Exercise A


Set for individual work and pairwork checking. Feed back with the whole class, making sure that the stress pattern is correct. Ask students to suggest other fixed phrases which could be made using the words in column 2.


Answers Model answers:


'brain tissue information 'retrieval 'learning disability 'maintenance rehearsal 'memory bank 'storage capacity 'word association 'working memory


Exercise B


1/2 Set for individual work and pairwork checking. Feed back with the whole class, building the first three columns of the table in the Answers section on the board.


3 Add the fourth column with the heading ‘Use to …’. Give an example of the kind of thing you are looking for, i.e., a phrase which can describe why you would choose to use this fixed phrase. Elicit suggestions from the students to complete the table, supplying the information yourself if students don’t know the answer. If students are not sure about the meaning of some of the phrases, give them some example sentences and tell them that you will look further at how they are used shortly. Leave the table on the board as you will return to it.


Answers Model answers:


Phrase as shown as well


in addition in order


Followed by …


as to to


Use to …


in/by noun/gerund indicate a diagram or table


noun/gerund add information noun/gerund add information infinitive


give the purpose for doing something


in such a way that* subject + verb give the result of doing something


in the case known


the end the use


of as


of of


noun/gerund mention something noun


noun noun


refer to the end of something


refer to the use of something


*as to is also possible after in such a way, although in this exercise, one word is required.


110


give the special name for something


5 6


Exercise C


Set for pairwork. Students should try to identify what each picture represents. One pair can describe each picture to the whole class. On the board, build up as many key words to describe the process as students can come up with. If students don’t know some important words, tell them they will came across them shortly.


Answers Answers depend on the students.


Exercise D


Explain that the information from the leaflet goes with the pictures they have just discussed. Each extract (A–F) goes with one picture. Students should first read the extracts, checking words they can’t guess in the dictionary. They should not pay attention to the spaces at this point.


1 Set for pairwork. Feedback with the whole class. Add any key words which might have been useful in Exercise C to the board.


2 Set for individual work. Refer back to the table in Exercise B, which will help students to choose the correct phrase. Feed back with the whole class.


Answers Model answers:


Picture Extract


1 E In order to be processed by the brain, information must first be registered by the sensory organs.


2 3 4


F The sensory system retains information for fractions of a second before transferring it to the part of the brain known as the thalamus.


D As shown in/by the picture, the thalamus sends the information to the cortex for processing and storage.


B In the case of short-term memory (STM), the information is stored in the frontal lobe of the brain.


C In addition to/As well as the thalamus, the hippocampus plays an important role in creating memory.


A Information in the short-term memory is recycled through the hippocampus in such a way that it can be stored as long-term memory (LTM).


If you wish, ask students to return to the table in Exercise B and write one sentence for each of the fixed phrases to show their meaning. If you can put this into the context of a process which students are very familiar with, such as a recipe or downloading music from the Internet, so much the better.


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