Pathways SECOND EDITION 2 Listening, Speaking, and Critical Thinking Pathways Pathways, Second Edition is a global, five-level academic English program. Carefully-guided lessons develop the language skills, critical thinking, and learning strategies required for academic success. Using authentic and relevant content from National Geographic, including video, charts, and other infographics, Pathways prepares students to work effectively and confidently in an academic environment. NEW in Pathways: Listening, Speaking, and Critical Thinking Explicit instruction and practice of note-taking, listening, speaking, grammar, vocabulary, and pronunciation develop language proficiency and build academic skills. ■ Pathways S E CO N D EDITION Listening, Speaking, and Critical Thinking Listening, Speaking, and Critical Thinking Slide shows of lectures and presentations enhance listening activities and develop presentation skills. ■ Exam-style tasks prepare students for a range of international exams, including TOEFL® and IELTS. ■ For students ■ Student Book ■ Student Book Split Editions ■ Online Workbook ■ Student Website 2 2 For instructors ■ Teacher’s Guide ■ Classroom Presentation Tool ■ Classroom DVD and Audio CD Package ■ Assessment CD-ROM with ExamView® ■ Teacher Website NGL.Cengage.com/pathwaysseries Online Workbook Access Code Included CEFR: B1–B2 Bringing the world to the classroom and the classroom to life NGL.Cengage.com/ELT A PART OF CENGAGE 9781337562522_CVR_hr.indd 1 BECKY TARVER CHASE 12/09/17 4:21 pm ON THE COVER Pathways S E CO N D EDITION Listening, Speaking, and Critical Thinking Foundations Level Level 1 Level 2 Level 3 Level 4 9781337407724_CVR_hr.indd 2 12/09/17 6:03 pm 2 Pathways Listening, Speaking, and Critical Thinking Becky Tarver Chase Australia • Brazil • Mexico • Singapore • United Kingdom • United States S e co n d Edition Pathways 2: Listening, Speaking, and Critical Thinking, 2nd Edition Becky Tarver Chase Publisher: Sherrise Roehr Executive Editor: Laura Le Dréan Managing Editor: Jennifer Monaghan Senior Development Editor: Mary Whittemore Associate Development Editors: Lisl Bove and Jennifer Williams-Rapa Director of Global and U.S. Marketing: Ian Martin Product Marketing Manager: Tracy Bailie © 2018 National Geographic Learning, a Cengage Learning Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. “National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society ® Marcas Registradas
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Student Edition: 978-1-337-40772-4 SE + Online Workbook: 978-1-337-56252-2 Media Research: Leila Hishmeh Senior Director, Production: Michael Burggren Manager, Production: Daisy Sosa Content Project Manager: Mark Rzeszutek National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA Manufacturing Planner: Mary Beth Hennebury National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED Talks, they develop the language and skills they need to be successful global citizens and leaders. Interior and Cover Design: Brenda Carmichael Locate your local office at international.cengage.com/region Senior Digital Product Manager: Scott Rule Art Director: Brenda Carmichael Composition: MPS North America LLC Cover photo: A road winds through the Dades Gorge and into the valley, Boumalne Dades, Morocco. ©Angiolo Manetti Printed in the United States of America Print Number: 02 Print Year: 2018 Visit National Geographic Learning online at NGL.Cengage.com/ELT Visit our corporate website at www.cengage.com Contents Scope and Sequence iv Introduction to Pathways viii 1 Healthy Lives 1 2 Technology Today and Tomorrow 21 3 Culture and Tradition 41 4 A Thirsty World 61 5 Inside the Brain 81 6 Let’s Eat! 101 7 Our Active Earth 121 8 Wonders from the Past 141 9 Species Survival 161 10 Entrepreneurs and Innovators 181 \ Independent Student Handbook 201 Vocabulary Index 216 Rubrics 218 Index of Exam Skills and Tasks 227 Food journeys iii Scope and Sequence Unit Title & Theme 1 Healthy Lives page 1 Academic Track: Health Science Listening & Note Taking Lesson A A Talk about Preventing Heart Disease (with slide show) • Listening for Main Ideas • Writing Key Words and Phrases VIDEO Bee Therapy Lesson B A Conversation about Allergies 2 page 21 Can Robots Learn to Be More Human? Lesson B A Conversation about Technology Academic Track: Technology 3 Culture and Tradition page 41 Academic Track: Sociology 4 A Thirsty World page 61 Academic Track: Environmental Science 5 Inside the Brain page 81 Academic Track: Psychology iv Listenings & Video Lesson A A Radio Show about AI Technology Today and Tomorrow Ac ademic Skill s VIDEO Lesson A A Lecture about Cowboys (with slide show) • Identifying Important Details • Using Abbreviations • Asking Questions While Listening • Using a Numbered List VIDEO Faces of India Lesson B An Assignment about Music Lesson A A Talk about the Itaipu Dam (with slide show) • Listening for Problems and Solutions • Using a T-Chart VIDEO Dam-Release Rafting Lesson B A Discussion about the Ogallala Aquifer Lesson A A Podcast about Exercise and the Brain (with slide show) VIDEO 3-D Brain Scans Lesson B A Discussion about Memory, Learning, and Emotions • Listening for Reasons and Explanations • Recording the Steps in a Process Speaking & Presentation Vocabulary Grammar & Pronunciation Critical Thinking • Keeping a Conversation Going • Practicing Your Presentation Lesson Task Presenting Healthy Habits Final Task Participating in a Discussion about Health Understanding Meaning from Context • Expressions of Frequency • Final -s sounds Focus Interpreting Visuals • Giving Reasons • Making Eye Contact Lesson Task Discussing Self-Driving Cars Final Task Presenting a New Technology Product Using Collocations • Asking for and Giving Clarification • Using Good Posture Lesson Task Exchanging Information about Cowboys Final Task Presenting a Kind of Music Keeping a Vocabulary Journal • Asking for and Giving Opinions • Speaking at the Right Volume Lesson Task Presenting a Clean Water Device Final Task Role-Playing a Meeting Recognizing Suffixes • Making Suggestions • Pausing to Check Understanding Lesson Task Discussing Problems and Solutions Final Task Planning a Presentation about the Human Brain Using Context Clues Analyzing, Applying, Organizing Ideas, Personalizing, Predicting, Prior Knowledge, Reflecting • Action and Nonaction Verbs • Stressed Content Words Focus Synthesizing Analyzing, Brainstorming, Evaluating, Interpreting a Bar Graph, Organizing Ideas, Personalizing, Prior Knowledge, Reflecting • The Past Continuous • Reduced Function Words Focus Activating Prior Knowledge Analyzing, Brainstorming, Making Inferences, Organizing Ideas, Personalizing, Reflecting • Active and Passive Voice • Suffixes and Syllable Stress Focus Prioritizing Analyzing, Applying, Evaluating, Interpreting a Map, Organizing Ideas, Personalizing, Predicting, Prior Knowledge • Infinitives after Verbs • Linking Focus Identifying Solutions Analyzing, Applying, Evaluating, Organizing Ideas, Personalizing, Predicting, Reflecting v Scope and Sequence Unit Title & Theme Listenings & Video Listening & Note Taking 6 Lesson A A Presentation about the Korean Diet (with slide show) • Listening for Numerical Data • Using a Split Page to Take Notes Let’s Eat! page 101 Academic Track: Health & Nutrition 7 Our Active Earth page 121 Academic Track: Earth Science 8 Wonders from the Past page 141 Academic Track: Archaeology/Anthropology 9 Species Survival video The Food and Culture of Oaxaca Lesson B A Discussion about Food Psychology Lesson A An Earth Science Lecture (with slide