SCIENTISTS MAKE SWEET DISCOVERY!
3. So, just for fun, we are going to try the
a which was why he couldn't reach the last
button.
b which was a frightening thought!
¢ which will also test your knowledge of
English!
d Complete these statements with a non-defining
relative clause starting which is the reason why ...
or which explains why .... Then compare your answers with a partner.
1 Examinations are designed for particular kinds
of learners, ...
2 Intelligence depends as much on the
environment as on your genes, ...
3. Some parents do not have many books in the house, ...
4 They say tall people do better in life, ...
5 There is more pressure on women to be
attractive than on men, ...
6 There is more pressure on men to succeed and make money than on women,
4 Writing skills: topic sentences a Look at the article in Exercise 2. Match the
paragraphs with the topics, then underline the topic sentence in each paragraph.
Paragraph 1 the use of LQ. tests today
Paragraph 2 types of tests
Paragraph 3 the histcry of 1.Q. tests b The sentences in Exercise 3d are all topic
sentences. Match three of them with these
supporting sentences.
1 The media is full of advertisements
encouraging women {o spend more on their appearance.
2 For example, exams usually have strict time limits, which suits the more competitive kind of person.
3. We need to understand what it is about height that can give people a head start.
¢ Read the sample paragraph. Then choose one of the other topic sentences from Exercise 3d and
write a short paragraph, with one or two
supporting sentences.
‘There is more pressure on women to
be attractive than on men, which
‘means that the majority of
advertising for cosmetics and other
beauty products is aimed at women.
‘The media is full of advertisements encouraging women to spend more
on their appearance. The use of young, beautiful supermodels in these seems to imply that the average woman can look like a supermodel if she buys these products. However, the result of all this pressure can be counter-
productive — women become worried and stressed about their
appearance, which can actually
make them less, not more, attractive.
‘supporting
Read your paragraph aloud to your partner but don't read the topic sentence. Can they guess which topic sentence you are writing about?
2/60 The secret of life
1 Reading skills
a Look at the pictures. How
Which one looks healthi
Id are the people? the peopl © Underline the important words and ideas in the
Why?
LÊ : report and write a brief summary of each
eit ge nae expectancy has increased a lot in paragraph. Then compare your summari vith
st hundred years. Discuss the answers to a partner, om
these questions; then read the report and check, 1 What is the life expectancy in the United
States now?
2 Why has life expectancy increased in the last hundred years?
Life expectancy in the last hundred years: changes and reasons for change A hondred years ceo, fe and, wamlpor Many health tas improved with by viruses, such 4s expectancy in developed children died very young improvements in our influenza and AIDS. Of copies was about 47;in from these diseases and general environmen St cancer is a huge fhe early 2ist century, men. others, and the weak and clearer dir, bers! SS of killer as well. In most cases jn the United States andthe elderly were always at risk. preserving food, better and these diseases affect older
United Kingdom can expect Warmer housing,and better people, but there are
to live to about 74, women. In the developed world ‘derstanding of nutrition. worrying trends ín the
to about 80, and these ages developed world with
are rising all the time, What problems such as obesity
hhas brought about these leading to more heart
changes? When we look at disease and illnesses such
the life span of people 100 as diabetes at younger ages.
‘years ago, we need to look at
the greatest killers of the time. In the early 20th century, these were the acute and often highly infectious diseases such as pneumonia, tuberculosis,
these diseases are far less
deadly today, and in some Genetically, we should all
cases have almost be able to live to about 85 disappeared. A number of but while people do live
factors have led to this: longer today, there are still improvements in sanitation some big killers around
nd hygiene, the discovery thatare preventing us from The Killers today can be ndiuse of antibiotics, which consistently reaching that classed | as “lifestyle maki bacterial ‘discanes: age. The problems) thatằ civeascs!s which Ges that make leee dangerous, and affect people today are the ít may be possible to halt vaccinations ‘against more chronic illnesses, their progress.
Vommon diseases. In such as heart disease and addition, people’s general strokes, and those spread
Unit 9 ca] Brain and beauty
2 Vocabulary: health and disease
b
Go through the report on page 94. Find the diseases mentioned and the ways of dealing with some of them. Add them to this word map.
