Summit unit walk-through - Longman

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Feb 15, 2006 ... Interpersonal. Intrapersonal. UNIT GOALS. 1 Compare your strengths and weaknesses. 2 Define intelligence. 3 Explain how you produce your.
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Summit unit walk-through UNIT GOALS. Clearly state the

➤ UNIT

7

t work a s d n i M



A

uiz to sment q lf-asses ke the se . Ta . w revie gence Topic P areas of intelli t stronges

te s of in d n i k What

your

ine determ

communication goals of the unit.

LS GOA UNIT d gths an ur stren pare yo 1 Com ses weaknes gence ur e intelli duce yo 2 Defin you pro in how la p Ex 3 t rk en o eatm best w rential tr ate prefe 4 Deb gifted for the

ve? ou ha y o d ces lligen

TOPIC PREVIEW. Previews the content of the unit, builds schema, and develops academic skills.

SOUND BITES. Presents a “snapshot” of

ard t How ologis psych nce. A vard e r . a s ig r ll H e ed by single inte ies in oth velop an a l abilit es de igenc s” rather th d low-leve ll te in ce an ultiple lligen lligences y of m ds of “inte te theor me in ral kin ities in so to the e v g e s in d il e b ure l Accor r, there ar evel a as furnit Physica orts ne high-l of gs, such Gard have g sp a scale ing thin n can • Playin d repair type on ery high.” an ch g perso ea in r bl ing “v nce fo • Assem nes intellige y low” and 5 be ur own or machi ing “ver Rate yo ith 1 be s w 5, to 1 new idea fore others do l tuitive a In ti a p scribing S er be nd ng or de or dang ms Visual a t C  So • Creati rtunity d diagra po an , op und Bites. Rea ar ts g ar ng d and listen to • Sensin • Creati nding maps, ch conversation ab a ta out someone sonal le s • Unders aching er op nt te rp pe who turned ou r by his te am life he In around. l ating ith ot such as , ca ul w ti rs lc g a in he ca at ot Mathem ith numbers and g statistics • Cooper icating ideas to OL IVI A: Do you un ng w yzin remember Joh • Comm • Worki nding and anal nny Nolan? CH AR LES : I thi sion ta nk so. Wasn’t or persua • Unders he the kid who lp fail hecla and ing s ut in le was always ho zz l it ss a and ,w getting into tro tly ing pu son c en do ti er p is nd as OL a u IVI uble? pe tr g ch A: That’s thee on de In Lin ords, su tasks in e. Well, he’s app esses ar g with w pleting tur kn in are m ned ntl ea ay Co his y w Pl • life d • around. I just an kes s hers heard he’s the rengths CEO of MegaS from ot telling jo reign language t your st tar Foods. ing wha ng fo CH AR LES : Ge d.org • Know • Learni t outwofww .asc her e! : Joh nny Nolan? He of a mu source ltim t ad rmation illion-dollar company? Musical usical instrumenythm InfoIVI OL A: I guess he rh gam of tur in e ned ay ns ou Pl t to have a rea • for business. 5 tural se na l hea a d g mple: 4 • Havin

authentic conversational language for observation.



















Exa

3CH AR LES : Tha t’s for sure. I did 2 n’t think he had 1 in him. it OL IVI A: It jus t goes to show you—you can a book by its cov ’t judge er.

ur show yo e bars to . shade th ur classmates to l ci f yo pen . Use a s with those o ur Score ore Total Yo ompare your sc C scores.

B

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In Other Words personal . ReaIndtrathe conversation again. Thteen sonal In rpersay each of the statements another way. Intuitive

Physical

SCORE

5 4 3 2 1

D

ic

patial

atical Mathem

Musical



Linguist

Visual/S

U N IT

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1. “He’s turned his life aroun d.” 2. “Get out of here!” 3. “He turned out to have a real head for business.” PM 4. “That’s for 5:57:51 2/15/06 sure.” 5. “I didn’t thi nk he had it in him.” 6. “You can’t judge a book by its cover.”

Discussion. Wh at you think Johnn kinds of intelligences do y Nolan might have? Why?

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IN OTHER WORDS. Provides practice in

STARTING PO INT

➤Pa

inferring meaning of idioms from context.

ir Work. Descr ibe people you

know or have heard

of who . . .

turned their liv

es around. hool but not in life. did poorly in school but we ll in life. did well in sc

STARTING POINT. Accesses prior knowledge and gets students talking.