show) video Lesson A A Guided Tour of Uxmal VIDEO Lesson A A Talk about Birds (with slide show) VIDEO 10 Lesson A A Presentation about a Success Story (with slide show) Entrepreneurs and Innovators page 181 Academic Track: Business • Listening for Examples • Recording Examples Sarah Parcak: Space Archaeologist and Egyptologist Lesson B A Conversation about an Assignment Life Science Academic Track: • Listening for Transitions • Using a Chart to Take Notes Volcano Trek Lesson B A Discussion about Volcanoes Amazing Chameleons Lesson B A Conversation about a Photo Project page 161 vi Ac ademic Skill s VIDEO Eco-Fuel Africa Lesson B A Conversation about Jack Andraka • Listening for Repeated Words • Re-Writing Your Notes • Distinguishing Facts and Opinions • Reviewing and Editing Your Notes Speaking & Presentation Vocabulary Grammar & Pronunciation Critical Thinking • Interrupting and Returning to a Topic • Starting Strong Lesson Task Participating in a Group Discussion Final Task Presenting a Marketing Plan Recognizing Parts of Speech • The Real Conditional: Present and Future • Intonation: Finished and Unfinished Sentences Focus Evaluating • Using Transitions • Speaking at the Right Pace Lesson Task Interviewing a Partner about an Experience Final Task Giving a Presentation about a Natural Disaster Using Affect and Effect • Summarizing • Using Index Cards Lesson Task Presenting Ancient Artifacts Final Task Giving a Presentation about a Historical Site Using Antonyms • Talking about Causes and Effects • Timing Your Presentation Lesson Task Presenting a Life Lesson Final Task Presenting a Research Proposal Identifying the Correct Definition • Rephrasing • Thinking about Your Audience Lesson Task Interpreting Quotations Final Task Presenting a New Product Recognizing Adjectives and Adverbs Analyzing, Brainstorming, Evaluating, Organizing Ideas, Personalizing, Predicting, Prior Knowledge • Gerunds as Subjects and Objects • Syllable Number and Syllable Stress Review Focus Predicting Exam Questions • The Passive Voice with the Past • Question Intonation Focus Applying Knowledge Analyzing, Applying, Evaluating, Interpreting a Diagram, Interpreting a Map, Making Inferences, Organizing Ideas, Prior Knowledge, Reflecting Analyzing, Applying, Brainstorming, Evaluating, Making Inferences, Organizing Ideas, Prior Knowledge, Reflecting • Phrasal Verbs • Stress in Multi-Syllable Words Focus Personalizing Analyzing, Organizing Ideas, Prior Knowledge • The Present Perfect and Signal Words • Infinitives to Show Purpose • Thought Groups Focus Interpreting Data Analyzing, Brainstorming, Interpreting Quotations, Organizing Ideas, Personalizing, Prior Knowledge, Ranking, Reflecting vii Introduction to Pathways Pathways Listening, Speaking, and Critical Thinking, Second Edition uses compelling National Geographic stories, photos, video, and infographics to bring the world to the classroom. Authentic, relevant content and carefully sequenced lessons engage learners while equipping them with the skills needed for academic success. A boy holds fish that he caught in Lake Langano, Ethiopia. ExplorE thE thEmE thE World’s daIly dIEt How much of our diet consists of meat? Of fruits and vegetables? Of grains? This pie chart shows the world's daily diet in calories. A look at the photos and the pie chart, and read the information. then discuss these questions. 1. What kinds of food do you see in the photos? How often do you eat these kinds of food? 2. According to the pie chart, do people get more of their daily calories from meat or from fruits and vegetables? 3. Does any information from the pie chart surprise you? Explain. 4. How well do you think the pie chart represents your daily diet? Explain. calorie is the unit used to measure the amount of energy in food. Meat 272 Cal. Other 170 Cal. Sugar & Fat 570 Cal. Dairy & Eggs 235 Cal. WHAT THE WORLD EATS Daily Calories 2,870 Fruits and Vegetables 327 Cal. Explore the Theme provides a visual introduction to the unit, engaging learners academically and encouraging them to share ideas about the unit theme. Grain 1,296 Cal. Source: //www.nationalgeographic.com/what-the-world-eats/, Daily Diet 2011. Bread for sale at Kemeralti Market, Izmir, Turkey National Geographic photographer Joel Sartore photographs a gray wolf on the beach on Vargas Island, British Columbia, Canada. 102 L E T ’ S E AT ! UNIt 6 Video A 3-D illustration of neurons 3-D Brain Scans C CRITICAL THINKINg: A N A LY Z I N g b 1. unconventional science a. to draw a visual representation 2. gap in our knowledge b. not what is usually done 3. map out in detail c. to always know where something is 4. keep track of something d. an empty space Read the information about Dr. Jeff Lichtman. With a partner, discuss why you think Lichtman refers to neurons in the brain as “wires.” slices (n): thin pieces from a larger object, e.g., a slice of bread preserved (adj): treated with chemicals to keep fresh wires (n): long thin flexible pieces of metal that carry electricity 1 2 3 viii uniT 5 VIDEO UNIT 5 1. Sartore is publishing more photos now than he used to. Y N 2. Sartore’s photographic techniques require natural light. Y N 3. Sartore can’t possibly photograph every animal species. Y N 4. Sartore’s photo of a bird helped wildlife groups get more money from the government. Y N LIStENINg foR D E tA I L S When you personalize information, you think about it in relation to yourself, your life, and your knowledge and experiences. Personalizing information helps you to internalize it and process it more deeply. You are also more likely to remember information that is connected to you in some way. Work with a partner. Match the underlined part of each phrase from the video with its meaning. You may use a dictionary. Dr. Jeff Lichtman and his team at the Lichtman Lab at Harvard University are working to reveal the structure of nerve cells in the brain. They’re using a device that cuts very thin slices1 of preserved2 mouse brain. An electron microscope takes a picture of each slice, and a computer puts the slices in order. When they add bright colors, the result is an amazingly detailed three-dimensional view of what Lichtman calls the “wires3” inside the brain—and how they fit together. 92 3.18 Listen to the conversation again. Which of these points do the speakers make? Choose Y for Yes or N for No for each statement. AfTer LiSTeninG NEW Integrated listening and speaking activities help prepare r i T i cstandardized A L T h i n K i n G Personalizing students cfor tests such as IELTS and TOEFL. BeFore VieWinG a 103 D Work in a group. Discuss these questions. PERSoNALIZINg 1. Based on your knowledge, do you think the extinction of animal species is a major problem for human beings, or are there other problems we should be more concerned about? Explain. 2. How do you feel when you hear about an endangered species? Are there any species you care more about than others? Explain. 