Discuss the diseases and problems in the word map. Think about possible causes of each one from the list below, and how they can be dealt with.
infected food and water radiation
bacteria/viruses stress
working too hard alcohol abuse cating the wrong food smoking
pollution ignorance
3 Listening skills
‘The report mentions “lifestyle diseases”, which may stop the average life expectancy from increasing. How can we improve our lifestyle and live longer? Look at this list and decide which five you think are the most important.
1 eating fish
avoiding sugar
avoiding too much salt
not too much alcohol
not smoking
doing lots of exercise keeping a healthy weight sleeping well
being optimistic 10 not too much stress
11. being married / with a partner 12 having close friends
cevuousen
COCCCCCDDCCCDD
Listen to a radio discussion about life expectancy and lifestyle. Put a check by the things on the list that are mentioned.
Listen again and answer the questions.
1 Why is the amount we eat a problem today?
2 How much exercise should we do?
3. Why do Japanese women live longer than everyone else?
4 Why does Brian think friends are important?
In pairs, discuss these questions.
1 Do men or woman live longer in your country?
Why?
2 Think of very old people you know. Does anything in their lifestyle explain their long life?
3. Would you like to live to over 100? Why? /
Why not?
4
@ a Complete these tag questions. Listen and check
on
6
Grammar review: tag questions your answers.
1 So we need more exercise, ? 2 Japanese women don’t drink a lot of alcohol, ? 3. That’s bad for you too, † b Complete the rules for tag questions.
If the main verb is positive, the tag
question is.
If the main verb is negative, the tag question is.
© Write the tag questions for these
sentences.
It isn’t raining again, =
Sarah didn’t eat mụch, — — ? Patrick booked the tickets,
I'm invited to the party too,
Nothing's going right these days, This is the right place,
They'll be late,
Neuere
Pronunciation: tag questions
a We can use tag questions to check something we think we know, or to ask a real question. If we ask a real question, the voice rises on the tag questions; if we are checking, it falls. Listen to the three questions from Exercise 4a again.
Which one is “real”?
Listen and repeat the three questions.
Listen to the questions in Exercise 4c. Write
“checking” or “asking” by each one.
as
Speaking skills
In groups, discuss ways of improving life expectancy in your country.
1 List the major health problems in your country.
2 List their causes: are they lifestyle-related?
3. Suggest ways of dealing with these problems.
4 Write a short report about one or two of the major problems.
Sn our area, allergies ave a big problem.
They can be caused by plants or pets, but they can also be caused by acr
pollution, which can veally damage your health. Peqple cam. gek vaccines against
certain allergies, and they should bry not to have plants or pets thak cause
allergies. The government should. try to
veduce air pollution because it makes
allergies worse.
5 Compare your ideas with other groups.
\ rd ed a rir} ee
`! ư r
ay"
Ì ` |
“1
1 Warm up
INTRODUCTION
“Teachers ofen joke that every parent thinks their child is a genius, and recent research suggests that fo some extent they may be! Intelligenc® affected by a number of different factors: genetic, environmental, emotional, and so on. In the late Sock century, Howard Gardner of Harvard Cniversity identified different kinds of intelligences
‘which take into account these factors. FOr example;
“here is visual intelligence, which refers ‘© people
| sho learn best through pictures, MAPS and so on.
[Logical intelligence, on the othet hand, refers to learning through numbers, problem solving, and analysis. These are fairly traditional intelligence types, but Gardner also identified more unusual Prelligence, such a8 natural intelligence (understanding nature and the environment), and xstental intelligence (asking questions about life), sarapersonal intelligence understanding yourself
‘well, and learning alone), and interpersonal intelligence (understanding other people and
{interacting well with them). What all this means is that if we can identify children’s different strengths among
these types of
intelligence, we can help children to fulfill their
potential as learners.
Unit? Brain and beauty —
v29
1
Kind of
intelligence Verbal
Kinesthetic Musical.
` TC
What does it mean?
Learning through language
Learning thro
looking ka Learning through analysis
‘Learning though ea lu
‘Learning through
sounds and rhythm Learning through thinking and working on your own
Learning by i i
` \g by interacting
with other people
Learning through observation of the world around you Leamnin; ...
~ questions about
a How do you thin bw a yal ata d nk you learn ye most effectively? ct ively? Before you start wor Before you start work on this les: mn, make notes about th ake
—=_ ich you —— ik you learn best, e.g. visually, by doing things with you BỨP , ig things ve NT alk ers 6 read a little about Howard Gardner's th er's theor m IS l9ản, are going to learn more a about HH Roel Ge lent doy hs Made i elligence in the table below. gee Siete i low.
