Scribd
Upload
30 views1 page

Brain Memory and Stress Discussion Guide

The document outlines the structure and content for a speaking exam focused on memory and stress management. Candidates are encouraged to engage in discussions about memory challenges, techniques for memorization, and the impact of stress on health. Additionally, it includes a task to send a WhatsApp audio message to a colleague about the dangers of stress and strategies for managing it.

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
30 views1 page

Brain Memory and Stress Discussion Guide

The document outlines the structure and content for a speaking exam focused on memory and stress management. Candidates are encouraged to engage in discussions about memory challenges, techniques for memorization, and the impact of stress on health. Additionally, it includes a task to send a WhatsApp audio message to a colleague about the dangers of stress and strategies for managing it.

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 (2ND WEEK)

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


UNIT 9B / 9-10.30
10.30 min. (3 candidates), but here you can talk until the time of the
THE BRAIN 2 video conference is up or your teacher tells you to stop.
· Avoid short answers, react to your mates’ comments, ask questions,
listen to your partner/s and express your own views to keep the
TASK 1 conversation going.
DIALOGUE · Make sure you use the advanced vocabulary and grammar studied so
far + expressions / idea
ideas from the “Extra Material” folder + pp. 144-146

Lately, you have been some difficulty remembering things like anniversary dates, friends’
birthdays and people’s names. As you are not getting any younger, you are slightly worried
about it and set up a discussion with your school colleagues about this and other related
issues. Candidate A starts the conversation.

· What things do you find easy/difficult to remember? Techniques for


memorising and remembering. Exam strategies.

· Do you have a good head on your shoulders? Can you think on your
feet?

· What do you think life might be like if you suddenly lost your memory?

· ‘Mens
s sana in corpore sano
sano.’ Do you agree?

· ‘IQ (intelligence quotient) tests are a reliable way to measure


intelligence.
intelligence.’ Do you agree?

· Is it possible to be too clever? Gifted children and pupils with learning


disabilities.

· Gardner
Gardner’s
’s multiple intelligences: summarize them. Which one/s are you
best/worst
/worst at? How does this affect the way you teach and learn? What
about your students?

· Read the information below very carefully.


UNIT 9B · Summarize the main ideas and try to paraphrase.
· You can add your own ideas if you want.
TASK 2 · Think about who you are and who you are talking to and adapt your
MEDIATION style and register to that.
· Talk for about 2.00
2.00-2.30 minutes.

CAN STRESS ACTUALLY KILL YOU?


You think your workmate Fred is absolutely snowed under with work lately but b he’s not
taking it seriously enough. You’ve just watched a documentary about how stress can kill you
which has increased your worries about him.
Send him a WhatsApp audio ttelling him off and advising him to watch the video:
video
[Link]
Don’t forget to mention:
- how dangerous stress is
- typical things people get stressed by
- how necessary/ useful stress can be at times
- positive and negative ways to deal with stress
- what he can learn from the video and put into practice

Sara Vergel, María Añón, Inés García & Silvia Carchano

You might also like