Om te3 unit7

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Text of Om te3 unit7

  • Unit objectives

    Functions: talking about intelligence and the brain (Sections 1, 4); guring out a puzzle (Section 2); checking information (Section 5); speculating about what you see (Sections 2, 7); giving your opinion about brain training (Section 8); discussing logical thinking (lifeSkills)

    Grammar: modals of deductionmight/must/could/cant (Section 2); tag questions (Section 5)

    Vocabulary: adjective suf xes ful, less (Section 3); improving your brain (Section 8)

    Pronunciation: tag questions (Section 6)

    Listening (Language use): listening to an interview (Section 4)

    Reading: distinguishing fact and opinion (Section 1)

    Writing (Language use): writing a comment about an online article (Section 9)

    Speaking: speculating (Section 7)

    lifeSkills: thinking and problem-solving: thinking logically

    T67

    Lead-inAsk the students to discuss the pictures in pairs. Ask them to identify what the people in the pictures are doing and what the diagram represents. Listen to some ideas from the class, e.g., In the rst picture, the woman is playing chess; I think the woman in the second picture is a scientist because she is doing an experiment in a laboratory. Elicit that the diagram represents the human brain and shows the two hemispheres (sides) of the brain: left and right. Explain that typically, left-brain thinkers are more logical and sequential, and right-brain thinkers are typically more artistic and creative.

    A Read the instructions to the class. Elicit the meaning of Id rather (it means the same as Id prefer to).

    Ask the students to do this exercise individually and circle Yes or No for each question.

    Culture noteBrain research has shown that both hemispheres of the brain are involved in nearly every human activity. The left hemisphere of the brain is the seat of language, and processes things in a logical and sequential order. The right hemisphere is more visual, and processes things intuitively, holistically, and randomly. It is generally accepted that most people have a dominant side, with people with a dominant left side being good at subjects like mathematics, while people with a dominant right side are regarded as being more creative, emotional, and artistic.

    Opener

    Unit 7 Think Again! The expression think again is used when we want someone to consider carefully whether what they are planning to do is really a good idea or not, e.g., If I were you, Id think again before buying that car; A visible alarm makes burglars think again.

    B Ask the students to add up their scores using the key. Take a quick class poll to nd out which members of the class are left-brain thinkers and which right-brain thinkers.

    Ask the students if they agree with the results of the questionnaire.

    Alternative Make the questionnaire a communicative activity by having the students work in pairs to interview each other and record their partners answers. Prepare the students for this activity by eliciting from them how to form questions from the questionnaire statements (e.g., #1: Do you wear a watch?; #3: Would you rather draw a map than ?). Ask the students to calculate their partners score and tell them whether they are more of a left-brain or a right-brain thinker.

    what are you good at?Ask the students to look at the six pictures again. Ask them to work in pairs and discuss which activities illustrate left-hemisphere dominance and which illustrate right-hemisphere dominance, and why. Ask them to identify things they are good at (left brain: good at writing, playing games such as chess, understanding things logically rather than emotionally; right brain: good at music and art, expressing things creatively, understanding things emotionally rather than logically). Ask if they recognize their personality traits and skills in these activities.

    (Section 3); improving your brain (Section 8)

    Recycling points verb tenses modal verbs: must/mustnt; can/cant distinguishing fact and opinion

    Unit 7Unit 7Think Again!A Do the questionnaire.

    B Score yourself. Are you more of a left-brain or right-brain thinker?

    Score 1 point for every Yes answer to questions 1, 4, 8, 9, and 10. Score 1 point for every No answer to questions 2, 3, 5, 6, and 7. Add up your score.

    05: You are more of a right-brain thinker. 610: You are more of a left-brain thinker.

    I wear a watch.

    I play or would like to play a musical instrument.

    I like to draw.

    Id rather draw a map than give someone directions.

    When I get something new, I usually read the instructions.

    I hate following a schedule.

    I make to-do lists.

    I generally do well in math and science.

    Ive considered becoming a lawyer, a doctor, or a journalist.

    Ive considered becoming a politician, an artist, or an architect.

