student book level2-unit5

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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 Discuss

1. 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?

ThewiresonTibetanBu ddhistteacherandar tistDru-gu

ChoegyalRinpoche’sheadaremeasuringhisbrainactivity.

81



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?

xploring he theme:Inside he brain

82 | UN I T 5

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 finishes 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



Ins Ide the braIn |



84 | UN I T 5

LESSON ALESSON A BUILDING VOCABULARY

A | MeaningfromContext.Readandlistentotheinformation.Noticethewordsinblue.

ThesearewordsyouwillhearanduseinLessonA.track 2-2

B | Writeeachwordinbluefromexercise A nexttoitsdefinition.

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/

Ajugglerbalances6basketballsin XingQingPark,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.



I ns I de t he Bra I n |

USING VOCABULARY

A | Completeeachsentencewiththecorrectformofawordfromexercise Bonpage84.Use

eachwordonlyonce.

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. Your amygdalehelpsyou“read”otherpeople’sfacesandunderstandtheirmoods.

Howcandoingthisbeuseful?

3. Whatthingsputyouinagoodmood?Whatthingsputyouinabadmood?

4. Whataresomesignalsyoucangivesomeonetoshowyou’rehappy?Toshowyou

understand?Toshowyouagree?

Your amygdalahelpsyou“read”otherpeople’sfacesandunderstandtheirmoods.



86 | UNIT 5

LESSON ALESSON A DEVELOPING LISTENING SKILLS

Before Listening

PredictingContent.Discussthequestion

withapartner.

Youaregoingtolistentoadocumentaryaboutthehumanbrain.Whichofthesetopics

doyouexpecttohearaboutinthereport?

Circleyourideas.

exercise learning food

neurons memory intelligence

Listening: A Documentary

A | Listentothedocumentaryandcheckyourpredictions.

B | ListeningforMainIdeas.Listenagainandputacheck(✔ )nexttothemainideas.

Yourbrainisaveryimportantandcomplexorgan.

Yourbraintellsyourmuscleswhattodo.

Yourbrainisverypowerful.

Youbraincansendmessagesveryquickly.

Yourbrainhelpsyouprotectyourpets.

Learningchangesyourbrain.

Exercisehelpsyoulearn.

C | ListeningforDetails.Readthestatementsbelow.ThenlistenagainandcircleTfortrue

orFforfalse.

1. Yourbrainweighsfivepounds. T F

2. Computerscanprocessinformationmorequicklythanourbrainscan. T F

3. Yourbraincontainsabout100millionneurons. T F

4. Motorneuronscansendinformationat200milesperhour. T F

5. Exercisecanimproveyourmood. T F

6. Exerciseproduceschemicalsthatmakeiteasiertolearn. T F

track 2-3

track 2-3

track 2-3

Animageofthehumanbrain




Collaboration.Workwithapartner.Listentothesentences.Then

taketurnssayingthesentences.Identifythetypesoflinkingusedin

eachsentence.WriteC-V forconsonant-vowel, V-V forvowel-vowel,

andC-SCforconsonant-sameconsonant.

1. Yourbraincontrolseverythingyoudo. C-V

2. Yourbraingeneratesenoughenergytopoweralightbulb.

3. Theactivityinyourbrainneverstops.

4. Yourbrainsendsamessagetoyourfoottoshakethebeeoff

quickly.5. Anyexercisethatmakesyourheartbeatfastercanhelpyour

mood.

6. Yourbodyproducesachemicalthatmakesiteasiertolearn.

k 2-5

After Listening

Discussion.Withapartner,discussthequestionsbelow.

1. Whataresomeactivitiesorskillsthatweredifficultforyouatfirst,butareeasyforyounow

(e.g.,ridingabicycle)?

2. Doyouagreethatexerciseimprovesyourmood?Explain.

3. Doyouthinkthatexercisehelpsyoustudyorsolveproblemsmoreeasily?Explain.

Pronunciation

LinkingSounds

Whenpeoplespeakquickly,theydonotstoporpauseaftereachword.Infact,youoften

hearwordsthatarejoinedorlinkedtogether.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?

track 2-4



88 | UNIT 5

LESSON A EXPLORING SPOKEN ENGLISH

Grammar

A | Askandanswerthequestionswithapartner.Noticetheunderlinedwordsineach

sentence.

