Download pdf - Om te3 unit7

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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 deduction—might/must/could/can’t (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

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Lead-in»Ask 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 I’d rather (it means the same as I’d 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, I’d 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 partner’s 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 partner’s 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/mustn’t; can/can’t

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.

0–5: You are more of a right-brain thinker. 6–10: 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.

I’d 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.

I’ve considered becoming a lawyer, a doctor, or a journalist.

I’ve considered becoming a politician, an artist, or an architect.

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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 /ˈkwoʊʃənt/ 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 I’m 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-in»Have 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 people’s perceptions of what’s 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 (1452–1519) 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 (1809–1882) 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 (1880–1968) 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 Research shows that … and To me, this seems … Another way of identifying someone’s 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 amazing woman who became a writer even though she was deaf and blind?2 Studies show that normal IQs range from 85 to 115, and a genius has an IQ over 140.3 However, this seems to be a very poor definition to me.4 I’m convinced that a better definition of “genius” should surely include other things, like creativity.5 Another definition, which to my mind seems more useful, states that originality is the defining factor.6 The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he

thinks that there is an important factor we often overlook: hard work.7 And, according to research, it is possible to put a figure on it: 10,000 hours.

D Work in pairs. Think of other geniuses you know of. Which one do you admire the most? Why?

We all think we know one when we see one. Everyone

agrees that the scientists Albert Einstein and Marie Curie were geniuses. Mozart was clearly a genius, and so was the naturalist Charles Darwin. And what about the well-known scientist Stephen Hawking? Or Helen Keller, the amazing woman who became a writer even though she was deaf and blind? Are they geniuses? What makes a genius?

According to one definition, a genius has a high IQ. Studies show that normal IQs range from 85 to 115, and a genius has an IQ over 140. However, this seems to be a very poor definition to me. “Genius” is a complicated concept, involving many different

factors. Intelligence tests usually measure only logical thinking. I’m convinced that a better definition of “genius” should surely include other things, like creativity. The artist Picasso produced thousands of beautiful works of art. Was he a genius?

Another definition, which to my mind seems more useful, states that originality is the defining factor. A genius puts things together in new ways, ways that ordinary people have never thought of, and creates something new. It might be a new idea, a new work of art, or a new way of working. Geniuses change the world they are born into. That raises another question: Are geniuses born that way?

The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he thinks that there is an important factor we often overlook: hard work. “The people at the very top don’t just work much harder than everyone else,” he says. “They work much, much harder.” You have to be born with talent, but then you have to develop that talent. And, according to research, it is possible to put a figure on it: 10,000 hours. That’s about 3 hours a day for 10 years. By studying examples ranging from Mozart to the Beatles to Bill Gates, Gladwell shows that they all got the chance to do an enormous amount of practice before becoming hugely successful. So, while talent and IQ are crucial, it seems that geniuses do an enormous amount of work to achieve their success.

Helen KellerLeonardo da Vinci Charles Darwin Stephen Hawking

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C• Do #1 with the class.• Ask the students to do this exercise individually and

then to compare their answers in pairs, discussing any differences.

• Check the answers with the class.• Note that there are two possible answers to #2.

D • Have the students look at the examples in the

How to say it box.• Encourage the students to use different modals of

deduction when discussing the next possible items in each sequence.

• Put the students in pairs to do this exercise. Circulate as they work, and give help as required.

• Check the answers with the class. Ask the students to give a reason for each answer, if possible.

Answers1 25 (the squares of #1–#5: 1 × 1 = 1; 2 × 2 = 4;

3 × 3 = 9; 4 × 4 = 16; … )2 blue (the colors of the rainbow in order)3 F (the � rst letters of the days of the week)4 13 (each number is the previous two numbers

added together)5 S (the planets in order: Mercury, Venus, Earth,

Mars, Jupiter, Saturn …)6 Barack (the � rst names of U.S. presidents,

starting with Ronald Reagan)


Lead-in»Ask the students to look at the picture. Ask them what it is (an IQ test). Ask them what they can see in the picture (colored squares). Ask what is different about the squares besides their colors (there is a dot in each square). Elicit the position of the dot in the � rst three squares (at the top left, at the top right, at the bottom left). Ask the students to try doing the puzzle. Elicit the correct answer, and ask the students to explain why it is the correct answer.

A CD 2, Track 02• See the student’s book page for the audio script . • Ask the students to read the instructions and the

question carefully.• Play the recording once, and check progress.• If necessary, play the recording again.• Check the answer with the class.

AnswerC

B• Explain or elicit that when we make deductions, we do

not know the exact answer to something, so we have to use the other information or evidence that we have to arrive at a conclusion. Point out that we can use modal verbs to express this.

• Have the students complete the grammar table individually and then compare their answers in pairs.

• Check the answers with the class.• Point out that if we use must when we make

deductions, it does not mean it is de� nitely true, but we think that it is almost certainly true.

