A Live and LearnWhat is happening in this Deer eR cece ao We eee ee eho or what has taught you the Dee ee sera ee Rk cuie e Oo ee Re ea Ce de gree ct Eee ee ie experiences end How you foal about them cee eee aes een ea poresVocabulary accomplish to achieve sornething or succeed at doing something aptitude ability to learn a type of work or activity quickly and do it well common sense a persons natural ability to make good judgments and behave sensibly excel to be very good at doing something Instinct the natural tendency of a person ta behave or react a certain way intellectual someone who studies a lot and thinks about complicated ideas master someone who is extremely skilled at a particular activity outcome result or effect af an action or situation strategy planning the bes! way to gein advantage 0° achieve success street smarts the quick-thinking ability to handle difficult or dangerous situations, especially in big cities work out to find 4 solution to a problem (ees Rete is Look at the nouns in the word bank. Which ones describe an intelligence that you are born with? Which describe an intelligence that is learned? Discuss with a partner. re > Complete this profile of Garry Kasparov with the correct words. When you're done, tell 2 partner who he is and what makes him such an exceptional chess player. Peo Scientists, computer experts, and other (1} intellectuals / masters have often wondered: Who is smarter, man or machine? Garry Kasparov, a Russian chess (2) intellectual / master who has @ natural @) instinct / strategy for the game, attempted to answer that question. His (4) aptitude / outcome for chess, a game of (5) street smarts / strategy, was discovered at a young age. As a teenager he (©) excelled / worked out at the game, and by age twenty-two he hed become the youngest World Champion ever In chess, players have to (7) accomplish / work out solutions for each move they make; th plan several moves ahead using (8) outcomes / common sense and logic. Garry's outstanding ability to do this quickly helped hirm become one of the greatest chess players in history. lin 1996, Gary played ayainst a computer named Deep Blue, which was able to analyze fifty billion moves in thre minutes. No one could have passibly predicted the (9) outcome / strategy. To Garty (10) accomplished / worked out his goal of beating Deep Blue y have to everyone's surprise, With a partner, discuss the situations below. Would a computer or a person be better at them? Why? 1. giving directions to a tourist 3. picking out a gift for someone 5. writing 2 hit song 2. taking a timed math test 4, playing video games 6. designing a house Ask 5 “\_ Answer} Who do you think is smarter, man or machine? Why? 74 unit7Grammar A. Onaseparate piece of paper, combine these sentences with the words in parentheses to make noun clauses. 1. ls our class meeting today? I heve no idea. (whether) 3, Should | graduate early? Il consider it. (whether) 2. Is Mr. Jones teaching chemistry? |'m not sure. (iF) 4. Did they like the class? | don’t know. {if} Noun Clauses with Wh- Words and /f/Whether wh- clauses Combine a wh- question and a siatement. Change the question to statement word order She taught sixty students in ane dass. How does she da it? > J don’t knaw how she teaches sirty students in ane class. iffwhether clauses Combine a yes/no question and a statement Did he pass the exam? I wonder. > / wonder iffwhather he passed the exam (or not) ifand whether are often interchangeable, but they are not quite the same. Use if when the noun clause outlines one condition. Use whether (or not) when the noun Clause states al:emative possibilities, whether explicitly stated or implies. Let Anne know if Jack is coming. (Anne only needs to be contacted if Jack is coming.) Let Anne know whether Jack is coming. (Anne needs to be contacted whether he comes or not.) Take turns choosing a question from the list and trying to answer it, * IF you're not sure of the answer, use one of the exoressions in the box to answer with @ wh- clause or ifwhether clause. Ask your group members for their opinions. + IF you know the answer or have an opinion, try to give your answer with a noun clause beginning with that. certain forget haveno idea know remember see sure tell understand wonder Js college tuition expensive? 6. Do straight-A students have street smarts? Ave there good universities in your county? 