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What kinds of intelligences do you think

did well in bo th school and life. struggled in sc hool or in life. always got in to trouble.

these people hav e (or had)?

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COMMUNICATION GOAL. Assures students of what theyÕll achieve in this two-page lesson.

PERSONALIZATION. Frequent opportunities are provided to apply new language to students’ own lives.

CONVERSATION SNAPSHOT. Provides a memorable and practical model of social language and essential conversation strategies.

➤  CONVERSATI ON SNAPSHOT

Interpersonal

A: I wish I had a head for figures. I mean, I can’t even bala nce my own che ckbook. B: Well, you can ’t be good at eve rything. A: I guess that’s true. B: If you ask me, I’d say you’ve got a real knack for languag es. A: Do you think so? Thanks.

Mathematical Linguistic Musical

nation practice

Physical

 Vocabulary. Expressions to

describe talents.

Intuitive

Listen and practic e.

Interpersonal

have a head for figu res be good at mathematical calc ulations

C

have an ear for mu sic be good at recognizing, rem embering, and imitating musica l sounds

Intrapersonal

Pair Work. Use the expressions in the vocabulary to disc talents of the follo uss the wing people. E

have an eye for det ail be good at seeing things that others don’t notice

1. Irish writer James Joyce spoke thirteen languages.

have a way with words be able to express your idea s and opinions wel l

2. The work of Chile an poet Gabriela Mistral, a Nobel Prize winner, conveyed profound feelings about common human expe riences.

have a knack for languages have a natural skill or abil ity to learn and speak foreign lang uages

’re good at and som e things you’re not

I’m good at …

so good at.

I’m not so good at …

communicating my ideas.

making things with my hands.

I’m good at …

I’m not so good

at …

5. Austrian physician Sigmund Freud, the founder of psyc hoanalysis, showed an immense capacity for understanding human behavior and feelings.

be good with one ’s hands have the ability to use one ’s hands to make or do things be mechanically inclined be able to understand how machines work

Pai

r Work. Compare and discuss your strengths and wea Conversation Sna pshot on page 76 knesses. Use the as a guide. Start by phrases in the box using one of the .

6. U.S. sculptor Loui se Nevelson’s abstract arrangements of wood, metal, and other mate rials demonstrated her artis tic vision.



Group Work. Tell your classmates abo

when you can.

7. Joseph Dunninge r was an American magician famous for reading people’s minds and guessing their thoughts.

UNI T 7

ut your partner. Use the vocabulary

Discussing someone’s abilities Would you say you’re good at How are you at ? If you ask me, I’d say .

?

Describing your own abilities I’m good / not so good at . comes easy to me. I have a knack for . I wish I were / had .



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CONVERSATION STARTER • No w compare your str engths and weakne list some things you sses.

4. U.S. industrialist Henry Ford built an early gasoline engi ne and one of the first automob iles.

have a way with people be able to attract and influen ce people

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Pair Work. Tell a par tner about the peo ple you identified. the quiz on page 74 if necessary. Refer to

On your notepad,

3. Indian genius Srini vasa Ramanujan astonished people by solving complex numerical problems instantly in his head.

have a good intu itive sense be able to draw conclusions based on feeling s rather than facts

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My older sister really has a way with people.

Visual/Spatial

 Rhythm and into B

Identify people you know or have hea rd about who hav intelligences. Use e each of the follo the vocabulary on wing page 76 to describ e their talents.



A

D



Compare your str engths and weaknesses



1

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VOCABULARY. Presentations include words, phrases, and collocations. Opportunities to use the vocabulary always follow.

CONVERSATION STARTER. Students apply conversation strategies and new vocabulary.

