upstream c1 engl 11 15.pdf

7/27/2019 upstream c1 engl 11 15.pdf

1/13

Writing: Information Sheets

Informationsheetsarewritten inboth formalandinformalsituations,dependingonthetargetreader.Likearticles,heyoftenhave:mainheadingbut theyareusuallydividednto sectionswith subheadings,n thesamewayasreportsandproposals.Moreormalasksshouldocusonprovidingactualnformation,utyoumayneedo useactfulordiplomaticanguage..g.W""'

an informationheetannouncingomemajorchangeshatarebeingplannedorthecomingearnyourcompany.ouhouldeassurehepublicn:Jtheywillbeinconveniencedslittleaspossible.Forlessormaltasks,aswellasprovidingnformation,morelight-heartedor persuasiveanguagemaybeneeded.e.g.Youhavehelre..toorganisesportingorculturaleventnyourarea.Writeaninformationheetwhichwillencourageoungpeopleoattend.Informationsheetsshouldinclude:

a titlewhichattractstheattentionof thereaderandstateshecontent anintroductionwhichmakeshe readerwant to continue amainbodydividedintoheadedsections,ocusingonthe relevantnformationnthe rubric a briefconcl~sionwheremainpointsaresummarisedLayoutsimportant useclearheadingsndmakesureyourwritingiswellspacedouton thepage.Bulletpointscanbeuseeseparateyourpoints.

:) LanguageFeatures1 Lookat the list of features and tickthe ones you would use in an information sheet to inform account holdersabout the servicesoffered by a bank.

@:f.YJmQ,C!)ifii)CS1[P @3@)~ 0@)@)@)

:) Understanding the Rubric(1)2 Readthe rubricbelow and discuss the questions which follow.

Someoreignlecturersaredueto visityouruniversityora seriesof seminarsbut knowverylittle aboutthe area.

c YouarePresidentf theStudents'Unionandhavebeen: askedto write an informationsheetto besent to the. visitorsin advanceof their arrival.Youshouldincludedetailsaboutthe university,he area,andthe activitiesthat areavailableo themduringtheirstay.Writeyourinformationsheet in220-280words.

180

1 Whoarethe targetreaders?2 Howformaldoesyourwritingneedto be"'"3 Howmanysectionswouldyouwrite?4 Whichof thelanguageeaturesnEx.1wouldYOu.5"5 Whatkindof informationdoyouthinkyourtargec==

would liketo begiven?Shouldyouincludedetas _.theseminars?Why(not)?

6 Whichtypeof writing (discursive,arrativeor de5C'"willyouusemost?

.", -

. .~=

-

----_..

--

-

.iI]

. descriptiveanguage -. financialerms. shortsentences. persuasiveanguage. imperatives. veryormalanguage. rhetoricaluestions. longsentences. colloquialanguage. hyperbole. longparagraphs. light-heartedeadings. idiomaticexpressions

.... -'"- :-.


2/13

~ Analysingan InformationSheet(1):; Readthe model and choose the most appropriateheadings from those given, giving reasons for yourchoices. Then answer the questions that follow.

f~:

-\boutYour Visit/Kingsley:Where It's AilHappening!!!-~e io\)owing in ionna\ion "'Thou\1 .\Th~\p ' jou ~~\ \Th~\ \\0':.\ 0\\\ o~.J forthcoming visit to our university. We have included...;.illsabout the university and the region, as well as some ofe thingsthat you willbe able to see and do duringyour stay.

_ -\Range of Subjects to Studyrrhe University-:.e University of Kingsley was founded in 1980 and the~;Jities are among the best in the country: comfortable and~ious halls of residence, well-equipped sports halls and an:..':tensive library that is the envy of many of the more~blished institutions. It boasts a wide variety of conventional~ee coursesaswell assomeof themoreprogressivesubjects

_ Golf Course Management.JIltCityand Surrounding Area/ANice Place to Visit~. isclose to some of the most spectacular scenery in the::' and has many historical attractions nearby, including a~rved Norman castle. The city itself is a lively

. ~rcial centre which has retained a great deal of its charm.0':!'Our hair down!/Events and Activities':.. are a great many events and activities on offer. There are~atres and two art galleries in the city,and the Cultural:;eregularly organises exhibitions and special events.~y your Stay/See you Soon!~pe your visit will live up to your expectations. Theasity staff and the Students' Union will certainly do_.~.rerwe can to make your stay a pleasant one.

