(Official) - Unit 5 - Supplementary - PATHWAYS 2

📖 Pathways 2_Unit 5
TABLE OF CONTENT
Unit 5: Memory and Learning 4
READING & WRITING 4
Think, Discuss and Explore 4
Reading 1 5
1. Pre-reading 5
2. While-reading 5
3. Post-reading 5
Video 6
1. Pre-viewing 6
2. While-viewing 6
3. Post-viewing 6
Reading 2 7
1. Pre-reading 7
2. While-Reading 9
3. Post-reading 9
Writing 11
1. Pre-writing 11
2. While-writing 13
3. Post-writing 13
UNIT 5: Inside the Brain 14
LISTENING AND SPEAKING 14
EXPLORE THE THEME 14
VOCABULARY A 15
1. Vocabulary Activation 15
2. Vocabulary Building 16
3. Vocabulary in Use 17
LISTENING A 18
1. Pre-listening 18
2. While-Listening 19
3. Post-Listening 21
VIDEO 23
[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 1

1. Pre-viewing 23
2. While-viewing 24
3. Post-viewing 24
VOCABULARY B 26
1. Vocabulary Activation 26
2. Vocabulary Building 26
3. Vocabulary in Use 27
LISTENING B 28
1. Pre-listening 28
2. While-listening 29
3. Post-listening 30
SPEAKING B 32
1. Pre-speaking 32
2. While-speaking 32
3. Post-speaking 32
FINAL TASK 33
ANSWER KEY 36


Unit 5: Memory and Learning

READING & WRITING
Think, Discuss and Explore
Task 1: Work in pairs. What is the answer for the question below? Then discuss
with your partner the benefits of riddles to us.
(Source: https://www.pinterest.com/pin/585468020287873735/)
(More riddles here: https://www.riddles.com/)
Task 2: Work in groups. Discuss the following questions.
1. What is the most important part in our body?

2. How to improve our brain function and sharpen our wit?
3. Can regular exercise have a positive impact on our brain performance? Why (not)?

Reading 1
1. Pre-reading
Task 1: Complete Exercises A-B-C (p. 84).
2. While-reading
Task 1: Complete Exercises A-E (p. 87).
Task 2: Complete the following passages with the correct forms of the words.
We all try to _____________ (remembrance) certain things in our _____________ (day) lives.
The most common technique we use is _____________ (repeat), involving the idea that the
more we repeat a piece of information, the better we can recall it. However, history experts
claim that memory _____________ (train) can be dated back to the days of ancient Greece.
Memory was first valued as a skill about 2.500 years ago. At which time Greek poet named
Simonides of Ceos came up with a _____________ (power) technique known as the loci
method. He said that it’s easier to remember places and locations than lists of names. Loci
practitioners usually think of a _____________ (familiarness) places and then _____________
(visual) certain things in said place, then they can keep it in their memory a long time.
Simonides called this imagined place a “memory place”. In order to understand how to use it,
imagine your memory palace is your home. Continue _____________ (visual) yourself walking
through it. Then carry on to different rooms in your house, each with a different task. After that, if
you want to …………..(recaller) your lists of tasks, simply start over from the top.
3. Post-reading
Task 1: Class Debate: Mental fitness is more important than physical fitness.
Choose a side and support your view with examples and reasons.

Video
1. Pre-viewing
Task 1: Complete Exercises A-B (p.88).
2. While-viewing
Task 2: Watch the video and decide whether the following statements are True
(T), False (F), or Not Given (NG).
1. Nelson is the 2012 USA Memory Champion.

2. In order to memorize a deck of cards, Nelson codes all the card in a deck to someone
familiar.
3. His method above is considered difficult for a normal person.
4. Nelson refers his method of memorizing as a game of Clue.
5. In his 2011 USA Memory Championship, Nelson chose his girlfriend’s apartment as a
place for his method.
6. Nelson translates his ‘five of diamonds’ to a running horse.
7. Nelson translates his ‘Ace of heart’ to a picture hanging on the wall.
3. Post-viewing
Task 1: Work in groups. Design an advertisement.
Based on what you have learnt about loci method, create an advertisement (either on
paper or in a short video) for a workshop for people who want to improve their memories.
Present your advertisement to your class and persuade your classmates to join the
workshop.