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.




D | Lookatthephotosandreadthecaptions.Noticetheverbsinbold.

Youmustremember tobeontimeforajobinterview.

E | Self-Reflection.Finishthesentencesaboutyourself.Thenreadyoursentencesto

a partner.

1. Iplanto .

2. Inthisclass,I’mlearningto .

3. Ireallywantto .

4. Yesterday,Irememberedto .

5. I’vedecidedto .

6. InthefutureIhope .

F | Sayanyverbfromtheboxbelowtoyourpartner.Yourpartnermustquicklysayacorrect

sentenceusingthatverb.Thenswitchroles.Repeattheprocessasmanytimesas

possibleintwominutes.

Theyareplanningtotakeavacation. Shelearnedtoplaytheviolin.

Theyaredecidingwhattoorder.

remember learn plan want decide need

choose hope prepare promise try forget

I forgot to bring my

notebook to class today.



90 | UNIT 5

LESSON A

Language Function

MakingSuggestions

Weusethemodalcould tomakesuggestions.

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’tgo

toclass.DoyouthinkProfessorHarriswillletmehandmypaper

inonMondayinstead?

Eric: I’mnotsure.(1) youhanditinonThursday

instead?

Mike: Idon’tthinkIcanfinishitbythen.

Eric: Well,you(2) emailittoheronFriday.Mike: Goodidea.I’mgoingto(3) talktoher

afterclass.

Eric: Yeah,you(4) wanttotellherbeforeclass

starts,becauseIthinkshehasaclassrightafterours.

Mike: OK,thanks.(5) stopatthestudentcenter

beforeclassandgetsomethingtoeat.

Eric: Soundsgood.Ihaven’teatenlunchyet.




SPEAKING

Discussing Problems and Solutions

A | Readtheinformationaboutthedifferentproblemspeoplehave.

B | Brainstorming.Whatshouldthesepeopledo?Brainstormpossiblesolutionstoeach

person’sprobleminyournotebook.

C | Formagroupwithfourotherstudents.Chooseoneofthepeoplefromexercise A torole-

play.Taketurnstalkingaboutyourproblemsandmakinghelpfulsuggestions.Useyour

ownwordsandtheexpressionsfrompage90.

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’tdecide

wheretoliveafterourchildrenareborn.”

Maya

“IalreadyspeakEnglish.NowIwanttolearnJapanese,

butIdon’thavetimetotakeclassesbecauseofmybusywork

schedule.”

Toby

“Ispendtoomuchmoneyonvideogames,music,and

electronics.EverytimeIseeanewgame,Iwanttobuyit.I’m

spendingtoomuchmoney!”

Lin

“EverytimeIwantIleavemyapartment,Ihavetolookformy

keys.IneverremembertoputmykeysinthesameplacesoIcan

findthem.”

Renata

“Idon’twanttolivealoneinthishouseanymore.Myhusbanddied

fiveyearsago,andmysonanddaughteraremarriednowandhave

theirownhousesandfamilies.Thishousefeelstoobigformenow.”



92 | UN I T 5

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 achild’s body and health.

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

MemoryMan




B | Self-Reflection.Discussthequestionsbelowwithapartner.Thinkabouttheinformation

youlearnedaboutthebraininLessonAandtheinformationfrompage93asyoudiscuss

thequestions.

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,orcananyperson

haveamemorylikeGolfera’s?

B | Totestyourmemory,followtheinstructionsbelow,then

switchroles.

1. Writedownsixnumbersbetween1and100inanyorder

acrossapieceofpaper.

2. Showyourpartnerthepaperandreadthenumbersaloud.

3. Takethepaperawayandaskyourpartnertorepeatthe

numbers.

C | Discussion.InLessonB,youwilllearnaboutthemental

versusemotionalabilitiesofthebrain.Discussyouropinions

aboutthefollowingstatementswithagroup.

1. Thebrainisresponsibleforcreatingouremotions.

2. Ourmemoryaffectsbothourmental(thinking)andemotionalabilities.



94 | UNIT 5

LESSON B BUILDING VOCABULARY

A | PriorKnowledge.Discussthequestionsbelowwithapartner.

