- •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.
Vocabulary and comprehension check
1. Give English equivalents of the following words and expressions:
словниковий запас, розповідач, зразок, вирішувати проблему, шити, відбивати ритм, скромний.
2. Give Russian/ Ukrainian equivalents of the following words:
excellent, relationships, explain, craft, spatial, daydreaming, be aware, miss, goal.
3. Which intelligences do you think are necessary foe each of these jobs?
Complete the chart. An example has been done for you.
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Jobs |
intelligence type(s) |
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logical-mathematical |
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4. Answer the following questions
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Can people choose what kind of intelligence they want to be?
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How might knowing about Gardner’s theory affect how a person feels about himself/herself?
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Is it important for teachers to know about the theory of multiple intelligences? Why or why not?
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Do you believe that :
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each of us has only one of eight intelligences?
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some intelligences are more important than others in today’s society?
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these intelligences are innate (inborn)?
5. Read the text and be ready to summarize its main ideas. Answer the questions given below the text. Learning styles
Drs Marie Carbo, Rita Dunn and Kenneth Dunn have described the following three styles of learning:
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auditory
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visual
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tactile-kinesthetic
Auditory learners are logical, analytical thinkers. They are comfortable with typical school tasks including analyzing sounds and numbers, following directions in order, and just “doing the right thing”. They are usually successful in school. Much of what they learn is from listening to information that is represented to them in class.
Visual learners learn best by seeing a visual representation of the material. They are global thinkers. They like to see “the big picture” rather than the details. They can learn to think logically, analytically and sequentially, but the most do this by working backwards from the whole to the parts.
Tactile-kinesthetic learners learn best when they can touch things or move while they are learning. Like visual learners, they are also global thinkers.
Test your comprehension
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Which combination of intelligence type and learning style type do people who are successful in school often have?
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Will analytical or global thinkers probably adapt better to a traditional school environment? Which characteristics will help them the most?
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What do you think auditory learners do well in school?
Test yourself
Do the quiz. Which kind of thinker are you? Does this quiz seem accurate to you? Why or why not?
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When it comes to… |
Analytical thinkers usually prefer |
Global thinkers usually prefer |
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silence for studying |
some sound while studying |
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bright light for reading/studying |
very low light for reading |
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warmer temperatures, heavy clothes |
cooler temperatures, lighter clothes |
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studying at desk/chair |
studying on a bed or floor |
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learning in the morning; going to bed early |
learning later in the day; staying up late |
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sitting still for long periods of time |
moving around all the time |
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working on one job at a time |
doing several jobs at the same time until done |
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taking a long time to make decisions |
being spontaneous about decisions; doing what seems “right” |
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being on time |
not worrying about being late |
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seeing things as they are at the moment; noticing details |
seeing things as they might be; perceiving the whole; ignoring details |
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making lists for everything; planning for advance |
doing things when they feel like it; experimenting |
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eating breakfast and regular meals |
skipping breakfast; snacking while learning |
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remembering what has been spoken |
remembering what has been experienced |
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working alone; being self-directed, independent |
working in a group; discovering answers for themselves rather than being told the answers |
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common test types (multiple-choice, true/false essay) |
opportunities to express themselves in other ways than writing |
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