Doesthe information sheet answer all the points in therubric?

2 Isitwell-structured?3 Howwould you describe the register of this model (e.g.

formallinformal;seriousllight-hearted;respectful/familiar)?~ Circlehe descriptiveadjectives.Canyousuggestalternatives?5 Can you think of headings of your own to replace thosegiven?

5 Can you find examplesof any of the language features inEx.1?Whyhavesome of these features not been included?

4 a. Lookat the underlinedwordsand phrasesinthemodeJ.Match them with theirsynonyms below.will be just what you're looking for .set upa stone's throwaway from .older universities managed to hold on to lots roomyis admired and wanted by while you're here in reallygood condition you can do breathtaking

b. Readthrough the model again, replacing thewords in the text with their synonyms(you wil lneed to makesome changesto the sentencestructure). What isthe main result of makingthese changes?

~ IdiomaticLanguage5 Idiomsareoftenusedwhenyouarewriting in lessformal situations. However, you must always besurethat the idiom is being usedaccurately.Eachofthe sentencesbelow contains an idiom which hasnot been usedcorrectly. Make the appropriatechanges,as in the example.

The University is just a rock'shrow from some spectacularcountryside. (astonesthrow)

2 Maryputherbrainandsoulinto writing her finaldissertation.3 Without a good degree, it'sdifficultto getyour toeinthe

doorof some professions.4 Whenstudents leavehometo go to University,heyhave

to relyontheirowntwofeet.S The Universitywill putoutall thestopsto makeyourstay ahappyone. ~

6 .AsFreddywas so knowledgeable,allhisfellowstudentswantedtopickhismindbeforethemid-termexams.

7 Beforewriting,youshouldalwaysmakea planof youressayasamatteroffad.

8- Losingallhissavingson the stockmarket hastaughtNickasubject hewon't putallhischickensnonebasketgain.

.

181


3/13

:) BeginningsndEndings6 Imaginethat youareUniversityWelfareOfficerandhavebeen askedto write an informationsheetto

begivento newly-arrivedirst yearstudentsto helpthemadaptto universitylife.a. Readthe two introductoryparagraphsandsay

which oneis themostsuitable,givingreasons.

A Leavingthe comfortsof home isnot easybut there areso many things you can do to make your stay herehappy.-You'll become more independent and learn tolook after yourself. And once you join a few societiesyou'll soon make friends from all walks of life. You'rebound to feela bit homesickat times - everyone does -but if it gets too bad, there's always someone to talk to.

--- ------ ..-- -- ..- - -..B Leavingthe comforts of home isnot easy but there are so

many things you can do to make your stay here happy.You will attain your independence from your family andlearn self-sufficiency.Ifyou register as a member of one ofthe various universitysocieties, you'll rapidly extend yourcircle of friends, encompassing people from all socialclasses. Should you feel nostalgic for home or experiencedepression, specially trained counsellors are employed todeal with these situations.

- - - -- --!!III__ --b.Nowlookat the two paragraphsbelowanddecidewhichwould makethe betterconclusionfor the informationsheet.

A In conclusion,how successfuland pleasant your life atuniversityis willdepend on you and the efforts you arepreparedto make. It isimportantforyou to strikea healthybalancebetweenthe responsibilitiesfyouracademicstudiesand the need for recreational activiti~s.Exploitingtheopportunities at your disposal isa key step towards a fulfillingand fruitful education.

I B Just remember that university,likelife,iswhat you make it. Ofcourse studying is important, but there's much more to itthan just books and lectures. Take advantage of what 's onoffer and you'll soon learn to adapt to your newsurroundings. And don't forget that the Welfare Departmentishere to help you with any difficultiesyou might have.

c. Whatcouldyouincludein themainbody?Canyousuggestsectionheadings?182

:) HeadingsndSubheadings :1As in reports and proposals, the section heading ShOL,:

give a clear indication of the content of the section tra:follows. In information sheets, there is often a generaheading as well (similarto the title of an article).Headings and subheadings are usually very short.For formal tasks, they describe the section in a few worlEe.g.Gym Classes,Activities in the Town.For informal tasks, they can be more light-hearted and oftermake use of puns, cliches, idiomsand short questions, e.g.WOt"ThatBody!,LookingforAction?It isadvisable not to use idioms ifyou are not absolutely Sl..~of their meaning (or meanings!). If in doubt, keep y~headings as simple as possible.