1. Whoaresomeofthepeopleyoulove?

2. Whatdoyouthinkmakespeoplefallinlove?

B | MeaningfromContext.Readandlistentothearticleaboutlove.Noticethewordsin

blue.ThesearewordsyouwillhearanduseinLessonB.track 2-6

1According 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 find it difficult 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 wefeel, 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.

Anewlymarriedcoupl edances

onMendenhallGlacier.




USING VOCABULARY

A | Readtheinformationbelow.Thenworkwithapartnertofindthewordsinbluefromthe

articleonpage94thathavegoodcontextclues.Underlinethecontextcluesyoufind.

CriticalThinkingFocus:UsingContextClues

Contextcluescanhelpyouunderstandthemeaningsofwordsyoureadorhear.Herearesomecluesfromthearticleonpage94.

TypeofContextClue Explanation

Adefinition Sometimesthetextorthespeakergivesadefinitionofa

wordorterm.Forexample:

. . . and these thoughts can cause compulsive

behaviors— actions the person cannot control ,...

Otherwordsnearby Sometimesotherwordsnearbyanewwordor

expressionhelpexplainitsmeaning.Forexample:

...,andthe quiet feeling of security that develops in

long-term relationships, when couples are together for

many years.

long-term=formanyyears

Yourknowledgeoftheworld Thearticlementionstheattachmentbetweenparents

andchildren.Ifeelloveformyparents,soIunderstand

that attachment maybeakindoflove.

B | Formagroupwithanotherpairofstudents.Comparethecontextcluesyoufoundfrom

exercise A .

C | Fillineachblankwithoneofthewordsinbluefromexercise A onpage94.

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.



96 | UN I T 5

LESSON B DEVELOPING LISTENING SKILLS

Before Listening

A | Readandlistentopartofaconversation.Whataretheclassmatestalkingabout?track 2-7

Cathy: DidyouunderstandeverythingProfessorWongsaidyesterdayaboutshort-term

memory?

Toshi: Yeah,Ithinkso.

Cathy: I’mnotsurethatIdid

Toshi: Well,here’swhatIgotfromthelecture:Yourshort-termmemoryonlylastsa

fewseconds,right?Informationentersthebrainthroughthesenses—thingswe

taste,touch,smell,andsoon…andwerememberitlongenoughtofunction

normally.

Cathy: Sorry,…butwhatdoyoumeanby“functionnormally”?

Toshi: Well,forexample,ifIaskyouaquestion,youcanrememberthequestionlong

enoughtoanswerit.

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 orthat the brain decides is important moves toour long-term memory. This information, suchas the name of our rst teacher or the lyrics toa song, can last a lifetime.

Memories become stronger when they are sentdown the same pathway in the brain manytimes. These memory pathways or connectionsbecome our longest-lasting memories.

Short-Term Memory

Only the informationwe need to useimmediately movesto our short-termmemory, such as aclassmate's name oran email address.

Sensory Information

Information enters the brainthrough our senses (what wetaste, smell, touch, see, andhear), and it is stored1 for avery short time—less than asecond.

Some of the informationmoves to our short-termmemory.

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




Listening: A Conversation between Students

A | ListeningforMainIdeas.Listentotheconversation.Whatconclusionsdothestudents

makeaboutshort-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.Thencirclethenumberthatshowshow

muchyouagreewitheachstatement.

1. ItwaseasiertolearnsomethingnewwhenIwasyounger.

stronglydisagree12345stronglyagree

2. Evenwithpractice,therearesomethingsIjustcan’tlearn

howtodo. stronglydisagree12345stronglyagree

3. IlearnfrommistakesmorequicklythanIlearninotherways.


4. It’seasierformetolearnhowtodosomethingnewif

someoneshowsmeratherthantellsmehowtodoit.


5. It’seasierformetorememberinformationifIwriteitdown.


C | Discussion.CompareanddiscussyouranswersfromexerciseB

withapartner.

track 2-8

track 2-8



98 | UN I T 5

LESSON B EXPLORING SPOKEN ENGLISH

A | Self-Reflection.Lookatthephotoandreadthecaption.

Thendiscussthequestionbelowwithapartner.

Whatexperienceshaveyouhadwithgroupprojects?

B | Brainstorming.Withyourpartner,brainstormalistofthegoodthingsaboutdoinggroupworkandpossible

problems.WriteyourideasintheT-chartbelow.

Agroupofstudentsworktogetheronaproject.Cooperativeearningmakesstudentsanactivepartoftheirowneducation.