Unit walk-through

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GRAMMAR SNAPSHOT. Illustrates grammar in context and provokes interest in the topic of the lesson.

rds.

ting wo

f connec

e use o

tice th and no

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telligence otional in cannot. Emon a goal, and to ng e nc ge lli s te ordi general in elf, to focu hers. Acc concept ofty to motivate ones ns and those of ot ient) can be high ot is the abili one’s own emotio nal intelligence qu on to success. rs understand , one’s EQ (emotio can also lead a pe veloped. an l to Golem e’s IQ is low, and it re EQ have been de of genera er, re e new, su ea m su if on ain is quit wev is a mea ing the br evertheless, quotient) e. An IQ test, ho e is such even ber of tests that at e ig nc st ge ve lli N in m er te scor ed. ea e of A nu Our IQ (in d on an IQ test lligence only if th les us to ed the id been prov the scienc Because telligence has yet panies have accept uently, e base at enab of inte intelligenc accurate measure e”—intelligence th me scientists com of in nseq o e ry C at iv eo s. pr th es So e d cc no can be an “general intelligenc ay mental tasks. es rather than ke the plac itutions an ucial to su many inst s and EQs are cr rong enough to ta ntinue to be a thing as a variety of everyd fferent intelligenc provide a high IQ eory that is st abilities will co di e at ot l ra ak th nn rt ve ca s de se st un our new th at we have that IQ te unless a ting ones emerges, s. believe th l intelligence and nce. st is way o.uk ra of the ex with IQ and EQ te ailed as a e, w.bbc.c ev pr one gene measure of intellige s ce: ww ha nc d otient tellige ion sour measure Informat complete lligence qu t of emotional in what the te in e th ep Although lligence, the conc Goleman, explains e inte aniel to estimat by psychologist D ce or BE R ce d a senten RE ME M develope begins intelligen

De

SHOT.

AP AR SN RAMM A  G

e article

Read th

ey matter?

: Do th Q E d n a IQ

k you thin fer? Do r why not? d EQ dif o y an h W IQ sts? w do rough te ion. Ho Discuss be measured th s ly can tru nsition and tra . nctions sentence g conju ithin a in w hs. s at ea ap in id gr nnect Subord or para

B

C

GRAMMAR CHARTS. Clear

ause ndent cl e a comma. . If a depe be high , us EQ can contrast , one’s shows they IQ is low s though e’ on ccess, al Even if su e ev hi ople ac ma Some pe high IQs. a com ve : Use don’t ha ns. NOTE ansitio tr r te af

presentations address form, meaning, and use and warn of common learner errors.



co s ar. ns ctions to sentence Transitio crucial g conjun ideas between equently EQs are rdinatin t e / cons IQs and icants to Use subo tions to connec therefor lieve high ten require appl si be an ns es tr io ni pa Use njunct e, they of any com ating co w, M ccess. Therefor ne ite Subordin s. to su ain is qu e d EQ test theless e / sinc ing the br Meaning take IQ an becaus ss / none . investigat t been proved. verthele en proved s ience of g causes s yet be e the sc telligence has ye ever / ne es ha w nc e Si one thin ho nc llige lieve succ of in te sult be in ry re ns e of eo tio th th no or is No theory ss, many institu s. r thing s, le se EQ es d he gh cc et an ou of anothe s su on IQ N alth nary on high ough / extraordi depends t have (even) th achieved IQs. wouldn’ sts ople have n’t have high g contra rwise, he do herwise Some pe one thin ot ey g IQ. Othe th in th gh ou her ve a high ha t even th us with anot He m es continue gotten that job. sometim ties will ore are that our abili d theref verb. In unless emerges, tests. wever an ry r and the eo cu th oc NOTE: Ho n the subject d EQ a new g will . an in as ss IQ th m ee le e m tw Un on d with at by co c ed be D te f re th ifi ra us of su t ec cu ed Cir ea se ac sp id cle the an rect l prov be cor ey are to be m only if a neraina the IQ sub geord a case, th ver, can only if / ting conjunctio exists score on st, howe if there is as / if / ns or transitions. as your not condition The IQ te intelligence only as long ore, may as long st, theref easure of that job te t m is IQ ge g e in ill nce. Th You w one th igence. . ell ige gh int ell hi e int ry tru on person’s test is ve a conditi thing . reflect a r IQ is low IQ scores rise app for anothe if one’s roximately twenty even if high even points with eve be n ca ry generation. Thi on s increase is cal One’s EQ a conditi ter we are not mo led the “Flynn Effe re intelligent tha mat ct” because / the t n’ es n our ancestors; do refore , it was discovered by unless / otherw New we would all exc Zealand politica 1 ise , 0–G11 G1 el at everything S l scie ntist James Flyn PAGE ore … 4 we do. The rise fifty years ago, n. Abo For m ut in IQ seems to few people reache caused by a com be d the scores mo bination of factors st people get tod suc Otherwise , / Con h as better nutritio ay. schooling sequently , if peo n, more , and exposure ple taking an IQ P7–P8 ctions S 2 to GE mo re complex tech PA test today were scored with the conjun nologies. Resear norms used fifty s believe that if our tion with chers Intona and transition years ago, mo grandparents wer re than 90 percen e born today, the them would be PM t of y would get the classified as gen same scores we 5:58:33 6 5/0 iuses. Neverth2/1 get even if / as eless, / Even tho lon g as they were exp ugh same environme osed to the 3 nt and educat5ion we are exposed N IT 7 to. 78 U E On a sep Information sou arate sheet of rces: www.psyc paper, rewrite hologytoday.c in a and once each statemen om and www.s with the conne t two ways, on ciam.com cting word ce wit