-..

7 Lookat an informationsheetabout yourschool'sDramaSociety.Saywhich four subheadingsyouwould considerusing,givingreasonsor yourchoices.Thensuggestyourown alternativeheadingsfor usein this informationsheet. III

IIII

You are a memberof your school'sDrama Society,. Now!'. You have been asked to write an information 'fJ"'c.: describinghe activitiesof the society.Theinformer. sheet will be distributed to students throughoutschool in order to attract more members.

~I"-:1


4/13

: UnderstandingheRubric2). Readthe rubricand answer thequestions that follow.

You are a member of a committeethat has been working onestablishing a range of- extracurricularactivitiesfor school: children.Recently,the headof the. committee sent you the following.: memo..MEMO

.,A.""t1I1,

Thanks again for all the hard work- setting up these activities. There'sust one more thing that needs to be"OI1eand I think youre just the person;or the job!Weneedthe text for an information~ to be handedout to the kids.I'm/'inkingof around220 to 260 words- total. We need to tell them whats0" offer but,most of all,weneedto?'rase it insuch a waythat it lookslKefurlWe'vereallygot to persuade'Chemthat its goingto be enjoyable-'lot just morelessons!11anks,Sandra

- ---Write the text forthe informationsheet.1 Whatisthe reasonforwriting?2 Who are the target readers?3 What kind of language should

you use? Why?4 What kind of activitieswould be

suitablefor this informationsheet?5 Howwould you describethem in

such a way that they appeal tochildren?

~ Analysingan InformationSheet(2)Readthe model and fillin thegaps with the words andphrases given.Then answer thequestions that follow. what haveyougot from whatever depends on how about what's wrongwith whynot as longas

9

U\(\\dn'?, (\t g(\methin'?, New~Want to havesomefunaftera day'slessons?Then1) comeand joinsomeofthemanynewclubsthatwillbe upandrunningthisterm?WhoCanJoin?Anyonecancometo theclubs.That is,2) youhaveapermissionformsigned byyour parents. The only exception isif you get a detention for 3) ....... .. .. .. .. .. .. .. ..reason - you can't use membership of a club to escape punishment!TimesAll the clubsstart at 4 pm and finish at 6 pm sharp. Sodon't worry, you'll be homein plenty of time to do your homework!Something for EveryoneWhatever you're into, there's a club for you. If it's sport you're after, you can doeverything 4) football to archery, diving to badminton. Looking forsomething a bit more creative? S) h'2i'4\\\'5.'5'U?\ ~h'U\'U~I~~h':lIdrama? Or you could brush up on your cooking skillsin the Pudding Club. Everyweek you make delicious new dishes - and then you get to eat them! How manyclubs you joi~) howmuch time you have to spare. But there's reallyno reason wmou can't go to a different club everynight ofthe week.WhyBother?"What's the point?" you might ask. "I'd rather hang around with mymates". Well,you'll be doing just that but you'll get to try interesting activities as well. So7) coming along and checking us out? 8) to lose?

-- ---

1 Arethe headingssuitable?npairs,givealternativeheadingsofyourown.2 Doesthewriterusethecorrectregister?3 Doyouthinkeachsectionsanappropriateength?4 Isthereanyinformationwhichyouthinkcouldhavebeenadded?5 How doesthewriter attractthe attentionof the reader?n pairs,suggestanotherbeginningandending. .6 Findexamplesn thetextof idiomaticorcolloquialanguage.

183


5/13

Writing: InformationSheets~ FormalandInformalLanguage10 a. Matchthe informalwords/phraseswith theirformalequivalents.

Informal Formalit's agoodideato operatingbeinto ~ beinterestednplentyof enough.../sufficientbeafter be lookingforbrushupon we recommendupandrunning improve/refresh

b. Nowusethe phrasesabovein formalandinformalsentencesof your own. Rememberokeepthe registerof eachsentencehe samethroughout.Formal: Werecommendhatalltutorialsbeattended.Informal: It'sagoodideatogo toallclasses.

