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Understanding the Teenage Brain

The document outlines a speaking task for candidates focusing on discussions about the brain, particularly in relation to different age groups and mental health. It includes guidelines for a monologue and dialogue, encouraging the use of advanced vocabulary and grammar. Candidates are prompted to engage in conversations about teenage behavior and the teenage brain, referencing insights from a parenting advisor and sociologist.

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MARIA LUISA CALVO VIDAL
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4 views1 page

Understanding the Teenage Brain

The document outlines a speaking task for candidates focusing on discussions about the brain, particularly in relation to different age groups and mental health. It includes guidelines for a monologue and dialogue, encouraging the use of advanced vocabulary and grammar. Candidates are prompted to engage in conversations about teenage behavior and the teenage brain, referencing insights from a parenting advisor and sociologist.

Uploaded by

MARIA LUISA CALVO VIDAL
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

EOI VV – 2C1 SPEAKING CARDS

MODULE 9B (1ST WEEK)

UNIT 9B · Introduce yourself (briefly) to the other candidate/s.


THE BRAIN 1 · Talk for about 3.30
3.30-4 minutes.
· Choose at least 3 of the ideas below.
· You can add your own ideas if you want.
TASK 1 · Make sure you use the advanced vocabulary and grammar studied
studie so
MONOLOGUE far + expressions from the “Extra Material” folder + pp.143-147.

· The child’s / teenage / adult brain. Best time in life to develop your
brain. Best time to learn languages, play a musical instrument, etc.

· Are adults better or worse learners than children? Why? Different


theories and opinions.

· ‘The
The brains of men and women are different.
different.’’ Do you agree?

· There is a theory that claims that humans only use 10% of their
brain. What’s your take on that? Does the way we live affect our brain?

· Do we as a society take mental health and mental illness seriously


enough? Is it taboo to discuss these topics?

· In an exam, this conversation should last about 66-7 min. (2 candidates)


/ 9-10.30
10.30 min. (3 candidates), but here you can talk until the time of the
video conference is up or your teacher tells you to stop.
UNIT 9B
· Avoid “yes/no” answers, react to your mates’ comment
comments, ask
TASK 2 questions, listen to your partner/s and express your own views to keep
DIALOGUE the conversation going.

· Make sure you use the advanced vocabulary and grammar studied so
far + ex
expressions / ideas from the “Extra Material” folder and page 143.

You have recently heard an interview with a parenting advisor and a sociologist, who were
talking about the teenage brain and teenage behavio
behaviour.
r. As you and your partner have a
teenage son/daughter, you decide to raise the issue with your spouse. Candidate A starts
the conversation.

· Summarize and discuss what the parenting advisor and the


sociologist said about:
- the teenage brain
- teenage behaviour
- teenage sleep patterns
- when teenagers learn best
Does this apply to your son/daughter?
· Typical teenage problems and parental role
roles.
· Specific problems you have with your son/daughter.
Source: [Link]
· At what age are teenagers at their best / worst? Why?
· How d
do teenagers behave differently from children and adults? Is
teenage behavior different from what it used to be? How?
· Problems you had when you were a teenager.

Sara Vergel, María Añón,, Inés García & Silvia Carchano

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