Unit 1, Check in + Step 1, 1/ It's a no-brainer

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Check in: Dear Teacher

What should teachers do to make all students feel themselves in class? Give advice. --> word web

My advice for teachers

Ex. 1. 

Watch the video Dear Teacher and answer the questions.

a What does each child say about what the teacher doesn’t know about them? (1st column)

b What advice do these young people have for their teachers? (2nd column)

Ex. 2b

Discuss with a classmate.Do you recognize yourself in any of these children? 

If so, who and explain why.

If not, do you know anyone who is like any of these children?

p. 10

Step 1: Brainpower

Describing brain activity

1 / It’s a no-brainer

Ex. 1 

Work in groups of four.

Student 1 picks a statement and formulates his/her opinion.

Other students react.

Try to reach a conclusion.

Repeat with students 2, 3 and 4.

p. 11

• Make an educated guess of the average weight of the human brain.
  
• What do you think the human brain is made of?
  
• Has the human brain evolved throughout history?
  
• What do you think is the primary function of the brain?
  
• Is there a connection between the brain and creativity?
  
• Is there a difference between men’s and women’s brains?
  
• Do you think the brain changes throughout a person’s life?
  
• How does the brain communicate with the rest of the body?

Ex. 2

Watch the videos and try to find the answers for the statements in exercise 1. 

Take notes while watching. Use a separate piece of paper.

Organise your and your partner’s information in a mind map on a separate piece of paper.

Ex. 4 

What happens to our brain when we learn?

Try to answer the questions before reading the text.

a) What type of text are you expecting?

b) Look at the title. What do you think happens?

c) What do you think happens if we don't learn?

Ex. 5

Read the text and answer the questions.

1) Ex. 5 a-b -> Let teacher check 5b

2) Ex 5 c-d

3) Ex 6

Ex. 5a

Which picture represents our brain best? Why?

Ex. 5c In several places in the text there are words in brackets. Find an example. What are they referring to. Why?

d The text states that we can train our brain. Think of 3 different activities to do so. --> word web

Ex. 5d activities
to train our brains

Ex. 6

Which word or 

phrase in the text 

has the following 

meaning?

paragraph 5

paragraph 5

paragraph 5

paragraph 6

paragraph 2, 3

paragraph 5

paragraph 4

paragraph 5

paragraph 5

paragraph 1

Ex. 6

Ex. 7

Look at these words from the text.

a Look at the words with an asterisk (*) in exercise 6 and add them to the table.

--> Word formation

But, first: what is what exactly? Match!

               nouns                 verbs               adjectives                 adverbs

Ex. 7 

Word formation

                         nouns       verbs      adjectives       adverbs 

What is what exactly? Match!

Noun

Verb

Adjective

Adverb

places, people and objects

singular or plural

to describe action, occurrence or state of being

can be conjugated

can be used with a determiner (a, an or the)

describes nouns

describes verbs

answers the question when?, where?, how?, how much?, how long?, or how often?

nouns:

• can be used with a determiner (a, an or the)
  
• places, people and objects
  
• singular or plural
  

verbs:

• can be conjugated
  
• to describe action, occurrence or state of being

adjectives:

• describes nouns

adverbs: 

• describes verbs
• answers the question when?, where?, how?, how much?, how long?, or how often?

*scientific* researchers

1. Noun
2. Verb
3. Adjective
4. Adverb

looking *deeply* in our minds

1. Noun
2. Verb
3. Adjective
4. Adverb

it gives meaning to our *existence*

1. Noun
2. Verb
3. Adjective
4. Adverb

it is our *existential* task

1. Noun
2. Verb
3. Adjective
4. Adverb

the process occurs *naturally* thoughout the day

1. Noun
2. Verb
3. Adjective
4. Adverb

All brain cells *shift* and change as we learn.

1. Noun
2. Verb
3. Adjective
4. Adverb

Ex. 7-6-9-10-11-12

Work in pairs!

Mind: correct ex 7 before you do exercise 8.

Check the correction keys!

p. 15 - 18

Ex. 7

repetitive

/ to enable

to affect

Ex. 8

Ex. 9

Ex.  10

Ex. 11