Gramm

ng smarter?



Are people getti



2

elligen fine int

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b. Change the connecting wo 1. He has a hig wording as ne rd(s) h IQ, but he did eded to retain n’t get the job meaning. 2. She achiev . (a. althoug ed success, alt h b. neverthel ho ug h she doesn’t ess) 3. There isn’t do well on EQ just one kind tests. (a. howe of intelligence, ver b. thoug 4. If you get so intelligence h) a high score, is not easy to yo u’l l measure. (a. be given an int 5. Intelligence therefore b. erview. (a. as can’t be measu since) lon g as red b. without consid As a result, the unless) ering the con same IQ test text in which can’t be used 6. IQ tests can a person lives, for people fro predict succes m wo different cultur rks, or studie s in low-stress situations. (a. s. es. (a. becau conditions, bu even though se b. conseq t they often fai b. nonetheless uently) 7. An IQ sco l to predict per ) re will accura formance in str tely measure a per essful performance son’s general during the tes intelligence if t. (a. provided anxiety does that b. unles not affect his s) or her

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PRONUNCIATION BOOSTER. Promotes accurate pronunciation of spoken English.

GRAMMAR BOOSTER. Gives additional explanations, charts, and reviews as well as more practice.

GRAMMAR EX CHANGE



Pair Work. Cir cle the charac

intelligence and others

• Now defin e intelligence.

teristics you thi nk demonstrat do not. What e intelligence. would you add? Discuss why you think some sho w

capacity to learn

capacity ability

to unders ta

to thin k

nd

good mem ory

logicall y

ability to think abst Di

artistic talent

other:

ractly

scussion. How Describe and giv would you define intelligence ? e examples of the characteristi that people wit cs h int conjunctions and elligence have. Use subord inating transitions.

GRAMMAR EXCHANGE. Offers students an opportunity to engage in discussion using the target grammar.

problem-solving

ability

creativity

common sens practical idea e s ability to see relationships

“In my opinion, a person is intelligent only if he or she has the capaci ty to learn. Otherwise, …”

“Although goo d memory is important, it only shows one kind of inte lligence. However, …”

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READING WARM-UP. Builds

READING. Substantive readings build

expectations for better reading comprehension.

academic skills and provide information for interesting discussions.



A

Explain how yo Reading Warm -up.

you’re doing?

B

u produce your

What do you do

when you find

 Reading. Rea d the article. Wh at do you think the

best work

it dif ficult to con

C centrate on wh at

title “Stay on Tar get

Pair Work. Ma tch one of the

” means?

A T RA GR EG TE

seven tips in the art

icle with each

1. A magazine writer is having trouble gettin started on an g article about a topic that do inspire her. Wh esn’t en every paragraph someone suggests beginn ing with a given letter of the alphabet, the words start flo wing smoothly .



STS AY TAO YN OT N



3

COMPREHENSION EXERCISES. Build academic and critical thinking skills and promote discussion.

T

example below . Explain your cho

ices.

2. A universit y student has to study for tw exams that wil o importan l be given the next day. She intensely but studies takes regular fifteen-minute relax. Before breaks to starting to stu dy for the sec she takes a lon ond exam g walk in the park.