11 a. Themodelin Ex.9waswritten to appealtoschoolstudentsand isinformal.Theextractbelowhasbeenwritten in a moreformalstyle,suitablefor an informationsheetfor parents.Fillin the gapswith the expressionsgiven. be permitted no laterthan in question beallowed undernocircumstances onconditionthat avarietyof drawyourattentionto

After-SchoolActivitiesStarting in the autumn term, the school will be offering1) extracurricularactivities in the form oforganised societies and clubs.MembershipYour son/daughter 2) to enrol in the clubs3) you have signed a permission form, which." will be sent to you in the coming week. We would like to

I 4) the factthat, 5) willstudentswhohavebeenpunishedwitha detention6) toattend any of these activitieson the day 7) .TimesAllactivitiesbeginat 4 pmand end 8) 6pm.

b. Apartfrom the changein register,thereareotherchangeswhichhavebeenmadeto thecontent. Inpairs,find examplesandsaywhythis hasbeendone.184

c. Inpairs,rewritethe lasttwo sectionsof themodelin Ex.9 in a stylemoresuitableforparents.Youcanusethe promptsbelowto helpyou,aswell asyourown ideas.ActivitiesonOfferto suit (sb's) interests/(tobe)of interesttolto "a-"interestn/tobekeenon/enthusiasticbout/toa ::in/to participate in/engage inBenefitsimprove/developkillsbroadenone'sknowledge/horizons

Zt

-

J

.

.

;

~

3~

DiscusS, .","'\WJJJB12 Readherubricsbelowand,for eachone,diS(t.'S.'!;thequestionshat follow.

A YouareheprincipalfthelocalcollegenYou':JEveryyearyourstudentshavethe opportur--

it travelabroadasa schoolgroup.YoumustW"'::. informationsheetforstudentsivingdetails:;holidaysnoffer.It shouldcontaina descripthetypesofholidays,heactivitiesvailablencthestudentsillbenefitromtheserips.Youalsoncludenyothernformationouthinkmig-relevant.Writeyournformationheetn220-260woras

B Youaretheactivitiesoordinatororanew5:1-activityfacilityin yourarea.Asa grandope-'. event,you are planninga freedayof 'a. activitiesor themembersf thecommunitjmust makean information sheet informi";public of the upcomingevent. It shouldncactivitieson offer for all ages,how the rcr_eventswill benefitpeople,andanyother impcr_informationthat youthinkmightbe relevant.

Writeyourinformationsheetin220-260words,1 Whoisthetargetreader?2 Whatisthe reasonorwriting?3 Howformaldoesyourwritingneedto be?4 Howmanysectionswouldyou include?Whatheac--.,wouldbeappropriate?5 Whatinformationwouldyou includen eachsectio-6 Whichlanguageeatureswouldyouuse?7 Whatextrainformationwouldyouchooseo include-

13 Portfolio:Using the information you have learnedthis unit, write one of the tasks you discussedabove.


6/13

vocabulary&Grammar a. Choose the most suitable word to completeeach sentence.Recentmedicalresearchnto the newvirushas.............fearsthat it isusuallyatal.A propelled ( dispelledB killed D disappeared

2 I'd seenhe~hampionontelevisionbutnevermethiminthe before.A person B flesh ( face D reality

3 Whenlearninga foreignlanguage,keepingwell-orderedvocabularynotesis .A paramount ( highestB uppermost D substantial

4 Jennywascompletely inherworkandcouldnotbedistracted.A submergedB sunk

C drownedD immersed

5 Shestarted , soI knewshewasbored.A blinking ( w'neezingB yawning D swallowing

6 Thedoctorinstructedhimto keephisarmin a.............fortwo weeks.A plaster B sling ( sleeve D shade

7 It'savery diseaseowemayall catchit.A rigorous ( contagiousB nagging D spreading

8 Thepiercingscreamscaredhe outof me.A life B breath ( mind D nerve9 ThedeadlinesthisFriday,but thecircumstances,I'll acceptyouressaynextMonday.A on B over ( under D for