Reading 2
1. Pre-reading
Task 1: Work in pairs. Discuss the questions.
1. It’s 4am, and your big test is in 8 hours. You’ve been studying for days, but you still don’t feel
ready. Should you drink another cup of coffee and spend the next few hours cramming? Or
should you go to sleep? Give your reasons.
2. What is the relationship between sleep and brain?

Source: https://media.npr.org/assets/img/2013/10/17/sleepingbrain_wide-e40290d47221863e13990f78f86b983781d5673e.jpeg
Task 2: Watch the following video and answer the questions.
Link or scan the QR code.

1. How can sleep affect your brains?
2. How to improve your sleep and thus improve your brain function?
3. What is sleep hygiene? How can you improve it?
Task 3: Complete Exercises A-B-C-D (p. 91).

2. While-Reading
Task 1: Complete Exercises A-B-C-D (p.94).
Task 2: Read the text. Then look at the sleep cycle and answer the questions.
1. How many times do we repeat this cycle each night?

2. When does Non-Rem stage 3 last the shortest?
3. When does REM Sleep last the longest?
4. What happens at 2 am?
5. What happens before we wake up at 7 am?
Task 3: Complete the summary of the reading with the following words.
avoiding hippocampus learning

neocortex transfers waves
The reading passage explains how the brain (1)____________ memories from the
(2)____________ to the (3) ____________ while we sleep to create long-term memories. New
research shows that brain (4)____________ occur during the deepest level of sleep, proving
that sleep is important for (5)____________ and memory. There are also other ways to improve
memory, which includes (6) ____________ stress, playing games, and eating healthy food.
3. Post-reading
Task 1: Look at the picture below. Discuss the questions.
1. What happens to the man?

2. What causes this problem?
3. What are some possible solutions to this problem?

(Source: https://blue.kumparan.com)
Task 2: Work in pairs/ groups. Role play the scenario below.
You are a doctor, and your partner is a patient who suffers insomnia. The doctor gives
some advice to help the patient improve his/her sleep.

Writing
1. Pre-writing
Task 1: Work in pairs. List three things we can do to improve our memories. Then
share with your classmates.
Task 2: Watch the video below. Answer the following questions.
Link or scan the QR code

(Source: https://www.bbc.co.uk/learningenglish/english/features/6-minute-english/ep-190131)
1. According to the BBC Food website, which type of food supports good memory function?
2. What are other methods to improve our memory?
Task 3: Planning.
Writing topic: ‘What can a person do to improve their memory?’
Pre-task: Read the sample writing below and put the functions of the paragraph in the
box into their correct position. Some can be included in more than one position.
Supporting idea 1 Details Topic sentence Supporting idea 2
There are many different ways to improve memory, including

1. ……………….
using the loci method and getting enough sleep.
First of all, loci method, or memory palace, is popularly used
2. ………………..
to improve memory in many parts of the world.
This is the method which uses the imagination of spatial
3. ………………...
environment to arrange and recall the information. When
using loci technique, the user will imagine he is moving

through an environment, placing the information in a mental

place so that he can recall it later. For example, Nelson Dellis
utilised loci method to memorise the particular deck of cards
in the 2011 USA Memory Champion, which helped him to win
this memory competition.
In addition, getting enough sleep is recommended by many
4. ………………...
doctors because it helps to enhance memory.
Sleep is important because it enables the body, especially
5. …………………
brain, to relax and repair. Besides, getting adequate sleep
can help to prevent some health problems such as heart
disease.
Now, it’s your turn to brainstorm your ideas for this question by using the structure
below.
Paragraph structure:
a. Topic sentence: ___________________________________________________
__________________________________________________________________
b. Supporting sentence 1: _____________________________________________
__________________________________________________________________
Detail 1: ____________________________________________________________
__________________________________________________________________
c. Supporting sentence 2: _____________________________________________
__________________________________________________________________
Detail 2 ____________________________________________________________
__________________________________________________________________
d. Supporting sentence 3: _____________________________________________
__________________________________________________________________
Detail 3: ____________________________________________________________

2. While-writing
Task 1: Write your paragraph.
3. Post-writing
Task 1: Complete Exercise p. 99 – Revising Practice
Task 2: Final Draft (p.99) by using the editing checklist – Exercise D, p.99.
Task 3: Work in pairs. Role play the scenario.
Imagine that you are a consultant, and your partner is a university student. The student
meets the consultant to ask for some ways to improve his/her memory. Give your partner
some advice.

UNIT 5: Inside the Brain

LISTENING & SPEAKING
EXPLORE THE THEME

Task 1: Work in pairs. Look at the photo on page 81 and answer the following
questions.
1. What can you see from the picture?