7. What is a good way to masler English? How many students study abrosd every year? 8. Should high school graduates take time off? Does a good education guarantee a good job? 9. What's the most efficient way to study? What is the minimum TOEFL score you need? 10. Is it possible to learn a foreign language fluently as an adult? yay J don't knows if & good educsti i job or net. What do you think? fort know i 4 good! education guarantees 3 aood job or not, What de you think? ) | believe that a good education helps a iol, bul! dun't know whether it will guarantee you a good jab. Live and Learn 7576 Listening A mh Do Den 50 Read the information in the box. Then discuss the questions with a partner. Some students take a year-long beak from school (often right after high school graduation, but before entering college) to travel, study something, or work. Some students choose le spend this year in another country, * Why dlo you think some students iake 2 yeer off? ‘+ What are the advantages and disadvantages of taking a year off after high school? é i The Gherkin, a bulcing in Listen to a conversation between Ravi and Sophie. Choose the best lige tear ee answer(s) for each question, 1. Which places does Ravi want to go to? tendon 1D Uniguay 1 India 2. What has Ravi thought about? D the cast 1 thedates 1 his first destination 3. Where will he stay? 1 with his parents C1 inahotel © with relatives What can you infer about Ravi and Sophie? Listen again and mark each statement True or False and explain your answers to a partner. 1. Ravi's going to study medicine. A. He grew up in India 2. Ravi excelled in his studies. 5. Sophie has taken a year off before. 3. He's financially responsible. 6. Ravi has talked to his dad already. Read the Listening Strategy. Then listen and match each Listening Understanding t 7 expression with know to its meaning, according to the context Strategy Meaning of Know ei cogs ak masidnons agreement, to expres certainty or As far as! know =e 0 check for a 4 1 a 2 b. 3. You know what lim saying? ——_c. agree with you. talk at oe cohen 4. 4, 5. e of the conversation. Lknove kriow, Do you understand what | mean? not sure; | don't know, whe knows? Anything is possible. ents we low you never know. don’t have all the information, but cae cite e I think @ situation) 's true, a to i “Ask PRONUNCIATION in collocaticns such Answer | Ifyou could take a year off right now, as have 10, ought to, and going to, the to is =r, how would you spend the time? unstressed. The vowel sound gets reduced toa sound called schwa. Listen lor these collocations in the conversation. Then practice saying them with schwa. For more on reducing to schwva, see p. 146, unit7Connections A. Look at the list of skills and the occupations. 22 _ Discuss the questions below with a partner. academic intelligence / book smarts if artistic ta common sense interpersonal skills logical thinking street smarts visual aptitude physical strength / agility i, other: Tem panee CEO = interior designer journalist police officer 4. Match the skis with the occupations. Which skills would people in those jobs necd the mast? Why? 2. What challenges would a per 3. In. which skills do you tend to & 07 lacking these skills fa cel? Idon‘t kaw whether ar nota police officer needs book smarts, out he or she would definitely need to have street smarts. A police officer also needs. Get into a group of four people. Read the instructions to play the game below. go Do you have what it takes? is an expression meaning “Do you have the background or skills necessary to do something?” 1. Write each occupation in Exercise A on a slip of paper Esch person in the group should also write one more occupation. Shuffle and lay all of the papers face down on the desk. 2. One person begins by turning over a slip of paper. The player will have one minute to convince the others that he / she could co that job. The other players should ask the speaker follow-up question 3. When time is up, the other players should discuss and decide whether or not the speaker has wh jakes (o do the job. If the speaker convinced them, he / she gets one point. if the speaker's argument ‘was unconvincing, he / she gets no points. 4. Return the paper to the desk. It is then the next person's turn. Play until each person has hed a chance to talk about each occupation, The ‘winner 's the person with the most points. She says she has street smarts arid common sense, but I'm not sure if she'd really make a good police officer. She's not very responsibleVideo = narrow down to remove items from list so that only the most important ones remain nonsense silly or untrue objective neutral; based only on facts Discuss the questions with a partner. Be > 1. What are the top three universities in your country? Why are they considered the best? 2. Which criteria would you use to choose a University? Why? + costof tuition * location * overall reputation © student-to-teacher ratio reputations of deparimenis cictured and Camioricge are two of the rrost prestigious universes inthe word, but tere are istration betreen the two, Oxierd is conscered | stronge’ in sumanitia, while Cambridge hes & reputaton or excellence n the sciences. © othe, would go te the un whether it was ex B Read the information in the box below. Then watch segment 1. Does each person think university rankings [2 are useful or not useful? Mark the correct answer, and write the key words that helped you choose it. The rankings of the world’s best universities influence where students dacide to apply and enrall. However, some people question whether these rankings are useful or not. UNESCO, the United Nations Educational, Scientific and Cultural