Writing:

Information Sheets

Information sheets arewritten in both formalandinformalsituations, depending on the targetreader. Likearticles, theyoften have: mainheadingbut theyareusually dividedinto sections with subheadings, in the same wayasreportsandproposals.

More formal tasks should focus onproviding factual information, butyoumay need to use tactfulordiplomatic language. e.g.W""'
an information sheet announcing some major changes thatare being planned forthecoming year inyourcompany. You should reassure thepublic tn:J

. -

.... '" -

:'

-.

...

theywillbeinconvenienced aslittleaspossible. Forless formaltasks,aswellasproviding information,morelight-hearted or persuasive language maybeneeded. e.g. You have helre.. toorganise a sporting orcultural event inyourarea. Write aninformation sheet which willencourage young people toattend. Information sheets shouldinclude: a title whichattractsthe attentionof the reader andstates the content an introductionwhichmakes the reader want to continue

.", -

a mainbodydividedinto headed sections, focusing on the relevant informationin the rubric a briefconcl~sion wheremainpointsaresummarised
Layout isimportant - useclearheadings andmake sure yourwritingiswellspaced outon thepage. Bulletpoints canbeusee separate yourpoints.

. .~ =

:) LanguageFeatures
1
Lookat the list of features and tick the ones you would use in an information sheet to inform account holders about the servicesoffered by a bank. -

. . . . . . . . . .
I
I

. . .

descriptive language

-_... -

financial terms short sentences persuasive language

imperatives

very formal language rhetorical questions longsentences colloquial language hyperbole longparagraphs light-hearted headings
idiomaticexpressions

@:f.YJmQ,C!) Iifii)CS1[P @3 @)~

0 @)@)@)

:)
2

Understanding the Rubric (1)

Read the rubric below and discuss the questions which follow.
Some foreignlecturers aredueto visityouruniversity for a series of seminars but knowverylittle aboutthe area. YouarePresident of the Students'Unionandhavebeen askedto write an informationsheetto be sent to the visitorsin advance of their arrival.You shouldinclude detailsaboutthe university, the area,andthe activities that areavailable to themduringtheirstay. Writeyourinformationsheetin 220-280words. 1 2 3 4 5 Whoarethe targetreaders? Howformaldoesyourwriting needto be"'" Howmanysections wouldyouwrite? Whichof the language featuresin Ex.1wouldYOu ..5" Whatkindof informationdo youthink yourtargec== would like to be given?Shouldyou includedetas _ .the seminars? Why(not)? 6 Whichtype of writing (discursive, narrative or de5C'" will youusemost?
~

.iI ]

180

~ Analysingan InformationSheet(1)
:;
Read the model and choose the most appropriate headings from those given, giving reasons for your choices. Then answer the questions that follow.

a.

Lookat the underlinedwordsand phrasesinthe modeJ. Match them with their synonyms below.

will be just what you're looking for

a stone's throwaway from

managed to hold on to lots in really good condition

set up

older universities roomy

is admired and wanted by while you're here

you can do

-\bout Your Visit/Kingsley: Where It's Ail Happening!!!

-~e io\)owing inionna\ion "'Thou\1.\ Th~\p 'jou ~~\ \Th~ \\\0':.\ 0\\\ o~

breathtaking

.J forthcoming visit to our university. We have included ...;.illsabout the university and the region, as well as some of e things that you will be able to see and do during your stay.
_

b. Read through the model again, replacing the

words in the text with their synonyms (you will need to make some changes to the sentence structure). What is the main result of making these changes?

-\Range of Subjects to Studyrrhe University -:.e University of Kingsley was founded in 1980 and the ~;Jities are among the best in the country: comfortable and ~ious halls of residence, well-equipped sports halls and an :..':tensivelibrary that is the envy of many of the more ~blished institutions. It boasts a wide variety of conventional ~ee coursesaswell assomeof the more progressive subjects _ Golf Course Management. JIltCity and Surrounding Area/A Nice Place to Visit ~. is close to some of the most spectacular scenery in the ::' and has many historical attractions nearby, including a ~rved Norman castle. The city itself is a lively ~rcial centre which has retained a great deal of its charm.
0':!'Our hair down!/Events
':..