____________________________________________________________________________
2. Why are wires connected to his head? What are the purposes of doing so?
____________________________________________________________________________
3. What are the benefits of learning the human brain?
____________________________________________________________________________
Task 2: Work in small groups. Which activity do you think is the most important
for boosting your brain? Rank the activities below from 1 (The most important) to
5 (The least important). Give your reasons.
Activities Rank Reasons

a. Physical activities
b. Creative activities
c. Learning new skills
d. Exercising
e. Playing chess
Task 3: Complete Exercise – Think and Discuss and Explore the theme (p.81).

VOCABULARY A
1. Vocabulary Activation
Task 1: Work in pairs. Read the statements about the brain below and decide
which ones are true and which ones are not. Give your reasons.
Statements Your opinion
1. An adult brain weighs about 3 pounds.

2. About 50 percent of the brain is made up of water.
This means that dehydration, even in small amounts,
can have a negative effect on the brain functions.
3. The human brain will not grow its size in human life.
4. The brain of a human contains approximately one
hundred billion neurons.
5. It is a myth that humans only use 10 percent of our
brain. We actually use all of it. We’re even using more
than 10 percent when we sleep.
6. Your brain uses 50 percent of the oxygen and blood
in your body.
Task 2: Complete Exercise A (p.84).
Task 3: Match the words with the appropriate definitions.
1. complex a. the rates at which things move

2. control b. to cause something to begin
3. generate c. the way in which the parts of a system or object are arranged or
organized, or a system arranged in this way
4. structure d. extremely small
5. mood e. an action, movement or sound which gives information, a message, a
warning or an order
6. signal f. to order, limit, instruct or rule something, or someone's actions or
behaviour
7. connection g. a use or purpose
8. tiny h. the way you feel at a particular time

9. function i. involving a lot of different but related parts

10. speed j. the place where two things are joined together
2. Vocabulary Building
Task 1: Complete each sentence with the correct form of a word from exercise A
(p.84). Use each word only once.
1. The heart has a very important ___________________. It moves blood through the body.
2. The new art museum is a very interesting ___________________. It’s made of glass and
shaped like a pyramid.
3. Airplanes move at very high ___________________. Most planes fly at about 500 miles per
hour.
4. It’s amazing that water, wind, and our brains can all ___________________electricity!
5. Brain cells are very ___________________. You can’t see them without a microscope.
6. When you are driving and you see a red traffic light, it’s a ___________________ to stop.
7. Allen seems like he’s in a bad ___________________ today. I think it’s because his team lost
last night.
8. Our landlord ___________________ the heat in our apartment. We can’t change it ourselves.
9. My hotel room doesn’t have Internet ___________________, so I can’t send email.
10. Russian is a very___________________ language. It has a different alphabet and the
grammar and pronunciation are very difficult.
Task 2: Complete the table below.
Noun Adjective Verb
structure _________________ _________________
_________________ _________________ generate
_________________ _________________ control
_________________ complex
mood _________________

Task 3: Complete Exercises B-C (p.84-85).
3. Vocabulary in Use
Task 1: Complete Exercise D (p.85).
Task 2: Work in pairs. Discuss the following questions.
1. What is the most amazing thing about the brain you have learnt?
2. Do you think humans will ever completely understand the brain? Why or why not?
3. What are some extraordinary things some people can do with their brains?
4. What do you wish your brain were better at?
Task 3: Work in small groups.
Someone wants to take a trip to your brain. What will they find there? What does each part do?
What can people do at each "location?" Write a short travel guide for your brain explaining what
someone can see and do when they visit your brain, using at least 3 new words you have learnt.
(Source: https://faculty.washington.edu/chudler/writing.html)

LISTENING A
1. Pre-listening
Task 1: Match the words with the correct definitions
1. surface (v) A. prohibited by law or by official or accepted rules
2. illegal (adj) B. any basic substance which is used in or produced by a reaction

involving changes to atoms or molecules
3. hunter (n) C. to have an influence on someone or something, or to cause them

to change
4. chemical (n) D. set of actions that you take in life
5. pathway (n) E. a person or an animal that hunts animals for food or for sport
6. affect (v) F. come to the surface
Task 2: Work in pairs. Comparison.
These two brain images, taken from the top of the head, represent the average amount of
students’ neural activity during a test following sitting and walking for 20 minutes. The
color blue represents lower neural activity, while the color red represents higher brain
activity in a given region.
Are there any connections between exercise and the brain? Compare the picture of the
brain that does exercise with the one that does not.

