- •Lesson 1
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Find the details in the text.
- •Lesson 2
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Answer the question to the text:
- •Lesson 3
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Complete the sentences according to the text:
- •4. Answer the question to the text:
- •Lesson 4
- •Vocabulary and comprehension check
- •Instrument of touch
- •Lesson 5
- •Parts of the Brain
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Match the parts of the brain with their definitions:
- •4. In reading 5 “We are exposed to very little music or art” probably means:
- •5. Answer the questions to the text:
- •Lesson 6
- •The teen brain
- •Differences in male and female brains
- •Vocabulary and comprehension check
- •Reading 7
- •Wired for music?
- •The mystery of the mind-body relationship
- •Vocabulary and comprehension check
- •5. Expressions with “brain”.
- •6. Answer the questions to the text:
- •Lesson 8
- •Vocabulary and comprehension check
- •1. Give the English equivalents of the following words and expressions:
- •2. Give the Russian/ Ukrainian equivalents of the following words:
- •3. Complete each sentence with a word from the list given in ex.2:
- •4. Answer the following questions by writing the number of the paragraph on the lines provided.
- •5. Read the following statements. Are they true or false?
- •Test yourself
- •Lesson 9
- •Vocabulary and comprehension check
- •Talking points
- •Lesson 10
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words and expressions:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •Answer the following questions
- •4. Read about iq testing and be ready to summarize the main ideas of the text.
- •Iq testing
- •Talking points
- •Test yourself
- •Lesson 11
- •Vocabulary and comprehension check
- •1. Give English equivalents of the following words and expressions:
- •2. Give Russian/ Ukrainian equivalents of the following words:
- •3. Which intelligences do you think are necessary foe each of these jobs?
- •4. Answer the following questions
- •5. Read the text and be ready to summarize its main ideas. Answer the questions given below the text. Learning styles
- •Test your comprehension
- •Test yourself
- •Passive Constructions – Prepositions of Place/Movement/Time
- •1. A) Put the verbs in brackets into the Present Simple Passive or Present Continuous Passive Forms.
- •2. Write passive sentences.
- •3. Choose the best way of continuing after each sentence (Active or Passive).
- •5. Rewrite these sentences beginning with the words given.
- •6. Rewrite the following in the passive. Do not mention the active subjects. Pay attention to the use of prepositions.
- •7. Rewrite the sentences in the active, beginning with the words given.
- •8. Complete the sentences by putting the prepositions in brackets in the correct places.
- •9. Correct the mistakes. Mind the use of prepositions of time
- •Can/Could/Be Able to/Be Allowed to – May/Might – Must/Have to/Be to – Should/Ought to – Need – Will - Would – Shall
- •3. Permission: can, could, may, might, be allowed to. There are mistakes in some of these sentences. Find the mistakes and correct them.
- •7. Needn't have and didn't need to. There are mistakes in some of these sentences. Find the mistakes and correct them.
- •10. Write three questions asking for advice for yourself. Ask other students for advice.
- •11. Read the poem, find the Modals in it, explain them. Be ready to recite the poem.
- •5. What advice might you give to a friend who:
- •6. Put the expressions together to make conversations.
- •Rewrite the second sentence in each conversation, starting with I’d rather we/you/etc.
- •9. Revision of the Modal Verbs. Choose the best form. Sometimes both may be possible.
- •10. Fill in the correct question tags and short answers.
- •Conditionals: Types 1, 2, 3
- •1. Put the verbs in brackets into the correct tense (present tense or will).
- •3. Penny is thinking about her future. Look at the prompts and expand them to write Type 1 conditional sentences.
- •4. Match the items in column a with those in column b to make sentences, as in the example.
- •4. Put in the correct verb forms (would or past simple).
- •6. Choose the correct verb form (Type 1 or 2 Conditionals).
- •7. Choose the most sensible verb form.
- •8. Put in the correct verb forms, make Type 3 conditional sentences.
- •9. Write sentence chains with if to show how things could have been different.