You’ve got work to do, but you just can thoughts organized. ’t seem to get you 3. Just before r brain going. You Your mind wander every concert, stare at that blank s to the argument ideas finally start an opera singer in the right fra piece of paper in fron you had with your to come together, gets himself me spouse, the leftove t 4. An office the phone rings, and worker decide of water, recitin of mind by drinking a full rs that are in the refr of you but can’t get your you’re back to squ Sound familiar? The s to set glass g the first thr igerator . . . Then, are one. up a separate abil ee lines of his ity po just to em, and enteri devote all of one’s e-mail account as your unable to concentrat fav ori ng atte te for the ntio friends and fam n to a single task is stage by the sam e can keep you from ily and makes the key to achieve e producing your bes rou te. it a strict rule at the ment in any occupat t work. The followi office to check ion. On the other ng tips can help you Stay organized. han for it d, being messages onl to stay focused: Let’s face it y during lunch. — it’s not easy to keep focused if 5. From 12:00 your desk looks like to 3:00 each day it just got hit by , a work-at-hom mom keeps the activity in the brain, 6. A project a tornado. It pays e door to her hom making it easier manager respo to spend a few and turns her e office closed nsible for five for you to focus on projects deals moments a day clea cell phone off the job at hand. major with problems ning up your . Her kids kno tha t they are not that come up each of them workspace and redu w Res erv to e kno som on daily. By the ck on the door e “do not cing the time un les end of the day s it’s or wo cal an you normally spend rk area is in com l disturb” time. emergency. , his searching for If interruptions ple te disarray, covere me mo mislaid files or your from s and d fam wit file ily, friends, or co-w h s related to the favorite pen. orkers different projec Before leavin prevent you from gett g the office eac Develop a routine ts. ing your work h day, he takes . Studies minutes to org done, set aside a cert five anize the pap show that followin ain period of ers g a systematic on D Discus his desk. your schedule each pattern of behavior sion. day when you can make it are unavailable. Let easier to devote you others know 1. Describe a r undivided that they shouldn’t time when you attention to a task. disturb you were really abl completed a tas For example, e to concentra during this time. Clos k at a fast pac if you have trouble te, when you e the door to e. What was preparing for 2. Do any of r ideas flowed it like? your office or find an the tips in the exams, try establish freely, and you area where you article seem use ing a study can work without bein ful to you? Wh ritual. Start and finish g interrupted, y or why not at the same ? Have you trie such as a library or confere time each day. Wor d any of them nce room. k at the same before? desk or favorite chai Go offline. While DISCUSSION r. If music helps the Internet is BUIILDER • you focus, choose a an inva luab le tool for getting and Now explain ho piece of music and play it during ever sharing information w you produce Step 1. On you , it can be a real y your best work r notepad, list study session. concentration killer. the distractions . when you are If all those that cause you working on a tas quick trips to the Net to lose focus Make a list. Each k. Wh to “just check at strategies do morning, write you the new use to stay foc s” are interfering with down all the tasks you Some dis use I lose d? you need to accomplish focu tractions r s when . . . productivity, make that day and cross off you complete it. This noise it a point to stay I stay focused by each item as visual reminder will I’m interrupte offline while you’re you find your focus ... phone ca not only keep you focu goals but will also give d by phone cal lls working. And if constantly broken by ls. sed on your you a sense of prog not answering interruptio I inco los min resis e g foc t ress e-m the us and ns urge to read and repl ail and instant mes calls. when . . . achievement. Challenge yourse sages, worries y to them as they arriv lf. When faced with certain times of the e. Instead, set asid I stay focused a boring, routine task seems to drag on fore day for reading and aches and e by . . . that ver, it’s easy to lose replying to them—a pains Take a breather. concentration and mak room tem nd keep working. mistakes. Accordin pe Taki rature ng short breaks can e careless g to Mihaly Csikszen refocus on the next help you to clear you tmihalyi, author of of Optimal Experien job. Stand up for a Flow: The Psychology r min ce, one of the best way d and moment and take a hallway or just clos s to engage your atte task is to make it hard short walk in the e your eyes, relax you ntion on a dull er. For example, turn r mus cles, and breathe dee the task into a gam yourself a time limi ply. e by giving t. The increased chal lenge stimulates bloo The next time you hav d flow and e an important proj ect concentration, see if any of these strategi that requires your full es can make a differen Step 2. Discu ce for you. ssion. What con Information sou ditions help you your best work? rces: Flow: The produce Co Psychology of Opt “I work best wh stay focused and mpare how you and your cla ima l Experience by en it’s very quiet. by Edwin Kieste ssmates Mihaly Csikszent how you overco 80 UN IT 7 If I’m reading, r, Jr. and Sally Val my focus when mihalyi; “Disco I lose me ente Kiester, Rea I get dis tra ctio ver your Achiev ns. der’s Digest; and calls. So I just clo interrupted by people or phone em ent www.mumbai Zone” se the door, and -central.com I never answer phone while I’m the reading.”

