1. UNIT 7 Brains

2. Lead-in Communication Strategy Listen and Practice Watch and Talk UNIT GOALS Learn words and expressions that use negative prefixes. Practice drawing conclusions. Learn how to make excuses. Learn words and expressions that use negative prefixes. Practice drawing conclusions. Learn how to make excuses. X X

3. A. Name the colors of the following words. Do NOT read the words … rather, say the color of the words. For example, if the word “BLUE” is printed in red color, you should say “RED”. Say the colors as fast as you can. LEAD-IN

4. B. In groups. Brainstorm a list of reasons why a person has terrible headaches. Brainstorm a second list of ways to solve those problems. LEAD-IN Words and expressions for talking about brains: Nouns: a medicine program, brain functions, brain size, brain surgeon, emergency, executive skills, frontal lobes, intelligent test, online courses Verbal phrases: acclaim, figure out, get stuck in, go wrong, have an effect on, perform, pop into one’s mind, restrain oneself Adjectives: awkward, confusing, effective, frustrated, imperfect, incapable, inconsistent, intelligent, smart Words and expressions for talking about brains: Nouns: a medicine program, brain functions, brain size, brain surgeon, emergency, executive skills, frontal lobes, intelligent test, online courses Verbal phrases: acclaim, figure out, get stuck in, go wrong, have an effect on, perform, pop into one’s mind, restrain oneself Adjectives: awkward, confusing, effective, frustrated, imperfect, incapable, inconsistent, intelligent, smart

5. Terrible HeadachesUnsuccessful AttemptsThe Mozart EffectBrain FunctionsSpeed ReadingBird Brains II. LISTEN AND PRACTICE

6. Last summer I was having terrible headaches that were driving me crazy. The doctors examined me several times. They said they could find no reason why I should be having such headaches. They weren’t the migraine headaches that my wife suffers from. The only thing I could do was sleep and then they would go away. But usually, a few days later they would start again, especially when I was at work. Finally the doctors told me that I needed to have a CAT scan. Last summer I was having terrible headaches that were driving me crazy. The doctors examined me several times. They said they could find no reason why I should be having such headaches. They weren’t the migraine headaches that my wife suffers from. The only thing I could do was sleep and then they would go away. But usually, a few days later they would start again, especially when I was at work. Finally the doctors told me that I needed to have a CAT scan. Terrible Headaches Back

7. I went to the hospital on a Thursday morning, put on a hospital gown, and was taken to a room on the eighth floor where the CAT scan machine is located. The technician placed me on a table, told me to relax and turned the lights down low. He then went into another room. This room was separated from the CAT scan room by a window. There he spoke to me quietly, telling me every step of the procedure while it was happening. The table began to move slowly and I was surrounded by the huge machine that made a Previous Page Terrible Headaches Back

8. humming noise above me. My heart must have started racing because the technician told me to calm down and that everything would be fine. It was so strange to be inside that machine! Finally, after what seemed like forever, I came out the other end. Later, when I saw the CAT scan photographs, I was astounded—they were amazing pictures of the inside of my brain. Luckily, my brain looked perfectly normal, according to the technician. I was happy about that! And the headaches? The doctors later figured out that it was too much caffeine! humming noise above me. My heart must have started racing because the technician told me to calm down and that everything would be fine. It was so strange to be inside that machine! Finally, after what seemed like forever, I came out the other end. Later, when I saw the CAT scan photographs, I was astounded—they were amazing pictures of the inside of my brain. Luckily, my brain looked perfectly normal, according to the technician. I was happy about that! And the headaches? The doctors later figured out that it was too much caffeine! Previous Page Terrible Headaches Back

9. Culture Tips II. LISTEN AND PRACTICE Terrible Headaches A. Listen and circle the correct answers. CHECK New Words Script 1. It seems that the man’s headaches ______. A. might have been cured by meditation if he had given it a chance B. were probably caused by stress, smoking and not enough sleep C. concerned doctors because at first they couldn’t figure out the cause D. would have become deadly if he had decided to ignore them 1. It seems that the man’s headaches ______. A. might have been cured by meditation if he had given it a chance B. were probably caused by stress, smoking and not enough sleep C. concerned doctors because at first they couldn’t figure out the cause D. would have become deadly if he had decided to ignore them C C CAT scan, also known as CT scan, or Computed Axial Tomography （电脑断层扫描）, is a medical examination, in which an image of the inside of someone’s body is produced on a computer using X-Rays. X X astounded 吃惊的 caffeine 咖啡因 astounded 吃惊的 caffeine 咖啡因 X X

10. II. LISTEN AND PRACTICE Terrible Headaches CHECK Script 2. According to the passage, the doctors wanted to do a CAT scan _________. A. since they could find no obvious cause for the man’s headaches B. because they like to look at the amazing pictures of the human brain C. since they knew the man would find it a very interesting experience D. because it is a good way to find cancer in men 2. According to the passage, the doctors wanted to do a CAT scan _________. A. since they could find no obvious cause for the man’s headaches B. because they like to look at the amazing pictures of the human brain C. since they knew the man would find it a very interesting experience D. because it is a good way to find cancer in men A A

11. II. LISTEN AND PRACTICE Terrible Headaches CHECK Script 3. The man went to the hospital on a _______ morning to have a CAT Scan. A. Monday B. Tuesday C. Wednesday D. Thursday 3. The man went to the hospital on a _______ morning to have a CAT Scan. A. Monday B. Tuesday C. Wednesday D. Thursday D D