10 Thatear infectionwon't clear on itsown;you'llneedantibiotics.A up B away ( off D out

11 Many educationalistseel that continuous isfairerthanformalexaminations.A judgment ( crammingB assignment D assessment

12 Onlytheverywealthycanafford the tuition atthiscollege.A funds B fees ( fares D prices

13 Jerrypassedheexaminationwith colours.A flying B soaring ( flowing D striking

14 Thenewsspreadastby of mouth.A way B means ( course D word

15 Fionasnot verybrightandhasto workhardto ..........upwith therestof theclass.A stay B bear ( keep D hold

(J5marks)

b. Complete each of the sentences with a word orshort phraseusing the most appropriate form ofinversion, modalsor relative clauses.

1 Mybossandhiswife, forthecompany,areoff to Parisona businessrip.

2 Hereally the money,nomatterhowdesperatehewas!

3 Little whattheywereaboutto face.

4 Helen, Johnwasmarried,hadnochoicebut to followherhusbando Brusselswhenhewasgivenpromotion.

5 Such firmthat theyneededto takeonmorestaff.

(5 marks)

Useof English2 Thinkof the word which best fits each gap. Useonlyoneword ineachgap.Ifyouhaveneverpractisedyoga0) beforeandhappento visita

yogaclass,youwouldbeexcusedor thinkingthat it 1) ..................involvesa seriesof stretchingexercises.On further examination,however,youwillquicklynoticethats tretchings, in2) ,onlyonesmallpartof the3) process.Thesedays,whenwehearthat someonesoff to theiryogaclass,

we neverquiteknow4) the focusisgoingto be5) meditation, breathing techniquesor actualphysicalexercise.t might seemratherconfusingto some.The6) difference,however,is 7) theaspectsof focusandawareness.Basically,oga involvesphysicalexercisehat strengthensand

cleanseshe body.It 8) assistsn developingmentalfocus,helpingto clearthe mindof stress.Themainaimof yoga,9) , is to develop a greater awareness of10) physicaland psychologicalaspectsof thehumanbody.11) someoneirst startspractisingyoga,they

automaticallybecomeabsorbedin the quality9f the stretching,12) at a later stage they tend to becomeincreasinglywareof otherbeneficialqualitiesinvolvedn the act13) stretching.Theybeginto sensenfluencesonmovementas14) asimprovementsnboth physicalandmenta~tates.Thisisthe stateofmindfulness15)..........................comesromthepracticeofyoga. (15marks)


7/13

Reading3 For questions 1-7, choose the answer (A, B,C or D)which you think fits best according to the text.

~ Learnlnoto LIVE---

Where brainpower is concerned, the old edict of 'useit, or lose it' holds true from the start. Babieswho receivelove and encouragement from their parents develop theneural connections they need to get on in life. But whathappens to those who fail to get this support? Do theygrow up to be lessbright than their nurtured peers?It would be comforting to believe that deprivedchildren escape long-term damage bybeing too young tospeak, or know any different, but the evidence suggestsotherwise.

At a recent meeting of the RoyalSocietyof Medicine,medics were shown slidestaken with a powerful scannercomparing the brains of 'normal' three-year-olds withthose who had been raised in deprivation or inorphanages. The work was done byDrBruce Perryof theChild Trauma Academy in Houston, Texas. The scansshowed that the frontal-temporal areas of the brain,those responsible for personality and enabling a personto displayand regulate emotions, showed little activity.Foryears, scientists have known that animals reared inenriched environments have larger and more complexbrains than animals that grow up in deprivation, soexperts like Perryanticipatedthat the samewould holdtrue for humans. However, it is only now, thanks topowerful scanners that allow this theory to be put to thetest, that the damage is clearlyvisible. Perryexplains thereason for the abnormality isthat the brain develops ina'use-dependent' way, growing, organising and workingaccording to experience. With the right stimulation, thebrain makes the connections it needs. Without it,synapses, junctions between the neurons used totransport the brain's messages, literallydissolve. 'Adverseexperiences play a vital role in organising the neuralsystem in the developingbrain,' says Perry; in otherwords, ill-treatmentin infancy leadsto faultywiringinthe brain. Significantly,the rate at which new synapsesform isgreatest inthe first eight months of fife.Fortunately, different parts of the brain develop atdifferent rates, so the damage may be confined to theparts that were activelyorganisingat the time of stress orneglect.