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AUTHENTICITY. All readings come

“NOTE-PADDING” ACTIVITIES. Help

from authentic sources and build confidence and the ability to approach academic content.

students organize their thoughts before discussion, ensuring success for all students.

Unit walk-through

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Debate preferential treatment for the gifted  Vocabulary. Intelligence and its origin. Listen and practice. ge·nius /9dZiny@s/ n. 1 [U] a very high level of intelligence,

gene /dZin/ n. [C] a small part of a cell that controls the

mental skill, or artistic ability, which only a few people have: Sakharov was a man of genius. | Her teachers recognized her genius early on. 2 [C] someone who has an unusually high level of intelligence, mental skill, or artistic ability: a math genius

development of the qualities that have been passed on to a living thing from its parents

in·her·it /In9hErIt/ v. [T] to get a quality, type of behavior, appearance etc. from one of your parents: [inherit sth from sb] Janice inherited her good looks from her mom.

gift·ed /9gIftId/ adj. 1 having a natural ability to do one or more things extremely well: a gifted poet | [be gifted with sth] Elaine is gifted with a superb singing voice. 2 very intelligent: a special class for gifted children

VOCABULARY. Authentic dictionary



A

entries build students’ academic skills.

de·ter·mine /dI9t¯mIn/ v. [T] if something determines something else, it directly influences or decides it: The amount of available water determines the number of houses that can be built.

av·erage /9{vrIdZ/ adj. having qualities that are typical of most people or things: The laws were simplified so that the average person could understand.

Excerpted from Longman Advanced American Dictionary © 2005

B

Complete each sentence with the correct word from the vocabulary. 1. Like many physical characteristics, eye color is passed from parent to child through a specific 2. Many people think that the environment

3. Others are convinced that intelligence is something you 4. The child’s linguistic

from your parents.

DISCUSSION BUILDER. Step-by-step

was apparent when she mastered five languages by the age of eight.

5. How can geneticists explain how one boy is an extremely ? courses, but his twin brother is only

student, with high grades in all his

discussion activities ensure successful discussion for all learners.

 Listening Comprehension. Listen to Part 1 of a lecture on human intelligence. Which of these statements best represents the speaker’s main point in the lecture?



C

.

intelligence.

1. Anyone with a high IQ is a genius. 2. Not everyone agrees about how to define genius. 3. Not everyone with a high IQ is a genius.

D

 Pair Work. Now listen to Part 2 of the lecture. With a partner, write the two theories the speaker presents about the origins of genius. Then listen again and use the vocabulary to write two examples of arguments he mentions to support each theory. Theory

Examples of arguments

1 2

DISC USSIO N BU ILD

Step 1.

Discussion. Choose the statement that comes closest to your own view.

