Lesson 7: All in the mind

Listening Part 2

Reading and Use of English Part 5

​

​

​Lesson 8: All in the mind

​

Punctuation Capsule

Apostrophes and special cases​

Poll

Which one would you use?

• I went to Mcdonald's with my friend.

• I went to Mcdonalds with my friend.

• I went to Mcdonalds' with my friend

• I went to Mcdonald's's with my friend.

Poll

Which one would you use?

• I was born in the 80's

• I was born in the 80s

Poll

Which one would you use?

• We were invited to the Smith's party.

• We were invited to the Smiths' party.

​Discussion

Do you believe it is possible to measure a person’s intelligence accurately? Why (not)?

Even if you believe it is possible, do you think we should measure intelligence? Why (not)?

Subject | Subject

Breakout rooms activity (3 minutes)

​Quiz

Now consider what type of a thinker you are. Look at the nine types and give yourself a score of

1—5 for each statement (1 = completely untrue for you, 5 = absolutely true for you).

Poll

Logical/Mathematical

You like to understand patterns and relationships between objects or actions. You are good at thinking critically and solving problems creatively.

• 1

• 2

• 3

• 4

• 5

Poll

Linguistic

You think in words and like to use language to express complex ideas. You are sensitive to the sounds and rhythms of words as well as their meanings.

• 1

• 2

• 3

• 4

• 5

Poll

Interpersonal

You like to think about and try to understand people. You make an effort to cultivate good relationships with family, friends and colleagues.

• 1

• 2

• 3

• 4

• 5

Poll

lntrapersonal

You spend a lot of time thinking about and trying to understand yourself. You understand how your behaviour affects your relationship with others.

• 1

• 2

• 3

• 4

• 5

Poll

Naturalistic

You like to understand the natural world and the living beings that inhabit it. You have an aptitude for communicating with animals.

• 1

• 2

• 3

• 4

• 5

Poll

Existential

You like to think about philosophical questions such as 'What is the meaning of life? You try to see beyond the 'here and now' and understand deeper meanings.

• 1

• 2

• 3

• 4

• 5

Poll

Existential

You like to think about philosophical questions such as 'What is the meaning of life? You try to see beyond the 'here and now' and understand deeper meanings.

• 1

• 2

• 3

• 4

• 5

Poll

Spatial

You tend to think in pictures and can develop good mental models of the physical world. You think well in three dimensions and have a flair for working with objects.

• 1

• 2

• 3

• 4

• 5

Poll

Kinaesthetic

You think in movements and like to use your body in skilful and expressive ways. You have an aptitude for working with your hands.ects.

• 1

• 2

• 3

• 4

• 5

​Discussion

What type of thinkers do you think these famous

people are/were? Focus on their occupations and use some of the expressions below.

I‘d imagine someone like X would be / have been

X is/was probably a thinker, don't you reckon?

X could be / have been a thinker or a thinker.

X must have been a thinker — he/she was so

Would you agree?

That’s just my opinion.

It‘s difficult/impossible to tell.

Breakout room activity (5 mins)

Listening | Part 2

Sentence completion. 8 questions / 8 marks.

A monologue lasting about three minutes. You hear the recording twice. You have to

• listen and complete eight sentences with information you hear, using 1—3 words.

• write the actual words that the speaker uses.

This part tests your ability to identify specific information and the opinions expressed.

​Discussion

Work in pairs. How good are you at recognising people you have only met once or twice before?

Breakout room activity (3 mins)

​Discussion

Look at this painting by the surrealist artist René Magritte. Do you find it amusing, disturbing, interesting, mystifying or just pointless.

Breakout room activity (5 mins)

​Pre-listening

You are going to listen to part of a radio programme about a psychological condition known as prosopagnosia. What is the more common name for this condition? Listen to the first part of the programme to find the answer

Listening for general purposes

Listen to the whole programme and say if the following statements are true (T) or false (F).​

• The speaker compares face-blindness to the inability to hear.

• Scientists do not understand how normal people remember faces.

• The face-blind subjects could not distinguish between the faces or the objects.

Multiple Choice

The speaker compares face-blindness to the inability to hear.

• False

• True

Multiple Choice

Scientists do not understand how normal people remember faces.

• False

• True

Multiple Choice

The face-blind subjects could not distinguish between the faces or the objects.

• False

• True

​Pre-listening technique: Predicting

Read the sentences in the next slide. How many of the gaps can you already fill? (The number of missing words is in brackets, but this information is not given in the exam.)

Home

Open in new tab

Copy link

Reading and Use of English | Part 5

4-Option multiple choice. 6 questions / 12 marks

You have to

• read a text of 650—750 words

• answer six questions about it by choosing A, B, C or D.

This part tests your ability to understand the main ideas and purpose of the text and the writer’s opinions or attitude, and to understand text organisation features such as exemplification.

​Discussion

You are going to read an article about how digital technology is affecting people's lives. Before you read: how does it affect your life? Think about specific ways you use technology. Discuss how important this technology is in your lives.

Breakout rooms activity (5 mins)

Home

Open in new tab

Copy link

Home

Open in new tab

Copy link

​Discussion

• How do you feel about the idea expressed in the following extract?

The behaviour of Emily and her generation is being shaped by digital technology. it may even be the next step in evolution, transforming our brains and the way we think.

• The writer says: Many parents fear that children who spend hours glued to computer screens will end up as zombies. Are parents right to be worried?

• The article concludes: We’re bringing up a whole generation in this totally new environment — without any firm evidence of how they will be affected. How do you think this generation will be affected?

Breakout rooms activity (5 mins)