Task 3: Complete Exercise A (p.86)
2. While-Listening
Task 1: Listen and put a check next to the information that you hear from the
recording.
________ A. Your brain is a very important and complex organ.
________ B. Your brain is very powerful.
________ C. Your brain can send messages very quickly.
________ D. Your brain helps you protect your pets.
________ E. Learning changes your brain.
________ F. Exercise helps you learn.

Task 2: Read the statements below. Then listen again and circle T for true or F for
false.
1. Exercise makes us feel better mentally.

2. Before you’ve exercised, your body produces a chemical that helps you learn easier.
3. The bike-riding messages create new connections between the neurons.
4. The brain produces some electricity.
5. Your brain contains about 100 million neurons.
Task 3: Complete Exercises B-C (p.87).
Task 4: Listen again to the audio in Exercise B. Answer the questions.
1. What is the goal of today’s podcast?

 _____________________________________________________
2. Why did Jocelyn Taylor say “exercise makes you smarter”?
 _____________________________________________________
3. What are the function of the neurons?
_____________________________________________________
4. What is the chemical that’s produced when we exercise?
 _____________________________________________________
5. Where is BDNF made?
 _____________________________________________________
Task 5: Read the “Listening skill – Listening for Reasons and Explanations” box
(p.86) and fill in the blanks with ONE WORD ONLY. Listen to the audio (p.86) and
check your answers.
Aaron Fleming: I’ve heard exercise can put us in a better mood—make us feel better mentally
and (1) __________.
Jocelyn Taylor: That’s true, and scientists learned recently that exercise makes you smarter as
well.
Aaron Fleming: I know a lot of people who are going to be happy to hear that! All of my friends
who are out there jogging or playing tennis every day.
Jocelyn Taylor: They’re doing the right thing! That’s because for some time after you’ve

exercised, your body (2) _______ a chemical that actually makes it easier for your brain to
learn.
Aaron Fleming: Wait, now in order to learn something, don’t you just need to repeat it several
times? For example, my son is learning to ride a bicycle. He practices near our house—with
some help from me, of course—and when he does, his brain sends him “bike riding” messages
along certain pathways in his brain. Eventually, he’ll know how to ride a bike— no problem!
Jocelyn Taylor: That’s right, and those bike-riding (3) ________form new connections between
the neurons in your son’s brain. In fact, the structure of our brain actually changes every time
we learn something new.
Aaron Fleming: So let’s get back to exercise. I know my (4) ________ is better after I exercise,
but I’m not sure it’s making me any smarter.
Jocelyn Taylor: Let me explain. You probably know that your brain (5) ________some
electricity.
Aaron Fleming: Right, and electrical signals are moving inside the brain. That’s what makes it
possible for us to move, or think, or have conversations like this one.
Jocelyn Taylor: Exactly, but it’s a little more complex than that. Those (6) _________in the
brain are part electricity and part chemistry. Whenever you have a thought or perform any kind
of action, it’s because tiny chemical and electrical signals are moving at high speeds inside your
brain. It’s as if you have billions of tiny neuron highways inside your head.
3. Post-Listening
Task 2: Work in pairs. Discuss these questions.
1. What springs to mind when you hear the word ‘exercise’?

2. Why is exercise so important?
3. What kind of exercise do you like best?
4. Do you wish you could exercise more? Why (not)?
5. Why do many people not exercise?
6. Do you think it’s easy or difficult to find time to exercise during the day? Explain.
7. Do you think people who exercise are happier than those who don’t? Why (not)?
8. Do you think there should be a law that requires everyone to exercise? Why (not)?
9. Is it more fun to exercise alone or with other people? Give your reasons.

Task 2: Work in small groups. Brainstorm some arguments for and against the
topic below. Choose a side and give a short presentation to support your
argument.
Topic: Some people believe that having sport in schools is a waste of time and
resources, whilst other people believe that sport in schools is a vital part of
education.
Arguments for Arguments against

VIDEO
1. Pre-viewing
(Source: https://www.sciencephoto.com)
Task 1: In pairs, answer the following questions.
1. What can you see from the picture?

2. In what ways are mind and body connected? Explain.
3. What machine or technique do scientists use to study about the brain?