12. II. LISTEN AND PRACTICE Terrible Headaches CHECK Script 4. According to the passage, sleep ______. A. may have been the cause of the man’s wife’s headaches B. makes doctors worry because it is unusual for people to sleep too much C. can cause headaches if TV is watched before going to bed D. was the only thing that would stop the headaches 4. According to the passage, sleep ______. A. may have been the cause of the man’s wife’s headaches B. makes doctors worry because it is unusual for people to sleep too much C. can cause headaches if TV is watched before going to bed D. was the only thing that would stop the headaches D D

13. 1. Did the man suffer from the same headaches as his wife? 2. Did the CAT Scan find the real cause of the man's headaches? 3. What’s the real cause of the man’s headaches? No, his brain looked perfectly normal. No. II. LISTEN AND PRACTICE B. Listen again and answer the following questions. Script Too much caffeine. CHECK Terrible Headaches

14. A: I’m so frustrated. I came to college because I wanted to be a brain surgeon, but I’m starting to think it’s not going to work. It just doesn’t seem possible anymore. B: Why not? A: Because this isn’t the right school for me. I came to Javix College because I thought it had a strong medicine program, but that information just wasn’t correct. B: What do you mean? A: Well, there aren’t any medicine classes at this college at all! Right now, I’m taking chemistry classes, but this is an imperfect solution. A: I’m so frustrated. I came to college because I wanted to be a brain surgeon, but I’m starting to think it’s not going to work. It just doesn’t seem possible anymore. B: Why not? A: Because this isn’t the right school for me. I came to Javix College because I thought it had a strong medicine program, but that information just wasn’t correct. B: What do you mean? A: Well, there aren’t any medicine classes at this college at all! Right now, I’m taking chemistry classes, but this is an imperfect solution. Unsuccessful Attempts Back

15. B: Yeah, I agree. You should talk to the dean. A: I did! I told him that the college has been unfair, but he didn’t care. B: That sounds like the dean. I think he’s incapable of giving good advice, actually. A: Me too. He told me to take online courses. But the problem with online courses is that the quality is so inconsistent. Some are good, but some are terrible. B: Hmmm. So what are you going to do? A: I don’t know. It hurts my brain to think about it! B: Yeah, I agree. You should talk to the dean. A: I did! I told him that the college has been unfair, but he didn’t care. B: That sounds like the dean. I think he’s incapable of giving good advice, actually. A: Me too. He told me to take online courses. But the problem with online courses is that the quality is so inconsistent. Some are good, but some are terrible. B: Hmmm. So what are you going to do? A: I don’t know. It hurts my brain to think about it! Previous Page Unsuccessful Attempts Back

16. A. Listen to Adam King tell his roommate about his unsuccessful attempts to become a brain surgeon. Check ( ✓ ) True or False for each sentence. II. LISTEN AND PRACTICE Script CHECK 1.Adam is worried that becoming a brain surgeon is impossible. 2.The information Adam had about Javix College was incorrect. 3.There are many medicine classes at Javix College. 4.Taking chemistry classes is a perfect solution for Adam. 5.Thinking about the problem makes Adam a headache. 1.Adam is worried that becoming a brain surgeon is impossible. 2.The information Adam had about Javix College was incorrect. 3.There are many medicine classes at Javix College. 4.Taking chemistry classes is a perfect solution for Adam. 5.Thinking about the problem makes Adam a headache. Unsuccessful Attempts True False □ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

17. II. LISTEN AND PRACTICE B. Listen again and fill in the blanks with the information you have heard. Script 1.I’m so __________. I came to college because I went to be a brain surgeon. 2.I came to Javix College because I thought it had a strong ______________. 3.I told him that the college has been ________, but he didn’t care. 4.I think he’s _______ of giving good advice, actually. 5.But the problem with online courses is that the quality is so ___________. 1.I’m so __________. I came to college because I went to be a brain surgeon. 2.I came to Javix College because I thought it had a strong ______________. 3.I told him that the college has been ________, but he didn’t care. 4.I think he’s _______ of giving good advice, actually. 5.But the problem with online courses is that the quality is so ___________. incapable inconsistent CHECK medicine program frustrated unfair

18. That music was written by Mozart. He was one of the greatest composers of classical music in history. He also is the man who was at the center of a very interesting modern education debate. It started in 1993. That’s when two American researchers at the University of California said that listening to Mozart—or any other classical music—can make people’s brains perform better. These scientists claimed that after a person listens to classical music for about 10 minutes, the person’s brain is more effective at solving problems, especially math problems. That music was written by Mozart. He was one of the greatest composers of classical music in history. He also is the man who was at the center of a very interesting modern education debate. It started in 1993. That’s when two American researchers at the University of California said that listening to Mozart—or any other classical music—can make people’s brains perform better. These scientists claimed that after a person listens to classical music for about 10 minutes, the person’s brain is more effective at solving problems, especially math problems. The Mozart Effect Back