3. Is there anything you are doing now or plan to do in the future to help protect endangered species? For example, are there any products or foods you avoid? Other actions you can take? Explain. UPDATED Video sections use relevant National Geographic video clips to give learners another perspective on the unit theme and further practice of listening and critical thinking skills. S PE C I E S SU R V I VA L 177 Listening Skills V o c A B u L A rY S k I L L Understanding Meaning from Context A It’s often possible to guess the meaning of a new word by paying attention to the other information around it, or the context. For example, in this excerpt from exercise A, if you don’t know the word reaction, knowing that sneezing, itching, and breathing problems are examples of reactions can help you guess its meaning. Listening A Podcast about Exercise and the Brain BeFore LiSTeninG PREDIC TINg a When this occurs, the mast cell produces substances in the body that cause allergic reactions such as sneezing, itching, and breathing problems. . Work with a partner. You are going to listen to a podcast about the effects of exercise on the human brain. Which of these topics do you expect to hear about? Check (P) your ideas. brain surgery intelligence memory food/taste learning mood neurons C WhiLe LiSTeninG LISTENINg foR MAIN IDEAS b . 2.3 1.8 Listen to the podcast. Choose the correct answers. A man and woman ride mountain bikes on Adam's Gulch Trail in Ketchum, Idaho, USA. 1. According to the podcast, which two positive effects does exercise have on the brain? a. It helps reduce stress. c. It improves your mood. b. It makes your brain larger. d. It makes you smarter. 2. BDNF is a chemical produced by the brain e. It repairs brain cells. . c a. when we learn something new b. when our brain creates new neurons and pathways c. after we exercise 3. BDNF controls 2.3 Listen again and match each idea with the correct reason or explanation. 1. Exercise makes it easier to learn because c. heart rate and breathing 3. BDNF supports learning because Let me explain. Many people work very hard to keep their houses clean. But can too much cleanliness cause health problems? . . 4. Aaron Fleming will probably continue to exercise regularly because L I S T E N I N G S K I L L Listening for Reasons and Explanations To explain, . . . . reasons and explanations a. it controls processes like the growth of new neurons b. it creates new connections in the brain c. he wants to keep his brain fit That’s because . . . Scientists learned recently that exercise makes you smarter . . . That’s because for some time after you’ve exercised, your body produces a chemical that actually makes it easier for your brain to learn. d. your body produces a certain chemical afterwards AFTer LiSTeninG D . Work in a group. Discuss these questions. 1. What new information did you learn from the podcast? Do you have any questions about it? 2. Based on your own experience, do you agree that exercise improves your mood? Explain. 3. Where and when do you prefer to study? What helps you learn and remember things? 4. Do you plan to change your exercise or study habits based on the podcast? Explain. 86 uniT 5 LISTENINg foR D E TA I L S . 2. Doing things repeatedly is a way to learn because b. blood flow in the brain Speakers often give reasons and explanations to support their ideas. Listening for reasons and explanations will help you decide whether the speaker's ideas are valid and well thought out. Speakers sometimes use signal phrases before giving an explanation. Here are some common signal phrases: The reason for this . . . . ideas . a. processes in the brain NEW Vocabulary Skills help students M E A N I N g f R O M CONTE x T develop essential word building tools such as understanding collocations, word forms, ALLErGIES AND THE HYGIENE HYpoTHESIS and connotation. 1.9 Read and listen to the information. Notice each word in blue and think about its meaning. Use the context to help you. Then write each word in blue next to its definition below. One theory is that dirt is good for us. Dirt on farms, for example, contains substances that exercise our immune systems when we’re very young. research shows that allergies are not common among people who live with farm animals. Listening passages incorporate a For variety Of course, there are many causes of allergies. example, if your parents have allergies, you’re more likely have them, too. The stress of modern life could be oftolistening types such another cause. But if the hygiene hypothesis is correct, it might be a good idea to as podcasts, lectures, have a cow at your house—or at least not to worry so much about cleanliness. interviews, and 1. (v) has something inside conversations. 2. (adj) usual CRITICAL THINKINg: REfLEC TINg INSIDE THE BRAIN LESSON A 87 3. A Listening A Talk about the Itaipu Dam The Itaipu Dam, on the border between Brazil and Paraguay, was built across the Paraná River. Brazil Paraguay Itaipu Dam Brazil BEForE LISTENING PRIOR KNOWLeDge (n) work that involves studying something 4. an idea used to explain something NEW Slide shows for(n)selected listening passages integrate text and visuals to give learners a more authentic listening experience. A Paraguay Work with a partner. Look at the map and photo, and discuss these questions. A Itaipu Dam Listening A Talk about the Itaipu Dam 1. What do you know about Brazil and Paraguay? Have you ever been to those countries or read news stories about them? 2. The photo shows the Paraná River behind the Itaipu Dam. Can you explain what a dam such as this does? WHILE LISTENING LISTeNINg fOR MAIN IDeAS b 1.28 1.6 Listen to a talk and check (P) the main idea. H E A LT H Y L I V E S The Itaipu Dam is one of the largest dams in the world. Building the Itaipu Dam forced many families to leave their land. The Itaipu Dam, on the border between Brazil and Paraguay, was built across the Paraná River. The Itaipu Dam is good for the economies of Brazil and Paraguay. There are both benefits and problems with the Itaipu Dam. N OT E - TA k I N G S k I L L Using a T-Chart Using a T-chart is a helpful way to take notes on two aspects of a topic such as benefits and problems, advantages and disadvantages, or facts and opinions. Having your notes organized in a T-chart is also helpful when you need to review or study the information later. PRIOR KNOWLeDge Farming Benefits produces food Brazil Paraguay Updated Explicit listening skill instruction and practice prepares BEForE LISTENING students to listen and take notes in Work with a partner. Look at the map and photo, and discuss these questions. academic settings. 1. What do you know about Brazil and Paraguay? Have you ever been to those countries A or read news stories about them? 2. The photo shows the Paraná River behind the Itaipu Dam. Can you explain what a dam such as this does? Problems requires a lot of water l i S T E N i N G S k i l l Listening for Examples 66 UNIT 4 Listening for examples can help you better understand a speaker’s main ideas. Here are some common expressions used to introduce examples: LESSON A For example,… For instance,… To give an example,… Itaipu Dam WHILE LISTENING such as… LISTeNINg fOR MAIN IDeAS Artifacts such as large jars for storing grains helped archaeologists locate the kitchen areas in the ancient city. b 1.28 1.6 Listen to a talk and check (P) the main idea. The Itaipu Dam is one of the largest dams in the world. n oT e - TA K i n g s K i L L Recording Examples Building the Itaipu Dam forced many families to leave their land. When you record an example, write it near the main idea it supports, and use a clear abbreviation or symbol before the example. One easy way to do this is to indent the example under the main idea and use e.g., or ex: to indicate the example. The Itaipu Dam is good for the economies of Brazil and Paraguay. There are both benefits and problems with the Itaipu Dam. Old objects show how people lived in past. e.g., a plate (how made; preference for plain or colorful) c . 