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

(+) Good Things (–) Problems

C | CriticalThinking.Workwitha

partner,lookatyourlistofproblems.

Thinkofwaystosolveeachofthe

problemsinyourT-chart.

If some people don’t do any work, the

group could give each person a role.

D | Discussion.Formagroupwithanotherpairofstudents.Sharesomeofyourideasfrom

exerciseC.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 first. I suggest we talk about our ideas first, then write them down . . .




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 briey 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,followthestepsbelowwith

yourgroup.

1. Readtheinformationabouteachgroupmember.Discusswhateachpersonwould

probablysayabouttheassignment.

2. Completeeachperson’sstatementorquestion.Useexpressionsfromthechart

intheLanguageFunctionsectiononpage98aswellastheinformationabouttheassignmentonthispage.

3. Practicesayingthegroupmembers'statementsandquestions.

GloriaSantoshasanadopteddaughter,Amy. Amy’sparentsdiedwhenshewasonlyt woyearsold.

“Whydon’twetalkabout

and ?”

DaraEbadistudiesearlychildhoodeducationandwritesforthecampusnewspaper.

“ Idothesummaries?I

understandtheresearchprettywell.”

Rose Baldarilovestospeakinfrontoftheclass.

“ wechooseonepersonto

dothetalking?”

ToddOlivierstudiesveterinaryscienceandlovesanimals.

“Isuggestdoingthepresentation

about Harlow and .”

JamesDay hopesthatthingsworkoutwithhisgirlfriend,Laurel.Hewantstohaveabigfamily

someday.

“ decidewhichscientistwill

havethegreatestimpacttoday.Ithink

’sworkisveryinteresting.”

Robbie Changprefersnottoworkveryhardonschoolprojects.

“I choosingRosetospeak.

She’sveryeasytounderstand.”



A | Formagroupwiththreeotherstudents.Assignaroletoeachmemberofyourgroup.Then

readtheassignmentbelow.(See pages 211–212 of the Independent Student Handbook for more information on doing group presentations and doing research.)

Leader—Makessuretheassignmentisdonecorrectlyandthatallgroupmembers

dotheirwork.

Secretary —Takesnotesonthegroup’sideasandplans.

Expert—Understandsthetopicwellandchecksthegroup’sideas.

Manager—Makessuretheworkisdoneontime;choosesplaceandtimetomeet

outsideofclass.

B | PlanningaPresentation. Asagroup,chooseoneofthetopicsfromthechartbelowfor

yourpresentation.

BrainFunction BrainChemistry LearningStylesandStrategies

Whathappenswhenpartsofthe

brainareinjured?

Whathappenswhenyoung

childrendon’treceiveenoughlove?

Whatisthebestwaytomeasure

intelligence?

Howcanpeopleimprovetheirbrain

function?

Howdoesexerciseaffectbrain

chemistry?

Whataresomeimportantstudy

skillsforlanguagelearners?

C | Discussion.Withyourgroup,discussthefollowingquestions.Thegroup’ssecretaryshould

takenotes. 1. Whichtopicdidyouchoose?Why?

2. Wherecanyoufindeasy-to-understandinformationaboutyourtopic?

3. Whereandwhencanyourgroupmeetoutsideofclasstodoyourresearchand

practiceyourpresentation?

4. Whatkindofvisualswillyouusetosupportyourpresentation?

D | OrganizingIdeas.Preparetopresentyourgroup’splansforyourpresentationtotheclass.

UseyournotesfromexerciseC.

E | ReportingtotheClass.Reportyourgroup’sideastotherestoftheclass.

ENGAGE: Planning a Group Presentat ion

5

UNIT

PresentationSkills:PausingtoCheckUnderstanding

Whenyoupresentideas,it’simportanttochecktomakesureyouraudienceunderstands

you.Youcandothisbypausingoccasionallyandlookingatyouraudience.Iftheylook

confused,askthemiftheyneedyoutorepeatanyinformationorgiveclarification.Stop

occasionallyandaskyouraudienceiftheyhaveanyquestions.

F | Presentation.Yourteacherwilltellyouwhenyouwillgiveyourpresentationtotheclass.

Inthissection,youaregoingtoworkinagroupandplanapresentationthatyouwillgive

duringanotherclass.

student book level2-unit5

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