19. But the effect only lasts about 15 minutes. This theory became known as the Mozart Effect. But then, in 1999, a new group of researchers tried to repeat the original study. They were unsuccessful. These researchers said that listening to classical music for 10 minutes didn’t help people solve math problems. They said the original 1993 study was completely wrong. But the effect only lasts about 15 minutes. This theory became known as the Mozart Effect. But then, in 1999, a new group of researchers tried to repeat the original study. They were unsuccessful. These researchers said that listening to classical music for 10 minutes didn’t help people solve math problems. They said the original 1993 study was completely wrong. Previous Page The Mozart Effect Back

20. But then a third study was done in 2004. This study was by the same researchers who did the 1993 study. This new study showed that listening to Mozart had an effect on the brain. But it is unclear what the Mozart music does to the brain, and if the effect lasts a long time. So, after all these studies, what conclusion can you draw about whether listening to music makes you smarter? Previous Page The Mozart Effect Back

21. Script II. LISTEN AND PRACTICE The Mozart Effect Drawing a Conclusion When we draw a conclusion, we make a logical final inference about information we read or hear. While we listen, we make inferences about the main idea, the information or facts supporting the main idea, and the point of view of the speaker. At the end, we evaluate our collection of inferences and draw a logical conclusion from them. Skill Focus

22. Script II. LISTEN AND PRACTICE A. Listen to Professor Harris talk about the Mozart Effect. Check ( ✓ ) the facts that you hear about each study. The Mozart Effect Cultural Tips StudyFacts 1. 1993 study A. ____Two American scientists did the study. B. ____The scientists learned to play Mozart’s music. C. ____Their study said that people who listen to classical music become smarter. D. ____Their study said that listening to classical music for 15 minutes makes the brain better at solving math problems. E. ____This theory is known as the Mozart Effect. CHECK ✓ ✓ ✓ ✓ Mozart (1756-1791), Austrian composer, among the greatest and most prolific in history. The University of California is a public university system within the State of California.California Mozart (1756-1791), Austrian composer, among the greatest and most prolific in history. The University of California is a public university system within the State of California.California X X

23. Script II. LISTEN AND PRACTICE 2. 1999 study A. __ This was done by the same researchers who did the 1993 study. B. __ This was done by a new group of researchers. C. __ They tried to repeat the study and were successful. D. __ These researchers said the 1993 study was wrong. 3. 2004 study A. __ This was done by the same researchers who did the 1999 study. B. __ This study showed that Mozart’s music affects the brain. C. __ This study showed that people who are relaxed learn more easily. CHECK ✓ ✓ ✓ ✓ ✓ ✓

24. II. LISTEN AND PRACTICE B. Listen again. Check ( ✓ ) the best conclusion you can draw from Professor Harris’s lecture. Script ____A. People who listen to classical music are smarter than people who don’t. ____B. Listening to music increases brain power at solving math problems for 15 minutes. ____C. Listening to music can have some effect on the brain, but it is still unclear what and how much it is. ____D. The researchers who did the 2004 study were more intelligent than the ones who did the earlier studies. ____A. People who listen to classical music are smarter than people who don’t. ____B. Listening to music increases brain power at solving math problems for 15 minutes. ____C. Listening to music can have some effect on the brain, but it is still unclear what and how much it is. ____D. The researchers who did the 2004 study were more intelligent than the ones who did the earlier studies. ✓ ✓ CHECK

25. We all have skills, and some are stronger than others. Brain researchers have found certain functions in the frontal lobes of our brain. These functions begin to develop soon after birth and by adulthood they are firmly in place. These functions are named “executive skills” because they help us execute tasks. The key to success is to work mostly on tasks that require your strongest executive skills, not your weaker ones. Brain Functions Back

26. Everyone has a personal combination of the twelve executive skills. You can find a list of them in your text, but I’ll just run through them for you here: self-restraint, memory, controlling memory, focusing, initiation, planning, organization, time management, defining goals, flexibility, observation, and stress tolerance. There are tests that help you identify your strengths and weaknesses. Previous Page Brain Functions Back

27. I suppose you could think of these skills as factors in forming your personality, but only as a sort of background. We informally identify personality traits from someone’s observable behavior. Executive functions, however, are based on activity in our frontal lobes that is observable only to well-equipped researchers. Previous Page Brain Functions Back

28. Sort of. Even they admit that a lot of frontal lobe activity can’t be picked up. There can be big disparities between our description of someone’s personality and the state of his or her executive functions. Previous Page Brain Functions Back

29. Script Brain Functions II. LISTEN AND PRACTICE A. Listen to the lecture and circle the correct answer. New Words 1. Executive skills in general are______. A. business management abilities B. the frontal lobes of the brain C. brain functions used in performing tasks D. the good and bad traits of one’s personality 2. What does the lecturer imply about doing tasks that require your weaker executive skills? A. Your chances for success will decrease. B. Your skills will become stronger. C. Your personality can hide these weaknesses. D. Your stronger skills will become weaker. 1. Executive skills in general are______. A. business management abilities B. the frontal lobes of the brain C. brain functions used in performing tasks D. the good and bad traits of one’s personality 2. What does the lecturer imply about doing tasks that require your weaker executive skills? A. Your chances for success will decrease. B. Your skills will become stronger. C. Your personality can hide these weaknesses. D. Your stronger skills will become weaker. C C frontal lobe 大脑的额叶 initiation 发起，实施 disparity 不同，差异 frontal lobe 大脑的额叶 initiation 发起，实施 disparity 不同，差异 X X A A CHECK

