UNIT 5

A- DO THE QUESTIONAIRE
YES NO

______ ______ 1.- I wear a watch.

______ ______ 2. I like to draw.

______ ______ 3. I´d rather draw a map tan give someone directions.

______ ______ 4. When I get something new, I usually read the instructions.

______ ______ 5. I play or would like to play a musical instrument.

______ ______ 6. I´ve considered becoming a politician, an artist , or an architect.

______ ______ 7.- I hate following a schedule.

______ ______ 8. I make “to-do” lists.

______ _______ 9. I generally do well in math and science.

______ _______ 10. I´ve considered becoming a lawyer, a doctor, or a journalist.

https://www.youtube.com/watch?v=feAikjPqOq8 VIDEO about the

topic
B- Score yourself . Are you more of a left-brain or right- brain
thinker?

 Score 1 point for every “yes” answer to questions 1,4,8,9,and10

 Score 1 point for every “no” answer to questions 2,3,5,6,and 7.
 Add up your score.
 0-5 You are more of a right thinker.
 6-10 You are more of a left. Brain thinker.
Modal Past Modal Negative Negative Past
Can Could Can't Couldn't

Cannot Could not

Could Could have Could not Couldn't have

Could not have

Will Would Won't Wouldn't

Will not Would not

Would Would have Wouldn't Wouldn't have

Would not Would not have

May May have May not May not have

Might Might have Might not Might not have

Should Should have Should not Should not have

Must Had to Must not Must not have

http://www.eslgold.com/grammar/modals_chart.ht
ml
Choose the right modal verb

1. There are plenty of tomatoes in the fridge. You ___________ buy any.
2. It's a hospital. You __________ smoke.
3. He had been working for more than 11 hours. He _________ be tired after
such hard work. He ___________ prefer to get some rest.
4. I ________ speak Arabic fluently when I was a child and we lived in
Morocco. But after we moved back to Canada, I had very little exposure to
the language and forgot almost everything I knew as a child. Now, I just
say a few things in the language.
5. The teacher said we___________ read this book for our own pleasure as it
is optional. But we____________ read it if we don't want to.
6. ____________ you stand on your head for more than a minute? No,
I _________ .
7. If you want to learn to speak English fluently, you________ to work hard.
8. Take an umbrella. It _________ rain later.
9. You____________ leave small objects lying around . Such
objects ___________ be swallowed by children.
10. People ___________ walk on grass.
11. Drivers __________ stop when the traffic lights are red.
12. ____________ I ask a question? Yes, of course.
13. You _____________ take your umbrella. It is not raining.
14. ______________ you speak Italian? No, I _________

Read the conversation again and complete the table.

Verb Use Example

Use to express The missing square

something we think ______________be red.
1. ______________be
is (almost) certainly
true.

Use to express It _____________be A,

something we think though.
2._______________be
is possibly true.

Use to express So the answer

something we think ____________be B.
3. ______________ be
is (almost) certainly
untrue
WORK IN PAIRS. For each puzzle decide what comes next.

1. 1, 4, 9, 16, ?
2. red, orange, yellow, green, ?
3. M, T; W, T; ?
4. O, 1,1, 2,3, 5, 8, ?
5. M, V, E, M,J, ?
6. Ronald, George, William, George,?

MODALS OF POSSIBILITY – May/ might/ will

Read this e-mail. How is Greg traveling to visit Matt?

Hi, Greg!

I´m writing about the plans for your visit this weekend. It all depends
on the weather. I´m not sure, but we may go up to the mountains to
show you some of the local area, so bring your walking shoes! I might
be at work on Friday. I don´t know yet. Jill will definitely meet you at
the train station, though, so don’t worry!

See you soon!

Matt

FORM USE
 Use modals of possibility to talk
about things that are possible in
the present o the future r , but
which are not sure about.

Use might / may when we are

less certain.
May/might (not)

Will (¨ll) Will not ( Won´t)

Use will when we are more
certain.

We often use will with words like

definitely and probably

e.g. It will probably rain

tomorrow.

PRACTICE

1. I don´t know, but the biggest Island in Europe_________________ be

Britain.
2. Do you think it ________________rain this weekend?
3. It ___________probably be colder tomorrow.
4. I definitely _________________have time to see you this evening,
but we can meet tomorrow morning.
5. They haven’t decided , but they _______________go to the beach on
Monday.
6. I´m not sure, but Ben ______________be fishing on the river.
7. I probably _____________be able to go on vacation with you
because I have too much work.
8. It ___________rain today. It´s pretty cloudy.

NOW YOU DO IT!

Complete these sentences with information about you.

1. Tomorrow, the weather might be _________________________________

2. This weekend, I may ________________________________________________
3. This evening, I´ll definitely _________________________________________

MODALS OF OFFER – can/ could/will

Listen to the conversation below. Who is going to provide music

for the party?

