INTELLIGENCE STUDENTS’ NOTES

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A. WARMER 1. How would you define intelligence? 2. How do we currently measure intelligence? 3. How do you think we should measure

intelligence? 4. Where do we get our intelligence from?

B. TEST YOUR INTELLIGENCE At the following website you will find intelligence tests: http://mensa-test.com/. Go to the first intelligence test (http://intelligence-test.net/part1/) and try and answer as many questions as you can. Do you think these questions give a true reflection of intelligence?

C. VOCABULARY Match the words on the left with the words on the right to form commonly used collocations or phrasal verbs. These collocations will be in the video that you are going to watch:

1. valiant a. a blank 2. broader b. pleasing 3. hit c. effort 4. aesthetically d. insane 5. pick e. spectrum 6. drive f. out 7. bomb g. apart

Match the word on the left with the definition on the right:

1. level playing field a. to become more exciting 2. prop b. to be at a loss, unable to find the solution 3. implement c. a fair competition where all parties have equal

advantage 4. to be stumped d. to experience ongoing success 5. hotting up e. an item used to assist during a theatre production 6. on a roll f. a tool or instrument

INTELLIGENCE STUDENTS’ NOTES

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D. INTRODUCTION TO LISTENING You are going to watch a video where experts in the following fields are given intelligence tests: musical prodigy, quantum physicist, artist, dramatist, RAF fighter pilot, chess grandmaster and Wall Street trader (IQ expert) Which of them do you think will be in the top 3? You will now do some of the tests that they had to do….

E. MORE INTELLIGENCE TESTS 1. Get the cork out of the bottle. 2. Build the tallest tower you can with Jenga. 3. Think of as many uses as you can for a sock. 4. With paper and pencil crayons, in 5 minutes, create a picture called ‘The Creative

Process’.

F. LISTENING While watching the segment, answer the following according to the opinion of the documentary: 1. How is intelligence currently measured? 2. How do the experts in the programme think intelligence should be measured? 3. Where do we get our intelligence from? 4. Vocabulary – get the students to look through the previous vocabulary collocations,

and note down in what context they are used in the listening. http://www.youtube.com/watch?v=4TUkhwV7IQc&feature=relmfu (2of6) - Battle of the Brains http://www.youtube.com/watch?v=rPH7JwhsfEo&feature=relmfu (3of6) - Battle of the Brains (If you have difficulty finding these video clips, do a search for ‘Battle of the Brains’ by the BBC and Horizons. The 2

nd and 3

rd parts are from the 9

th minute to the 27

th minute)

G. IDIOMS Choose the correct word to complete the idiom: to be on the ball/court think again/better of something it’s beyond/above me can’t make head or foot/tail of something put on your thinking head/cap not have a clue/brain collect one’s brains/thoughts come to your senses/head get someone’s idea/drift know the score/mind

INTELLIGENCE TEACHER’S NOTES

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A. WARMER Ask the students the following questions (they can discuss it in pairs or with the teacher): 1. How would you define intelligence? 2. How do we currently measure intelligence? 3. How do you think we should measure intelligence? 4. Where do we get our intelligence from?

B. TEST YOUR INTELLIGENCE At the following website you will find intelligence tests: http://mensa-test.com/. Go to the first intelligence test (http://intelligence-test.net/part1/) and get the students to try and complete the answers (f necessary, print them out). The students can complete it individually or in pairs. Ask them if they think these questions give a true reflection of intelligence.

C. VOCABULARY Get the students to match the collocations for the words that will appear in the listening. Answers: Part 1: 1c, 2e, 3a, 4b, 5g, 6d,7f Part 2: 1c,2e, 3f, 4b, 5a, 6d

D. INTRODUCTION TO LISTENING The students are going to watch part of a documentary produced by the BBC discussing intelligence (altogether about 18 minutes long). Introduce the programme: Seven people, who are all experts in the their field, where given various tests to try and discover who is the most intelligent. Look at their field of expertise and guess which of them you think will be in the top 3: musical prodigy, quantum physicist, artist, dramatist, RAF fighter pilot, chess grandmaster and a Wall Street trader (IQ expert) (the students will find out the answer when they watch the entire documentary for homework)

E. MORE INTELLIGENCE TESTS Get the students to do some of the same tests that appear in the documentary. 1. To measure PRACTICAL intelligence, the students need to :

i. Try and get the cork out of the bottle (Props that you will need are: clean, empty wine bottle with a cork inside, string, corkscrew, wire coat hanger, bicycle pump, handkerchief)

ii. Build the tallest tower you can from Jenga (Props that you will need: Jenga) 2. To measure CREATIVE intelligence, the students need to:

i. Think of as many uses as they can for a sock ii. With paper and pencil crayons, in 5 minutes, the students need to create a

picture called ‘The Creative Process’.

INTELLIGENCE TEACHER’S NOTES

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F. LISTENING The students are now going to watch the video (they are going to watch parts 2 and 3 only during the lesson, they can watch the rest for homework). While watching the segment, the students need to answer the following according to the opinion given in the documentary: 1. How is intelligence currently measured? 2. How do the experts in the programme think intelligence should be measured? 3. Where do we get our intelligence from? 4. Vocabulary – get the students to look through the previous vocabulary collocations,

and note down in what context they are used in the listening. http://www.youtube.com/watch?v=4TUkhwV7IQc&feature=relmfu (2of6) - Battle of the Brains http://www.youtube.com/watch?v=rPH7JwhsfEo&feature=relmfu (3of6) - Battle of the Brains (If you have difficulty finding these video clips, do a search for ‘Battle of the Brains’ by the BBC and Horizons. The 2

nd and 3

rd parts are from the 9

th minute to the 27

th minute)

After watching the video, get feedback from the students.

G. IDIOMS Get the students to decide which word is correct in the idioms. Answers: to be on the ball, think better of something, it’s beyond me, can’t make head or tail of something, put on your thinking cap, not have a clue, collect one’s thoughts, come to your senses, get someone’s drift, know the score

H. VOCABULARY REVISION Write the vocabulary with the collocations, and the idioms onto flashcards. Get the students to play Pictionary ie. a student has to choose a word or phrase, then draw it on the board so that the others have to guess what it is. After they have guessed, the student who originally picked the phrase has to give a sentence with it.