourgroup’sideastotherestoftheclass.

ENGAGE: Plann ing a Group Presentat ion

5UNIT

PresentationSkills:PausingtoCheckUnderstanding

Whenyoupresentideas,it’simportanttochecktomakesureyouraudienceunderstandsyou.Youcandothisbypausingoccasionallyandlookingatyouraudience.Iftheylookconfused,askthemiftheyneedyoutorepeatanyinformationorgiveclarification.Stopoccasionallyandaskyouraudienceiftheyhaveanyquestions.

F | Presentation.Yourteacherwilltellyouwhenyouwillgiveyourpresentationtotheclass.

Inthissection,youaregoingtoworkinagroupandplanapresentationthatyouwillgiveduringanotherclass.

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