INTELLIGENCE

A. W ARMER
1. 2. 3. 4.

STUDENTS NOTES

How would you define intelligence? How do we currently measure intelligence? How do you think we should measure intelligence? Where do we get our intelligence from?

B.

T EST YOUR I NTELLIGENCE

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.

V OCABULARY
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. 2. 3. 4. 5. 6. 7.

valiant broader hit aesthetically pick drive bomb

a. b. c. d. e. f. g.

a blank pleasing effort insane spectrum out apart

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

1. 2. 3. 4. 5. 6.

level playing field prop implement to be stumped hotting up on a roll

a. to become more exciting b. to be at a loss, unable to find the solution c. a fair competition where all parties have equal advantage d. to experience ongoing success e. an item used to assist during a theatre production f. a tool or instrument

INTELLIGENCE
D.

STUDENTS NOTES

I NTRODUCTION TO L ISTENING
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.

M ORE I NTELLIGENCE T ESTS

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

F.

L ISTENING
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 nd rd th th the BBC and Horizons. The 2 and 3 parts are from the 9 minute to the 27 minute)

G.

I DIOMS
Choose the correct word to complete the idiom: to be on the ball/court think again/better of something its beyond/above me cant make head or foot/tail of something put on your thinking head/cap not have a clue/brain collect ones brains/thoughts come to your senses/head get someones idea/drift know the score/mind

INTELLIGENCE
A. W ARMER

TEACHERS NOTES

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.

T EST YOUR I NTELLIGENCE

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.

V OCABULARY
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.

I NTRODUCTION TO L ISTENING
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.

M ORE I NTELLIGENCE T ESTS

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
F. L ISTENING

TEACHERS NOTES

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 nd rd th th the BBC and Horizons. The 2 and 3 parts are from the 9 minute to the 27 minute) After watching the video, get feedback from the students.

G.

I DIOMS
Get the students to decide which word is correct in the idioms. Answers: to be on the ball, think better of something, its beyond me, cant make head or tail of something, put on your thinking cap, not have a clue, collect ones thoughts, come to your senses, get someones drift, know the score

H.

V OCABULARY 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.