Your Memory At Work
Chapter 14
Pre-Reading!
We are going to do 2 memory
tests.
You will see a picture for 30 seconds. Try to remember
as many objects from the picture as you can.
Write the objects you remember.
• CHECK YOUR ANSWERS
You will see a group of letters for 5 seconds. After the
letters disappear, write the letters you remember on
your worksheet.
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UM
TZLD
KXCEJO
AVCYISEH
LBFQRPMAUX
ZQECTBUMONRV
• Check your
answers!
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UM
TZLD
KXCEJO
AVCYISEH
LBFQRPMAUX
ZQECTBUMONRV
You have 3 minutes to read the story. Remember, you do not need to
worry about words you don’t know. Just try to understand the topic and
main ideas.
FAST READING
What is the topic of the reading?
A. We store very little
information in our
long-term memory.
B. What type of
information gets
stored in our longterm memory.
D
C. How to improve your
memory.
D. How our short- and
long- term memories
work.
Work with a partner to match the
main ideas to the paragraphs.
1
2
3
4
5
6
7
8
A.
How the brain deals with
new information
B. Types of memory
C. Weak connections among
brain cells
D. Building strong connections
among brain cells
E. What short-term memory
does
F. “tip of the tongue”
experiences
G. Getting information from
short-term to long-term
memory
4 TEAMS
• Choose 1 writer.
• You will see a number.
• With your team, write 1 sentence about that
paragraph topic. You should use the
information from the reading, but your own
words.
• The fastest team with a correct sentence gets
a point.
• Winners get chocolate!
Write a sentence about paragraph
topic…
3
5
2
1
4
7
6
New Vocabulary
Term
• noun
• a period or amount of
time
• Collocations: short-,
long-, often used to talk
about school
• I am not planning to work
here for a long time. This
is only a short-term job.
• This is my last term of
prep-school!
Emotions
• noun
• feelings like sad, happy,
angry, etc.
• I know you are sad, but
don’t let your emotions
affect your studies.
That is…
• transitional phrase
• use to give an
explanation (same
meaning as in other
words)
• Collocations: …to say
• Dance is a very
aesthetically pleasing
activity. That is, it looks
nice.
Upset
• adjective
• emotional, usually sad
or angry
• He was very upset
when his girlfriend
dumped him.
• The students were
upset that the midterm
was difficult.
Concern
• verb
• relate to, have to do
with, deal with, interest
• Collocations:
concerned with,
followed by a noun or
noun phrase
• If your question doesn’t
concern class, you
shouldn’t ask it.
Connections
• noun
• links or relationships
• Collocations: …to,
…with, …among
• I made connections
with many new friends
at university.
Region
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•
•
•
noun
area or part
Collocations: …of
Antepians are from a
region of Turkey famous
for pistachios and
baklava.
Closet
• noun
• a very small room used
to keep things you are
not using
• My closet is completely
full of clothes and
shoes!
Anymore
• adverb
• no longer, used to talk
about something that
has stopped happening
• Collocations: comes at
the end of a sentence
• I don’t eat pizza
anymore. I’m on a diet.
Weak
• adjective
• the opposite of strong
• My coffee is too weak;
it has no flavor!
• She became weak when
she stopped going to
the gym.
Review
• verb
• to look at again, to
study
• I should review my
lessons before I teach
them.
• You should review your
notes after class.
Notes
• noun
• things you write down
so that you can
remember them later
• The student lost his
notes, so he did not do
well on his exam.
Lecture
• noun
• when a teacher talks for
the entire class
• That teacher’s lectures
are boring!
Unfortunately
• adverb
• use to talk about
something that is bad
or unlucky
• Unfortunately, I spilled
my coffee this morning.
• Unfortunately, I am
going to keep you 10
minutes late today.
Applies
• verb
• relates to, concerns, to be
about
• Collocations: …to
• English is a skill that
applies to many careers.
• My suggestion that you
take notes in class applies
to all of your lessons, not
only this one.
Now, find specific information and try to understand the reading better!
CLOSE READING
Complete the Summary
The two basic types of memory are
_________ and __________. Information stays
in the short-term memory for __________.
Then, if it is not important, the information
_________. When information is important to
remember, it has to enter __________. That is
where new ___________ are formed among
brain cells. You make them stronger each time
you ___________ the information.
Fast Reading Tic-Tac-Toe
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Draw a tic-tac-toe board on the board
2 teams…1 X and 1 O
Team X will choose a space on the board.
The teacher will read the question for the chosen
space.
BOTH TEAMS will race to give the correct answer.
The faster team gets their mark on that space.
Team O will choose a space on the board.
Repeat!