30. Script Brain Functions II. LISTEN AND PRACTICE 3. According to the lecturer, what is the relationship between personality traits and executive skills? A. Personality traits may contribute to executive skills. B. Executive skills may contribute to personality traits. C. They achieve the same results, but in different ways. D. One is valuable in everyday life and the other at work. 3. According to the lecturer, what is the relationship between personality traits and executive skills? A. Personality traits may contribute to executive skills. B. Executive skills may contribute to personality traits. C. They achieve the same results, but in different ways. D. One is valuable in everyday life and the other at work. B B CHECK

31. Brain researchers have found certain functions in the frontal lobes of our brain. These functions begin to _______ soon after birth and by _________ they are firmly in place. These functions are named “executive skills” because they help us _______ tasks. The key to success is to work mostly on tasks that require your ______ executive skills, not your _______ ones. Everyone has a personal _________ of the twelve executive skills: self-restraint, memory, _______ memory, focusing, initiation, planning, organization, time __________, defining _____, flexibility, __________, and stress tolerance. II. LISTEN AND PRACTICE B. Listen again and complete the summary. Script CHECK develop adulthood execute strongest weaker combination controlling observation goals management

32. II. LISTEN AND PRACTICE C. Imagine you have spent three years in prison for a crime you didn’t commit. Then you are freed after brain fingerprinting shows your innocence. What would you do after being released from prison? How do you think your unjust imprisonment would affect the rest of your life? Prepare a two-minute spoken response to these questions.

33. Speed Reading Speed reading is the act of training one’s mind to read words as quickly as possible. Dating from scientific experiments by the United States government and private research institutes in the 1940s and 1950s, the study of speed reading resulted from scientists questioning why some people could read at a faster rate than others. The scientists did experiments on student subjects and found that those who were placed in front of a screen with four words flashed across it for a fraction of a second could correctly identify the four words most of the time. From these early studies, theories were proposed suggesting that humans read at a rate much slower than necessary and that the human mind could Back

34. be trained to read much faster. This led to the invention of several methods that were purported to help increase one’s ability to read faster. Much later, in the 1980s and 1990s, countless “Speed Reading” seminars throughout North America promised to train people to read faster, in some cases up to 5,000 or 6,000 words per minute! Interestingly, most of the ideas behind speed reading and the claims of those involved in speed reading seminars were largely debunked. Researchers now know that for most people, reading at a rate of between 250 and 400 words per minute is the optimal speed for maximum comprehension. While speed readers can read at rates much faster than that, their comprehension rates are often low. be trained to read much faster. This led to the invention of several methods that were purported to help increase one’s ability to read faster. Much later, in the 1980s and 1990s, countless “Speed Reading” seminars throughout North America promised to train people to read faster, in some cases up to 5,000 or 6,000 words per minute! Interestingly, most of the ideas behind speed reading and the claims of those involved in speed reading seminars were largely debunked. Researchers now know that for most people, reading at a rate of between 250 and 400 words per minute is the optimal speed for maximum comprehension. While speed readers can read at rates much faster than that, their comprehension rates are often low. Previous Page Speed Reading Back

35. Furthermore, even people who naturally read at higher speeds tend to have lower comprehension than people who naturally read more slowly. Some people would now say that speed reading is a waste of time. In fact, many now believe that, when it comes to reading, going more slowly in order to understand better is OK! Previous Page Speed Reading Back

36. CHECK Speed Reading II. LISTEN AND PRACTICE A. Listen to the passage and circle the correct answers. 1. According to the passage, speed reading ______. A. is a very difficult process to learn that can take years to master B. dates from the early 1820s when scientists began looking at how the brain was structured C had its source in experiments done by the U.S. government and other institutes in the 1940s and 1950s D. is a good way to improve your reading skills while studying for important examinations. Script C C New Words a fraction of a second 一 转眼的工夫 purport 声称 debunk 揭穿真相，暴露 optimal 最理想的 comprehend 理解 a fraction of a second 一 转眼的工夫 purport 声称 debunk 揭穿真相，暴露 optimal 最理想的 comprehend 理解 X X

37. II. LISTEN AND PRACTICE 2. It’s suggested in the passage that _______. A. the subjects of the research studies were harmed in the studies they were part of in the 1950s B. speed reading was an idea that was once thought to have promise, though later was considered not so useful C. speed reading is still considered by most experts as a useful seminar topic D. the scientists who began researching speed reading in the beginning were only interested in their careers CHECK Script B B Speed Reading

38. II. LISTEN AND PRACTICE 3. According to the passage, scientists ____. A. who argued for teaching speed reading in the 1950s were later laughed at B. once believed that the human brain had the potential to read much faster than most human brains usually read C. didn’t consider that the reason people read at the speed they do is because print type is far too small D. attended speed reading seminars to research the participants CHECK Script Speed Reading B B

39. II. LISTEN AND PRACTICE B. Listen again and check ( ✓ ) True or False. 1.People who naturally read faster understand better than people who read more slowly. 2.A good title for the reading passage might be “Scientists Argue about the Best Methods for Learning Speed Reading”. 3.Some people believed that the human mind could be trained to read as fast as 5,000 or 6,000 words per minute. Script True False □ ✓ ✓ ✓ ✓ ✓ ✓ CHECK