2. While-viewing
Task 1: Complete Exercises C-D (p.93).
Task 2: Read the statements below. Then listen again and circle T for true or F for
false.
1. It is not difficult to understand the brain.

2. There are lots of things to look at someone’s brain.
3. There are less than 33,000 sections for a millimeter depth.
4. The dendrites are large, light-colored objects.
5. The brain scans allow us to produce a wiring diagram.
Task 3: Watch the video in Exercise C (p.93) again and fill in the blanks with the
words from the video. Write ONE WORD ONLY for each answer.
Each section of the brain is next to the section that was (1) ______ just before it, and the slice
right after it is the next frame. And if you play these (2) ______ in sequence, you see the brain
not over time, but over space as if you’re looking deeper and deeper into the brain. The big (3)
_______ you see that appear and then slowly go out of appearance. Those are nerve cells that
are being cut through. And coming off of these cells are these large, light-colored objects, which
are the (4) ________. Every little object in here is a little wire to keep track of these cells from
one section to another. What you’d like to do is kind of color them in. So every one of these
colors have no meaning other than to keep (5) ______ of each object from section to section.
What this allows us to do is to generate a wiring diagram based on this. We now know
everything about these wires here, and from that, we can generate all the connections of every
cell in that area. Information forces you into this uncomfortable position, where you have to kind
of say, “Okay. I don’t get it, but I know that the real world is more (6) _______ than the way I’m
thinking about it.” I feel it’s a very long road and we’ve just started. That’s my view.
3. Post-viewing
Task 1: Complete Exercise E (p.93).
Task 2: Work in pairs. Discuss the questions.
1. Do you think that scientists can use machines to collect or delete information in our brains?
2. In such cases, do we need laws to protect ourselves? Why (not)?
3. Do you think that neurotechnology will do more harm than good? Why (not)?

Task 3: Write a short summary of the video (60-80 words).

VOCABULARY B
1. Vocabulary Activation
Task 2: Match the pictures about different types of love to the correct terms.
Explain your choice.
Erotic love Affectionate love Enduring love Self love

Familial love Obsessive love Selfless love Playful love
a. _____________ b. _____________ c. _____________ d. _____________
e. _____________ f. _____________ g. _____________ h. _____________
2. Vocabulary Building
Task 2: Match the words in blue (p.94) to the correct definitions.
1. emotion (n) a. relating to or extending over a relatively long time

2. attachment (n) b. relating to love or a close loving relationship
3. security (n) c. lasting a short time
4. long-term (adj) d. looking or being almost, but not exactly, the same

5. romantic (adj) e. relating to the human mind and feelings

6. similar (adj) f. a feeling of love or strong connection to someone or
something
7. function (v) g. the state of feeling happy and safe from danger or
worry
8. short-term (adj) h. direct one's attention on something
9. concentrate (v) i. to work or operate
10. psychological (adj) j. a strong feeling such as love or anger, or strong
feelings in general
3. Vocabulary in Use
Task 1: Work in pairs. Reflection.
Each student finds and shows photos of his/her loved ones to a partner and describes
their relationships using the vocabulary in exercise A (page 94).
For example: This is my mother. When I am with my mother, I feel secured. Her love is so big
and warm that it gives me strength and soothes my heart whenever I think of her.

LISTENING B
1. Pre-listening
Task 1: Look at the flow chart. Then discuss the questions below with a partner.
The Memory Process
Long term memory

Only information that
we try to remember or
Sensory that the brain decides
Information
is important move to
Information enters our long term memory.
the brain through Short- term Memory
This information, such
our senses (what we Only the information as the name of first
taste, smell, we need to use teacher or the lyrics to
touch,see, and immediately moves to a song, can last a life
hear), and is stored our short-term time. Memories
for a very short time- memory, such as a become stronger when
less than a second. classmate's name or they are sent down the
Some of the an email address same pathway in the
information move to brain many times.
our short- term These memory
memory pathway or
connections become
our longest-lasting
memories
1. How does information enter the brain? What are some examples?
2. What information from short-term memory moves to long-term memory?
3. What are some things you have difficulty remembering (names, new vocabulary, etc.)?
4. In your opinion, what’s the best way to remember something you want to remember?
a. Repeat it to yourself.
b. Write it down.
c. Pay extra attention to it.
d. Other: ___________.