~
5

Idiomatic Language
Idiomsareoften usedwhen you arewriting in less
formal situations. However, you must always be sure that the idiom is being used accurately. Eachof the sentences below contains an idiom which has not been used correctly. Make the appropriate changes, as in the example.

~:

and Activities

are a great many events and activities on offer. There are ~atres and two art galleries in the city, and the Cultural :;e regularly organises exhibitions and special events. ~y your Stay/See you Soon! ~pe your visit will live up to your expectations. The asity staff and the Students' Union will certainly do
_.~.rer we can to make your stay a pleasant one.

2 3

Does the information sheet answer all the points in the rubric? Isit well-structured?
2

The University is just a rock's throw from some spectacular countryside. (astonesthrow)

How would you describe the register of this model (e.g. formallinformal; seriousllight-hearted;respectful/familiar)? ~ Circle the descriptive adjectives. Canyou suggestalternatives? 5 Can you think of headings of your own to replace those given? 5 Can you find examplesof any of the language features in Ex.1? Whyhavesome of these features not been included?

3
4 S

Maryput herbrainand soulinto writing her final dissertation. Without a good degree, it's difficultto getyour toein the
door of some professions.

When students leavehome to go to University, they have to relyon theirowntwo feet. The University will put out all thestopsto make yourstay a

happyone.

6 .AsFreddywas so knowledgeable,all his fellowstudents wantedto pickhismindbeforethe mid-termexams. 7

Before writing,youshouldalwaysmakea planof your offad. essayasa matter

8- Losingall hissavingson the stock market hastaught Nick a subject - hewon't putallhischickens inonebasket again.

181

:) Beginnings andEndings
I' 6
Imaginethat you areUniversityWelfareOfficerand havebeen asked to write an informationsheetto
be givento newly-arrived first yearstudentsto help them adaptto universitylife. a. Readthe two introductoryparagraphs and say which one isthe mostsuitable,giving reasons.

:) Headings andSubheadings
As in reports and proposals, the section heading ShOL,: give a clear indication of the content of the section tra: follows. In information sheets, there is often a genera heading as well (similar to the title of an article). Headings and subheadings are usually very short. For formal tasks, they describe the section in a few worlE e.g. Gym Classes,Activities in the Town. For informal tasks, they can be more light-hearted and ofter

:1 .. ..

Leaving the comforts of home is not easy but there are so many things you can do to make your stay here happy.- You'll become more independent and learn to look after yourself. And once you join a few societies you'll soon make friends from all walks of life. You're

make use of puns, cliches, idioms and short questions, e.g.WOt" That Body!, LookingforAction? It is advisable not to use idioms if you are not absolutely Sl..~ of their meaning (or meanings!). If in doubt, keep y~
headings as simple as possible.

bound to feel a bit homesickat times - everyone does

but if it gets too bad, there's always someone to talk to.

---

------

..-- -- ..- - -..

B Leavingthe comforts of home is not easy but there are so

many things you can do to make your stay here happy. You will attain your independence from your family and learn self-sufficiency.Ifyou register as a member of one of the various university societies, you'll rapidly extend your circle of friends, encompassing people from all social classes. Should you feel nostalgic for home or experience depression, specially trained counsellors are employed to deal with these situations.

Lookat an informationsheetabout your school's DramaSociety. Saywhich four subheadings you would considerusing,giving reasons for your choices. Thensuggestyour own alternative headingsfor usein this informationsheet.

. .
:

You are a member of your school's Drama Society,

Now!'. You have been asked to write an information 'fJ"'c

describing the activities of the society. Theinformer

sheet will be distributed to students throughout
school in order to attract more members.