- •10. Put the verbs in brackets into the correct tense. Revision of the Conditionals.
- •Making a Wish (wish/if only) – Linking words – Adjectives/Adverbs
- •3. Rewrite the following sentences to express either an unreal situation in the present or a regret about a past event.
- •5. Make sentences, as in the example.
- •6. Revision of conditionals and wishes. Put the verbs in brackets into the correct tense.
- •7. Choose the correct linking words/phrases in bold to join the sentences below.
- •10. Complete the sentences with words from the box. More than one answer may be correct.
- •12. Match each base adjective with a strong one. Sometimes more than one variant is possible.
- •13. Underline the correct adjective.
- •Reported Speech
- •Rewrite the sentences in reported speech.
- •Turn the following questions from direct into reported speech.
- •Turn the questions from direct speech into reported speech. (At the shop)
- •Complete each sentence with two to five words, including the word in bold.
- •Complete the following indirect questions.
- •Fill in the gaps with introductory verbs in the list in the correct form. Order invite admit threaten deny beg offer command complain
- •8. Turn the following sentences into reported speech.
2. Give Russian/ Ukrainian equivalents of the following words:
environment, abilities and qualities, abstract thinking, innate or inborn, recently, issue, measure, quotient, comprehension, spatial ability, artistic and musical talent, common sense.
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Answer the following questions
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Do people generally agree about what intelligence is?
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What is the first issue in understanding intelligence?
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What is a norm? Does the context of the text help you understand its meaning?
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Do you think that the writer is in favor of IQ testing? Why or why not?
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Does the writer believe that people with high IQs are more successful than with lower IQs?
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Does the writer believe that intelligence is more than just the abilities a person is born with?
4. Read about iq testing and be ready to summarize the main ideas of the text.
Iq testing
IQ testing is a method used by psychologists to measure what is generally considered intelligence. The concept of IQ, or "Intelligence Quotient" was first introduced by French psychologist Alfred Binet in 1904. The "quotient" refers to Binet's definition of IQ as (Mental Age) divided by (Chronological Age) or M.A./C.A. This quotient is then multiplied by 100 to make it a whole number. An 8 year old child with the mental ability of a 12 year old has a mental age which is 1.5 times his chronological age (12/8 = 1.5). Multiplying this quotient by 100 gives the child's ratio IQ: 150. Using this method, a child functioning at the average level for her age would obtain an IQ of 100, with a standard deviation of 15 points (thus the range of average IQs is from 85 to 115).
Most of the abilities measured by an IQ test tend to level off around age 16, so this method does not work for adults. To convert a mentally retarded adult's IQ into a rough age equivalent, multiply the IQ by 16, and then divide by 100. So an adult with a 50 IQ is functioning at roughly an 8-year-old level.
Modern IQ tests use a "deviation IQ" rather than a ratio IQ. With this method, test takers are referenced to other people of their own age.
Most IQ tests consist of subtests measuring various qualities, such as factual knowledge, short-term memory, abstract reasoning, visual-spatial abilities, and common sense. Intelligence is always measured relative to a particular culture; "culture free" tests of intelligence do not exist. IQ tests do a good job of predicting academic success. They are not good at measuring such qualities as interpersonal skill or creativity. Although IQ scores tend to be fairly stable, IQ will vary over time.
Keep in mind that, due to random factors, IQ scores can vary about 5 points from week to week, and can often change by 10 points or even more over a period of years.
Talking points
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Have you ever known someone whom you think is a genius? In what area? How would you describe this person? What qualities doe he/she have that special?
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What is intelligence? How do we know the person is intelligent? Can we measure it?
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Have you ever taken an IQ test? If so, what was it like?
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If you had a child. would you have his/her IQ tested? Why?
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Do you know anyone with a high IQ? In what ways has their intelligence helped them? In what ways has it hurt them?
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Are there other tests that are used to measure intelligence?
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Do you believe that your IQ determines how successful you will be?