• Highlight that the opposite of It must be red is not It must not be red, but It can’t be red. The negative form must not is not usually used as a modal of deduction. Similarly, the opposite of It can’t be red is not It can be red, but it must be red.

• Ask the students to look at the examples in the language box. Point out that when must, might, can’t, and couldn’t are followed by be, this can be followed by a noun, an adjective, or the present participle.

• Highlight that must, might, can’t, and couldn’t can also be followed by other verbs, e.g., You have 20 Madonna CDs? You must love Madonna!

• Ask the students to look at the Watch out! box. Remind them that can is never used as a modal of deduction.

• Point out that can/can’t for ability and must/mustn’t for obligation are different uses of these modal verbs.

2 Grammar: modals of deduction—might/must/could/can’t 2Grammar: modals of deduction—might/must/could/can’t

A Language in context Listen to the conversation below. Which answer to the puzzle do they choose?

Morgan: Hi, Ben. What are you doing? Ben: Oh, hi, Morgan. I’m just taking an IQ test in this magazine.

I’m not doing very well, though!Morgan: Let me see. Which symbol is missing? Hmm …

OK. Well, the missing square must be red. Ben: Yes, that’s what I think. So the answer can’t be B.

It could be A, though.Morgan: No, it can’t be A. Look where the dot is. It must be on the

right at the bottom. The answer must be C. Ben: Oh, yes. You’re right. Hey, you’re good at these things,

genius! Let’s try the next one.

B Notice Read the conversation again and complete the table.

C Practice Write what you might say in each situation. Use the word given in parentheses.

D Now you do it Work in pairs. For each puzzle, decide what comes next. How to say itHow to say itHow to say itHow to say it

It might be …

No, it couldn’t be … because …

I think it must be …

Watch out!Which one do you think it is?

It could be the last one.

It can be the last one.

Verb Use Example

(1) beUse to express something we think is (almost) certainly true. The missing square (4) be red.

might/ (2) beUse to express something we

think is possibly true. It might/ (5) be A, though.

couldn’t/ (3) beUse to express something we

think is (almost) certainly untrue. So the answer (6) be B.

Must/could/can’t/couldn’t/might are followed by be + a noun, e.g., That must be David at the door;

an adjective, e.g., You must be tired.; -ing verb, e.g., Jenny couldn’t be flying to Lima. She hates planes.

1 You’re expecting Nicole to call. The phone rings.

(must)

2 You are almost certain the answer isn’t D.

(can’t)

3 It’s possible your cell phone is at home.

(could)

4 You think it’s possible that John is sick.

(might)

5 You’re certain that an answer is not right.

(couldn’t)

6 You don’t believe it when someone says it’s snowing.

(can’t)

1 1, 4, 9, 16, ?

2 red, orange, yellow, green, ?

3 M, T, W, T, ?

4 0, 1, 1, 2, 3, 5, 8, ?

5 M, V, E, M, J, ?

6 Ronald, George, William, George, ?

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must

could

can’t

must

could

can’t

That must be Nicole.

The answer can’t be D/D can’t be the answer.

My cell phone could be at home.

John might be sick.

The answer couldn’t be right.

It can’t be snowing.

CD 2, Track 03

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3 Vocabulary: adjective suf� xes –ful, –less

B• Read the instructions to the class.• Have the students read through each statement

carefully.• Point out that highly in highly intelligent means very.• Explain that if the students agree with the statement,

they should circle A (agree) and if they disagree, they should circle D (disagree).

• Ask the students to think of reasons and/or examples for their choices.

C • Ask the students to discuss their choices in pairs and

to give reasons for their choices.• Listen to some ideas from the class.



• Point out that –ful is short for full, so painful means literally “full of pain.” The suf� x –less means without, so painless means literally “without pain.” These can also be described as the positive and negative forms of the adjective.

A• Ask the students to complete the task individually

and then to compare their answers in pairs, discussing any differences.

• Check the answers with the class.• Highlight that if you are hopeless at something, you

are very bad at it. The opposite is not hopeful at, but very good at. If you are powerless, you are unable to do anything to prevent something happening.

4 Language use: listening to an interview

A• Have the students look at the pictures. Check that

they know who these people are, and elicit any information they may know about them.

• Ask the students to do this exercise individually and then to compare their answers in pairs.

• Listen to several suggestions from the class, but do not correct the students’ answers at this point.

Culture note Lope de Vega (1662–1635) was a Spanish dramatist and poet who wrote an amazing 1,800 plays. Tiger Woods (1975–) is a golfer who, in 2008, was the world’s highest-paid sportsman, earning $110 million. William Shakespeare (1564–1616) was an English dramatist and poet who wrote a large number of famous plays, including Romeo and Juliet and Hamlet. Wolfgang Amadeus Mozart (1756–1791) was an Austrian composer who wrote more than 50 symphonies and a number of well-known operas, including The Marriage of Figaro and Don Giovanni.

B CD 2, Track 03• Play the recording so that the students can check if

their predicted answers are correct.• Check the answers with the class.