I I I I I

I I

- - -

-- --!!III ___ --

b.Now look at the two paragraphsbelowand

decidewhichwould makethe better conclusion for the informationsheet.
A In conclusion, how successful and pleasant your life at universityis will depend on you and the efforts you are prepared to make. It is important for you to strikea healthy balancebetween the responsibilities of youracademicstudies and the need for recreational activiti~s.Exploitingthe
opportunities at your disposal is a key step towards a fulfilling and fruitful education.

~I "
B Just remember that university,like life, is what you make it. Of course studying is important, but there's much more to it than just books and lectures. Take advantage of what's on

:1

offer and you'll soon learn to adapt to your new

surroundings. And don't forget that the Welfare Department is here to help you with any difficulties you might have.

c. What couldyou includein the mainbody?Can

182

you suggestsectionheadings?

Understanding the Rubric (2)

Readthe rubric and answer the

U\(\\dn'?, (\t g(\methin'?, New~

Wantto havesomefun after a day'slessons?Then 1) comeandjoin someof the manynewclubsthat willbe up and runningthisterm? WhoCan Join? Anyonecan cometo the clubs.That is,2) youhavea permission form

questions that follow.

You are a member of a committee

signed by your parents. The only exception is if you get a detention for 3) ....................... reason - you can't use membership of a club to escape punishment!

: . : . .
.
.,A.""t1I1,

that has been working on establishing a range of

extracurricularactivitiesfor school children.Recently,the head of the committee sent you the following

Times All the clubs start at 4 pm and finish at 6 pm sharp. So don't worry, you'll be home in plenty of time to do your homework! Something for Everyone Whatever you're into, there's a club for you. If it's sport you're after, you can do everything 4) football to archery, diving to badminton. Looking for something a bit more creative? S) h'2i'4\\\'5 1.'5'U?\ ~h'U\'U~I~~h':l QI drama? Or you could brush up on your cooking skills in the Pudding Club. Every week you make delicious new dishes - and then you get to eat them! How many clubs you joi~) no reason wmou Why Bother? "What's the point?" you might ask. "I'd rather hang around with my mates". Well, you'll be doing just that but you'll get to try interesting activities as well. So 7) coming along and checking us out? 8) to lose? how much time you have to spare. But there's really can't go to a different club every night of the week.

memo.

MEMO
Thanks again for all the hard work - setting up these activities. There's ust one more thing that needs to be "OI1eand I think youre just the person

the job! We needthe text for an information ~ to be handedout to the kids.I'm /'inkingof around220 to 260 words - total. We need to tell them whats 0" offer but, most of all, we need to ?'rase it in such a way that it looks lKefurl We'vereally got to persuade
'Chemthat its goingto be enjoyable

; or

--

--1 Arethe headings suitable? In pairs,givealternative headings of yourown. 2 Does the writer usethe correctregister? 3 Doyouthink eachsectionisan appropriate length? 4 Isthereanyinformation whichyouthink couldhavebeenadded? 5 How doesthe writer attract the attentionof the reader? In pairs,suggestanother beginning andending. 6 Findexamples in the text of idiomatic or colloquial language.

'lot just morelessons! 11anks, Sandra

- --Write the text for the informationsheet.

1 What isthe reason for writing? 2 Who are the target readers? 3 What kind of language should
you use? Why?

4 5

What kind of activitieswould be suitablefor this informationsheet? How would you describe them in such a way that they appeal to children?

~
9

Analysingan Information Sheet(2)

Readthe model and fillin the gaps with the words and phrases given. Then answer the questions that follow. what haveyou got from whatever depends on how about what's wrong with why not as longas
183

Writing: Information Sheets

~
10

Formal andInformal Language

a. Matchthe informalwords/phrases with their formal equivalents.
Informal it's a goodideato be into plentyof beafter brushup on up andrunning Formal

c. In pairs,rewrite the lasttwo sectionsof the modelin Ex.9 in a style moresuitablefor parents.Youcanusethe promptsbelowto help you, aswell asyour own ideas.
Activitieson Offer to suit (sb's) interests/(to be) of interesttolto "a-"
Zt

operating be interested in enough.../sufficient be lookingfor we recommend improve/refresh

interest in/tobekeen on/enthusiastic about/to !a ::

in/to participate in/engage in

Benefits improve/develop skills broaden one'sknowledge/horizons

b. Now usethe phrases abovein formal and

informalsentences of your own. Remember to keepthe registerof eachsentence the same throughout.
Formal: We recommend thatalltutorials beattended.