3.7 Look at the notes below for three key ideas from the conversation. Then listen N OT E - TA k I N G S k I L L Using a T-Chart Using a T-chart is a helpful way to take notes on two aspects of a topic such as benefits and problems, advantages and disadvantages, or facts and opinions. Having your notes organized in a T-chart is also helpful when you need to review or study the information later. N O T E TA K i N G again and take notes on the examples you hear for each key idea. Use indentation and e.g,. or ex: to indicate each example. 1. Ruins found at hist. site in Hanoi, Vietnam 3. Archaeologists found many artifacts at site Farming Benefits produces food 2. Wh- question technique for summarizing 66 AFTer LiSTeninG D . Work with a partner. Compare and discuss your notes from exercise C. How do the examples that you recorded in your notes help you to understand the key ideas of the conversation? UNIT 4 Problems requires a lot of water LESSON A F o o d j o u r n e y s ix ix S g b Speaking lessons guide learners from controlled practice to a final speaking task while reinforcing speaking skills, grammar for speaking, and key pronunciation points. LeSSon TASK Discussing self-Driving Cars A PERsONALiZiNG work in a group. Read the information about self-driving cars. Then discuss the questions below. SeLf-driVing cArS Many new cars are already offering automation. Examples include automatic parallel parking, automatic braking in emergencies, and lane-assist warnings to tell drivers if their car crosses a solid line on the road. Now, companies are testing completely automatic cars that don’t require a driver. These cars are expected to become popular in some parts of the world in the near future. 1. Have you ever read about self-driving cars, or have you seen one? Is the idea of self-driving cars interesting to you? Explain. 2. What forms of transportation do you usually use? What are some of the advantages and disadvantages of the forms of transportation you use? This Volkswagen (AG) VW “Sedric” selfdriving automobile was displayed at the 87th Geneva International Motor Show in Geneva Switzerland in March 2017. C (Percentage of people who are “likely” or “very likely” to try one) B CRiTiCAL THiNKiNG: E V A L U AT i N G Pros 90 80 70 Cons • D • • • • uniT 2 50 40 30 20 10 0 India UAE France USA UK Germany Japan 1. What information does this bar graph show? 2. Which country has the highest percentage of people who are likely or very likely to try a self-driving car? Which country has the lowest percentage? 3. Is your country represented on the bar graph? If so, does the information surprise you? Why or why not? 4. Think of possible reasons for people being likely or unlikely to try self-driving cars. As a group, discuss these questions. Give reasons to support your ideas. 1. How likely are you to try riding in a self-driving car? Explain. 2. After discussing question 1, has anyone in the group changed their mind about self-driving cars? E work with the whole class. Tell your teacher how many people in your group are likely to try riding in a self-driving car. Then discuss these questions. CRiTiCAL THiNKiNG: REfLEC TiNG CRiTiCAL THiNKiNG: A N A LY Z i N G 1. What percentage of people in your class are likely to try a self-driving car? How does that percentage compare with the percentages in the bar graph in exercise C? 2. What does this information tell you about the people in your class? T E C H N O L O G Y T O D AY A N D T O M O R R O w LESSON A P R E S E N TAT I O N S K I L L Pausing to Check Understanding When you present ideas, it’s important to check to make sure your audience understands you. You can do this by pausing occasionally and looking at your audience. If they look confused, ask them if they need you to repeat any information or give clarification. Stop occasionally and ask your audience if they have any questions. Here are some questions you can ask: Are there any questions at this point? Is there anything that needs clarification? e China Source: www.statista.com D Present your group’s ideas from exercise B to the class. 30 60 • • • Prepare to present your ideas from exercise B to the class. Decide which member of • • your group will present which information. CRiTiCAL THiNKiNG: iNTERPRETiNG A BAR GRAPH Percentage of Children withto an Allergic Condition between 1997−2011 How ages Likely0−17 Are You Try a Self-Driving Car? with your group, discuss the pros and consnotes. of self-driving cars. Then add some of your Discuss these questions with your group. Your group’s secretary should take own ideas to the T-chart. 1. What do you already know about your topic, and what do• you need to learn?• high What Safety: Most traffic accidents are cost: The new technology will be caused by people driving dangerously. far too expensive for most people. information will you present to the class? • Less privacy: Computers will need to • fewer traffic jams: Unlike some keep a lot of data on people’s activities. people, self-driving cars could 2. Where and how can you find information about your topic?communicate Will you research and cooperate with each • Tthe he unexpected: Computers in selfother. driving cars can’t be programmed for every possibility, for example topic individually or together as a group? • more transportation options: People understanding hand signals from a who are unable to drive could use selfpolice officer. driving cars. 3. How will you organize the information you find? Your ideas: Your ideas: 4. What kind of visuals could you use to support your presentation? • • c work in a group. Look at the bar graph and discuss the questions below. Give reasons to support your ideas. Percent Percent : g Speaking and Presentation Skills 31 Presentation skills such as starting strong, using specific details, making eye contact, pausing, and summarizing, help learners develop confidence and fluency in communicating ideas. Your teacher will tell you when you will give your group presentation. A Final Task allows learners to consolidate their understanding of content, language and skills as they collaborate on an academic presentation. B Speaking D A . CRiTiCAL THiNKiNG: E V A L U AT i N G B . Think about your partner’s summary from exercise D. Choose Y for Yes or N for No for S P E A k i N G S k i l l Summarizing each question. Then share and discuss your answers with your partner. Summarizing means to briefly give the key points about something such as a movie, a book, an article, or a talk using your own words. When you give a summary, you should include only the most important information in order to answer the questions Who, What, When, Where, How, and Why? You should not include your own opinion in a summary—just the key facts about the topic. 1. Did your partner answer the questions Who, What, When, Where, How, and Why? 2. Was any important information missing? 3. Did your partner include any unnecessary information? 4. Did your partner include his or her opinion? 3.8 Listen to Silvio’s oral summary of the documentary film he watched. As you listen, take brief notes in your notebook to answer each question. 2. When was it discovered? 5. What did the Vietnamese government do, and why? 3. How was it discovered? 6. What happened in 2010? Y N Y Y Y N N N CRiTiCAL THiNKiNG: E V A L U AT i N G FinAL TASK Giving a Presentation about a Historical Site You are going to give a short presentation about a historical site that interests you. It could be a place in your country that you have visited, or another place in the world. 4. Who was involved? 