Stephanie: Ok. let´s think about Cody´s surprise party.

Heather: What do we need to decide?

Stephanie: Well, what about food? I can make the cake.

Carl: And I´ll bring some snacks.

Heather: Can I do anything?

Carl: Why don´t you bring drinks?

Stephanie: Great. And what about music?

Heather: I could bring my MP3 player and play it through the stereo.

Stephanie: Good idea. And are we going to have decorations?

Carl: Sure I can be in charge of those.

Heather: And, I´ll take care of the invitations. Who do you want to
invite?

Stephanie: Let´s make a list.

AFFIRMATIVE QUESTION

I can make the cake

I could bring my MP3 player Can I do anything?

I´ll bring some snacks

We use can, could, and will to

offer to do something

PRACTICE

Write what the people might say when organizing a party. Use can,
could or will.

1. A: We´re going to need to write invitations

B. _________________________________________________________

2. A: We´re going to need music.

B: __________________________________________________________

3 A: Is anyone going to bring food?

B: _________________________________________________________
 4. A: How am I going to get to the party?
_______________________________________________________

B: Don´t worry._________________________________________

5. A: Oh, no! I forgot to get a cake!

B: That´s OK.___________________________________________
6. A. I don´t think Tony knows about the party.
B:_______________________________________________________
I´m seeing him tonight.

NOW YOU DO IT.

Work in pairs . Organize a surprise party for your class. Complete the
information, then discuss who is going to do what. ( Use can, could,
will to offer)

Party for :

______________________________________________________________

Reason:

_____________________________________________________________

Place:
______________________________________________________________

Date and time:

_____________________________________________________________

VOCABULARY: Adjectives suffixes – ful, -less

We often use a noun (e.g., pain) plus a suffix (e.g., – less) to make an
adjective (e.g., painless.) we often use –ful to form positive
adjectives and –less to form negative adjectives.

A. Complete the sentence with the correct adjective.

1. I Was never good at math because I was ___________________(care).

2. You don´t have to be very intelligent to be
______________(success).
3. Intelligence is _________________(use) on its own – you need to
understand people, too.
4. Very intelligent people are often very lonely and this can be
___________________(pain) for them.
5. Einstein had a very ________ ________(power) brain.
6. Im _________________(hop) at doing logic puzzles. I always get the
wrong answer!
7. Nadine is very _________________(thought) and always considers
her friends´ feelings.
8. Ben´s parents felt ___________(power) to stop him from dropping
out of college.
B. Circle agree (A) or disagree (D) for each statement.

1. You can be successful even if you aren´t very intelligent. A D

2. Logic is useless for understanding other people and their
emotions. A D
3. Highly intelligent people are often thoughtless. A D
LISTEN TO AN INTERVIEW. (Open Mind book 3 unit 7 track 3)

You re going to listen to an interview about child prodigies. Before

you listen, check which of these people you think were very
intelligent when they were children.

MOZART LOPE DE VE

TIGER WOODS
SHAKESPEARE

LISTEN AND COMPLETE THE NOTES.

1. A child prodigy shows great talent before the age of

_______________
2. Lope de Vega learn to read Latin and ________________when he
was five.
3. Child prodigies usually have high ______________:
4. ____________often put pressure on child prodigies.
WORK ON PAIRS. Ask and answer these questions.

1. Do you think young people today are under a lot of pressure to

be successful?
2. Do / Did your parents put pressure on you to do well in school.
1.Who is not a genius?

a. Mozart
b. Charles Darwin
c. The Beatles
d. Malcolm Gladwell

2.A genius is a person that

a. is very original.
b. works very hard.
c. has a high IQ.
d. is very creative .
c. all of the above.

3.Geniuses are born with a talent

a. True

b. False

c. Doesn´t say

4.To be successful you have to

a. be born with a talent.

b. work at least three hours every day for ten years.
c. Get an IQ of over 140

5.Who is an example of a very creative genius?

a. Marie Curie
b. Bill Gates
c. Picasso
d. Malcolm Gladwell
Emotional Intelligence: Why It Can Matter More
Than IQ

by Daniel Goleman

Everyone knows that high IQ is no guarantee of success,

happiness, or virtue, but until Emotional Intelligence, we could
only guess why. Daniel Goleman's brilliant report from the
frontiers of psychology and neuroscience offers startling new
insight into our "two minds"—the rational and the emotional—and
how they together shape our destiny.

Through vivid examples, Goleman delineates the five crucial skills

of emotional intelligence, and shows how they determine our
success in relationships, work, and even our physical well-being.
What emerges is an entirely new way to talk about being smart.

