116 UNIT sentence completion (Part 2) 1 1 Do you have a good memory? Which of the following do you find easiestthardest to remember? ‘+ telephone numbers ‘+ people's names ‘= shopping lists ‘= things you have to do ‘+ new English words 2 What do you do to help yourself remember these things? Explain your ideas. Example: U/hen ! have to remember something, (draw a [Link] my hand in pen or biro. Then when | see it, | remember | have to do something, 2. You will hear part of a radio. programme about a man called Dominic O'Brien, who has an amazing memory. First, read through the gapped sentences ‘opposite to get a general idea of what the programme is about. Answer these questions, 1 Do you think that Dominic has always had a good memory? 2 How do you think he remembers things? 3 How does he now help others? ‘As a schoolboy, Dominic had problems seeing) MD soos ssn Cleary, Dominic’ teachers thought he was (2) student. Dominic eid OE MEREGENOTEOMTpIGE his education at @) ‘After wwatchifig someone on (4) , Dominic worked ut a way of training his memory Dominic €ERIROWFEREMBE a sequence of nearly (Bl scisistininensiase CUS, Dominic remembers each card by thinking of it as the © +». OF someone famous, Dominic makes up a story about a (7) memorise the order of the cards. to help him Because of Dominic's skill with cards, he is not allowed to go into. (8) censnesnnnnnens ay MOT, Dominic now runs courses for people such as (8) who want to improve their performance. Dominic thinks his memory will improve as his (10) increases,a 3. Look at sentences 1-5 again and match them to the following extracts from the recording. Use the highlighted words to help you. a) Then one day by chance he saw 4 ') he dropped out before finishing the course ©) He had reading problems — when he tried 10 look at d) his teachers regarded him as @) soon he could memorise all the cards TIP! The gapped sentences summarise and paraphrase the information you hear in the recording, Listen for the same ideas expressed in a slightly different way. 4 Listen and complete sentences 1-10 with a word or phrase. Remember: don’t change the words you hear. Then listen a second time to check and complete your answers. 5. Test your powers of memory. 1 Look at the sequence of playing cards below for 30 seconds. Then close your book and try to remember what the cards were, and what order they were in. 2 Compare what you remember with a partner. Then look at the book again to check. 1 How many cards dic! you remember? 2 Did you remember them in the right sequence? Did you know? ‘The world record for memorising one pack of playing cards in jumbled order is 34 seconds! Grammar 1: obligation, necessity and permission 1 Rewrite the following sentences without changing the meaning, using (don’t) have to, had to, can, can't or could. Example: To remember things, its necessary to review them several times, To remember things, .....[Link] #2... review them several times 1 Is itnecessary to pay to go in? Do you pay t0 go in? 2. They said it wasn’t necessary for me to take the exam. They said take the exem, 3 We asked if it was possible for us to take the exam another day. We asked take the exam: another day. 4 You're not allowed to use a dictionary in the exam. You use a dictionary in the exam. 5. Staff are not obliged to wear 2 uniform Statf | wear a uniform, 6 Guests are permitted to use the swimming pool fee of charge. Guests .. free of charge. 7 | was forced to wait an hour for the bus. \ wait an hour for the bus. Use the swimming pool W7118 UNIT 10 _Use your bain 2. Discuss the following questions with a partner. 1 Which sentence is the odd one out? Why? a) You aren't allowed to wait here, ) You can't wait here. @ You don't have to wait here 2. Which of the sentences below expresses: a) something the speaker has been told todo? b) something the speaker recommends? ©) something the speaker wants to do soon? 1 You must see that new film at the Odeon 2 have to take my holiday by the end of May, 3 really must buy some new shoes ~ these are worn out 3 Which sentence is the odd one out? Why? a) You don't need to go yet b) You needn't go yet ©) You don't have to go yet. 4) You mustn't go yet 4. How can you rewrite these sentences with should? 2) You are supposed to speak English in ass, b) You aren't supposed to speak your ‘own language in cass. 5 Which sentence is not possible? 2) You shouldn't have done that ~ it ‘was wrong, b) You mustn't have done that ~ it was wrong, 6 Did they actually pay? a) They didn’t need to pay b) They needn't have paid, ©) They shouldn't have paid ‘> Grammar reference p.201 (144-7) §3) Work with a partner. Choose one of the following and say what is necessary or not necessary to become very good at it Use appropriate forms of have to, must or need. = play basketballchess/ ‘computer games ‘+ speak another language ride a bike © be an actor 4 Complete the second sentence so that it has a similar meaning to the first sentence, Using the word given, You must use between ‘two and five words. 1 You can't use @ mobile phone in here. allowed You use a mobile phone in here 2 it wasn't necessary for you to bring all those books. need You brought all those books 3 You should park on the other side of the road. supposed You (on this side of the road 4 The library was built too far away from the town centre. should They the library nearer the town centre. 