    67

    OM_SB3_FINAL_FILES.indb 67 01/02/2010 11:18

  • T68

    1 Reading: distinguishing fact and opinion

    B Ask the students to read the article and check whether their ideas about the peoples in the pictures were correct or not. Ask them to nd which of the four people in the pictures is not mentioned in the text (Leonardo da Vinci).

    Listen to some ideas from the class. Point out that IQ stands for intelligence quotient. Explain that quotient is pronounced /kwont/ and means the number that is the result of dividing one number by another. For example, 2 is the quotient of 4:2.

    Ask the students to work in pairs and discuss the meaning of these words from the text, using the context to help them: well-known, convinced, overlook, crucial. Listen to some ideas from the class (well-known: famous; convinced: absolutely sure; overlook: fail to notice; crucial: very important).

    C Read the instructions to the class. Ask the students to do this exercise individually. Ask them to compare their answers in pairs, discussing any differences.

    Check the answers with the class. Elicit from the students the words or phrases that helped them to make their decisions.

    Answers1 both (opinion indicated by the adjective amazing; facts = she became a writer, was deaf and blind)

    2 fact (indicated by the phrase Studies show that )3 opinion (indicated by the adjective very poor)4 opinion (indicated by the adjective better and the phrase Im convinced that )

    5 both (opinion indicated by the phrase which to my mind seems more useful; fact indicated by the phrase Another defi nition states that )

    6 both (opinion indicated by he thinks that ; fact = he has written about geniuses in his book)

    7 fact (indicated by the phrase according to research )

    D Read the instructions to the class. Ask the students to discuss the questions in pairs. If necessary, prompt them by giving them the names of some well-known geniuses, e.g., Galileo, Bobby Fischer (American chess player), Beethoven, Bill Gates (founder of Microsoft).

    Workbook p. 40, Section 1

    Lead-inHave the students brainstorm a list of famous people who have contributed great things to the world. They may be from the students own country or other countries, living or dead; and the students may choose anyone they think has done something great. Write the list of people on the board. Ask the students to comment on the list of people, e.g., to say what they think about them, or give any information they know about them. This will encourage them to give a mix of facts and opinions. Write the students comments on the board. Then, have the class review the comments and discuss whether they are facts or opinions.

    Remind the students that they practiced distinguishing fact and opinion on p. 48.

    Remind the class that often texts are made up of a mixture of fact and opinion.

    Give the students time to read the information in the skills box.

    Elicit one phrase that indicates fact, and one that indicates opinion (e.g., Research shows that and To me, this seems ). Ask the students what the use of adjectives like good, bad, and great indicate (opinion). If necessary, you can expand and discuss why (e.g., because they describe peoples perceptions of whats good or bad).

    A Have the students work in pairs. Ask them to discuss the people in the pictures and what they are famous for.

    Listen to some ideas from the class, but do not correct them at this stage.

    AnswerThey are all well-known for being intelligent people (some people would describe them as geniuses).

    Culture note Leonardo da Vinci (14521519) was an Italian painter, sculptor, architect, engineer, and scientist, and one of the greatest gures of the Italian Renaissance. He is best known for painting the Mona Lisa, and for his sketches and technological ingenuity. Charles Darwin (18091882) was an English scientist who developed the modern theory of evolution and the principle of natural selection. Stephen Hawking (1942) is an English physicist who has researched black holes and gravitational eld theory. His most famous work is called A Brief History of Time. Helen Keller (18801968) was a writer from Alabama who, despite becoming blind and deaf after an illness as a baby, went on to graduate from college and publish several books.

    1 Reading: distinguishing fact and opinion p48

    Facts and opinions sometimes occur in the same sentence. To help you distinguish between them, look for phrases like Researchshowsthat and Tome,thisseems Another way of identifying someones opinion in a sentence is to look for adjectives like good,bad,great, etc.

    A Look at these people. Do you recognize any of them? What do you think they have in common?

    B Read this article and check your ideas.

    C Look at these sentences from the article in Exercise B. For each one, decide if it expresses a fact, an opinion, or both.

    1 Or Helen Keller, the am