1. Where was the site discovered? u find most helpful in this unit? Why? SUMMARiZiNG discovery. You can use your notes from exercise C to help you. e N O T E TA K i N G . Work with a partner. Take turns summarizing the information about the San Bartolo A . Brainstorm some interesting ancient or historical places in your country or in other BRAiNSTORMiNG parts of the world. Make a list in your notebook. Then choose one place you are interested in as the topic for your presentation. . Work with a partner. Compare your notes from exercise A. Then discuss Silvio’s presentation. Do you think unit. he did wellCheck on the oral-summary 3. Here are the vocabulary words from the (P) assignment? Explain. c . You are going to summarize the information about the San Bartolo discovery from the ones you can use. Lesson A in this unit. Follow these steps. The Great Wall of China CRiTiCAL THiNKiNG: A P P LY i N G attachment unit would you like to learn more B 1. Look back at the information about the San Bartolo discovery on page 144. AWL 5 3. Use the chart below to take notes about the discovery. Use your own words. AWL Who? What? When? complex AWL generate signal concentrate AWL long-term similar AWL connection mood control psychological emotion romantic function (n) AWL security speed Where? 158 x UN I T 2. Decide which information include in a summary about the discovery. Use function (v) AWL you should short-term wh- questions to help you. uniT 8 LESSON B AWL How? structure AWL tiny Why? AWL W O N D E R S F R O M T H E PA S T 159 INSIDE THE BRAIN 5 The wires on Buddhist teacher and artist Dru-gu Choegyal Rinpoche’s head are measuring his brain activity. Academic SKILLS LISTENING Listening for Reasons and Explanations Recording the Steps in a Process SPEAKING Making Suggestions Linking CRITICAL THINKING Identifying Solutions Think and Discuss 1 What’s happening in this photo? Why do you think scientists want to study this man? 2 What are some things you would you like to know about the human brain? Why? 81 ExplorE the Theme Look at the photos and read the information. Then discuss these questions. 1. What activities are the people in the photos doing? Why do you think they're doing these activities? 2. Which of these activities can improve your memory? Make you feel happier? Reduce stress? 3. Do you exercise regularly? If so, how do you usually feel afterwards? 4. What other kinds of activities do you think "exercise" your brain? EXERCISE YOUR BRAIN! You probably already know that you can make your body stronger and healthier by exercising, but did you know that there are also ways to exercise your brain? Studies show that certain kinds of activities can increase memory, creativity, and even make us feel happier. 82 UNIT 5 Studies show that playing chess can help improve memory, creativity, and even your IQ. Physical exercise can improve your mood, making you feel happier and more positive. Studies show that it can also make it easier for you to learn. Learning new skills, such as juggling or playing a musical instrument, can actually change the structure of your brain. Creative activities, such as pottery and drawing, can help keep your brain "fit", reduce stress, and increase your sense of emotional well-being. INSIDE THE BRAIN 83 Vocabulary A A M eanin g f r o m C o nte x t . 2.2 Read and listen to the information. Notice each word in blue and think about its meaning. Fac t s to M a k e Yo u T h i n k a b o u t Yo u r B r a i n 1. our brain is an extremely complex Y organ. It contains over 100 billion neurons1 that are constantly sending messages. Different neurons send messages at different speeds—some faster and some slower. 5. E very time you think, laugh, or sneeze, chemical and electrical signals are moving between neurons. These messages make it possible for your brain to communicate with your body. 2. E very time you experience something new, your brain creates new connections and pathways between brain cells. 6. L earning changes the structure of the brain. When you learn a new skill, such as playing a musical instrument, your brain cells organize themselves in a new way. 3. T he common belief that we use only a tiny amount (10 percent) of our brains is wrong. Each part of the brain has a function, so we use 100 percent of our brains. 7. Your brain is extremely powerful. When you’re awake, it generates between 10 and 23 watts of electricity—enough to power a light bulb! 4. E ven without words, you can figure out how someone is feeling. A part of your brain called the amygdala lets you “read” other people’s faces and understand what kind of mood they are in. 8. The hypothalamus is the part of your brain that controls body temperature. It keeps you from getting too hot or too cold. neuron (n): a brain cell that is part of the nervous system 1 B 84 UNI T 5 LESSON A . Choose the correct word or phrase to complete each sentence. 1. Your brain controls your heartbeat and breathing, so you (need / don’t need) your brain in order to live. 2. Brainstorming is a good way to generate ideas. You (can / can’t) get many ideas from a good brainstorming session. 3. When you’re riding a bicycle, use hand signals for left or right turns. This (will / won’t) show other people on the road which way you plan to turn. 4. My country has a complex history. There were (a few / many) people and events that made my country what it is today. 5. If cars are moving at high speeds, they’re moving quite (slowly / quickly). 6. The pineal gland is a tiny organ located inside your brain. It is one of the (smallest / largest) organs in the human body. 7. Babies usually have a strong connection with their parents, so they (feel / don’t feel) close to their parents emotionally. 8. Your bones and muscles are important parts of your body’s structure. Without bones and muscles, you (could / couldn’t) stand or move around. 9. My brother just received some excellent news, so he is in a (bad / good) mood today. 10. The largest part of the human brain is the cerebrum, which allows us to think and move. Letting us think and move (are / aren’t) among the cerebrum’s functions. C . Work with a partner. Write each word in blue from exercise A in the correct column of the chart. Use grammar clues in the sentences in exercises A and B to help you. Nouns D Verbs CRITICAL THINKING: A N A LY Z I N G Adjectives . Work with a partner. Discuss these questions. 1. Which of the facts in exercise A do you think are most interesting? Explain. 2. Your amygdala helps you “read” other people’s faces and understand what kind of mood they’re in. How can doing this be useful? 3. What are some signals you can give to show someone you’re happy? To show you understand? To show you agree? 4. Who is someone you have a strong connection with? How is that person important in your life? 5. What are some of the things you can control in your life? What are some things you cannot control? CRITICAL THINKING: A N A LY Z I N G A soccer player reacts during a game. The amygdala helps us understand how other people feel. INSIDE THE BRAIN 85 A Listening A Podcast about Exercise and the Brain BEFORE LISTENING A PREDICTING . Work with a partner. You are going to listen to a podcast about the effects of exercise on the human brain. Which of these topics do you expect to hear about? Check (P) your ideas. brain surgery intelligence memory food/taste learning mood neurons WHILE LISTENING L I S T E N I N G FO R MAIN IDEAS B . 2.3 1.8 Listen to the podcast. Choose the correct answers. 1. According to the podcast, which two positive effects does exercise have on the brain? a. It helps reduce stress. c. It improves your mood. e. It repairs brain cells. b. It makes your brain larger. d. It makes you smarter. 