Perry describes these times as 'winda. sopportunity' that exist for different brain functionsconnectionsbetween neuronsare not developedccritical period, they may not develop at all. S)~3associated with visionare most activewhen a child sto eight months old.A baby bornwith cataracts, re~~at the age of two, will remain blind, as the wino::opportunity has passed.The frontal cortex; the part that deals with persc-and emotions, organises itself at around eight rT'C-With correct nurturing, the child learns to r~...emotions and becomes empathetic, recognisirgother people are also thinking and feeling beings :because complex functions such as abstract thoug....-wired inthe brain later inchildhood, between the ag::11 and 13, emotionallydeprived children still :.::normally on IQ tests. 'Children who do no~consistentlyattentive, lovingcare inthe firstyearmareceive appropriatecognitivestimulationas they ';A/though these children have profound attac"'~-'"problems,theyareoftenverybright,'saysPerry.Interactionbetween the child and its carersisI/I~teachthe brainto functionnormally.Byplayingwitr- '"talking to her child, the mother distracts the infant r.a bombardment of competing noises. -.communication tr;pinsa section of the brain to reg",2:emotions so the child is able to function day-t~:without beinga hostageto impulsesand feelings.Just as the sections of the brain associated'normal'emotionalregulationare under-stimulatedr -deprivedchild, the areas linked to stressare often c -::-stimulated.'The resultis a childwho is hypersensitrstresswhoseflightor fightmechanismisconstantlyac:This low-levelbut constant state of fear can leacincreasedmuscletone, profoundsleepdisturbancesaabnormalitiesn cardiovascularregulation,'warnsPer,:Yet,despite the damagecausedby stressand tral..-in childhood,Perry,likemost clinicians,s optimistic~3interventioncan help, as the cortex, the grey ma~-=responsibleor highlevelbrainfunction,ismalleable~capable of changing. He is supported in this belief:;child psychiatrist Dr Dora Black, founder of the Trauma:Stress Clinic in London, who works with severetraumatisedchildren.Sheclaimsneurologi~1evidence_available that shows that, although trauma can affect t~-speech area in the brain,this function can return if -~child receiveshelp early enough. 'Unfortunately' aa-Perry, 'what we do not know is how much depr~-needed to prevent the recovery of normal express:various.emotional, cognitive or social skills.'


8/13

According to the report, recent evidence suggeststhatA babiesdo not respondto verbalcommunication.B babies who are orphaned willgrow up to be

lessbright than those with parents.C babies' brainsare not fullydevelopedat birth.D babiesdeprivedof loveand care do not suffer-

any long term emotional damage.2 Scientists were only recently able to prove the

effects of. emotional deprivation on children'sbrainswith the aid ofA researchconducted on animals.B funding fromthe USgovernment.C recentlydevelopedtechnology.D the RoyalSocietyof Medicine.

3 Thepart ofthe brainthat dealswithvisionA might never function properlyif not activatedbeforethe age of eight months.B cannot be stimulatedin a child born withcataracts.

C relies on the number of synapses alreadydeveloped.

D depends onwhichother parts of the brainarealreadyactive.

4 Why can emotionallydeprivedchildrenstill scorehighlyon IQtests?A Becauseintelligenceisgenetic.B Becausethe part of the brain that deals with

intelligencedevelopslater inchildhood.C Becausethey are more friendlythan 'normal'children.D Becausethey are lessemotionalthan 'normal'children.

5 Why is it important to interact with very youngchildren?A Toforma bond between the motherand child.B Toteach the childto be competitive.C Toteach the brainhow to shut out unnecessary

information.D Toprevent the childfrom becoming over-sensitive.6 Emotionallydeprivedchildren

A are physicallyveryfit.B liveina'state of constant anxiety.C are prone to heart attacks.D often run awayfromhome.

7 Theeffectsof childhoodtrauma on speechA are not proven.B depend on the childinquestion.C are not fullyunderstood.D can be reversed.