R • Re Now prod ad the info u deba siblin ct of “natu rmation a te giv gs? In bout re” or ing p “100% 100% of our intelligence Sig “n what refer ways urture”? mund Fre entia What comes from genes.” was F u do yo d’s childh reud l trea given ood. u thin tmen Do yo prefe k abo t to t renti u thin ut ho a he gi w l k treatm Sigm his in his p u fted. a te ent b rents llectu merch nd Freu y tr his p a d a arents eated him l gifts we intelle nt, and his ’s father, Ja re ? a c ct at a n w a o d his porin n earl ife, Amali b, a strug g g y a plays over book age. As a , recogniz ling wool s ed b c ranke y the age o and comp hild, Sigm their son le d ’s u f sister quick first in his eight. An ted readin nd spent h A g ly o e Sigm nna dream 2/15/06 5:59:18 and SPM mastered class. He xcellent stu Shakespea urs un e e r panis Latin conce d compla d of becom h. , Gree xcelled at la dent, he a e’s in n lways k, Fre nguag lesson tration, th ed that he ing a pianis Sigm n e e r prac c s s h m u a , Eng nd’s p often ticing t. Howev the pia were ende usic lish, It nd aren fa er, distur d and no wa alian, other voring him ts made e bed h when s s o v Freud ld ery eff is over . Sigm listen und F ed to children g his five siste ort to foste w e reud nt o rew u their Sigi”) r his a rs and p in mo b b of the n to becom came rag about ther (who Sigmun his brothe ilities, e m d to kn r. Th h think ost influe one ow he is accomp called Sig ’s shadow. e lived e n r mu lis r in T centu s of the tw tial own r a small, c stories by h hments so nd “my g hey r e y n . tieth N ro old o e o ot on influe ly could om where wded apar art. Altho ften that th en n he tm contin u practi ce the pro did he e fessio ue stu studied, s ent, Sigm gh the fam y ce of nal psych ily u le dying and p olo sy witho pt, and ate nd was giv en ut inte profo chiatry, bu gy m undly t he rrupti eals so th his a c th on. S t hange e way Step igmun he 2. Pa them people vie d d’s se w argue ir Work. about lves and th R again ink their st the ead the s lives. ta o te p m inion “Gift e it exp ent below Youn g Sig adva d children resse . On mun ntage s. your d Fre s tha should be notep ud w t oth ith his ad, m er ch singled o fathe ake a ildre u r Argu t li for p st of n don men r a e rgum feren ’t get ts for e t in or nts to der t ial treatm s uppo o nur ent. rt or ture their They sho uld specia l tale be given nts.” Argu men ts ag ainst

Support your view, if you can, with an example from real life.

100% of our intelligence “100% comes from the environment.”

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E



E

“50% 50% of our intelligence comes from genes and 50% comes from the environment.”

UNIT 7

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LISTENING COMPREHENSION. Intensive and extensive critical listening practice provokes lively discussions.

Step 3.

➤ MODELS. Frequent student speaking models get discussions started.

ildhoo

d of S

ig mu n

d Freu

Deba te. F orm

two g “It’s re roup all s. Ea of gif y importa ch gro ted ch n up arg ildren t to nurtu ues fo re the . Oth r or a erwis talen gains ts e, . . . “ t the “Sinc state e gifte ment. d chil no m dren atter do w what, e ll . . .“

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CHECKPOINT. Integrated-skills

WRITING. Complete writing syllabus

checkpoints permit students to consolidate, review, and confirm what they’ve learned.

builds key skills.

COMPANION WEBSITE. Provides additional student and teacher resources.

used to g words are commonly In formal writing, connectin results. itions to clarify causes and conjunctions and trans FOCUS ON CAUSES Because Since Due to the fact that

}

FOCUS ON RESULTS I don’t write very well.

I don’t write very well,

As a result, Therefore, Consequently,

}





result

SUMMIT WEBSITE

ies, visit For Unit 7 online activit Website at the Summit Companion mit. www.longman.com/sum

CHECKPOINT

conversation, t their children. After each er talking to parents abou

es

weakness Writing: Describe your Explaining cause and

7



UNIT

if necessary. on. Listen to a teach  Listening Comprehensi describes each child’s talents and abilities. Listen again

A

best check the statement that

ting een ideas. Use subordina clarify relationships betw

has a head for figures. has a way with words. ages. □ has a knack for langu ed. □ is mechanically inclin 2. Ben sense. □ has a good intuitive s. hand his □ is good with k for languages. 3. Stella □ has a knac c. □ has an ear for musi s. □ has a way with word intuitive sense. good a □ has n 4. Steve le. □ has a way with peop es. □ has a head for figur

1. Liza

REMEMBER

it takes me a long time

it takes me a long time

to write reports.

to write reports.

Because, since, due to the fact that, and other subordinating conjunctions introduce dependent clauses. When a dependent clause begins a sentence, it is followed by a comma. As a result, therefore, consequently, and other transitions are usually followed by a comma.

5. Sophie







6. Dan

has an ear for music. has a way with words. has a knack for languages.