5 These exercises should be continued for six weeks. must You ‘on doing these exercises for six weeks 6 {twas wrong of you to give him my address. let You know my address 5. Complete these sentences giving true information This week | absolutely must ‘At home I'm supposed to ... but I don't always do it I'm glad | don’t need to ... today. My parents say when they were young they had to couldn't. I really shouldn't .. but I think | should have and theyUse of English: error correction (Part 4) “9 Work with a partner. 1 Look at the title of the text below. Do you know anyone with a bad memory? 2. Now read the text quickly. Can you think of any other ways to deal with this problem? "2 Read the text again and look carefully at each line. Some of the lines are correct, and some have a word which should not be there. if a line is correct, put a tick (V). Ifa line has a word which should not be there, write the word at the end of the line. There are two examples at the beginning (0 and 00). TIP! Remember, the extra word must be actually incorrect, For example, the word really in line 0 is not necessary, but it is not incorrect. INIT 10 _Use your brain Vocabulary 1: expressions with mind 1 Match the statements or questions 1-8 to the responses a)-h). 1 | just can't decide what to wear. 4) 2 Are you going to apply for the job? 3. I'm going to walk to the North Pole. 4 Is something worrying you? 5 Can Ihave fish? 6 What does telepathy mean? 7 I'm really nervous about my interview next week, 8 I'm sure I'm going to fail my exams. 2) You must be out of your mind! b) I thought you wanted chicken ~ have you changed your mind? Lets 90 10 2 movie ~ that'll take your mind off things ¢) [sit to do with reading other people's minds? ©) Oh, no, The idea never crossed my mind 4) You'll pass if you put your mind to it 4) Come on ~ make up your mind! h) Yes, I've got a lot on my mind at present. 2 Ask and answer these questions with a partner, 1 Do you find it hard to make up your ‘mind when there's a choice? 2. Have you ever changed your mind about an important decision? 3 What do you do to take your mind off your work or studies? 4 Have you ever done anything that made your friends think you were out ‘of your mind? 5. Would it be a good thing or a bad thing if we could read other people'sUNIT 10 _Use your brain 120 Reading 1: multiple-choice questions (Part 2) 1 You are going to read an article about intelligence. First, discuss this question, 's an intelligent person someone who: has a good memory? knows a lot of facts? is good at passing exams? understands new ideas quickly? is good at crosswords? gets on well with people? has a successful career? is imaginative and creative? knows how ta get what they want? 2 Read the title and the first paragraph of the article. According to this article, what has playing computer games to do with intelligence? 3. Now read the whole article. Choose the answer (A, B, C or D) which you think fits best according to the text. Look back at the suggested. procedure in Unit 4, page 44 if necessary, “Mum, Dad, good news! My IQ test proved negative.” | f , > hhere used to be a general feeling that computer games T ‘were bad for you, and books were good. Now people are ‘not so sure. Researchers have found that computer games, television and the Internet have become key factors in boosting children’s 1Qs up to levels never reached by past gencrations. ‘The idea that intelligence can be measured was frst suggested about a century ago, but at that time it was hard to find tests that gave useful results. Over the past two decades, however, tests have become more subtle and complex and researchers have found that IQ scores can give a good indication of what children’s future exam results will be. Some experts have even claimed that 1Q scores can accurately predict what level of income and status young people will achieve in adult life. ‘Why are today’s youngsters doing so much better than their grandparents? Of course, better nutrition, higher standards of living and improved education all play their part in raising general levels of intelligence. But there seems to be more to it tne 17 than that. Scientists are attributing the change in intelligence levels to the complexity of modem life. In today’s fast-moving world, young people are required to interact constantly with electronic gadgets and equipment. ‘Research has shown that they are constantly exposed to an increasingly complex and visual world —_a world far more stimulating than previous generations lived in. This is developing youngsters’ brains in ways that older generations never experienced. Computers are one of the major sources of stimulation, and activities such as playing games and using the Internet seem to be particularly important. There are still some things that remain unexplained, however For example, the increase in children’s 1Q scores varies according to the type of intelligence being tested. It appears that nowadays people are better at abstract thinking than their ancestors were ~ but their verbal and mathematical abilities have 1 Im the first paragraph, the writer says that computer games A have got much better recently B are not as good for children as reading. € con improve the intelligence of young people. D are now used in many different ways by children. | According