(21marks)

Listening4 Youwill heara professorgivinga lectureaboutimprovingmemory.Forquestions 1-8, complete thesentences.DrSullivan claims to be able to remember ~names.Goodmemoryreducesthe need to referto aEJ I or computer.Good memory can help you to increase your @]skills.Improving your memory willenable you to make informedEJ I moreeasily.Scientists have proved that improved memory can prevent theonset of@J I .An improvedmemorymayeven@] lourlives.DrSullivantells us that the brain isthe most amazing and~ Ihumanorgan.

. The long-term memory @J I for extremelylongperiodsof time..

(8marks)

Speaking Cftude~5 a. Lookat the photographs below. Comparetwo ofthem, and saywhat skillsand abilities you thinkthese roles require and why.

~What skillsand abilitiesdo youthink these rolesrequire?Why do you think these skillsand abilities are required?

~udent]::.b. Which role do you think must be the most

rewarding? Briefly explain why.


9/13

Reading3 Forquestions 1-7, choose the answer (A, B,C or D)which you think fits best according to the text..... Learning

to LIVEWhere brainpower is concerned, the old edict of 'useit, or lose it' holds true from the start. Babieswho receive

love and encouragement from their parents develop theneural connections they need to get on in life. But whathappens to those who fail to get this support? Do theygrow up to be lessbright than their nurtured peers?It would be comforting to believe that deprivedchildrenescape long-term damage bybeing too young tospeak, or know any different, but the evidence suggestsotherwise.At a recent meeting of the RoyalSociety of Medicine,

medicswere shown slidestaken with a powerful scannercomparing the brains of 'normal' three-year-olds withthose who had been raised in deprivation or inorphanages. Thework was done by DrBruce Perryof theChild Trauma Academy in Houston, Texas. The scansshowed that the frontal-temporal areas of the brain,those responsible for personality and enabling a personto displayand regulate emotions, showed little activity.Foryears, scientists have known that animals reared inenriched environments have larger and more complexbrains than animals that grow up in deprivation, soexperts like Perryanticipated that the same would holdtrue for humans. However, it is only now, thanks topowerful scanners that allow this theory to be put to thetest, that the damage is clearlyvisible.Perryexplainsthereason for the abnormality isthat the brain develops ina'use-dependent' way, growing, organising and workingaccording to experience. With the right stimulation, thebrain makes the connections it needs. Without it,synapses, junctions between the neurons used totransport the brain's messages, literallydissolve. 'Adverseexperiences play a vital role in organising the neuralsystem in the developing brain,' says Perry; in otherwords, ill-treatment in infancy leads to faulty wiring inthe brain. Significantly,the rate at which new synapsesform isgreatest inthe first eight months of life.Fortunately, different parts of the brain develop atdifferent rates, so the damage may be confined to theparts that were activelyorganisingat the time of stress orneglect.

Perry describes these times as 'wir0.:-opportunity' that exist for different brain funct:c--~connections between neurons are not develope:critical period, they may not develop at all. :associated with visionare most activewhen a & :to eight months old.A babyborn with cataracts, ?"at the age of two, will remain blind, as the v..~.:.opportunity has passed.The frontal cortex, the part that deals with peTand emotions,organisesitselfat around eight~With correct nurturing, the child learns to "2!~emotions and becomes empathetic, recognisl";other people are also thinking and feeling beln;because complex functions such as abstract tho...;:wired inthe brain later inchildhood, between tt>e3._11 and 13, emotionally deprived children Stnormally on IQ tests. 'Children who do ~:-consistently attentive, lovingcare in the firstyear~_receive appropriate cognitive stimulation as thE!' -:Although these children have profound atta~problems, they are often verybright,' says Perry.Interaction between the child and its carers is -teach the brain to function normally.Byplayingv -talking to her child, the mother distracts the infan-a bombardment of competing noises.communicatiol'l trains a section of the brain to regemotions so the child is able to function da,--:without being a hostage to impulsesand feelings.Just as the sections of the brain associatec'normal' emotional regulation are under-stimulatec -deprived child, the areas linked to stress are ofterstimulated. 'The result is a child who is hypersens:,stresswhose flightor fight mechanism isconstant~ a::-This low-level but constant state of fear can e.aincreased muscle tone, profound sleep disturbancesabnormalities in cardiovascularregulation,' warns Pe-Yet, despite the damage caused by stress and train childhood, Perry,likemost clinicians,is optimist:cintervention can help, as the cortex, the grey ~.=responsible for high level brain function, is malleabEcapable of changing. He is supported in this bel =:child psychiatrist DrDora Black,founder of the Tra",-Stress Clinic in London, who works with se::traumatised children. She claims neurolegical evider>:available that shows that, although trauma can affecspeech area in the brain, this function can return =child receives help earlyenough. 'Unfortunately', ac-Perry,'what we do not know is how much deprivat::ne~ded to prevent the recovery of normal express;c.-various emotional, cognitiveor social skills.'