.","

DiscusS, '\WJJJ B

12 Read therubrics belowand,for each one,diS(t.'S.'!;

thequestions that follow.
A You are theprincipal ofthelocal college inYou' ':J Every yearyourstudents havethe opportur-it travel abroad asa school group. Youmust W"':: information sheetforstudents giving details ::; holidays on offer.It should contain a descrip thetypes ofholidays, theactivities available anc thestudents willbenefit fromthese trips. You also include any other information youthinkmigrelevant.

Informal: It'sa goodideato go to all classes.

11

a. Themodelin Ex.9 waswritten to appealto schoolstudentsand isinformal.Theextract below hasbeenwritten in a moreformal style, suitablefor an informationsheetfor parents.Fill in the gapswith the expressions given.

. . .

beallowed underno circumstances on conditionthat a varietyof drawyourattentionto

be permitted

no later than

in question

Writeyourinformation sheet in220-260 woras B Youaretheactivities coordinator for a new5:1. ;

After-School Activities Starting in the autumn term, the school will be offering 1) extracurricularactivities in the form of
organised societies and clubs. Membership Your son/daughter 2) to enrol in the clubs 3) you have signed a permission form, which will be sent to you in the coming week. We would like to

. . . . . must make an information sheet informi";

activityfacilityin yourarea.As a grandope-' event,you are planning a free day of 'a activities for the members of the communitj

public of the upcomingevent. It shouldnc activitieson offer for all ages, how the rcr_ eventswill benefitpeople,andanyother impcr_ informationthat youthink mightbe relevant. Writeyourinformationsheetin 220-260 words, Who isthe target reader? What isthe reason for writing? Howformaldoesyourwriting needto be? Howmanysections wouldyou include? What heac-., wouldbeappropriate? 5 Whatinformationwouldyouincludein eachsectio6 Whichlanguage features wouldyouuse? 7 Whatextrainformationwouldyouchoose to include1 2 3 4

."
I

4) the factthat, 5) whohavebeenpunishedwitha detention6)

attend any of these activities on the day 7)

willstudents to

.
6 pm.

Times All activities beginat 4 pm and end 8)

b. Apart from the changein register,there are

other changes which havebeenmadeto the content. In pairs,find examples andsaywhy this hasbeendone.

13

Portfolio: Using the information you have learned this unit, write one of the tasks you discussed above.

184

vocabulary & Grammar

a. Choose the most suitable word to complete each sentence.
Recent medical research into the newvirushas............. fatal. fearsthat it isusually A propelled B killed ( dispelled D disappeared

15 Fionais not verybright and hasto work hardto .......... up with the restof the class. D hold A stay B bear ( keep (J5 marks)

b. Complete each of the sentences with a word or short phraseusing the most appropriate form of inversion, modals or relative clauses.
1 My bossandhiswife, for the company, areoff to Paris on a business trip. 2 Hereally the money, no matterhowdesperate hewas! 3 Little whattheywereabout to face. 4 Helen, Johnwasmarried, had no choice but to followherhusband to Brussels whenhe wasgivenpromotion. firm that they needed
(5 marks)

2 I'd seen the ~hampion ontelevision but nevermethimin the before. A person B flesh ( face D reality 3 Whenlearninga foreignlanguage, keeping well-ordered . vocabulary notesis A paramount ( highest B uppermost D substantial 4 Jenny wascompletely bedistracted. A submerged B sunk 5 Shestarted A blinking B yawning in herworkandcouldnot C drowned D immersed , soI knewshewasbored. ( w'neezing D swallowing

5 Such
to takeon morestaff.

Useof English 2
Think of the word which best fits each gap. Use only

6 Thedoctor instructed himto keephisarm in a............. for two weeks. A plaster 7 It'savery A rigorous B nagging B sling ( sleeve D shade disease sowe mayallcatchit. ( contagious D spreading

one word in eachgap.