Audio script

Interviewer: Hello, and welcome to the show. Today, I have Jane Thompson, a psychologist, with me, and we’re going to be talking about child prodigies. Welcome to the show, Jane.

Jane: Thank you.Interviewer: Now, Jane, a child prodigy is a very smart child,

isn’t it?Jane: Not exactly. It’s a person who shows great talent in

math, or music, or sports. They usually show that talent before they are 13. Some of them are even recognized as prodigies as young as four or � ve.

Interviewer: So can you give us an example of a child prodigy?

Jane: One example from the world of literature is Lope de Vega. He was a Spanish writer and could read Spanish and Latin when he was � ve. He wrote his � rst play when he was 12 and grew up to be a very successful writer. Another famous child prodigy is Mozart. He started to play the piano when he was only three! Some people considered Tiger Woods, the golfer, to be a child prodigy when he was young.

Interviewer: Child prodigies must be very intelligent, right?Jane: Yes. Child prodigies generally have high IQs.

People think it must be great, but many prodigies have painful lives.

Interviewer: Painful? In what way?Jane: They can be under a lot of pressure from their

parents. They want them to be very successful. If they aren’t, it can lead to problems. It’s often hard for child prodigies when they grow up.

C CD 2, Track 03• Ask the students to read the four sentences carefully.• Ask them to listen to the recording again and

complete the sentences.• Play the recording once, and check progress. If

necessary, play the recording again.• Ask the students to compare their answers in pairs,

discussing any differences.• Check the answers with the class.

D • Have the students read the questions and think about

their answers.• Ask them to discuss the questions in pairs.• Listen to some ideas from the class.

3

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Vocabulary: adjective suffixes –ful, –less

We often use a noun (e.g., pain) + a suffix (e.g., –less) to make an adjective (e.g., painless). We often use –ful to form positive adjectives and –less to form negative adjectives.

A Complete each sentence with the correct adjective.

1 I was never very good at math because I was (care).

2 You don’t have to be very intelligent to be (success).

3 Intelligence is (use) on its own—you need to understand people, too.

4 Very intelligent people are often very lonely and this can be (pain) for them.

5 Einstein had a very (power) brain.

6 I’m (hope) at doing logic puzzles. I always get the wrong answer!

7 Nadine is very (thought) and always considers her friends’ feelings.

8 Ben’s parents felt (power) to stop him from dropping out of college.

B Circle agree (A) or disagree (D) for each statement.

1 You can be successful even if you aren’t very intelligent. A D2 Logic is useless for understanding other people and their emotions. A D3 Highly intelligent people are often thoughtless. A D

C Work in pairs. Compare your answers with your partner’s. Explain your choices.

Language use: listening to an interview

A You are going to listen to an interview about child prodigies. Before you listen, check which of these people you think were very intelligent when they were children.

B Now listen to the interview and check your answers.

C Listen again and complete the notes.

1 A child prodigy shows great talent before the age of .

2 Lope de Vega learned to read Latin and when he was five.

3 Child prodigies usually have high .

4 often put pressure on child prodigies.

D Work in pairs. Ask and answer these questions.

1 Do you think young people today are under a lot of pressure to be successful?2 Do/Did your parents put pressure on you to do well in school?

Lope de Vega

people you think were very intelligent when they were children.

Tiger Woods William Shakespeare Mozart

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careless

successful

useless

painful

powerful

hopeless

thoughtful

powerless

✓ ✓ ✓

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IQs

Parents

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5 Grammar: tag questions

Lead-in»Have the students look at the picture. Ask them who they think the women are, where they are, and what they are talking about. (They could be friends or co-workers. They are probably in a café. They are talking about something serious —maybe a problem at work or at home).

A CD 2, Track 04• See the student’s book page for the audio script . • Have the students read the instructions and the

question carefully.• Play the recording once.• Check the answer with the class.• Elicit the meaning of a pushy parent (a parent who is

determined to get what they want for their children, even if this annoys other people).

AnswerShe is worried because she thinks her son may be a gifted child.

Alternative Ask the students to keep their books closed. Tell them they will hear a conversation between two mothers, Victoria and Nancy. Write the question on the board. Play the recording once. Ask the students to compare their answers in pairs. Ask them to open their books and check the answer by reading the conversation.

B• Read the instructions to the class.• Ask the students to do this exercise individually and

then to compare their answers in pairs, discussing any differences.

• Check the answers with the class.• Elicit that we use tag questions to check information

we think is probably correct.• Have the students read the information in the

language box.• Highlight the relationship between the tag and the

statement: positive statement—negative tag; negative statement—positive tag.

• Remind the students that the tense and auxiliary verb used in the statement are replicated in the tag (e.g., He hasn’t been well, has he?; You won’t tell anyone, will you?; He’s not doing badly, is he?).

• Point out that all the tenses and modal verbs the students have learned so far can be used in tag questions. The verb in the tag question must correspond with the form in the main part of the sentence, e.g., You won’t tell him, will you?; He can’t be serious, can he?; She hadn’t been there, had she?