2. BDNF is a chemical produced by the brain . a. when we learn something new b. when our brain creates new neurons and pathways c. after we exercise 3. BDNF controls . a. processes in the brain b. blood flow in the brain c. heart rate and breathing L I S T E N I N G S K I L L Listening for Reasons and Explanations Speakers often give reasons and explanations to support their ideas. Listening for reasons and explanations will help you decide whether the speaker's ideas are valid and well thought out. Speakers sometimes use signal phrases before giving an explanation. Here are some common signal phrases: The reason for this . . . To explain, . . . Let me explain. That’s because . . . Scientists learned recently that exercise makes you smarter . . . That’s because for some time after you’ve exercised, your body produces a chemical that actually makes it easier for your brain to learn. 86 UNI T 5 LESSON A A man and woman ride mountain bikes on Adam's Gulch Trail in Ketchum, Idaho, USA. C . 2.3 Listen again and match each idea with the correct reason or explanation. Ideas 1. Exercise makes it easier to learn because 2. Doing things repeatedly is a way to learn because 3. BDNF supports learning because 4. Aaron Fleming will probably continue to exercise regularly because L I S T E N I N G FO R D E TA I L S . . . . Reasons and Explanations a. it controls processes like the growth of new neurons b. it creates new connections in the brain c. he wants to keep his brain fit d. your body produces a certain chemical afterwards AFTER LISTENING D . Work in a group. Discuss these questions. 1. What new information did you learn from the podcast? Do you have any questions about it? 2. Based on your own experience, do you agree that exercise improves your mood? Explain. 3. Where and when do you prefer to study? What helps you learn and remember things? 4. Do you plan to change your exercise or study habits based on the podcast? Explain. CRITICAL THINKING: REFLEC TING INSIDE THE BR AIN 87 A Speaking G R A M M A R F O R S P E A K I N G Infinitives after Verbs An infinitive is to plus the base form of a verb. We use infinitives after certain transitive verbs. Transitive verbs are verbs that take direct objects. My son is learning to ride a bicycle. He doesn’t want to fall again. I forgot to bring my notebook to class. Did you remember to bring yours? Note: Verbs cannot have other verbs as objects. Incorrect: ✗ Volkan and Begum plan take a vacation in August. Correct: ✓ Volkan and Begum plan to take a vacation in August. Here are some verbs that can be followed by infinitives: agree ask choose decide forget intend need pretend promise try appear begin continue expect hope learn plan seem remember want A Complete each sentence with an appropriate infinitive. Then work with a partner and compare your sentences. to spend too much money on my vacation. 1. I promise not 2. Pablo tried 3. My daughter sometimes forgets 4. When Mehmet wants 5. Did the Nortons decide not 6. Lee needs 7. Do you plan another English class next semester? 8. I really hope London someday. B PERSONALIZING his friend John with his homework. her teeth in the morning. a new vocabulary word, he writes it down. a new car? after class today. Work with a partner. Take turns finishing these sentences about yourself. Use infinitives and your own ideas. C 1. When I was a child, I wanted . . . 5. Yesterday, I forgot . . . 2. Next year, I plan . . . 6. I’ve decided . . . 3. In this class, I’m learning . . . 7. In the future, I don’t want . . . 4. I really hope . . . 8. Next week, I need . . . Work in a group. Follow the instructions for the Brain Game. Brain Game: Think Fast! • T he first person in the group chooses any verb from the Grammar for Speaking box and says a sentence using that verb plus an infinitive. Then he or she says the name of another person in the group and a verb from the chart. 88 UNI T 5 LESSON A • T he next person must then say a sentence as quickly as possible using the verb plus an infinitive. Then he or she says the name of another person in the group and a verb, and so on. Repeat the process as many times as possible in two minutes. A: intend. I intend to do my homework after dinner tonight. Marta—decide. B: I’ve decided to get a new phone. Toshi—appear. P R O N U N C I AT I O N Linking 2.4 In English, speakers do not usually pronounce each word separately. They join, or link, words together. When two words are linked, they often sound like one word. Learning to recognize linking will help you understand what you hear, and linking words correctly will help you sound more fluent. Three common types of linking are: 1. Consonant sound to vowel sound: It’s a fascinating job. 2. Vowel sound to vowel sound: The book will certainly be interesting. 3. Consonant sound to same consonant sound: What was your reason for leaving? D . 2.5 Listen and complete the sentences with the linked words that you hear. Then listen again and check your answers. 1. Your brain you do. 2. Your brain energy to power a light bulb. 3. The activity in your 4. I’m with 5. mood. 6. Neurons carry the E stops. that! that makes your heart beat faster can help your the brain. Work with a partner. Practice saying the sentences in exercise D. Use linking. S P E A K I N G S K I L L Making Suggestions When you make suggestions, you want them to sound polite and not too forceful. One way you can do this is by using the modals could, should, and might. You could talk to the professor and explain the problem. Maybe we should practice our presentation again before class. You might want to take the exam again. Here are some other words and phrases you can use to make suggestions: Let’s make a list of possible ideas first. Why don’t we write our ideas on the board? I suggest we talk about our ideas first. INSIDE THE BR AIN 89 MAKING S U GG E S T I O N S F Work with a partner. Complete the conversation between two college students in any correct way. Then practice the conversation. Switch roles and practice it again. Mike: I have to pick my cousin up at the airport on Friday, so I can’t go to class. Do you think Professor Harris will let me hand my psychology paper in on Monday instead? Eric: I’m not sure. Maybe you 1 hand it in on Thursday. Mike: I don’t think I can finish it by then. Eric: Well, you email it to her on Friday. 2 Mike: Good idea. I’m going to try to talk to her after class. Eric: You want to tell her before class starts because I think she has 3 a class right after ours. Mike: OK, thanks. something to eat. 4 stop at the Student Center before class and get Eric: Sounds good. I haven’t had lunch yet. PERSONALIZING G In your notebook, write three problems or situations you need help with. Then take turns reading your situations and giving suggestions to your partner. Use the modals and phrases from the Speaking Skill box when appropriate. A: I really want to get a pet, but my roommate is allergic to cats and birds. B: Why don’t you get some tropical fish? LESSON TASK Discussing Problems and Solutions CRITICAL THINKING: A N A LY Z I N G A Work with a partner. Read the information about the different problems people have. Then think of some possible solutions for each problem. Write notes in your notebook to help you remember your ideas. Josh “My wife and I are from different countries. We can’t decide where to live after our children are born.” Maya “I already speak English. Now I want to learn Japanese, but I don’t have time to take classes because of my busy work schedule.” 