Ifyou haveneverpractised yoga0) before and happento visita yogaclass, youwould beexcused for thinkingthat it 1) .................. involvesa seriesof stretchingexercises. On further examination, however, youwill quicklynoticethat stretching is,in 2) , onlyonesmallpartof the 3) process. These days, whenwe hearthat someone isoff to theiryogaclass, we neverquite know4) the focusisgoingto be 5) meditation, breathing techniquesor actual physicalexercise. It might seem rather confusingto some.The 6) difference,however,is 7) the
aspects of focusandawareness. Basically, yoga involvesphysicalexercise that strengthens and cleanses the body.It 8) assists in developing mental focus,helpingto clearthe mind of stress. Themainaim of yoga, 9) , is to develop a greater awareness of 10) physicaland psychological aspectsof the humanbody. 11) someone first startspractising yoga,they automaticallybecomeabsorbedin the quality9f the stretching, 12) at a later stage they tend to become increasingly awareof other beneficial qualitiesinvolvedin the act 13) stretching. Theybeginto sense influences on movement as14) asimprovements in both physical and 15).......................... menta~ states.Thisisthe stateof mindfulness

8 Thepiercing scream scared the out of me. A life B breath ( mind D nerve 9 Thedeadline isthisFriday, but the circumstances, I'll accept youressay nextMonday. A on B over ( under D for 10 Thatearinfectionwon't clear needantibiotics. A up B away ( off on its own;you'll D out is

11 Many educationalists feel that continuous fairerthanformalexaminations. A judgment B assignment ( cramming D assessment

12 Onlythe verywealthycanaffordthe tuition at thiscollege. A funds B fees ( fares D prices

~

13 Jerrypassed the examination with colours. A flying B soaring ( flowing D striking 14 Thenewsspread fastby A way B means of mouth. ( course D word

of yoga. comes fromthe practice

(15marks)

Reading

For questions 1-7, choose the answer (A, B, C or D) which you think fits best according to the text.

Learnlno to LIVE---

Where brainpower is concerned, the old edict of 'use it, or lose it' holds true from the start. Babieswho receive love and encouragement from their parents develop the neural connections they need to get on in life. But what happens to those who fail to get this support? Do they grow up to be less bright than their nurtured peers? It would be comforting to believe that deprived children escape long-term damage by being too young to speak, or know any different, but the evidence suggests otherwise. At a recent meeting of the RoyalSociety of Medicine, medics were shown slides taken with a powerful scanner comparing the brains of 'normal' three-year-olds with those who had been raised in deprivation or in orphanages. The work was done by Dr Bruce Perryof the Child Trauma Academy in Houston, Texas. The scans showed that the frontal-temporal areas of the brain, those responsible for personality and enabling a person to display and regulate emotions, showed little activity. Foryears, scientists have known that animals reared in enriched environments have larger and more complex brains than animals that grow up in deprivation, so experts like Perryanticipated that the same would hold true for humans. However, it is only now, thanks to powerful scanners that allow this theory to be put to the test, that the damage is clearly visible. Perry explains the reason for the abnormality is that the brain develops in a 'use-dependent' way, growing, organising and working according to experience. With the right stimulation, the brain makes the connections it needs. Without it, synapses, junctions between the neurons used to transport the brain's messages, literallydissolve. 'Adverse experiences play a vital role in organising the neural system in the developing brain,' says Perry; in other words, ill-treatmentin infancy leadsto faulty wiring in the brain. Significantly,the rate at which new synapses form is greatest in the first eight months of fife. Fortunately, different parts of the brain develop at different rates, so the damage may be confined to the parts that were activelyorganising at the time of stress or neglect.