to the article, in the last twenty years IQ tests have become A a substitute for examinations. Bmore difficult than they were in the past. € a way of increasing young people's income, D more reliable than they used to be.UNIT 10_Use your brain OMPUTER GAME? 5 According to the writer, what remains nano ie SnD ar Maes MAREE eoacienonENO Unexplained about children’s intelligence? ne knows why this isthe case, Nevertheless, during the ‘A why levels of some types of intelligence have last few years there has certainly been a general upward remained unchanged ‘end, and it has been found that the present generation B why there has been such a rapid rise in have IQs about 15 points above their parents, general intelligence Although this is clearly good news, the surging how children can develop their verbal and popularity of computer gaming and other activities has mathematical skils ‘caused concern in some quarters, for two reasons. Firstly, D how the improvement in intelligence levels there have been claims that the high levels of violence in can be continued the games could encourage children to be aggressive. There have also been fears that children could become 6 Research indicates that violence in computer addicted to the games, and so be unable to stop playing games them. Buta recent study found no reliable evidence to ‘A can sometimes be addictive for children ‘prove that computer games contribute to long-term violence or anti-social behaviour. Indeed, it has been claimed that, in moderation, ‘computer gaming is positively good for youngsters. It requires positive qualities such as perseverance, fast thinking and rapid learning, However, it seems that improvements in IQ may not last very long without B may lead to aggressive behaviour in children, can make some children nervous or afraid D may have little effect on children 7 Some people say that playing computer games encourages youngsters ‘continuing stimulation. The brain seers to be like a ‘A to keep trying at dificult tasks. Br reibeceigetr asin ae acorns eran B tobe creative in other areas. stay fit and healthy, When it comes to 1Q, it’s a case of € to develop muscular control. “Use it or lose it’ D to make decisions on their own Others argue that computers have only limited value, ‘They fear that young people who spend too much time 4 playing computer games alone will never learn to think independently. They claim that the danger with a computer is that doing repetitive tasks can actually 1. Complete each sentence using the correct form of the word in capitals. Fics etigence, inthe ent. compinee 1 Intaligence tess an suse predict how much Ee uc eas money people wil ean in the future | perience and for imagination. ‘ACCURATE 2 The of modern life can be stressful as L wl 3s simulating. COMPLEX 3 The of computer games is likely to L increase among older people. POPULAR 4. Violent computer games can make the people who play them very. AGGRESSION 3 Win ine 17 refers to 5 Computer games donot realy simulate people’ A the use of tests co IMAGINE B the effect of education 6 Fears that playing computer games can make € the increas in inteligence. yOu less inteligent are GROUND D the improvement in food standards. 2. Now say whether you agree with each 4 What does the writer say about young peaple and statement or not. | electronic equipment nowadays? A They sometimes find the equipment confusing. 5. If you would like to try some IQ puzzles | B The equipment makes things too easy for them to test your mental agility, turn to page 190. € The equipment is an important part of their daily lives. D They depend on the equipment for their entertainment. i 121UNIT 10 _Use your bran Grammar 2: it is, there is 1 1 There are seven mistakes in the use of it and there in the following sentences. Find the mistakes and correct them. Example: fied to be a feeling that computers were bad for you. There's going to be really hot tomorrow. Its no need to hurry. Isa pity that you can't come It once used to be a river here There was very crowded in the market. Its said that fish is good for the brain. Irs no point in getting upset. Its 2 long way to the town centre It is no charge for admission 10 There's not worth worrying about, 2. Now complete the rules with it or there. A We use to begin a sentence describing whether or not something exists. This is often followed by an indefinite noun (eg. a river). Bo We use nnn to begin a sentence gi information about time, weather and distance. © We use as the subject of a sentence to refer forwards to a clause with that, an ive or an -ing form. > Grammar reference p.200 2 1 Complete the descriptions of three different games using it or there. 2 Then decide what game is being described. Use A A This isa board game for two layers. (1)... iicved to have come from Indi originally (3) ‘satan wit tse, and each player has 16 . +10 play with. 3) aan see fie cnt pes ine es fowadays 2 ,e ean vo tps ply te gene ae Nie is a is Nay a quick game and (1) ne sem 9 Ti dy cena speci equipment 3) meee wo peopl, wo se hei Ban © Bagot) eae toe eles rete payers have wo make a mover their hands simultaneously, and (5) ~~ i8 a system to decide who wins each time. ci i is claimed that this game keeps your brain active and h vocabulary. —_ = DSROSROCW ZULEZP = SHESC = PPARE, SCSISROS, TSNOE lps to improve your meal = ae Discuss these questions. 