• Focus on the use of do/does/did when there is no auxiliary verb in the main statement (e.g., He got an A on his last test, didn’t he?; She goes to a school for gifted children, doesn’t she?).

• Highlight the tag for I am (aren’t I?). If the students ask you why aren’t I is the tag for I am, explain that this is because *amn’t I is simply too dif� cult to pronounce, even for native-speakers of English. The tag am I not? was used in the past, but is considered very old-fashioned now.

• Emphasize that we never use no as a tag question in English.

C• Ask the students to look at the examples in the Watch

out! box. Ask them why does it? is incorrect (because a positive statement should be followed by a negative tag).

• Have the students do this exercise individually and then compare their answers in pairs, discussing any differences.

Alternative If the students are having trouble with tag questions and need additional support for this exercise, you can write the answers in random order on the board and have the students choose them.

• Check the answers with the class, encouraging the students to explain why they’ve chosen the tag forms they have chosen.

D • Read the instructions to the class.• Put the students into pairs, and give them a couple of

minutes to think individually about the information about their partner’s life that they want to check and to make a few notes.

• Ask the students to look at the example, and point out that this question refers to experiences, where it is normal to use the present perfect to ask the � rst question.

• Have the students work in pairs and ask and answer questions about the different categories.

• Listen to a few examples from the class. Correct any errors in the formation of tag questions.


5Grammar: tag questions

A Language in context Listen to the conversation below. Why is Victoria worried?

Victoria: I’m a little worried about Laurence. Nancy: He’s been sick recently, hasn’t he?Victoria: Yes, but it’s not that. I’m worried about his schoolwork. Nancy: But he’s not doing badly, is he? He got an A on his last test, didn’t he?Victoria: Yes, he did. That’s why I’m worried. He has straight As!

I think he’s a gifted child. Nancy: I read an article about gifted children. They’re very

intelligent children, aren’t they?Victoria: That’s right. I was wondering if he needs special classes. Nancy: Wendy’s daughter goes to a school for gifted children,

doesn’t she? Let’s call her and ask her about it.Victoria: That’s a good idea. You won’t tell anyone, will you? I don’t

want people to think I’m a pushy parent. Nancy: Of course not.

B Notice Look at the conversation in Exercise A again and complete the table.

We use tag questions to confirm information we’re almost certain about or to check information we’re not sure about. We form the tag question using a pronoun and an auxiliary.

C Practice Complete the tag questions.

D Now you do it Work in pairs. What do you know about these areas of your partner’s life? Use tag questions to check your knowledge. Ask other questions to find out more.

• family • interests • ambitions • experiences

You’ve been to the U.S., haven’t you?

Watch out!

It starts at nine, doesn’t it?

It starts at nine, does it?

When the main verb of the sentence is positive, the tag question is negative: e.g., He’s very smart, isn’t he?

When the main verb of the sentence is negative, the tag question is positive: e.g., He’s not very smart, is he?

With I am, we use aren’t I? With I’m not, we use am I?:e.g., I’m in the right place, aren’t I?/I’m not sitting in your seat, am I?

Tag question Short answer

Simple tenses She goes to a school for gifted children, (1) ? Yes, she does./No, she doesn’t.

Progressive tenses He’s not doing badly, (2) ? Yes, he is./No, he isn’t.

Perfect tenses He’s been sick recently, (3) ? Yes, he has./No, he hasn’t.

be as a main verb They’re intelligent children, (4) ? Yes, they are./No, they aren’t.

Modals You won’t tell anyone, (5) ? Yes, I will./No, I won’t.

1 You didn’t do well on the test, ?

2 Al has always been very smart, ?

3 We aren’t late for the test, ?

4 Tom could read when he was three, ?

5 I won’t see you tomorrow, ?

6 Ann’s coming here tomorrow, ?

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doesn’t she

is he

hasn’t he

aren’t they

will you

did you

hasn’t he

are we

couldn’t he

will I

isn’t she

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6 Pronunciation: tag questions

C • Ask the students to take turns saying the tag

questions in pairs.

Alternative Play the recording, and ask the students to read each sentence aloud chorally in time with the recording.

A CD 2, Track 05• See the student’s book page for the audio script . • Read the instructions to the class.• Ask the students to listen to the examples and notice

what happens to the speaker’s voice in the tag questions.

• Play the recording once.• Play the recording again, pausing after each sentence.

Ask the students to repeat each sentence chorally, paying attention to the tag questions.

B CD 2, Track 06• See the student’s book page for the audio script .• Ask the students to listen to the recording and mark

the intonation using arrows, like the examples in Ex. A.

• Play the recording once. Check progress and, if necessary, play the recording again.


• Ask them when we speculate (when we aren’t sure about something) and what language we can use to speculate (modal verbs of deduction—may, might, could, can’t, must—and tag questions).

• Focus on the expression It looks like …, and elicit that it means to have a similar appearance to something.

A CD 2, Track 07• See the student’s book page for the audio script .• Ask the students to look at the picture. Ask them

what they think it is.• Play the recording once. Ask the students what they

see in the picture now (the eye of a rhino).