Perry describes these times as 'winda. s opportunity' that exist for different brain functions connectionsbetween neurons are not developedc critical period, they may not develop at all. S)~3 associated with visionare most active when a child s to eight months old. A baby born with cataracts, re~~ at the age of two, will remain blind, as the wino:: opportunity has passed. The frontal cortex; the part that deals with perscand emotions, organises itself at around eight rT'CWith correct nurturing, the child learns to r~... emotions and becomes empathetic, recognisirg other people are also thinking and feeling beings : because complex functions such as abstract thoug....wired in the brain later in childhood, between the ag:: 11 and 13, emotionally deprived children still :.:: normally on IQ tests. 'Children who do no~ consistently attentive, lovingcare inthe first yearma receive appropriate cognitivestimulationas they '; A/though these children have profound attac"'~-'" problems,they are often verybright,'says Perry. Interaction between the child and its carersis I/I~ teach the brain to functionnormally.Byplayingwitr- '" talking to her child, the mother distracts the infant r. a bombardment of competing noises. -. communication tr;pinsa section of the brain to reg",2: emotions so the child is able to function day-t~: without being a hostageto impulses and feelings. Just as the sections of the brain associated

'normal'emotionalregulationare under-stimulated ir deprivedchild, the areas linked to stress are often c -::stimulated.'The resultis a childwho is hypersensitr E stresswhoseflightor fightmechanismis constantlyac: This low-levelbut constant state of fear can leac increased muscletone, profound sleepdisturbances a abnormalities in cardiovascularregulation,'warnsPer,: Yet,despite the damagecausedby stressand tral..in childhood,Perry,likemost clinicians,is optimistic ~3 intervention can help, as the cortex, the grey ma~-=

responsible for highlevelbrainfunction,is malleable a~

capable of changing. He is supported in this belief :; child psychiatrist Dr Dora Black, founder of the Trauma: Stress Clinic in London, who works with severe

traumatisedchildren.Sheclaimsneurologi~1evidence_ available that shows that, although trauma can affect t~speech area in the brain, this function can return if -~
child receives help early enough. 'Unfortunately' aaPerry, 'what we do not know is how much depr~needed to prevent the recovery of normal express: various.emotional, cognitive or social skills.'

According

to the report, recent evidence suggests

that A babiesdo not respondto verbalcommunication. B babies who are orphaned will grow up to be lessbright than those with parents. C babies' brains are not fullydeveloped at birth. D babies deprived of love and care do not sufferany long term emotional damage.

Listening

Youwill hear a professorgivinga lectureabout improving memory. For questions 1-8, complete the sentences.

Dr Sullivan claims to be able to remember

names.
Good memoryreducesthe need to referto a

2 Scientists were only recently able to prove the effects of. emotional deprivation on children's brainswith the aid of A researchconducted on animals. B funding from the USgovernment. C recentlydevelopedtechnology. D the RoyalSocietyof Medicine. 3 The part of the brain that deals with vision A might never function properlyif not activated before the age of eight months. B cannot be stimulatedin a child born with cataracts. C relies on the number of synapses already developed. D depends on which other parts of the brain are alreadyactive. 4 Why can emotionally deprived children still score highlyon IQtests? A Becauseintelligenceis genetic. B Becausethe part of the brain that deals with intelligencedevelopslater in childhood. C Because they are more friendlythan 'normal' children. D Becausethey are less emotional than 'normal' children. 5 Why is it important to interact with very young children? A Toform a bond between the mother and child. B Toteach the childto be competitive. C Toteach the brain how to shut out unnecessary information.
D To prevent the child from becoming over-sensitive.

EJ

or computer.

Good memory can help you to increase your @] skills. Improving your memory will enable you to make informed

EJ

moreeasily.

Scientists have proved that improved memory can prevent the

onset of @J

An improvedmemorymayeven @]

lour

lives.
Dr Sullivan tells us that the brain is the most amazing and

~
.

I humanorgan.

The long-term memory @J

long periodsof time.