40. American scientists have found that some birds are more intelligent than experts had believed. The scientists say birds have abilities that involve communication and different kinds of memory. In some unusual cases, their abilities seem better than those of humans. The researcher says experts had thought that only humans and other mammals with large brains have the ability to combine objects and words. She believes that bird brains have the ability to understand that complex tasks must be done in the correct order. Some birds have other memory skills. For example, they collect and store thousands of seeds in autumn, and find them later in winter. American scientists have found that some birds are more intelligent than experts had believed. The scientists say birds have abilities that involve communication and different kinds of memory. In some unusual cases, their abilities seem better than those of humans. The researcher says experts had thought that only humans and other mammals with large brains have the ability to combine objects and words. She believes that bird brains have the ability to understand that complex tasks must be done in the correct order. Some birds have other memory skills. For example, they collect and store thousands of seeds in autumn, and find them later in winter. Bird Brains Back

41. These birds use natural objects to find the seeds they have stored. They use at least three objects, such as rocks or trees, to find the stored seeds. Scientists also say some birds can learn as many as two-thousand different songs. They say songs may have developed as a way for birds to communicate with other birds. Verner Bingman of Bowling Green State University in Ohio also presented research at the science meeting in Boston. Mister Bingman believes that birds must have a special guidance system in their brain. He says that understanding how a bird's brain operates may help us better understand how a human brain processes information. These birds use natural objects to find the seeds they have stored. They use at least three objects, such as rocks or trees, to find the stored seeds. Scientists also say some birds can learn as many as two-thousand different songs. They say songs may have developed as a way for birds to communicate with other birds. Verner Bingman of Bowling Green State University in Ohio also presented research at the science meeting in Boston. Mister Bingman believes that birds must have a special guidance system in their brain. He says that understanding how a bird's brain operates may help us better understand how a human brain processes information. Previous Page Bird Brains Back

42. Script Bird Brains II. LISTEN AND PRACTICE Compound Dictation. Listen to the news and fill in the blanks with the information you have heard. New Words American scientists have found that some birds are more _______ than experts had believed. The scientists say birds have abilities that involve ___________ and different kinds of memory. In some ____________, their abilities seem better than those of humans. The researcher says experts had thought that only humans and other mammals with large brains have the ability to ________ objects and words. She believes that bird brains have the ability to American scientists have found that some birds are more _______ than experts had believed. The scientists say birds have abilities that involve ___________ and different kinds of memory. In some ____________, their abilities seem better than those of humans. The researcher says experts had thought that only humans and other mammals with large brains have the ability to ________ objects and words. She believes that bird brains have the ability to intelligent unusual cases communication combine mammal 哺乳动物 X X CHECK

43. Script II. LISTEN AND PRACTICE understand that _____________ must be done in the correct order. Some birds have other memory skills. For example, they collect and store thousands of seeds in autumn, and find them later in winter. These birds use ________ objects to find the seeds they have stored. They use at least three objects, such as ___________, to find the stored seeds. Scientists also say some birds can learn as many as ________________ different songs. They say songs may have developed as a way for birds to communicate with other birds. understand that _____________ must be done in the correct order. Some birds have other memory skills. For example, they collect and store thousands of seeds in autumn, and find them later in winter. These birds use ________ objects to find the seeds they have stored. They use at least three objects, such as ___________, to find the stored seeds. Scientists also say some birds can learn as many as ________________ different songs. They say songs may have developed as a way for birds to communicate with other birds. rocks or trees CHECK natural complex tasks two-thousand/2000

44. Script II. LISTEN AND PRACTICE Verner Bingman of Bowling Green State University in Ohio also presented research at the science meeting in Boston. Mister Bingman believes that birds must have a special ______________ in their brain. He says that understanding how a bird’s brain operates may help us better understand how a human brain ______________. CHECK guidance system process information

45. III. COMMUNICATION STRATEGY Making Excuses A. Pair work. Complete the conversations with expressions from the box. Listen and check your answers. Then practice the conversations with a partner. I got stuck in traffic. I had an emergency I’d love to, but I have to I completely forgot 1. A: They’re giving free intelligence tests in the student lounge. Do you want to come? B: ____________ help my roommate. He broke his leg last week and it’s hard for him to get around without me. 1. A: They’re giving free intelligence tests in the student lounge. Do you want to come? B: ____________ help my roommate. He broke his leg last week and it’s hard for him to get around without me.

46. III. COMMUNICATION STRATEGY Making Excuses I got stuck in traffic. I had an emergency. I’d love to, but I have to... I completely forgot 2. A: Daniel, I’ve been waiting for you all morning. I thought you were going to bring me your research about how brain size affects intelligence. B: I’m so sorry, Professor Grimaldi._______________ to bring it today. But I promise I’ll remember it tomorrow. 3. A: Hi! Sorry I’m so late. _____________________ There was a flood in my apartment! B: Oh no. Is everything all right? A: Yeah, now it is. But I forgot how crazy it is during rush hour. On the way here,_____________________ 2. A: Daniel, I’ve been waiting for you all morning. I thought you were going to bring me your research about how brain size affects intelligence. B: I’m so sorry, Professor Grimaldi._______________ to bring it today. But I promise I’ll remember it tomorrow. 3. A: Hi! Sorry I’m so late. _____________________ There was a flood in my apartment! B: Oh no. Is everything all right? A: Yeah, now it is. But I forgot how crazy it is during rush hour. On the way here,_____________________