Alternative Ask the students to cover the conversation. Have them look at the picture and speculate what it could be. Then ask them to close their books and listen for the answer in the conversation. Play the recording once, and check the answer. Was it the same as their guess?

• Have the students work individually and underline all the phrases in the text where the speakers speculate on what the picture could be.

• Ask the students to compare their answers in pairs, discussing any differences.

• Check the answers with the class.

7 Speaking: speculating

B • Ask the students to look at the How to say it box.• Encourage the students to use modals of deduction

and tag questions when discussing the pictures.• Have the students work in pairs and discuss what the

subject of each picture could be. Point out that they can have more than one possibility for each picture.

C • Have the pairs combine to form groups of four.• Ask the students to compare their opinions about the

pictures.• Listen to several suggestions from the class.

Encourage the students to answer, using modals of deduction and tag questions.

Answerslettuce, butter£ y, coconut

sensory boxBring to class a box with a hole cut in the top, or a cloth bag. Pre-select several objects to put inside the box. The objects should have an interesting texture, and should be somewhat usual, e.g., a vegetable or a piece of fruit, or an item of clothing such as a work glove, shoelace, etc. Do not show the objects to the students. Put one object in the bag without showing it to the students. Pass the box/bag around the class and have the students speculate on what the object is, using modals of deduction and tag questions.


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Pronunciation: tag questions

A Listen to these tag questions. Notice that we use falling intonation in the tag to con� rm information we are almost certain about. We use rising intonation to check information when we are not sure.

B Listen and draw an arrow for rising or falling intonation depending on whether the speaker is fairly certain of the answers, or not certain of the answer. You’ll hear each sentence twice.

C Work in pairs. Practice saying the tag questions in Exercise A and B.

Speaking: speculating

We speculate when we aren’t sure about something. In order to speculate, we use modals of deduction and tag questions. We also use phrases such as Maybe it’s a …, If you ask me, it could be a …, and It looks like a … to show we are uncertain.

A Listen to the conversation below. Underline the phrases that the speakers use to speculate about the picture.

Jonny: So, what do you think it is?Alannah: Well, if you ask me, it could be a dry river bed. Jonny: I don’t think it can be a river bed, can it? It’s the wrong shape.

It looks more like a tree trunk to me. Charlie: Let me see. It’s part of an animal, isn’t it?Alannah: Mm … It could be, I guess. Hey, I know! Maybe it’s an elephant. Charlie: Or what about a rhino? Jonny: Of course! It must be a rhino. It’s obvious now!

B Work in pairs. Look at these pictures of everyday things. Speculate about what each picture might be.

C Compare your ideas with another pair. Who has the best ideas?

How to say itHow to say itHow to say itHow to say it

It could be a …, couldn’t it?

Maybe. It looks to me like it might be a …

It can’t be a …, can it? What about …?

1 Your brother’s son is really smart, isn’t he? 2 We didn’t do well on the exam, did we?

3 I’m not late, am I? 4 You’ve studied art, haven’t you?

A B1 We’ve done this wrong, haven’t we?2 Today’s the 27th, isn’t it?3 You didn’t work on that project, did you?

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8 Vocabulary: improving your brain

B• Ask the students to do this exercise individually.

Ask them to read the sentences carefully before they attempt to � ll in the blanks. Point out that the nouns from the collocations in Ex. A will help them to complete the task.

• Check the answers with the class. Explain that looking at something from different angles means looking at it from different perspectives (i.e., putting yourself in another person’s position to understand a problem).

C • Have the students read the sentences in Ex. B again

and think about the ones they agree with. Ask them to think about why they agree with them.

• Have the students work in pairs and compare which sentences they agree with, and their reasons.

• Listen to some ideas from the class.


Lead-in»Ask the students if they ever do puzzles of any kind. Elicit examples of the kinds of puzzles people do (e.g., crossword puzzles, Sudoku, etc.). Write these letters on the board like this: I N R L E S G A TPut the class in teams of four or � ve students. Set a time limit of � ve minutes. Ask them to make as many English words as they can of three letters or more, using these letters in any order. Each word must contain the underlined letter in the middle (E, in this case). The team with the highest number of correct words wins. Possible words include: rest, stage, stare, eat, eating, seat, great, line, least, lean, nest, neat, rate. Discuss with the students if they think doing word games and puzzles like these helps train the brain.

A• Read the instructions to the class, and explain that

collocations are combinations of words (phrases) that are commonly used together.

• Ask the students to do this exercise individually and then to compare their answers in pairs, discussing any differences.

• Check the answers with the class. Point out that if you challenge yourself, you test your skill and abilities by doing something dif� cult.

• Point out that the word yourself can also go with � nd and develop.

A• Introduce this article by telling the students that it

mentions a total of seven ways of training your brain.• Ask the students to read the article individually and

identify the seven ways. Then have them compare their answers in pairs, discussing any differences.