I for extremely

(8 marks)

Speaking

Cftude~

a. Look at the photographs below. Compare two of them, and saywhat skills and abilities you think these roles require and why.

6 Emotionally deprivedchildren A are physically veryfit. B livein a'state of constant anxiety. C are prone to heart attacks. D often run awayfrom home. 7 The effects of childhoodtrauma on speech A are not proven. B depend on the child in question. C are not fullyunderstood. D can be reversed.
(21 marks)

~
What skillsand abilitiesdo you think these rolesrequire? Why do you think these skills and abilities are required?

~udent]::.
b. Which role do you think must be the most rewarding? Briefly explain why.

Reading

For questions 1-7, choose the answer (A, B,C or D)which you think fits best according to the text.

....

Learning to LIVE

Perry describes these times as 'wir 0.:opportunity' that exist for different brain funct:c--~ connections between neurons are not develope: critical period, they may not develop at all. : associated with visionare most active when a & : to eight months old. A baby born with cataracts, ?" at the age of two, will remain blind, as the v..~.:. opportunity has passed. The frontal cortex, the part that deals with peT

Where brainpower is concerned, the old edict of 'use it, or lose it' holds true from the start. Babieswho receive love and encouragement from their parents develop the neural connections they need to get on in life. But what happens to those who fail to get this support? Do they grow up to be less bright than their nurtured peers? It would be comforting to believe that deprived children escape long-term damage by being too young to speak, or know any different, but the evidence suggests otherwise. At a recent meeting of the RoyalSociety of Medicine, medics were shown slides taken with a powerful scanner comparing the brains of 'normal' three-year-olds with those who had been raised in deprivation or in orphanages. The work was done by Dr Bruce Perryof the Child Trauma Academy in Houston, Texas. The scans showed that the frontal-temporal areas of the brain, those responsible for personality and enabling a person to displayand regulate emotions, showed little activity. Foryears, scientists have known that animals reared in enriched environments have larger and more complex brains than animals that grow up in deprivation, so experts like Perry anticipated that the same would hold true for humans. However, it is only now, thanks to powerful scanners that allow this theory to be put to the test, that the damage is clearlyvisible. Perry explains the reason for the abnormality is that the brain develops in a 'use-dependent' way, growing, organising and working according to experience. With the right stimulation, the brain makes the connections it needs. Without it, synapses, junctions between the neurons used to transport the brain's messages, literallydissolve. 'Adverse experiences play a vital role in organising the neural system in the developing brain,' says Perry; in other words, ill-treatment in infancy leads to faulty wiring in the brain. Significantly,the rate at which new synapses form is greatest in the first eight months of life. Fortunately, different parts of the brain develop at different rates, so the damage may be confined to the parts that were activelyorganising at the time of stress or neglect.

and emotions,organisesitselfat around eight

With correct nurturing, the child learns to "2!~ emotions and becomes empathetic, recognisl"; other people are also thinking and feeling beln; because complex functions such as abstract tho...;: wired in the brain later in childhood, between tt>e3._ 11 and 13, emotionally deprived children St normally on IQ tests. 'Children who do ~:consistently attentive, lovingcare in the first year ~_ receive appropriate cognitive stimulation as thE!' -: Although these children have profound atta~ problems, they are often very bright,' says Perry. Interaction between the child and its carers is teach the brain to function normally.Byplaying v talking to her child, the mother distracts the infana bombardment of competing noises. communicatiol'l trains a section of the brain to reg emotions so the child is able to function da,--: without being a hostage to impulses and feelings. Just as the sections of the brain associatec
'normal' emotional regulation are under-stimulatec

deprived child, the areas linked to stress are ofter stimulated. 'The result is a child who is hypersens:, stress whose flight or fight mechanism is constant~ a::This low-level but constant state of fear can e.a increased muscle tone, profound sleep disturbances abnormalities in cardiovascularregulation,' warns PeYet, despite the damage caused by stress and tra in childhood, Perry,like most clinicians,is optimist:c intervention can help, as the cortex, the grey ~.= responsible for high level brain function, is malleab E capable of changing. He is supported in this bel =: child psychiatrist Dr Dora Black,founder of the Tra",Stress Clinic in London, who works with se:: traumatised children. She claims neurolegical evider>: available that shows that, although trauma can affec speech area in the brain, this function can return child receives help early enough. 'Unfortunately', acPerry,'what we do not know is how much deprivat:: ne~ded to prevent the recovery of normal express;c.various emotional, cognitive or social skills.'
=