47. III. COMMUNICATION STRATEGY Making Excuses B. Role-play. Role-play the situations. Speaker B should use phrases and expressions from Activity A. Be sure to switch roles. 1. A: (You are a student inviting Speaker B to a movie.) B: (You can’t go.) 2. A: (You are the president of a company that pays a lot of money.) B: (You are a college graduate who really wants to work at the company, but you were late for the interview.) 3. A: (You are a neighbor who wants to be friends with Speaker B. You invite Speaker B to a dinner party.) B: (You don’t like Speaker A, but you want to be polite.) 1. A: (You are a student inviting Speaker B to a movie.) B: (You can’t go.) 2. A: (You are the president of a company that pays a lot of money.) B: (You are a college graduate who really wants to work at the company, but you were late for the interview.) 3. A: (You are a neighbor who wants to be friends with Speaker B. You invite Speaker B to a dinner party.) B: (You don’t like Speaker A, but you want to be polite.)

48. MIA: Hey, Martina! MARTINA: Mia, you’ve kept me waiting again. The lecture starts in five minutes. MIA: I know. I’m sorry. I got stuck. All the subways are running slow. MARTINA: I told you they were. They’re doing a big construction project on the subway system. MIA: I completely forgot. It’s impossible to get anywhere on time. Next time I’ll leave earlier. MARTINA: You’ve been late a lot the last few days. Is everything OK? MIA: Yeah, just overworked. My schedule seems so unmanageable sometimes. I need a little fun. Thank you for inviting me to the lecture. MIA: Hey, Martina! MARTINA: Mia, you’ve kept me waiting again. The lecture starts in five minutes. MIA: I know. I’m sorry. I got stuck. All the subways are running slow. MARTINA: I told you they were. They’re doing a big construction project on the subway system. MIA: I completely forgot. It’s impossible to get anywhere on time. Next time I’ll leave earlier. MARTINA: You’ve been late a lot the last few days. Is everything OK? MIA: Yeah, just overworked. My schedule seems so unmanageable sometimes. I need a little fun. Thank you for inviting me to the lecture. Back The Mozart Effect Part A ：

49. MARTINA: Here are two seats together. I love to hear authors talk about their work. You should have come last week. MIA: I wanted to but I had work. MARTINA: Last week’s lecturer wrote a book about how scientists are developing a computer chip that might erase bad memories. MIA: Erasing memories? That sounds unethical and scary. I wouldn’t want any of my memories erased. Would you? MARTINA: Well, I wouldn’t miss the memory of you being late today. (Mia laughs) Actually, it’s unclear if it would really work. MIA: Shh, look he’s starting. MARTINA: Here are two seats together. I love to hear authors talk about their work. You should have come last week. MIA: I wanted to but I had work. MARTINA: Last week’s lecturer wrote a book about how scientists are developing a computer chip that might erase bad memories. MIA: Erasing memories? That sounds unethical and scary. I wouldn’t want any of my memories erased. Would you? MARTINA: Well, I wouldn’t miss the memory of you being late today. (Mia laughs) Actually, it’s unclear if it would really work. MIA: Shh, look he’s starting. Previous Page Back The Mozart Effect Part A ：

50. GRANT: Thank you for coming. My name is Grant Shaw and I’m here today to speak to you about my new book “The Mozart Effect in America.” Now, what is The Mozart Effect? The Mozart Effect is a theory that listening to classical music helps your short-term memory. A more popular way of explaining this is that listening to classical music will make you smarter and that children who listen to classical music test higher. The idea that just listening to classical music would boost your short-term memory and your brain power was proven in a recent series of studies throughout the world. But, there are some respected scientists who say that the results of these studies are incorrect. They’ve conducted similar studies and have not found any Previous Page Back The Mozart Effect Part A ：

51. evidence to suggest that listening to classical music increases your intelligence. So the results are inconsistent. In any case, many American parents have gravitated to the notion that listening to Mozart or other types of classical music can increase their children’s intelligence. Let’s explore that a little bit... CHAZ: Well, I’m really glad Mia and Martina made it to the lecture. Mia made so many excuses to Martina about why she was late. She said, “I got stuck” and “I completely forgot.” Well, I’m just glad that they made it to the lecture, because this guy is really interesting. Let’s listen to the rest of the lecture. evidence to suggest that listening to classical music increases your intelligence. So the results are inconsistent. In any case, many American parents have gravitated to the notion that listening to Mozart or other types of classical music can increase their children’s intelligence. Let’s explore that a little bit... CHAZ: Well, I’m really glad Mia and Martina made it to the lecture. Mia made so many excuses to Martina about why she was late. She said, “I got stuck” and “I completely forgot.” Well, I’m just glad that they made it to the lecture, because this guy is really interesting. Let’s listen to the rest of the lecture. Previous Page Back The Mozart Effect Part A ：

52. IV. WATCH AND TALK The Mozart Effect Part A ： A. Predict and Watch. Mia and Martina are going to a lecture together. What do you think that each person is saying? Check ( ✓ ) your guesses. Then watch Part A to check your predictions. Script New Words unethical 不道德的 gravitate 被吸引到 X X CHECK __A. Come on. We’re late! __B. You’ve kept me waiting again! __C. What time is it? ✓