2. While-listening
Task 1: Complete Exercises B-C-D (p.97).
Task 2: Listen to the conversation. What conclusions do the students make about
short-term and long-term memory?
Short-term memory: __________________________________________________________

Long-term memory: __________________________________________________________
Task 3: Listening for Details. Listen again and complete the sentences.
1. To create a long-term memory, your brain has to________________

2. To learn new information, you have to ________________________
3. To learn how to ride a bicycle, you have to ____________________
Task 4: Listen to the listening audio 2.8 in Exercise D and fill in the blanks with
ONE WORD ONLY.
Toshi: I’m glad we decided to form a study group. I always find it (1) __________ to study with
other people.
Julia: I agree. Studying in a group definitely helps me. Thanks for suggesting it, Toshi.
Liz: Yes, thank you, Toshi. And Julia, your idea to divide the topics and (2) __________the
information in our notes was brilliant as well!
Julia: Well, I’m glad it was helpful. Maybe you could go first, Liz.
Liz: Absolutely. My topic was memory, or how do we remember things? According to my notes,
the memory process has three steps. OK, first, information enters the brain through our (3)
__________— what we taste, smell, touch, see, and hear—and it is (4) __________, kept there
for a very short time—less than a second. OK, so then, only some of this information moves to
our short-term memory.
Toshi: Sorry, Liz, can I interrupt for a second? Could you explain why we don’t remember
everything? I mean, I know from (5) __________ that we don’t, but why don’t we?
Liz: Hmmm. I’m actually not sure why, but Professor Wong said that only the information we
need to use immediately moves to our short-term memory.
Julia: Right. I remember that. Our short-term memory allows us to function normally in the
world. For example, if you ask me a question, I can remember the question long enough to
answer it.
Liz: Right, but you might not remember the question tomorrow. OK, the third and final part of
the (6) __________ process happens when information that we try to remember, or that the
brain decides is important, moves to our long-term memory. This information can last a lifetime.

Task 5: Listen to the listening audio 2.8. Answer the following questions.
1. How many steps are there in the memory process?

 _________________________________________
2. Where does the information enter first?
 _________________________________________
3. What does the short-term memory allow us to do?
 _________________________________________
4. What can we do to remember something?
 _________________________________________
5. What happens to your brain when you learn new things?
 _________________________________________
3. Post-listening
Task 1: Work in pairs. Discuss the following questions. Give detailed answers.
1. Do you have a good memory or a bad memory? Provide examples.

2. What things do you usually remember? How about things you often forget?
3. Do you know anyone with a good memory? Who?
4. What's your earliest memory? Describe it.
5. What's your most vivid memory? Describe it.
Task 2: Draw your timeline. List out 5 events that you remember the most in your
childhood or adulthood. You can take the timeline below as an example. Share
your timeline with your friends.
Task 3: Complete Exercises E-F (p.97).
Task 4: Writing. Some people believe that training your brain is similar to training
your body. What is your opinion?
Write at least 140 words.


SPEAKING B
1. Pre-speaking
Task 2: Put the phrases into the correct columns.
What do you mean by that? I got it. Could you explain that,
Could you clarify that, Ok, I got what you mean. please?
please? Could you say that again, I understand.
I didn’t get your point. please? Could you clarify, please?
I understand what you mean. I don’t understand. Could you repeat?
Expressing lack of understanding Asking for clarification Showing understanding
Task 3: Work in pairs. Role-play. What would you say in the following situations?
1. You didn’t hear your teacher’s instructions well.

- You: __________________________________
2. Doctor: You have a stomach ulcer and therefore you have a terrible pain. You should go on a
diet.
- You: __________________________________
3. John: Brain drain can be turned into brain gain.
- You: __________________________________
4. Teacher: Bullying is a serious problem in schools.
- You: __________________________________
5. Teacher: You can download the text as a PDF document.
- You: __________________________________
6. Teacher: The government should invest in renewable energies.
- You: __________________________________

📖 Pathways 2_Unit
Task 4: Work in pairs. Below is the list of pros and cons of working in group
projects. Decide which ones are cons and which ones are pros. Write 2 more pros
and 2 more cons.
Groups can divide large projects into equal parts.
Groups could encounter scheduling conflicts.
Team members can brainstorm for solutions.
Some personalities strongly influence others.
People may feel undervalued.
There may be more competition.
New or younger employees can have access to mentors.
There is a forum for communication.
PROS CONS
2. While-speaking
3. Post-speaking
Task 2: Work in pairs. Answer the prompts in this task. Talk for at least 60
seconds.
Talk about a teamwork/ project you have participated recently.