The best news is that "emotional literacy" is not fixed early in life.
Every parent, every teacher, every business leader, and everyone
interested in a more civil society, has a stake in this compelling
vision of human possibility.

The psychologists Salovey and Mayer originally coined the term

“emotional intelligence” in 1990. However, Daniel Goleman popularized
it in 1995 in the tittle of his book , Emotional intelligence : Why it can
 matter more than IQ. Goleman defined emotional intelligence as:

“Understanding one´s feelings , empathy for the feelings of others and the
regulation of emotion in a way that enhances living.”.

What made this book so popular were two claims:

Firstly,
Emotional intelligence may be more important for personal success than
IQ.

Secondly,

Unlike IQ , emotional intelligence can be improved.

These two claims resonated with people and made the idea of emotional
intelligence a hot topic for anyone involved with personal development.

In his book he identified five domains:

Know your
emotions
Motivate yourself
Manage your emotions

EMOTIONAL
INTELLIGENCE
Recognize and know
Mange the emotions
other´s emotions
of others

SOCIAL INFLUENCE
PRE-READING ACTIVITIES
A. Activate prior knowledge: c. Players on the team work harder when they
exercise together than when they each exercise alone.

d. Joe and his two friends work more slowly when they are together than
when each is alone.

Link for video

https://www.youtube.com/watch?v=VWsjET4f-2c
Watch the video and answer: What is the main influence on people?

B. Skim ahead and jump back.

C. Identify the topic.

What is this passage about?_________________________________

WHILE READING
A. Read, and underline the most important information:
 Of the many influences on human behavior, social influences are the

1 most pervasive. The main influence on people is people. When we hear

the term social influence, most of us think of deliberate attempts of
someone to persuade us to alter our actions or change our opinions. The
television commercial comes to mind. But many of the most important
forms of social influence are unintentional, and some of the effects we humans
have on one another occur by virtue of the simple fact that we are in each
other's physical presence.

In 1898 a psychologist named Triplett made an interesting observation. In

2 looking over speed records of bicycle racers, he noticed that better speed
records were obtained when cyclists raced against each other than when
they raced against the clock. This observation led Triplett to perform the
first controlled laboratory experiment ever conducted in social
psychology. He instructed children to turn a wheel as fast as possible for a
certain period of time. Sometimes two children worked at the same time in the
same room, each with his own wheel; at other times, they worked alone. The
results confirmed his theory: Children worked faster in coaction, that is, when
another child doing the same thing was present, than when they worked alone.

Soon after Triplett's experiment on coaction, it was discovered that the

3 mere presence of a passive spectator (an audience rather than a coactor)

was sufficient to facilitate performance. This was discovered accidentally
in an experiment on muscular effort and fatigue by Meumann (1904),
who found that subjects lifted a weight faster and farther whenever the
psychologist was in the room. Later experiments have confirmed this audience
effect.

It appears that coaction and audience effects in humans are caused by the

4 individual's "cognitive" concerns about competition and the evaluation of

performance that others will make. We learn as we grow up that others
praise or criticize, reward or punish our performances, and this raises our
drive level when we perform before others. Thus, even the early studies
of coaction found that if all elements of competition are removed, coaction
effects are reduced or eliminated. Similarly, audience effects are a function of
the subject's interpretation of how much he is being evaluated.

B. VOCABULARY IN CONTEXT. IN THE READING FIND A WORD

THAT MEANS

Paragraph 1
1. ________________adj. Having the quality or tendency to pervade or
permeate; widespread.

2. ________________adj. Done with or marked by full consciousness of the

nature and effects; intentional.

3. ________________n. A power affecting a person, thing, or course of events,

especially one that operates without any direct or apparent effort.

Paragraph 2

4. ____________________n. People that race or take part in a race.

5. ___________________v. The process of conducting a test, especially in a

methodical way.

6. ___________________n. two activities happening simultaneously.

Paragraph 3

7. ____________________n. The way in which someone or something

functions or acts.

8. ____________________n. The spectators or listeners assembled at a

performance.

Paragraph 4

9. __________________v. Express warm approbation of, commendation for,

or admiration for.

10.____________________v. Subject to a penalty for an offense, sin, or fault.

C. CIRCLE THE LETTER OF THE CORRECT RESPONSE.

11. Which of the following would be an example of the coaction effect?

a. A woman works harder when her boss is in the room than when
she is alone.
 b. Bob's two children finish their homework faster when he is
watching them than when he is not.

12. The term “pervasive” means

a. permission

b. to influence

c. to be influenced

13. Audience effect means

a. people are influenced by people.

b. people behave better when they have company.

c.. People behave better when they have spectators.

14. Which statement is true

a. praise and criticize reward our performance.
b. praise and criticize punish our performance.
c. all of the above.