Language note


The phrases in Exercise C are appropriate in speaking. Many are not suitable for written language, for which different phrases should be used.


Exercise D


Students need to decide which word(s) should receive the particular focus and then try to rewrite the sentences. Depending on the class, they can work in pairs or individually first.


Feed back with the whole class. Take each sentence in turn. Ask for suggestions as to which aspect could receive special emphasis (actual words are underlined below). Accept any reasonable answers. If you wish, replay Part 5 of the lecture for students to check their answers. Note that:


• sentences 1 and the first part of 4 use an It construction to give the special focus


• sentences 2 and 3 use a Wh~ cleft sentence already seen in Lesson 2


• sentences 4 and 5 introduce new, general words (often found in academic contexts) followed by is plus a that clause


Answers Model answers:


1 Freud claimed that hypnosis was an effective method for accessing repressed memories. (It)


It was Freud who claimed that hypnosis was an effective method for accessing repressed memories.


2 Hypnosis can help eyewitnesses return to the moment of a traumatic event. (What)


What hypnosis can do is help eyewitnesses return to the moment of a traumatic event and see it again ‘in the mind’s eye’.


3 A full understanding of the disadvantages of hypnosis is very important. (What)


What’s very important is a full understanding of the disadvantages of hypnosis.


4 The memory can very easily be confused because it depends on so many factors. (Two sentences. First = ‘It’; second = ‘The reason’)


It’s very easy to confuse the memory. The reason for this is that it depends on so many factors.


5 Hypnosis can remind people of the feelings they had at the time they witnessed an event. (The advantage)


The advantage of hypnosis is that it can remind people of the feelings they had at the time they witnessed an event.


After completing Exercises C and D, students can be referred to the Vocabulary bank and the Skills bank for consolidation and preparation for Exercise E.


Exercise E


Set the initial preparation for individual work. Students can refer to their notes in Lesson 7.2 (Exercises C and E) or the notes for completion in Lesson 7.3 (Exercise B). They should think about how they can use the phrases they have looked at, and ways of giving special focus/emphasis. (Note: They should not write out exactly what they are going to say in complete sentences and then read!)


Put students in pairs to give their oral summaries to each other, preferably pairing students who have chosen different sections to summarize.


Go around the class noting any problems or especially good examples of language use. You may wish to choose one or two individuals to give their summary to the whole class.


With the whole class, feed back any language or other difficulties which you noticed.


Exercise F


1 Set for pairwork. Suggest trying to recall the first ten minutes of the class. Students should first list what they remember of the order of the activities and whether there were any questions or interruptions. They could try remembering what students sitting behind them are wearing. They should compare their accounts and discuss the differences.


2 Put the pairs in groups of four to present their accounts to each other.


Closure


Dictate some words for which students have learnt note-taking symbols or abbreviations such as and, minus, approximately, less than, results in, therefore, because, etc., as, since, for example, approximately. Students should write the symbol or abbreviation.


Remind them of the list of symbols and abbreviations at the back of the Course Book.


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