You should say:
 What was the project about?
 Did it help you on a personal level?
 Whom did you participate on the project with?
and explain what you learned from the project.

FINAL TASK
Task 1: Put the phrases below into the correct columns.
1. That reminds me 2. One problem/challenge is

3. Getting back to our previous discussion 4. To return to our earlier topic
5. On a different subject 6. What you need to know is
7. So to return to what we were saying 8. This is off-topic
9. Let me give you an example 10. The main point of this visual is
11. From this we can see 12. Here’s an example of what I mean
Signaling Giving examples Talking about Returning to a Identifying a

problems/ visuals previous topic side track
solutions
Task 2: Complete Exercises A-B (p.99-100).
Task 3: Work in pairs. Take turns to ask the questions in the cue card.
STUDENT A’s QUESTIONS (Do not show these to student B)
1. What images are in your mind when you hear the word 'memory'?
2. What do you do to remember things?
3. Do you have a good memory?
4. How many different meanings of the world 'memory' do you know?
5. Could you be a memory champion?
6. How do you train your brain?
7. Why are some people better at remembering things?
STUDENT B’s QUESTIONS (Do not show these to student A)
1. What do you think about what you read?

2. Why do we forget things?
3. Would you like to be a memory athlete?

4. What techniques do you use to remember vocabulary?

5. Should we have brain training at school?
6. What could you do if your memory capacity doubled?
7. How would life be different if you could remember everything?
Task 4: Work in group. Fill in the mind-map with your own information. Present it
to the whole class.
Topic: How can we improve our brain function?
Task 5: Work in pairs. Watch the video: “Lydia Machova: How to learn any
language”.
Complete the table with learning methods from the video that you find helpful and
add one opinion of your own. Then role-play a meeting with your partner. One
plays the role of the consultant advising on how to learn English successfully,
and the other plays the role of the learner who struggles to learn English for
years.

Link or scan the QR code
Methods How to learn any language

1.
2.
3.
4.
5.
Your own opinion
Task 6: Complete the Review Exercise in MyELT.

(Official) - Unit 5 - Supplementary - PATHWAYS 2

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📖 Pathways 2_Unit 5

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 1

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 2

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 3

Unit 5: Memory and Learning

1. What is the most important part in our body?

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 4

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 5

1. Nelson is the 2012 USA Memory Champion.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 6

2. What is the relationship between sleep and brain?

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 7

Task 2: Watch the following video and answer the questions.

Link or scan the QR code.

Task 3: Complete Exercises A-B-C-D (p. 91).

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 8

1. How many times do we repeat this cycle each night?

avoiding hippocampus learning

1. What happens to the man?

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 9

Task 2: Work in pairs/ groups. Role play the scenario below.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 10

Task 2: Watch the video below. Answer the following questions.

Link or scan the QR code

2. What are other methods to improve our memory?

Writing topic: ‘What can a person do to improve their memory?’

Supporting idea 1 Details Topic sentence Supporting idea 2

There are many different ways to improve memory, including

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 11

through an environment, placing the information in a mental

a. Topic sentence: ___________________________________________________

b. Supporting sentence 1: _____________________________________________

c. Supporting sentence 2: _____________________________________________

d. Supporting sentence 3: _____________________________________________

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 12

Task 3: Work in pairs. Role play the scenario.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 13

UNIT 5: Inside the Brain

EXPLORE THE THEME

1. What can you see from the picture?

Activities Rank Reasons

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 14

Statements Your opinion

1. An adult brain weighs about 3 pounds.

Task 2: Complete Exercise A (p.84).

Task 3: Match the words with the appropriate definitions.

1. complex a. the rates at which things move

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 15

9. function i. involving a lot of different but related parts

Task 2: Complete the table below.

Noun Adjective Verb

structure _________________ _________________

_________________ _________________ generate

_________________ _________________ control

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 16

Task 3: Complete Exercises B-C (p.84-85).

Task 2: Work in pairs. Discuss the following questions.

4. What do you wish your brain were better at?

Task 3: Work in small groups.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 17

1. surface (v) A. prohibited by law or by official or accepted rules

2. illegal (adj) B. any basic substance which is used in or produced by a reaction

3. hunter (n) C. to have an influence on someone or something, or to cause them

structure _ _

_ _ generate

_ _ control

a. _______ b. _ c. _ d. _______

e. _______ f. _ g. _ h. _______