Examples Reading articles Using tables and graphs
Problem-solving activities Doing physical games
Using chants and
rhymes
Writing a diary
at home
Working in groups, eg. role play
Working outside,
in the countryside Discussing
important issues
Your
your notes from Exercise 1a to add mor amples to the table.
b Find out about your “intelligence” (we can all have more than one type of intelligence). Read the table again and give yourself a score of 0-3 for
each type of intellig.
0 1 = Irarely learn in this way.
nee.
I don’t learn like this at all.
I sometimes learn in this way.
This is one of the ways I learn best.
Use your scores above to list your styles of learning, Make notes to tell your partner about how you learn,
a Present your analysis of your learning styles to your partner.
Listen to your partner's analysis.
b Discuss your learning styles together. Did anything surprise you about your partner? Did you agree with their analysis?
\ Listen to Rob and Jane doing the same task. Which types of intelligence do
they each have?
Ba Listen to Rob and Jane again. Complete the sentences below:
1 Jane: Some people prefer 2 Rob: I tend
3 Jane: I lean toward 4 Jane: love 5 Jane: I like 6 Rob: I prefer ...
7 Jane: I'd rather 8 Rob: ... whereas I tend
b In the same pairs, describe your learning styles to each other again. This time try to use some of the language in Exercise 6a,
a In groups, describe your styles of learning to each other. What kinds of intelligence do you all have?
Which is the most common kind of intelligence in
the group?
b Report the results of your group to the whole class. Keep a note on the most common types of
intelligence in other groups.
© Decide which are the three most common types of intelligence in the class.
Grammar Summary
1 Relative clauses
‘A relative clause gives more information about a noun in tho
‘main clause of a sentence. It usually begins with who, which, whose, that, where or when. There are two types of relative
‘clauses: defining (entfying) and non-defining, Identifying or defining relative clauses
‘This kind of relative clause tells us exactly which person or thing
‘we are talking about. We cannot usually leave out the information in defining relative clauses:
‘She's the woman who won the beauty contest. (She's the
'woman.X)
‘Mandy took the inteligence test that focused on spatial awareness. (The relative clause identifies which test.) In defining relative clauses we often use the pronoun that instead of who or which. Where the relative pronoun is the
object of the relative clause, we can leave it out:
I ailed the math exam (that) | took last month,
Note that defining relative clauses are not separated from the main clause by commas.
‘Non-defining relative clauses
‘This kind of relative clause gives addtional information about a person, thing, or idea. if we leave out the information in the relative clause, the sentence stil makes sense:
‘My wife, who's an architect, works for the local municipality.
The Harry Potter books, which have sold millions of copies, are read by young and old alike.
Note that we do not use the pronoun that in non-defining relative clauses, and that we always separate them from the main clause with a comma. Non-defining relative clauses are sed more in written than spoken English.
Choose a word to define from the list, using a relative
clause. In pairs, guess which word your partner is defining.
antibiotics ahangover aprofessor a biologist atopic sentence Japan Switzerland chemistry
‘an optimist alcohol amanager smalpox A It's a person who teaches in a university.
B A professor.
2 Non-defining relative clauses as sentence modifiers
‘We can use non-defining relative clauses with which to
‘comment on the idea in a whole sentence:
‘She lives in a very big house, which is odd, because she doesn't have much money, (ie. itis odd that she lives in a big house)
‘The elections take place every three years, which is very
democratic. (\.¢. the fact that the elections take place every
three years is democratic)
Write a sentence about each of the following, giving more.
information in non-defining relative clauses. Then
‘compare your sentences with a partner.
a, ne, uncvevsdies on ti is hy well-known.
for ức lane school
1 Harvard University is especially well-known for its law school.
2 Gabriel Garcia Marquez wrote A Hundred Years of Solitude.
3 Mumps is a painful disease.
4 Tom Cruise used to be married to Nicole Kidman.
5 |.Q. tests are restricted to traditional kinds of intelligence.
We can use tag questions to check something that we think we Use
know. In this use the voice falls on the tag question:
You've been to Europe several times, haven't you? S We can also use them to ask a real question, i.e. to ask about
something we don't know. In this case, the voice rises on the
tag question:
I don't know Pilar. She speaks English, doesn't she? 7
Form
In simple tenses (simple present and past), we form the tag question with do/does/did:
Jack lived in this house, didn’t he?