90 UNI T 5 LESSON A Ken “I have a new job, and it’s hard for me to remember the names of my new co-workers. I keep forgetting everyone’s name!” Renata “I don’t want to live alone in this house anymore. My husband died five years ago, and my son and daughter are married now and have their own houses and families. This house feels too big for me now.” TAMARA “I spend too much money on electronics. Every time a new version of my phone comes out, I want to buy it. I really can’t afford to keep doing this!” A woman takes photos with her mobile phone in a restaurant in downtown Amman, Jordan. B Work with a new partner. Role-play conversations between each person in exercise A and one of his or her friends or family members. Take turns talking about “your” problems and making helpful suggestions. Use your own words and the expressions from the Speaking Skill box on page 89. C CRITICAL THINKING: applyin g With your partner, choose one of the problems from exercise B and role-play the conversation for the class. INSIDE THE BR AIN 91 Video A 3-D illustration of neurons 3-D Brain Scans BEFORE VIEWING A Work with a partner. Match the underlined part of each phrase from the video with its meaning. You may use a dictionary. CRITICAL THINKING: A N A LY Z I N G 1. unconventional science a. to draw a visual representation 2. gap in our knowledge b. not what is usually done 3. map out in detail c. to always know where something is 4. keep track of something d. an empty space B Read the information about Dr. Jeff Lichtman. With a partner, discuss why you think Lichtman refers to neurons in the brain as “wires.” Dr. Jeff Lichtman and his team at the Lichtman Lab at Harvard University are working to reveal the structure of nerve cells in the brain. They’re using a device that cuts very thin slices1 of preserved2 mouse brain. An electron microscope takes a picture of each slice, and a computer puts the slices in order. When they add bright colors, the result is an amazingly detailed three-dimensional view of what Lichtman calls the “wires3” inside the brain—and how they fit together. slices (n): thin pieces from a larger object, e.g., a slice of bread preserved (adj): treated with chemicals to keep fresh 3 wires (n): long thin flexible pieces of metal that carry electricity 1 2 92 UNI T 5 VIDEO WHILE VIEWING C 1.9 Read a partial summary of the video. Then watch and choose the correct phrases to complete the summary. U N D E R S TA N D I N G MAIN IDEAS When it comes to diseases of the nervous system, the only real sign that there is something wrong is the way (1) (the brain looks / the person is acting). If you look at the brain with the techniques we have, there’s (2) (nothing to see / a visible difference). Dr. Lichtman says you have to (3) (see the wires / use maps) to understand where they come from and where they go. The main goal is to understand how cells in the brain (4) (look on camera / communicate with each other). To see this level of detail, Dr. Lichtman’s team is using (5) (slices / diagrams) of brain tissue. They’re using 33,000 sections of brain tissue for every (6) (meter / millimeter) of depth. Looking at these sections (7) (in sequence / over a period of time) allows the team to generate a diagram of a tiny part of the brain. This diagram gives them the information they need to understand the wires in that section. They can then generate the connections of every (8) (cell / image) in that area of the brain. D 1.9 Watch the video again and write the word(s) to complete each sentence. what the brain is made up of at the 1. Dr. Lichtman says we finest level of detail. 2. Playing the image frames in sequence is like seeing the brain over 3. The colors that the team adds to the images have U N D E R S TA N D I N G D E TA I L S . . AFTER VIEWING E Work in a group. Discuss these questions. 1. What makes it so difficult to study the human brain? 2. Even though Dr. Lichtman is studying mouse brains, do you think it will be helpful in understanding the human brain? Why or why not? CRITICAL THINKING: A N A LY Z I N G 3. If you visited Dr. Lichtman’s lab, what questions would you have for him? Think of two or three. Do you think he would be able to answer your questions? Explain. INSIDE THE BR AIN 93 B Vocabulary MEANING FROM CON TE X T A . 2.6 Read and listen to the article. Notice each word in blue and think about its meaning. 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 gives us the extra energy we feel when we’re in love. On the other hand, an increase in dopamine can make the brains of people in love 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 the hands again and again. Similarly, people who are in love often cannot stop thinking about the person they are in love with. Both kinds of people may find it difficult to function normally 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. According to research by Donatella Marazziti at the University of Pisa in Italy 1 A newly married couple dances on Mendenhall Glacier in Alaska, USA. 94 UNI T 5 LESSON B V O C A B U L A RY S K I L L Using Context Clues Context clues can help you understand the meanings of new words you read or hear. Here are some examples of context clues from the article on page 94: Type of Context Clue Example A definition . . . and these thoughts can cause compulsive behaviors—actions the person cannot control, . . . Other words nearby . . ., and the quiet feeling of security that develops slowly in long-term relationships, when couples are together for many years. Your prior knowledge The article mentions the attachment between parents and children. I feel love for my parents, so I understand that attachment may be a kind of love. B Work with a partner. Find other words in blue from exercise A that have helpful context clues. Underline the context clues you find. C Fill in each blank with one of the words in blue from exercise A. relationship. They’ve been married for 29 years. 1. They have a(n) 2. They have 3. My teenage daughter has a strong been friends since they were three years old. 4. I can’t 5. Love is a complex can change over time. 6. Your brain and body cannot enough. 7. If something is 8. Marc wanted to be wife on their anniversary. 9. He got a(n) taste in music: both like classical music. to her best friend. They have on my homework when you’re talking so loudly. . There are many different aspects to it, and it well if you do not eat and sleep , it involves thoughts and feelings. , so he wrote a song and gave roses to his job in an office. It’s only for six weeks. 10. Charlene likes living near the police department. She says it gives her a feeling of . INSIDE THE BR AIN 95 B Listening A Discussion about Memory, Learning, and Emotions BEFORE LISTENING A Work in a group. Discuss these questions. 1. What do you think “short-term memory” means? How about “long-term memory”? 2. What kinds of things do you think are easy to learn? Hard to learn? Explain. 3. In your opinion, what makes a marriage successful? Do you think couples need to have romantic feelings about each other in order to be happy? WHILE LISTENING L I S T E N I N G FO R MAIN IDEAS B . 2.7 Listen and complete the main ideas with words you hear. in the world. 1. Short-term memory allows us to 2. When information moves to our long-term memory, it 3. To learn new information, you have to concentrate on it and 4. Emotions are also C L I S T E N I N G FO R D E TA I L S . a lifetime. it. —not just psychological. 2.7 Read the statements. Then listen again and choose T for True or F for False for each statement. Correct the false statements. 