1. What kind of board games do you enjoy playing? 2 What word games do you know? 3. Which games are you best at? 4) Write a short description of another gamé or puzzle, without giving the name, Then give it to another student and ask him/her to guess what the game is.UNIT 10 _Use your brain MT This is a rapidly growing course with a Very Vocabulary 2: education After the frst two years of : 11) Read the following text and choose the (rec Pantin te univers, students do correct alternative in each sentence. years (2) coursenork working wi 3 Oman, a year. turing to the university for the final vert Med to ave their own computer for | this course, as some ofthe work involves doing special (4) continuous assessment which nee | be submitted electronically. A system of (6) practical used an there are no final ‘examinations. \ 2. Which of the two courses above would you prefer to take? Why? 1 Read the following sentences and match the highlighted phrasal verbs to their meanings. 1 can’t WOR these figures Blt in my head!) 2 was so nervous that | coulon’t taken what he was saying 3 He eatiches om to new ideas very auickly. 4 He's good at getting complex ideas across) 2) Think about your own experiences of 5 She couldn't get dawanjto her homework. education, either now or in the past, and discuss 6 She pickS Up languages very easily. these topics: + similarities with or differences from the description 3 beain to unsersiang ‘hi in Beercise 1 concentrate on something ‘+ your mostleast favourite subjects © explain something to someone ‘+ your experiences of examinations 2} learn something without trying «how much you enjoyediare enjoying your @) calculate something eon ee {) understand something you listen to or read 3 2. Work with a partner and ask each other questions using the verbs above. 1. Read the following extracts from a college , handbook. The words in italies are in the Example: Can you work out Maths problems in your wrong place. Decide where they should go. fread? CET This is one of the most Popular degree 2) lectures atte university. The three-year course ‘made up ofa variety of short (2) fad trips, bject areas. There are formal “5) What do you think is the main purpose of going to school? Is it: + to learn facts? + to pass exams? + to learn how to get on with ather people and develop social skills? ‘+ to learn skills that help with real life? Practical and theoreti end ofthe final yearUNIT 10 _Use yourbeain matching (Part 1) 1 You are going to read an extract from a book about how to learn effectively. First, look at the advice below on how to study and discuss these questions. 1 Which of these pieces of advice do you follow when you study? 2 What other advice would you give? # Set aside studying + Make sure your work place fo tidy before you begin youreelf regular short breaks as you work + Make sure all other business ie done before you settle down, cific times for + Have a light snack if you need one to keep your energy up. 2 Read the title of the extract, ‘then read through the text quickly. 1. How much of the advice in Exercise 1 does this student follow? Why does this advice not work for him? 2 In-what ways, if any, does this student sound like you? 3 Read the text again and choose the most suitable heading from the list A-H for each part (1-6) of the text. There is one extra heading which you do not need to use. There is an example at the beginning (0). ‘A Reasons to be optimistic B An interruption resisted Earlier than intended D A final attempt E A social commitment F Well worth reading G Bigger and better H A tidy workspace 2a H he Six-o'clock-In-The-Evening-Enthusiastic- Determined-And-Well-Intentioned-Studier-Untik idhight is a person with whom you are probably already familiar. At 6 o'clock he approaches his desk, and carefully organises everything in preparation for the study period to follow. Having everything in place, he carefully adjusts each item again, giving himselt time to complete the first excuse: he recalls that in the morning he did not have quite enough time to read all items of interest in the newspaper. He also realises that if he is going to study it is best to have such small items completely out of the way before setting down to the task at hand. He therefore leaves his desk, browses through the newspaper and notices as he browses that there are more articles of interest than he had originally thought. He also notices, as he leafs through the pages, the entertainment section. At this point it will seem like a ‘good idea to plan for the evening's first break — perhaps an interesting half-hour programme between 8 and 8.30 p.m 2 He finds the programme and it inevitably starts at about 7.00 p.m. At this point, he thinks, ‘Well, I've had a dificult day and its not too long before the programme starts, and I need a rest anyway and the relaxation will really help me to get down to studying .