• Check the answers with the class.• Point out that take up means to start doing an activity

for the � rst time, so take up new interests means to start doing something new.

• Write the following words and expressions from the text on the board: stuck with, dementia, hippocampus, neuroscientist, skull, use it or lose it. Ask the students to work in pairs and discuss the meanings of these words and expressions. Check the answers with the class (stuck with: forced to have or use something you do not want; dementia: a serious brain illness that affects the memory; neuroscientist: a scientist specializing in the brain; skull: the bones of the head; use it or lose it: if you don’t use something regularly, it will not work properly, or it will no longer be available).

9 Language use: writing a comment about an online article

Answerstaking part in debates, doing puzzles, doing crosswords, doing certain jobs, leading a full and active life, taking up new interests, learning new skills

B• Ask the students to read the two comments below the

article carefully.• Encourage them to write a brief, informative

comment in a similar style, using some of the collocations from Section 8 and the ideas in the article.

• Monitor while the students are writing, and give help as required. Make sure their writing is accurate by correcting any mistakes you notice.

reading other students’ commentsHave the students pass their comments around the class and read what everyone else has written. Do most people believe that brain training helps, or not? Take a class vote.

Workbook

Over to you – p. 44 Down Time – p. 45

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Vocabulary: improving your brain

A Match the columns to make collocations.

1 explore a) a solution2 find b) the possibilities3 develop c) a problem4 solve d) yourself5 challenge e) an ability6 learn f) a new skill

B Complete these sentences with words from Exercise A.

1 You need to do a lot of practice to your abilities in different areas.

2 I try to myself every day to do something new and different.

3 You should always explore all the before making a decision.

4 When I have to a problem, I try to look at it from different angles.

5 I think it’s important to always new skills to keep your brain active.

6 When I have a problem, my friends usually help me a solution.

C Work in pairs. Say which statements in Exercise B you agree with and explain why.

Language use: writing a comment about an online article

A Read this article. What ways of training your brain does it mention?

B Write a comment in response to the article in Exercise A. Explain what you think of brain training and whether it would work for you.

W e used to think that when it came to brains, you were stuck with what Mother Nature gave you. But there’s growing evidence to show that it is possible to train your brain. American

research has found that those who regularly take part in debates or do puzzles and crosswords have fewer cases of dementia and Alzheimer’s than the rest of the population. Other studies show that London taxi drivers have a bigger hippocampus—the area of the brain with the ability to memorize places—than the rest of us. “It is certainly possible to increase your mental ability,” says Dr. Joe Devlin, a cognitive neuroscientist. “It’s not that the brain increases in size—that’s determined by the size of your skull—but the density of the brain cells and the strength of their connections grows.” According to psychologist Susan Blackmore, “If you lead a full and active life, take up new interests, and learn new skills, you can increase the number of connections between your brain cells. It really is a case of use it or lose it.”

Anton, Moscow

Lucinda, Cordoba

Great idea! I think it’s really important to challenge yourself and develop new abilities. I do a crossword puzzle every day, and I’m learning French. This training really helps me to solve problems in my everyday life. Everyone should try it!

I’m not sure about this. Do puzzles really help you find solutions to your real-life problems? I think it’s great if people learn new skills, but different people’s brains work in different ways. I’ve tried to train my brain, but I didn’t see any difference. I still forget lots of things!

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Thinking and problem-solving: thinking logically

The lifeSkills section has a two-tiered design which includes a linguistic focus and a soft skills focus. The aim of the � rst is to recycle and consolidate the target language of the unit, and the aim of the second is to expose the students to vital soft skills that will enable them to become more competitive and successful in their academic and professional lives.

When you teach the lifeSkills section, you may decide to draw attention to the bulleted steps at the beginning of the section, which break down the soft skill. It is important to remember that the skills developed in this section can be applied in contexts beyond the English classroom. However, if you prefer to teach the section without discussing the underlying soft skill, this is also possible. The section is designed to be engaging and successful either way.

The following are some ideas for how to highlight the soft skill. You may choose to do one or several of these at the beginning of the lesson, at the end, or as you go through the activities in the section. Your approach to the lifeSkills section may vary depending on your class and the unit.

• Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary.

• Relate each exercise in the lifeSkills section to the relevant stage in the three-step strategy before you ask the students to begin the exercise (e.g., The aim of this exercise is to help you to question your assumptions. This is Step 1 in the three-step strategy).

• When the students � nish all the exercises, ask them to read the Refl ect questions. Encourage them to tell you what they have learned or practiced in this section and where and how they can apply the strategies outside the classroom. Emphasize the steps they’ve explored and practiced.

Thinking and problem-solving: thinking logically

Step 1 Question your assumptions. (Ex. A, Ex. B, Ex. D)

Step 2 Approach the problem differently. (Ex. C, Ex. E, Ex. F)

Step 3 Think of new ideas and test them. (Ex. G)

A• Read the instructions to the class. Ensure that the

students understand that they should connect the dots by drawing four straight lines without going back over a line or lifting the pencil off the paper.