53. IV. WATCH AND TALK Script CHECK __ A. I’m sorry. I got stuck. __B. I forgot I had a doctor’s appointment. __A. Did you know that Michael Jackson died yesterday? __B. The Mozart Effect is a theory that listening to classical music helps with your short-term memory. ✓ ✓ The Mozart Effect Part A ：

54. IV. WATCH AND TALK B. Second Watching. Watch Part A again and list the four excuses that Mia made and why she made them. Script ExcuseReason she made it 1. 2. 3. 4. “I’m sorry. I got stuck.” She was late “I completely forgot. It’s impossible to get anywhere on time.” She forgot about the subway construction project. “I’m just overworked.” Martina says she’s been late a lot lately. “I wanted to, but I had to work.” Why she couldn’t got to the lecture last week with Martina. CHECK

55. C. Third Watching. Watch Part A again and complete the sentences by writing the letter of the clause on the right that correctly finishes the sentence. Write the letters on the lines. IV. WATCH AND TALK Script 1. _____ Last week’s lecturer wrote a book about how scientists 2. _____ A more popular way of explaining this is that listening to classical music will make you smarter and that children A. but I had to work. B. who listen to classical music test higher. C. that listening to Mozart or other types of classical music can increase their children's intelligence. D D B B CHECK

56. IV. WATCH AND TALK Script CHECK 3. _____ I wanted to, 4. _____ There are some respected scientists 5. _____ Actually, it’s unclear 6. _____ Many American parents have gravitated to the notion D. are developing a computer chip that might erase bad memories. E. if it would really work. F. who say that the results of these studies are incorrect. A A F F E E C C

57. IV. WATCH AND TALK D. After Watching Excuses, excuses! Answer the questions below. 1. Mia made several excuses to Martina for being late. Were Mia’s excuses acceptable? ____ Yes ____ No. Explain. ____________________________________ ____________________________________ 2. In your opinion, what is the difference between a “good excuse” and a “bad excuse”? Is there such a thing as a good excuse? __________________________

58. GRANT (CONT’D): And now, I’ll take some questions. MARTINA: Don’t you think that this theory is unrealistic? I mean, can music really help us have better memories? It seems impossible to me. GRANT: Well, people who support the theory say that we have to wait a few more years and do some more research. MARTINA: So in your view, it’s too soon to tell. GRANT: Well, yes. Studies have focused mainly on adults. For us to see the long-term effects on children, we’ll have to watch their progress as they get older. MARTINA: Well, maybe music just makes us happy. Maybe this Mozart Effect is just our brain responding to something we enjoy. GRANT (CONT’D): And now, I’ll take some questions. MARTINA: Don’t you think that this theory is unrealistic? I mean, can music really help us have better memories? It seems impossible to me. GRANT: Well, people who support the theory say that we have to wait a few more years and do some more research. MARTINA: So in your view, it’s too soon to tell. GRANT: Well, yes. Studies have focused mainly on adults. For us to see the long-term effects on children, we’ll have to watch their progress as they get older. MARTINA: Well, maybe music just makes us happy. Maybe this Mozart Effect is just our brain responding to something we enjoy. Back The Mozart Effect Part B ：

59. It doesn’t have to be classical music. GRANT: Well, it’s interesting you should say that. Some studies show that the same effect is shown in people who listen to rock music. (sees Mia waving her hand). Yes? MIA: In your lecture, you said how listening to classical music can improve people’s memory. That’s an idea that really fascinates me. Because in college, every time I studied and listened to classical music, I got A’s on my exams. I’m sure it was the Mozart Effect! GRANT: Yes, maybe it was. MIA: Do you think the Mozart effect could be used as a marketing tool? Maybe companies could play classical music to improve employees’ work habits. It doesn’t have to be classical music. GRANT: Well, it’s interesting you should say that. Some studies show that the same effect is shown in people who listen to rock music. (sees Mia waving her hand). Yes? MIA: In your lecture, you said how listening to classical music can improve people’s memory. That’s an idea that really fascinates me. Because in college, every time I studied and listened to classical music, I got A’s on my exams. I’m sure it was the Mozart Effect! GRANT: Yes, maybe it was. MIA: Do you think the Mozart effect could be used as a marketing tool? Maybe companies could play classical music to improve employees’ work habits. Previous Page Back The Mozart Effect Part B ：

60. GRANT: I wouldn’t go that far. But I would say that the Mozart Effect has boosted the sales of classical music over the last fifteen years. Next question? MARTINA: Maybe he does have a point. Maybe we should start playing more classical music at the Arts center and the café. MIA: Yes, I think you should try it. Who knows how much you could get done! CHAZ: So far, Mozart’s having a pretty good effect on me. My mind feels pretty clear. I guess this is a good time to identify points of view. Did you notice the words that Martina and Mia used? Words, especially adjectives, can be used to help us understand if GRANT: I wouldn’t go that far. But I would say that the Mozart Effect has boosted the sales of classical music over the last fifteen years. Next question? MARTINA: Maybe he does have a point. Maybe we should start playing more classical music at the Arts center and the café. MIA: Yes, I think you should try it. Who knows how much you could get done! CHAZ: So far, Mozart’s having a pretty good effect on me. My mind feels pretty clear. I guess this is a good time to identify points of view. Did you notice the words that Martina and Mia used? Words, especially adjectives, can be used to help us understand if Previous Page Back The Mozart Effect Part B ：

