Unit 3 – All in the mind
Complete Advanced
What do you
know about
the people in
the pictures?
Rank the people
according to how
intelligent you
think each one is or
was: 1 = most
intelligent, 7 = least
intelligent
Reading – gist
• Read the extract
from an article on
Howard Gardner’s
theory of multiple
intelligences. How
would he rank the
people shown in the
photos?
Discussion – reacting to the text
• How would you answer the question in the final paragraph:
“(…) are these really intelligences, or could these competences be
more accurately described as gifts or talents?”
• In which of the 9 categories do you perform the best? What
encouragement or help have you received in realizing your potential
in this field? (Refer yourselves to the table from page 30 in the SB)
• Do you think children should be educated differently in the light of
this theory?
Should schools focus less on traditional notions of intelligence and
take more account of each individual’s specific strengths?
Vocabulary
Intelligence and Ability
Identify the
informal
words or
expressions
in the
wordcloud
Which of the following could apply to you?
• a bright child / a child prodigy / a whizzkid
• a brilliant/brainy/gifted student
• I have a flair for languages / I have a gift for music / I’m a dab hand at
painting
• I’m (an) ace at tennis / I’m a skillful card player / I’m a strong
swimmer
• I’m weak at maths / I’m hopeless at cooking / I have a poor memory
Do you know of anyone who is:
• a competent skier
• a proficient typist
• a skilled craftsman/craftswoman
• an expert cook
• a computer expert
• an accomplished musician
Identify the adverb that doesn’t normally
collocate with the ADJECTIVES
• highly/naturally/academically/practically/musically GIFTED
• highly/exceptionally/enormously/hugely/largely TALENTED
• highly/extremely/absolutely/very/quite PROMISING
Speak
Some say that David Beckham was ‘one of the most gifted sportsmen of
his generation’. Think of one famous person for each of the following
descriptions and tell your partner about him or her.
• a highly talented young actor
• an exceptionally gifted musician
• a very promising young (tennis, football, etc) player or athlete
Word Building extension
• WB p.15
Listen
How far do you agree with the following:
Education should: Useful phrases
• allow students to learn at their • That’s so true
own pace. • I couldn’t agree more
• encourage a sense of • That’s exactly how I feel
responsibility.
• I beg to differ
• enable students to perform to
their full potential. • I don’t think so
• encourage creativity. • Not necessarily
• encourage students to join in. How would you complete the
sentence ‘Education should…’?
Future passive - form
• ACTIVE: People will replace the cars of today with driverless cars.
• PASSIVE: The cars of today will be replaced by driverless cars.
Auxiliary to be main verb
same as in active in the same form in past participle
as main verb in form
active
The object of the active sentence becomes the passive subject of the passive sentence!!!
What happened to the subject from the active sentence? Why?
Practice 1
• SB p.33 ex.2 Identify passive verb forms and state the tense being
used
• SB p.33 ex.3
• SB p.33 ex.4
• SB p.33 ex.5
• SB p.33 ex.6
• WB p.14 excluding 1b (HW if no time?)
Practice 2
Warmer
• Your teacher will give you a card with a rather abstract picture on it.
• Imagine that the picture is a snapshot from a dream you had tonight.
• Use the picture for inspiration and think about what your dream was
about.
• Work in groups of three; retell your dreams to each other and vote for
the best one.
• O/C stage: winners retell their dreams for the rest of the class
Lead-In
• Have you ever suffered from any sleep disorders such as insomnia or
sleepwalking? If not, do you know of anyone who has?
• What causes people to have difficulty sleeping?
• Do you think it would be worse to suffer from insomnia or narcolepsy
– a sleep disorder which means that you can fall asleep suddenly at
any time?
Vocabulary
• Look at the underline words in the script and find a verb which means
‘to sleep for a short time, especially during the day’; three verbs
which mean ‘to go to sleep, usually without intending to’.
Collocations
Discuss
• How long does it usually take you to get to sleep once
you’ve gone to bed?
• Do you ever lie awake in bed worrying about things? Does
anything else keep you awake at night?
• What advice would you give to someone suffering from
insomnia? Do you know of any remedies?
• Certain types of music or a film after lunch send some
people to sleep. Does anything have this effect on you?
Vocabulary in bold forms typical collocations
Reporting Verbs
• Narcolepsy is known to affect at least 2500 people in the UK.
• Jenkins is said to have fled the country.
Task
Rewrite the sentences starting with the underlined phrase:
• People expect that the Prime Minister will announce his resignation later
today.
• They understand that the 22-year-old striker is considering a move to a
Spanish club.
• There’s a rumour going around that the band have sacked their lead
guitarist.
• The police alleged that he had been selling stolen goods.
• One report says that she was paid over £2 million for her part in the film.
Have/Get something done – the Causative
1. What is the difference between the following sentences?
a) We’re painting the house at the weekend.
b) We’re having the house painted at the weekend.
c) We’re getting the house painted at the weekend.
2. What is the difference in the use of have in the following two
sentences?
a) I had my watch repaired last week.
b) I had my watch stolen last week.
Other Passives with GET
• Even though I have sent hundreds of applications they keep turning
me down.
-GETTING-
I’ve applied for loads of jobs but keep getting turned down.
• Has the use of GET made the sentence more or less formal?
• What is the meaning of GET in the following sentences?
• The postman got stuck in the lift this morning.
• She got her head stuck in the back of the chair.
Practice – complete each gap with a suitable
phrase with have or get.
a) Hurry up or you’ll ______ behind.
b) I go to a reflexologist every month ______ massaged.
c) This is the first time I ______ cleaned since the wedding.
d) They’ve got a map and a compass so they’re hardly likely ______ .
e) I do wish you ______ tested – I really think you need glasses, you know.
f) I’m seriously thinking ______ pierced.
g) He ______ writing graffiti on the bus and they fined him £50.
h) We ought ______ serviced – the engine’s making all sorts of funny noises.
i) We ______ broken into at the weekend. They took the computer, TV, DVD player –
everything.
j) I think you ______ cut before your interview.