• Ask the students to do the puzzle. Make sure they are not sharing the answer with the rest of the class if they have seen this puzzle before.

• Find out how many students completed the puzzle successfully. Do not give the students the answer until after Ex. C.

B• Read the instructions to the class. Explain that to

question your assumptions means to think again about the way you did something.

• Encourage the students who were unable to do the puzzle in Ex. A to question the assumptions they made before doing the puzzle.

• Ask the students to read the three sentences carefully and check the instructions to Ex. A before answering them.

• Check the answers with the class. Explain that going through this process will help them solve the puzzle.

C• Ask the students to try to do the puzzle again, taking

the answers to the questions in Ex. B into account.• Set a time limit of two minutes.• If any students still cannot solve the puzzle, ask the

other students to show them how. Alternatively, ask a student who has solved it to come to the front of the class and show them on the board.

D• If you can bring a box of matches to class, this will

make it easier for them to try different options.• Read the instructions and ensure that the students

understand that they can only move three matches to achieve the result.

• Ask the students to work in pairs.• Give each pair eight matches and ask them to make

the � sh shape as shown in the book.• Set a time limit of one minute for them to complete

the puzzle.

AnswerMove #1 between the end of #4 and #8. Move #2 so it touches #1 and #8 and aligns with #1. Move #5 so it touches #6, #7, and #8 and aligns with #6. The � sh will now be swimmimg in the opposite direction, but will also be lower in position.

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Thinking and problem-solving:thinking logically

• Question your assumptions.

• Approach the problem differently.

• Think of new ideas and test them.

A Connect these dots by drawing four straight lines, without lifting your pencil off the paper and without going back over a line. You have two minutes.

B If you solved the puzzle, great job! If you didn’t, you need to question your assumptions. To do this, decide whether these sentences are true (T) or false (F).

1 The instructions say each line has to start and end on a dot. T F2 Your lines can go further than the rows of dots. T F3 Each line has to go through three dots. T F

C Now try the puzzle in Exercise A again. If you still can’t figure out the answer, find someone who has the answer and ask them to show you how to do it.

D Look at this fish made out of matchsticks. Move three matchsticks only so that the fish is swimming in the opposite direction. You have one minute.

Thinking and problem-solving:

Connect these dots by drawing four straight lines, without lifting your pencil off the paper and without going back

If you solved the puzzle, great job! If you didn’t, you need to question your assumptions. To do this, decide whether these sentences are true (T) or false (F).

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E• Find out which students completed the puzzle in

Ex. D successfully.• Have all the students read the text now. Those

students who completed the puzzle can read it and check whether the text describes how they think. Those who didn’t complete the puzzle can read it and see if it helps them to approach the puzzle in a different way.

• Ask the students to summarize the main point of the text (that questioning our assumptions can help us to think more logically and � nd solutions to problems).

• Elicit that upside down means with the top part at the bottom. Ask the students what a coin is (a £ at round piece of metal used as money).

F• Ask the students to try the puzzle in Ex. D again,

using the ideas from the article.• Set a time limit of one minute.• Remind the students that some people are more

left-brain oriented and others are more right-brain oriented. People have different skills, and some are better than others at solving puzzles like these.

• If some students still cannot solve the puzzle, ask the students who have solved it to show them the answer.

G • Ask the students to read the example problem and

solution.• Draw the students’ attention to the expressions in

the How to say it box. Encourage them to use these expressions when discussing their problems.

• Ask the students to work in pairs and brainstorm some real-life problems.

• If the students are having dif� culty in thinking of real-life problems, prompt them with some general ideas, e.g., problems with your house or apartment, problems with your job or studies, problems with your monthly budget, problems with managing your time.

• When the students � nish working in pairs, nominate a few of them to explain some of their problems and solutions to the whole class. Encourage the rest of the students to suggest other possible solutions.

Refl ect• Give the students time to read the Re� ect questions.• Encourage the students to apply some of the

principles from this process in their everyday lives to help them solve problems logically.

E If you solved the puzzle in Exercise D, read this text and decide if it describes how you think. If you didn’t solve the puzzle, read the text and think about how you should approach the puzzle in Exercise D differently.

F Now try the puzzle in Exercise D again. Use what you learned in the article to help you.

G Work in pairs. Brainstorm a list of real-life problems and how logical thinking might help to solve them. Then explain your ideas to the rest of the class.

Problem

How to get a huge new sofainto your apartment

How logical thinking might help

It can help you think of different ways, e.g., through the window.

{ }Reflect...How good are you at logical thinking? How can you improve your logical thinking skills?

There are times in all our lives when we need to think more

logically. It might be in a real-life situation, such as making a business decision. Or it might be when we are doing a test or puzzle of some kind. The problem some of us have when it comes to thinking logically is that we think certain limits exist, when in fact they don’t. It’s all about our assumptions. We all have lots of assumptions – things we think are correct, even if there’s no reason to. To illustrate, take a look at this well-known puzzle using matchsticks. The coin looks like it is inside a “glass” formed by four matchsticks. You have to move just two matchsticks to get the coin outside of the glass.

