
- •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.
Test yourself
The way people think can be different depending on the person, and the person’s thinking ability is many-sided itself. Its brightest feature, perhaps, is the ability to notice the links, connections and similarities between a wide range of objects and phenomena. For example one patient was asked the question:”What is similar between river and watch?” The answer was: “There are stones both in river and in watches”. It is quite original thinking, isn’t it? It can’t pop into the mind of the average person.
Now try to test yourself. Below you can see 20 pairs of words and the table called CODE. You task is to identify the relationships between the words in each pare of words and then find the analogical pair of words in the table CODE, with circling the corresponding number from 1 to 6. Your time limit for doing the quiz is three minutes.
CODE
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
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1 2 3 4 5 6 |
Lesson 11
GARDNER’S EIGHT INTELLIGENCES
Dr. Howard Gardner from Harvard University has identified the following intelligences:
1. Linguistic intelligence
People with this kind of intelligence understand and use language easily. They think logically and analytically. They enjoy reading and writing, memorizing information, talking and building new vocabularies (they are great spellers). They may also be excellent storytellers.
2. Logical-mathematical intelligence
People with lots of logical intelligence are interested in patterns, categories and relationships. They are interested in arithmetic problems, strategy games, experiments and how things work. They often find unusual ways to solve problems, but they may not be able to explain how they did it.
3. Bodily-kinesthetic intelligence
These people process knowledge through bodily sensations. They are often athletic; they may be dancers or good at crafts such as sewing or woodworking. They enjoy training their bodies to do their physical best. Having to sit for a long time is very uncomfortable for them.
4. Visual-spatial intelligence
People with this kind of intelligence think in images and pictures. They have a very good sense of direction and enjoy maps or jigsaw puzzles, or spend free time drawing, building things or daydreaming. People with strength in this area have the most potential to be successful in new technological fields such as computers.
5. Musical-rhythmic intelligence
Those with this kind of intelligence often sing or drum to themselves. They are usually quite aware of sounds that other people may miss. These people are often careful listeners.
6. Interpersonal intelligence
People who have a lot of interpersonal intelligence are often leaders. They are good at communicating and seem to understand others’ feelings and motives.
7. Intrapersonal intelligence
These people may be shy. They understand themselves much better than others may understand them. They are highly motivated to be true to their goals and do not care very much about what other people think of them.
8. Naturalist intelligence
People with a strong naturalist intelligence have an outstanding knowledge of things in the natural world, such as plants and animals. They also have ability to see how things fit into different categories. They like to fish, garden, cook, and carefully observe things.