--' He relums to his desk at 7.45, because the beginning of the next programme was also a bit more interesting than he thought it would be. By ‘At this stage, he still hovers over his desk tapping his ook reassuringly as he remembers that phone call to a friend which, lke the articles of interest in the newspapers, Is best cleared out of the way before the serious studying begins, The phone call, of course, is ‘much more interesting and longer than originally planned, but eventually the intrepid student finds himself back at his desk at about 8.30 p.m. | SRRways to avoid studying a At this point in the proceedings he actually sits down at the desk, opens the book with a display of physical determination, and starts to read (usually page one) as he experiences the frst pangs of hunger and thst. ig disastrous because he realises that the longer wea salisty the pangs, the worse they will get, ‘and the more interrupted his study concentration wil bbe. The obvious and only solution is a light snack. This, in its preparation, grows as more and more tasty items are piled on the plate. The snack becomes a feast. . Having removed this final obstacle the desk is returned to with the certain knowledge that this time there is nothing that could possibly interfere with the following period of study. The first couple of sentences on page ‘one are looked at again ... as the student realises that his stomach is feeling decidedly heavy and a general drowsiness seoms to have set in. Far better at this juncture to watch that other interesting half-hour programme at 10 o'clock after which the digestion will be mostly completed and the rest will enable him to really get down to the task in hand. a ‘At 12 o'clock we find him asleep in front of the TV. Even at this point, when he has been woken up by Whoever comes into the room, he will think that things, have not gone too badly, for after all he has had a good. rest, a good meal, watched some interesting and relaxing programmes, fulfilled his social commitments to his friends, digested the day's Information, and got fe everything completely out of the way so that tomorrow, at 6 o'clock From USE YOUR HEAD bby Tony Buzan UNIT 10 _Use your brain 4 There is a mistake in each highlighted expression in the following sentences. Correct the mistakes. Look back at the text to check your answers, 1 | try to Givalimyselfit6EM to finish my work properly rather than, rushing through it. 2 ty to planforan inten about halfway through my period of study 3 Is easy to leaamong thelpages of a textbook quickly without reading it propery 4 fina that crinking coffee can help me come down to studying 5. Eating enough before you start can 6 Noise in the street outside my room can 7 Sometimes | have to force myself to ‘(Commitments before you start studying 5 Work with a partner. Make a list of your seven best ways to avoid studying. Then compare with the rest of the class. What are the most popular ways? 6 What do you think are the five most important characteristics that make an ideal student?UNIT 10 _Use your brain Exam focus Paper 5 Speaking: collaborative task/discussion (Parts 3 and 4) About the exam: In Part 3 of the Speaking test, you and your partner discuss a situation or task outlined by the examiner. You are given some pictures to base your discussion on. In Part 4, you have a conversation with your partner and the ‘examiner which extends the topic of Part 3. Procedure 1 Listen carefully to the instructions for Part 3. If you don’t understand exactly what you have to do, ask the examiner to repeat them. 2 Discuss the visuals with your partner, and finally come to a conclusion together. You have to talk for three minutes, so you need to discuss at least some in detail. You don't have to agree, 3 In Part 4, try to initiate discussion as well as answering the examiner's questions. © 1. You will hear two students doing a Part 3 task. 1. Look at the pictures on page 186 and listen to the examiners instructions. What two things do the students have to do? 2. Now listen to the students, Agna and Martin, doing part of the task. Which student: 1 interacted well with hither partner? 2 had the best range of vocabulary and grammar? 2. Work in groups of three 1. You are going to role-play Parts 3 and 4. ‘Student A: You are the examiner, Turn to page 184 and tell the candidates what to do. Students B and C: You are the candidates. Turn to page 186 and follow the examiner’ instructions 2 When you have finished, form new groups and change roles. 3 _ Now discuss the activity. How well did the candidates follow the suggested procedure? Writing: article 11. Read this task and underline key words. Then answer the questions below. Your college magazine is producing a special edition on education, Students have been asked ‘to write articles on the following topic: How do you learn best? Tell us about your favourite ways of studying, and the things that help you to learn. Write your article in 120-180 words. ‘Who ate you writing this article for? ‘What style should you use? How many things do you have to write about? Ae you giving general facts or personal information? 2. Plan your article, You can look back at Unit 8 page 102 for help with planning. 3 Look at the sentences that students have written. Find and correct the mistakes. "& find thar 17 helps @ lor to veey & way thet T stuly necouse then To ger bacitg. 1 prefer to study with other peoples, rather than to. studying alone, because it's more motivating. 4 TF Tam study something aitfcatt, T ike to have mic pling as Hr rebs me to feel relax. 5 © We aren't weed to write cur compositions on © computer, but if T do this 1 Find it easier © to See my mistike ad correct +o them. 4 Now write your article. When you have finished, check your work. »» Writing reference pp. 206, 211