61. someone has a positive or a negative point of view. Does Mia have a positive or a negative point of view about the Mozart effect? Let’s listen. (repeat scene) OK, so Mia has a positive point of view about the theory. She said it was fascinating and she even used a personal experience to support it. Excuse me, I’ve gotta get back to my music. See you guys in a second. someone has a positive or a negative point of view. Does Mia have a positive or a negative point of view about the Mozart effect? Let’s listen. (repeat scene) OK, so Mia has a positive point of view about the theory. She said it was fascinating and she even used a personal experience to support it. Excuse me, I’ve gotta get back to my music. See you guys in a second. Previous Page Back The Mozart Effect Part B ：

62. IV. WATCH AND TALK A. Predict and Watch. Look at the photos and check ( ✓ ) your guesses. Then watch Part B to check your predictions. Script The Mozart Effect Part B ：

63. IV. WATCH AND TALK Script CHECK 1. What is Martina’s opinion on the Mozart Effect? A. ____ She is going to start listening to classical music right away. B. ____ She is skeptical because she thinks the theory is unrealistic. C. ____ She thinks it is valid but she doesn’t like classical music. 1. What is Martina’s opinion on the Mozart Effect? A. ____ She is going to start listening to classical music right away. B. ____ She is skeptical because she thinks the theory is unrealistic. C. ____ She thinks it is valid but she doesn’t like classical music. √ √ The Mozart Effect Part B ：

64. IV. WATCH AND TALK Script CHECK 2. What will Mia say about the Mozart Effect? A. ____ She isn’t sure yet, so she wants to buy the lecturer’s book. B. ____ She wonders if classical music should be played in cafés all over the city. C. ____ She wonders if she did well on her exams in college because she listened to classical music when she studied for them. 2. What will Mia say about the Mozart Effect? A. ____ She isn’t sure yet, so she wants to buy the lecturer’s book. B. ____ She wonders if classical music should be played in cafés all over the city. C. ____ She wonders if she did well on her exams in college because she listened to classical music when she studied for them. √ √ The Mozart Effect Part B ：

65. B. Second Watching. Watch Part B again and fill in the blanks with the missing words. CHECK IV. WATCH AND TALK 1. Don’t you think that this theory is ___________? 2. Can music really help us have better memories? It seems ___________ to me. 3. People _______________________ say that we have to wait a few more years. 4. So _____________, it's too soon to tell. Script impossible in your view who support the theory unrealistic

66. CHECK IV. WATCH AND TALK 5. That’s an idea that really _________ me. 6. I’m sure it was the _______________! 7. Maybe he does. 8. So far Mozart is having a ____________ on me. 9. I guess this is a good time to identify __________ 5. That’s an idea that really _________ me. 6. I’m sure it was the _______________! 7. Maybe he does. 8. So far Mozart is having a ____________ on me. 9. I guess this is a good time to identify __________ fascinates Mozart Effect have a point good effect B. Second Watching. Watch Part B again and fill in the blanks with the missing words. points of view Script

67. CHECK IV. WATCH AND TALK 1. According to the lecturer, what do people who support the theory say? A. We need to wait a few more years and do more research. B. Music really can improve people’s memory. C. The studies that don’t support the theory aren’t accurate. 1. According to the lecturer, what do people who support the theory say? A. We need to wait a few more years and do more research. B. Music really can improve people’s memory. C. The studies that don’t support the theory aren’t accurate. A A C. Third watching. Watch Part B again and circle the correct answer to the questions. Script

68. CHECK IV. WATCH AND TALK 2. How do you know that Martina’s point of view changed by the end of Part B? A. She’s stopped asking questions. B. She wonders if the Mozart Effect can be used as a marketing tool. C. She wonders if she should start playing more classical music at her café. 2. How do you know that Martina’s point of view changed by the end of Part B? A. She’s stopped asking questions. B. She wonders if the Mozart Effect can be used as a marketing tool. C. She wonders if she should start playing more classical music at her café. C C C. Third watching. Watch Part B again and circle the correct answer to the questions. Script

69. IV. WATCH AND TALK 3. What has the Mozart Effect theory done? A. More people want to become music teachers. B. It has boosted sales of classical music over the last few years. C. It has reduced the sales of rock music recently. 4. What is the lecturer’s opinion about the theory of the Mozart Effect? A. It makes a lot of sense. B. It doesn’t work on children. C. It’s too soon to tell. 3. What has the Mozart Effect theory done? A. More people want to become music teachers. B. It has boosted sales of classical music over the last few years. C. It has reduced the sales of rock music recently. 4. What is the lecturer’s opinion about the theory of the Mozart Effect? A. It makes a lot of sense. B. It doesn’t work on children. C. It’s too soon to tell. B B C C C. Third watching. Watch Part B again and circle the correct answer to the questions. CHECK Script

70. IV. WATCH AND TALK Martina and Mia each had different points of view on the Mozart Effect. What is your point of view? Support your point of view with specific reasons and draw a conclusion. My Point of View on the Mozart Effect ______________________________________ _______________________________ Martina and Mia each had different points of view on the Mozart Effect. What is your point of view? Support your point of view with specific reasons and draw a conclusion. My Point of View on the Mozart Effect ______________________________________ _______________________________ D. After Watching. Point of view and drawing conclusions.

71. The End

72. IV. WATCH AND TALK (Part A) Back

73. IV. WATCH AND TALK (Part B) Back