,:,

According to the report. recent evidencesuggests that A babiesdo not respondto verbalcommunication. B babies who are orphaned will grow up to be lessbright than those with parents. C babies' brains are not fully developedat birth.

Listening

'fou W}\\ \)~dTd ?m~~sso~g\'l\t\g a \ectute about improvingmemory.Forquestions1-8,completethe sentences.

D babies deprived of loveandcaredo not suffer_

any long term emotional damage.
..."

Dr Sullivan claims to be ableto remember names.

{II

2 Scientists were only recently able to prove the effects of -emotional deprivation on children's brainswith the aid of A researchconducted on animals.
,...

Goodmemoryreduces the needto referto a

~
skills.

Ior computer.

...

B funding from the USgovernment. C recentlydevelopedtechnology. D the RoyalSocietyof Medicine.

Goodmemory canhelpyouto increase your @]

:"

3 Thepartof the brainthat deals with vision A might neverfunctionproperlyif not activated beforethe ageof eightmonths. B cannot be stimulatedin a child born with
cataracts. C relies on the number of synapses already developed. D depends on which other parts of the brain are alreadyactive. 4 Why can emotionally deprived children still score highly on IQ tests? A Becauseintelligence is genetic. B Becausethe part of the brain that deals with intelligence developslater in childhood. C Becausethey are more friendly than 'normal' children. D Becausethey are lessemotional than 'normal' children. 5 Why is it important to interact with very young children? A To form a bond between the mother and child. B To teach the child to be competitive. C Toteach the brain how to shut out unnecessary information. D Topreventthe childfrom becomingover-sensitive. 6 Emotionallydeprived children A are physicallyvery fit. B live in a state of constant anxiety. C are prone to heart attacks. D often run away from home. 7 The effects of childhood trauma on speech A are not proven. B depend on the child in question. C are not fully understood. D can be reversed. .(21 marks)

Improving yourmemory will enable youto makeinformed

~
onsetof @]

Imoreeasily.
I.
lour

Scientists haveproved that improved memory canpreventthe

An improved memorymayeven@] lives. DrSullivan tellsusthat the brainisthe mostamazing and

~
longperiods of time.

Ihumanorgan.
I forextremely
(8 marks)

The long-term memory @]

Speaking

~ude~

a. Lookat the photographsbelow.Compare two of them,and saywhat skillsand abilitiesyou think theserolesrequireandwhy.

Whatskillsandabilities do youthink theserolesrequire? Whydo youthink theseskillsandabilitiesarerequired?

dentD
b. Which roledoyouthink mustbethe most
rewarding?Brieflyexplainwhy.

68l

punOJV'

do~S

o L liNn

Units 9-1 0

Before you start

...

. . . . . . . . .

What do you associate the term 'image' with? How is shopping today different to what it was in the past?

first impressions

listen,

read and talk about ...

image and looks

fashion and beauty clothes and models body language faked photographs famous painters

. . . . . . . . .

supermarketsand conveme-'

stores
businessand money
advertising

shopping habits
e-shopping

consumer issues

shopping

. -2a - -

Learn how to ...

. . . .

express surprise call the emergency services speculate and eliminate place an order

make a complaint

discussand evaluate make predictions

Phrasa 1 verbs

. . . .
. .

go
pick

call draw

Practise ...

. . .

reported speech articles and punctuation word formation

. . .

multiplechoicecloze gapped sentences keyword transformations

cloze

Write ...

competition entries allthe CAE writingtasks

190