1. The memory process has four steps. T F 2. Memories become weaker when they travel down the same pathways in the brain again and again. T F 3. To learn how to do something, you need to repeat it. T F 4. Emotions are a result of our past experiences. T F 5. The level of dopamine in our brains decreases when we fall in love. T F N OT E - TA K I N G S K I L L Recording the Steps in a Process Taking notes on the steps in a process can help you understand important information about a topic, such as how or why something happens. To identify the steps in a process, listen for words and phrases that signal order, such as First, Second, Step one, The next step, etc. Then record the steps in a way that will be clear when you review your notes later. Here are two ways you can indicate steps: 96 UNI T 5 LESSON B 1st, . . . 2nd, . . . 3rd, . . . Step 1: . . . Step 2: . . . Step 3: . . . D . 2.8 Listen to the excerpt from the discussion and complete the notes. N O T E TA K I N G The Process of Remembering Step 1: Step 2: Information we need enters the brain through our (taste, smell, touch, sight, hearing). immediately moves to our Example: Remembering a question long enough Step 3: Information we try it. or that our moves to our memory. decides is memory. AFTER LISTENING E Work with a partner. Discuss these questions. PERSONALIZING 1. What kinds of information can you remember easily (e.g., people’s names, the lyrics to songs, information you read)? 2. In your opinion, what’s the best way to remember new information? 3. The students in the listening mention emotions. Do you think emotions affect your ability to think, learn, or remember? F Read the statements in the questionnaire. Decide how strongly you agree or disagree with each statement. Discuss your answers with a partner. CRITICAL THINKING: REFLEC TING 1 = strongly disagree; 3 = agree somewhat; 5 = strongly agree Q u e s t i o n n a i r e : W h at h e l p s yo u l e a r n a n d r e m e m b e r ? 1. It was easier to learn something new when I was younger. 1 2 3 4 5 2. Even with practice, there are some things I just can’t learn how to do. 1 2 3 4 5 3. I learn from mistakes more quickly than I learn in other ways. 1 2 3 4 5 4. It’s easier for me to remember information if I write it down. 1 2 3 4 5 5. It’s easier for me to learn something new if someone shows me rather than tells me how to do it. 1 2 3 4 5 surfing lesson on A Woolacombe Beach in Devon, England INSIDE THE BR AIN 97 B Speaking CRITICAL THINKING: A N A LY Z I N G A Work with a partner. Read the assignment below. Then discuss these questions. 1. How would you feel if you needed to complete the Group Presentation Assignment below? Would you be excited about it? Feel stressed about it? Explain. 2. In the Listening section of this lesson, you heard a discussion among students in a study group. What experiences have you had with study groups and group projects? 3. Do you prefer to study and learn alone or in a group? Explain. Psychology 201 Assignment: Group Presentation (Due October 23) In small groups, generate a research question about one of the topics we have discussed this semester. Use the library and the Internet to find answers to your question. Then prepare a ten-minute presentation to give to the class. You will need to summarize the information you found and organize it into an interesting presentation. Tasks • M eet with group members to come up with an interesting question. • Decide on a fair way to divide the research work. • Share the research you find and decide which information to include in the presentation. B With your partner, look at the list of tasks necessary to complete the assignment in exercise A. Then think of two more tasks and write them below. C With your partner, brainstorm a list of the benefits and possible problems with study groups and group projects. Write your ideas in your notebook. (+) Benefits more people = more ideas (–) Possible Problems some people don’t do any work C r i t i c al T h i n k i n g Identifying Solutions Identifying solutions to problems often requires you to use more than one criticalthinking skill. For example, you may need to reflect on your own experience to identify the causes of a problem and brainstorm possible solutions. Then you need to evaluate your ideas in order to identify which solution is the best. 98 UNI T 5 LESSON B D With your partner, look at your list of possible problems from exercise C. Follow these steps. 1. For each problem, ask yourselves these questions: What is my experience with this problem? What are the possible causes of this problem? 2. Brainstorm solutions for each problem. Write your ideas in your notebook. 3. Discuss your list of solutions and choose the best solution for each problem. CRITICAL THINKING: IDENTIFYING SOLUTIONS Ev e r y day L a n g uag e Expressing Understanding That makes sense. I see your point. That’s a good point. I see what you mean. FINAL TASK Planning a Presentation about the Human Brain You are going to plan a group presentation on an aspect of the human brain. You will then give your presentation during another class period. A Work in a group. Choose one question from the chart to answer in your presentation. Then assign one of the roles below to each member of your group. Learning Styles and Strategies Brain Function Brain Chemistry What happens when parts of the brain are injured? What happens when children don’t receive enough love? How can people improve their brain function? How does exercise affect What are some important brain chemistry? study skills for language learners? What is the best way to measure intelligence? Roles Leader: Makes sure the assignment is done correctly and on time, and that all group members do their work. Secretary: Takes notes on the group’s ideas and plans. Expert: nderstands the topic well and checks the group’s ideas before the U presentation. Manager: T akes care of details such as the visual aid for the presentation and suggests place and time to meet outside of class. INSIDE THE BR AIN 99 CRITICAL THINKING: E V A L U AT I N G B 1. What do you already know about your topic, and what do you need to learn? What information will you present to the class? 2. Where and how can you find information about your topic? Will you research the topic individually or together as a group? 3. How will you organize the information you find? 4. What kind of visuals could you use to support your presentation? ORGANIZING IDEAS Discuss these questions with your group. Your group’s secretary should take notes. C Prepare to present your ideas from exercise B to the class. Decide which member of your group will present which information. PRESENTING D Present your group’s ideas from exercise B to the class. P resentation S kill Pausing to Check Understanding When you present ideas, it’s important to check to make sure your audience understands you. You can do this by pausing occasionally and looking at your audience. If they look confused, ask them if they need you to repeat any information or give clarification. Stop occasionally and ask your audience if they have any questions. Here are some questions you can ask: Are there any questions at this point? Is there anything that needs clarification? E Your teacher will tell you when you will give your group presentation. REFLECTION 1. Which skills did you find most helpful in this unit? Why? 3. Here are the vocabulary words from the unit. Check (P) the ones you can use. function (v) AWL short-term complex AWL generate AWL signal concentrate AWL long-term similar AWL speed attachment 2. What topics in this unit would you like to learn more about? Why? AWL connection mood control psychological emotion romantic function (n) AWL security 100 UNI T 5 LESSON B AWL structure AWL tinyAWL