You cannot move the coin! It seems impossible … and it is impossible, as long as you assume that the glass has to stay the same way up. However, the puzzle becomes very easy if you think about making an “upside-down” glass. To do this, all you have to do is move matchstick 3 to the right a little and move matchstick 1 down. The key to solving this problem is to question your assumptions. And questioning your assumptions is a big part of logical thinking. Logical thinking is not just about the artificial world of puzzles. This same kind

of thinking can be very useful in real life, too. If we aren’t careful, we can assume things about ourselves, other people, and the world around us which limit our thinking. By analyzing and questioning our assumptions, we can think more logically and systematically about a problem, and perhaps find solutions that we simply couldn’t see before.

helphelp

differentwindow.

How to say itHow to say itHow to say itHow to say it

One problem which could be solved using logical thinking is …

Do you think logical thinking would help if …?

How would logical thinking help in that situation?

If …, logical thinking could help you to …

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Students can do the Language Wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class or collect a few to mark and identify any typical errors.

If you decide to do the exercises in class, you can approach the Wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When they are ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and for creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

At the end of each section, ensure that the students write their score out of 10. If they have a score lower than 8, direct them to the appropriate sections of the unit and encourage them to read them again for homework. After that, ask the students to complete the exercise(s) again at home.

Language Wrap-up

Common European Framework: unit map

Unit 7 Competence developed CEF Reference (B1)

1 Reading can distinguish fact and opinion Section 4.4.2.2

2 Grammar can use and understand modals of deduction Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2

3 Vocabulary can use adjective suf� xes –less and –ful Table 1; Table 2; Section 4.4.3.1; Section 4.4.1.1; Section 5.2.1.1

4 Language use can understand a radio interview Section 4.4.2.1; Section 4.4.2.3

5 Grammar can use and understand tag questions Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2

6 Pronunciation can produce the correct sentence rhythm for tag questions Section 5.2.1.4

7 Speaking can speculate about areas of uncertainty Table 2; Section 4.4.3.1; Section 5.2.1

8 Vocabulary can talk about improving mental capabilities Table 1; Table 2; Section 4.4.3.1; Section 4.4.1.1; Section 5.2.1.1

9 Language use can write a comment in response to an online article Table 1; Table 2; Section 4.4.3.1

10 lifeSkills can think logically

1 Vocabulary

2 Grammar

Answers1 powerful 2 ability 3 successful 4 solution5 hopeless 6 yourself 7 careful 8 possibilities9 powerless 10 painful

A

Answers1 must 2 might/could 3 can’t 4 can’t 5 must

B

Answers1 can they 2 isn’t she 3 won’t you 4 did we 5 aren’t I

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8–10 correct: I can form adjectives using –ful and –less and use collocations connected to improving your brain.

0–7 correct: Look again at Sections 3 and 8 on pages 70 and 73. SCoRE: /10

8–10 correct: I can express different levels of certainty using modals of deduction and use tag questions to check information I think is correct.

0–7 correct: Look again at Sections 2 and 5 on pages 69 and 71. SCoRE: /10

Vocabulary

Complete this text with the correct form of the word in parentheses or a word from the box. (10 points)

One of the most (1) (power) techniques for training your brain is visualization.

Whether you’re trying to develop an (2) you already have, such as doing

a sport, or trying to learn a new skill, visualization can help you be (3) (success).

It can also help you find a (4) to unhealthy habits, such as smoking, when you’ve

tried other techniques that don’t work and leave you feeling (5) (hope).

In fact, visualization can work in any situation where you are trying to challenge

(6) to improve. The technique involves forming a picture in your mind, like

a picture on a movie screen. You have to be (7) (care) to create a colorful, vivid

picture of what you want to achieve. You have to explore the (8) to come up with

a good picture. Add sound and make it come to life. Then, make a small black and white picture of

yourself failing. Quickly replace that image with your colorful, happy image. Do that five or six times.

Now, every time you feel (9) (power) and feel as if you are going to fail, the

colorful, happy image will come to mind. Tough challenges, like giving up smoking, become much

less (10) (pain) and you are more likely to succeed. Why not give it a try?

Grammar

A Complete this conversation with the modals of deduction must, might, could, and can’t. (5 points)

Andy: I’m stuck on my crossword puzzle. Do you know a country with a five-letter name?

Kelly: There (1) be hundreds! It (2) be “China.”

Andy: No, it (3) be “China.” It begins with “I.”

Kelly: Um … well, it (4) be “Iran.” That only has four letters.

Andy: Wait a minute. I know! It ends with “a” so it (5) be “India.”

B Complete the tag questions. (5 points)

1 They can’t solve the puzzle, ?

2 She’s very good at puzzles, ?

3 You’ll help me, ?

4 We didn’t pass the test, ?

5 I’m taking my exam tomorrow, ?

ability solution yourself possibilities

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Language Wrap-up