10/13

Accordingto the report. recentevidencesuggeststhatA babiesdo not respondto verbalcommunication.B babieswho are orphaned will grow up to belessbright than those with parents.

C babies'brainsarenot fully developedat birth.D babiesdeprivedof loveandcaredonot suffer_anylong term emotional damage.

2 Scientists were only recently able to prove theeffects of -emotional deprivation on children'sbrainswith the aid ofA researchconducted on animals.B funding from the USgovernment.C recentlydevelopedtechnology.D the RoyalSocietyof Medicine.

,:,

Listening4 'fouW}\\)~dTd ?m~~sso~g\'l\t\ga \ectute aboutimprovingmemory.Forquestions1-8,completethe

sentences.DrSullivanclaimso beableto remember{IInames.Goodmemoryreducesheneedto referto a~ Ior computer.Goodmemorycanhelpyouto increaseour@]skills.Improvingyourmemorywill enableyouto makeinformed~ Imoreeasily.Scientistshaveprovedhat improvedmemorycanpreventtheonsetof@] I.An improvedmemorymayeven@] lourlives.DrSullivanellsusthat thebrainisthemostamazingand~ Ihumanorgan.Theong-termemory@] I forextremelylongperiodsof time.

(8marks)

Speaking ~ude~5 a. Lookat the photographsbelow.Comparewo ofthem,andsaywhat skillsandabilitiesyouthinktheserolesrequireandwhy.

Whatskillsandabilitiesdoyouthink theserolesrequire?Whydoyouthink theseskillsandabilitiesarerequired?

dentDb. Whichroledoyouthinkmustbethe mostrewarding?Brieflyexplainwhy.

3 Thepartof thebrainthat dealswithvision- A might neverfunctionproperlyif not activatedbeforetheageof eightmonths.B cannot be stimulatedin a child born with. cataracts.C relies on the number of synapses alreadydeveloped.

D dependson which other parts of the brain arealreadyactive.

4 Why can emotionally deprived children still scorehighly on IQtests?A Becausentelligenceisgenetic.B Becausethe part of the brain that dealswithintelligencedevelopslater in childhood.C Becausethey are more friendly than 'normal'children.

D Becausethey are lessemotional than 'normal'children.5 Why is it important to interact with very youngchildren?A Toform a bondbetween the mother and child.B Toteachthe childto be competitive.C Toteach the brain how to shut out unnecessary- information.D Topreventthe childfrom becomingover-sensitive.

6 EmotionallydeprivedchildrenA are physicallyveryfit.B livein a state of constant anxiety.C are prone to heart attacks.D often run awayfrom home.

7 Theeffectsof childhoodtrauma on speechA arenot proven.B dependon the child in question.C arenot fully understood.D can be reversed. .(21marks)


11/13


12/13

punOJV' do~S o L liNn

-


13/13

190

Units9-10

Before you start ... _ What do you associate the term 'image' with?. How isshopping today different to what it was inthe past?

Phrasa 1 verbs

Write ... competitionentries. allthe CAEwritingtasks

. first impressions . supermarketsand conveme-'listen, readand talk about ... . imageand looks stores. fashion and beauty . businessand money. clothes and models . advertising. body language . shopping habits. faked photographs . e-shopping . -2afamous painters . consumer issues. shopping -

. express surprise . make a complaintLearn how to ... . call the emergency services . discussand evaluate. speculate and eliminate . makepredictions. place an order

. go. pick. call. draw

. reported speech . multiplechoiceclozePractise ... . articles and punctuation . gapped sentences -,J -. word formation . keyword transformations. cloze

Documents

upstream c1 engl 11 15.pdf