□ □ □

7. Karen

□ □ □

8. Sam

□ □ □

has an eye for detail. . has a good intuitive sense ed. is mechanically inclin has a way with words. has an eye for detail. s. is good with her hand has a head for figures. . has a good intuitive sense has a way with people.

n or transition from each

B ly job proper to do my • difficult my boss about what ed rri • wo will think rcome: how to ove trust people I • talk to eas first • outline id

storming ideas. Step 1. Prewriting. Brain like to Think of a weakness you’d sheet of overcome. On a separate paper, jot down ideas to ts effec its es, caus its brainstorm might on your life, and ways you overcome it.

rate sheet of Step 2. Writing. On a sepa ness,

my expressing Difficulty writing clearly in thoughts causes:

s nk of idea • can’t thi at once all come • thoughts time ports on mplete re • don’t co



weakness and Paragraph ❶: State the on your life. summarize its effects weakness and the ain Paragraph ❷: Expl its effects with examples. a way you might Paragraph ❸: Describe overcome this weakness.

Step 3. Self-Check. the outline Do your paragraphs follow suggested in Step 2? conjunctions and Did you use subordinating s and results? transitions to signal cause punctuation? Did you use the correct

84

box.

, he onment. (1) determined by the envir their believes that genius is Dr. Howard Gardner ties in order to develop educational opportuni er great with ided children ld be prov rding to them, thinks that children shou (3) genius is inherited. Acco that think , ists, (2) talents. Other psycholog they receive. dless of the education will reveal itself regar are born with talent, it e, and there are different rent kinds of intelligenc ner, people have diffe ing strategies suited According to Dr. Gard , you should use the learn type. e (4) ble for each intelligenc you have intrapersonal ways of learning suita study alone ld shou (5) you ple, e. For exam study in a team e, you should work or to your type of intelligenc interpersonal intelligenc other hand, you have intelligence. If, on the you relate to people well.

results:

weak paper, write about your came up developing the ideas you ing in Step 1. with through brainstorm a guide. Be as below ine” Use the “outl ting conjunctions sure to include subordina . and transitions

rdinating conjunctio with the appropriate subo Complete the sentences will not use them all.) (You . once only each Use

WRITING MODEL

thoughts expressing my st weakness is e a hard time ❶ My greate ting. As a result, I always hav icult for me wri diff it in clearly This makes e. tim it. on s ort cerned about completing rep I am very con e at properly, and to do my job my thoughts com all te, wri tly, to quen sit down ❷ When I I don’t know where to begin. Conse start all over once, and them out, and tences, cross it is a waste of and r, I write a few sen ove pens over and worry about again. This hap m, I constantly of this proble nce. time. Because of my performa k thin l wil akness and s we what my bos overcome this n struggling to One friend nds about it. ❸ I have nbee with some frie main ken the spo first since have eve as ide my t I outline next report is suggested tha thoughts. My my g zin tion. ani ges problem is org to try her sug , and I’m going due next month

provided that unless therefore because

(6)

, when nevertheless success. (7) a high EQ guarantees been able to prove that fications. otherwise So far scientists haven’t all the necessary quali meet you even if an EQ test (8) may be asked to take rtant in the since you apply for a job, you ol are considered impo n and emotional contr vatio moti as such characteristics to make hiring decisions. (9) relying on the EQ test are s oyer empl more workplace, more and

C

Use words from the box inherit

genius

of the ts. (You will not use all to complete the statemen determine

gifted

genes

words.)

average

death in honored until after his ’t fully recognized and Chinese philospher, wasn al ideas simply. ethic und profo 1. Confucius, the great ess n, as well as lay in his ability to expr sichord, violin, and orga 479 B.C. His art could play the harp . Wolfgang Amadeus Moz that he was so 2. At the age of five, him play were astonished heard discovered who s She ience nts. in her achieveme compose music. Aud was far from h-born French chemist, s. 3. Marie Curie, the Polis and won two Nobel Prize nium polo and m ical education radiu had almost no mathemat the radioactive elements Srinivasa Ramanujan igence. Indian mathematician his or her level of intell what 4. The fact that the great are that a person’s supports the argument 85

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even though if however consequently

WRITING MODELS. Make expectations clear.

STEP-BY-STEP PROCESS APPROACH. Helps students generate ideas and builds the habit of editing their own work. Unit walk-through

Tix