Use – tell your partner about:
• something you’ve had done recently.
• something you’d pay to have done if you had the money.
• something you’d never have done, ever.
• an occasion when you got lost.
• a time when you got caught doing something you shouldn’t have
been.
Lead-In Do you like looking at art?
Do you have a favourite painting or sculpture?
What do you think of modern art?
Look at the paintings and discuss
these questions:
Which of these pictures
• is an example of Impressionist
art?
• can be described as ‘abstract’?
• was most likely created by an
animal?
!Remember to always explain
your answers!
Predicting context
• The text you are going to read in this class is entitled In the
eye of the beholder, which is a shortened version of the
saying: ‘Beauty is in the eye of the beholder’.
• Look at the definition of the verb behold and discuss the
possible meaning of the saying.
• The article refers to the field of study called
‘neuroaesthetics’. What does the prefix ‘neuro’ always refer
to?
• What are aesthetics.
Choose a suitable
Read the subheading.
first two • What could explain the way we
are drawn to abstract art?
paragraphs • What is different about the minds
of the of artists who produce abstract
work?
article • Which forms of art are likely to
provoke the strongest reaction?
Read the entire article
• For questions 1-6, choose the answer (A, B, C or D) which you think
fits best according to the text.
• When doing this kind of task it is considered good practice to:
1. carefully read the questions and underline the key words and predict their
synonyms
2. locate the fragments of the text which contain the answers. The information
in the text follows the order of the questions
3. eliminate the options which are clearly wrong and choose the best answer,
underlining key phrases or sentences in the text.
4. Make sure that the options you have chosen accurately reflect the
information you have underlined in the text.
Reacting to the text
•Do you agree that abstract artworks are
the product of the untalented, sold by the
unprincipled to the utterly bewildered’?
•Do you think that the artistic ability is
something we are born with or can it be
learnt?
Deconstructing the task
• Use the Receptive skills task analysis document to deconstruct every
detail of the task you have just completed. Complete the table
working with a partner.
• This template can be used for any receptive skills activity in any exam.
After some time, however, you will learn to do all of the things it asks
you to do automatically – which will eventually save you a lot of time
and frustration in the exam.
Complete the reading
task from page 34/35
in the SB
Homework
Complete the reading
task from page 6/7 in
the WB (extra)
Lead-In
• What is the phrasal verb used for inheriting characteristics, either
physical or psychological, from other people (usually members of your
family)?
• Who do you take after?
Nature vs Nurture
How to …
• Even though some of the missing vocabulary may be ‘meaning’ words (usually part of
fixed phrases or common collocations), the majority of the gaps can be completed with
‘grammar’ words.
• Work with a partner and list:
• 10 prepositions
• all articles
• all auxiliary verbs and all of their forms
• all:
• object pronouns
• reflexive pronouns
• possessive adjectives
• relative pronouns
• 10 linking expressions
• 10 modal verbs
Exam Task
• Complete activity 3 from page 36
• When comparing answers with your partner identify the part of
speech of the missing word and explain what elements of the
surrounding text helped you guess.
Discussion
[Link] your personality more like one of your parents than the other? If you have a
sibling, is his or her personality like yours? In your family, how did these
similarities and differences develop? What do you think caused them?
[Link] you think of a human characteristic for which genetic differences would
play almost no role? Defend your choice.
[Link] you think the time will come when we will be able to predict almost
everything about someone by examining their DNA on the day they are born?
[Link] twins are more similar than fraternal twins for the trait of
aggressiveness, as well as for criminal behavior. Do these facts have
implications for the courtroom? If it can be shown that a violent criminal had
violent parents, should it make a difference in culpability or sentencing?
Extension/Homework
• WB Part 2 Task
• Unit 6 (supplement book) review
• Unit 3 review! – SB p.50
• Work individually. Make a list of all
the things that you think make
people stressed.
• Compare lists with a partner and
see how many items you have in
Lead-In common.
• Do any of these things apply to you
personally?
• Explain to your partner how you
deal with stress.
Listening
• Listen to two people discussing stress and how they cope with it. Do
either of the speakers mention any of the causes of stress that you
have discussed?
• To make sure you don’t speak too much in the discussion, ask your
partner questions. Listen to the conversation again and make note of
the questions which the speakers ask to involve their partner.
From Stress to Anger
• Read the dictionary definitions and the newspaper headlines.
• Why do you think people become so aggressive in cars and
aeroplanes?
• Have you witnessed or read about any examples of road rage and air
rage?
Listening
• You will hear a radio interview with a road safety expert on the topic
of road rage. For questions 1-6, choose the answer (A, B, C or D)
which fits best according to what you hear.
• Post listening
• Do you have any suggestions for keeping calm in the car?
• Does the public transport system in your area provide a viable alternative to
the car?
• How might the problem of traffic congestion in cities be solved?
Vocabulary 1 - anger
Vocabulary 2 - Anger
Discuss – anger
• What sort of things make
you angry?
• What do you do when you
lose your temper?
• What do you do to calm
down?
Extension/Howmework
• Use the receptive skills analysis sheet to deconstruct the listening
task.
Lead-In
Task analysis
Genre
Analysis 1
Genre Analysis 2
Writing Workshop –
Improving Register
• Read this advanced student’s essay and:
• Divide it into 4 paragraphs
• Replace the underlined words with
more formal equivalents
• There are 14 more errors with register
like the one identified at the beginning
of the essay. See if you can find and
correct them all.
Preparation for
writing