In other tenses we use the auxiliary that is used to form the tense:
‘Kevin and Laura aren't coming tonight, are they?
‘Mark’s been with that company for years, hasn’t he?
With modal verbs, we use the modal to form the tag question:
Brian can't sing very well, can he?
If the verb in the main part of the sentence is positive, the tag
question is negative. Ifthe verb in the main part of the sentence
is negative, the tag question is positive:
It's really cold today, isn’t it?
There aren't any concerts here this weekend, are there?
Vocabulary Summary
1 Diseases and problems
acne AIDS. allergies anemia
anorexia baldness cancer depression
diabetes eczema fatigue heart disease
indigestion influenza obesiy pneumonia smallpox stroke tuberculosis:
Causes of disease / health problems alcohol abuse bacteria eating disorders:
viruses pollution radiation
smoking stress __infection / infected food or water Prevention and cure
antibiotics diet exercise hygiene
medication sanitation _ sleep. vaccination
Choose five of the diseases or problems in 1 and write a definition/description of each, using words and phrases from 2, and any other language you need. Use relative clauses where you can.
Suflucnya, which is cased by a rrorus, ts Spread From petson to peyson hon We snceye o mi is given to elderly peaple every winter Be can be prevented now by a vaccinakion, which
Unit? ee Brain and beauty
1 Thinking about grammar
a_ In smail groups, discuss these questions.
1. What do you personally think about English grammar? (Is it easy/difficult/logjcal?)
2 When you make notes on new grammar, what
information do you include? 1
3 What technique do you wot eam es gramme Ỉ the language correctly used? For example, are
4 What is “grammar”?
b Share your ideas with the class.
2 Working with grammar
a Here are eight tips to help you learn new grammar thoroughly. Match the tips with the examples of how to use the techniques.
DEVELOP YOUR LEARNING
| 4 Think of grammar as a fun puzzle and always ty toa Set short, but regu ies to go over new grammar again, Ten figure out the meaning first. minutes a day is enough.
2. Be systematic about how you record new grammar... increasing your depth of understanding of the new item. A good way by noting the form, .. to do this is by undertining examples of itn texts and making notes in
3 Remember it's not enough to know the form. You the margin.
also need to understand and record the meaning(s) e... for example, word order (e.g. subject + verb + object), whether a of the grammar and give an example to ilustrate the verbjs transttive or intransitive.
meaning. Then check your ideas about meaning by looking for other examples
4 Ask yourseff if you know when to use the grammar, _to see if they fit. You can also check with a grammar book,
i.e. in which kind of situations. For example: we can express purpose with connectors that are.
5 Review all new grammar regularly or you willforget_ followed by an infinitive, such as in order to + infinitive: The goverment
it has increased wages in order to gain populanty before the election.
6 Look for examples of it in diferent contexts. Seeing f You do not want to sound too formal in an informal situation, or the Cr hearing it again and again will help memory as opposite!
‘well as... g This could be in a conversation or when you are writing something.
‘Keep a ist of the grammatical mistakes you Keep fh_Go back to your list from time to time. When you don't make that
‘making in'a special part of your notebook, mistake any more, cross it off your ls.
Finally, actively look for appropriate situations when you can use the language.
Cr
b Look at the list of techniques again and mark each one with one of these keys:
= already do this. X= I'm not interested in this. %& = | might try this. eke = | will try this.
3 Putting the tips into use
In pairs, look at these examples and follow the steps below.
1 I know a few people who have really high I.Q. scores.
2 Few people have high enough scores to be considered geniuses.
3 Alte wisdom can go a long way.
4 There is little hope of finding any survivors now.
Use the examples to try to igure out the diferences between a few, few, a ite, and little. Think in terms of both the form of the language and the meaning.
‘Compare your ideas with other pairs.
© Can you think of / find any other examples of these? (The text in Exercise 2b on page 102 might help you.)
Do these examples confirm your ideas?
d_ Now check your ideas with the Language note on page 103.
Finally, record this grammar in your notebooks so that you will remember how itis used.
o
ST
‘create a special grammar section in your normal notebook. While you are working you and use the steps in Exercise 3 to understand and record it.
‘the grammar that you have made in your notebook at the end of Unit 10.
i i