Organization, asked some students and administrators to give their opinions 1. Woman from Thailand useful / not useful key words: 2, Woman from Venezuela useful / not useful key words: 3. Man from Sweden useful / not useful key words: 4, Man from Cameroon useful / not useful key words: 5. Man trom the Netherlands useful /not useful key words: = C__ Read the question and then watch segment 2. How does each woman respond? Mark the correct answer. could an organization like UNESCO help students decide which university i best? 1. Woman from Trinidad and Tobago yes/no 2. Woman from Lebanon yes/no 4 D__ watch segment 2 again and take notes. Then 2 summarize for a partner what each woman said. a “Anwar BDSiStininenabunaieay a 7 rankings are helpful or not? 78 Unit 7Speaking With a partner, discuss the questions below. Bt > 1. Do you think academic success is necessary to be successful in life? 2. British Prime Minister Winston Churchill one of the most important ‘world leaders of the twentieth century, once said, “My education was only interrupted ay my schooling.” What do you think he meant by thet? B The list below names different sources of learning. Read the list and give an example of what you can learn or have learned from each. source Learning potential good teacher parent friends travel sports or other activity job You can learn the importance of being on zime from a job, books your idea: ———— C__ In pairs, share your thoughts on the list from Exercise B. | think ¢ good teacher is really important because he or she can inspite you and can give you confidence, For example, | always hated languages until | had English with Mr. Mergan two yeers ago ..Reading A. Read the quotations in the $8 box with the article, Then read items 1-4 below, which are paraphrases of the quotations, and match ‘them to their source. Which opinion(s) do you agree with? Why? What do you think these travelers may have learned from their travels? Tell a partner. |. Traveling teaches you to appreci Foie Pole Full Cre Route map of Michael Pan's journeys ate home, 1 2. You can leam something new from each plece you travel to. 3, Travel helps people from different backgrounds to know one anather. 4, Travel helps you gain a greeter appreciation for humanity a b, ‘ 4. St. Augustine Moorish provers in Yutang Mark Twain B Read the article about Michael Palin. On another piece of paper, list the trips he has completed and a brief description of each. Reread the article’s last paragraph and, in your own words, explain to a partner why Palin's 25 documentaries are so popular with viewers D_ Read the Reading Strategy. Which Reading [eeconemuenree 2 words does the writer substitute Strategy Wiitess will often uee synonyms for common words for the word trip in the article? Underline as many synonyms as you can find in the article. Then compare ideas with a partner. 80 Unit 7 inthe writing. For example, instead of repeating the The Sahara Desert ‘expression “the story of his life,” the writer may substitute the word stony with alternatives such as tele, record, diary, or account. Answer} What kind of life lessons can you learn by traveling, both in your own © county and abroad?Veena ia Everyone has to start somewhere. And for Michael Palin, travel writer and documentarian, his first big rip began in 1988 when he was asked by a British television chastnel to go around the world in eighty days, all expenses paid, and make six flty minute documentaries of his travels, A.well-known 1'V personality and a journalist had both turned down the offer, so the opportunity came ‘o Palin, Incredibly, Palin completed his voyage within the scheduled eighty days, describing the trip as an “eye-opening” delight, one filled with many adventures, including his fist visit to China, The documentary oF his, trip was wildly popular with viewing audiences, His first long journey had been satisfying, so when Palin was asked to go on another, he readily agreed. During his first trip, Palin had traveled around the world horizontally. Now the plan was for him to do it vesticalhy by going from the North Pole to the South Pole, For the “Pole to Pole” trek, Pulin began neue the Arctic Circle From there he traveled south through Eatope, across the Mediterranean, through Africa, ultimately reaching his final destination of Antarctica five months later. ‘Ihe journey was so challenging that, by the end of ft, he vowe: never to do another travel documentary again, But after seeing so many amaring people and places, he couldn't stop, His next expedition, called “Pull Circle” documented his trip around the countries surrounding the Pacific Ocean. Tt was the longest, mast ambitious, and most exhausting of all his travels. He ‘covered 50000 miles (80,000 km), traveled through seventeen countries, and filmed for ten months. In later outings he crossed the Sahara, enduring the blinding sandstorms and punishing heat that the desert is known Notable and Quotable _ “Travel is fatal to prejudice, bigatry, and narrow- mindedness.” Mark Twain “The world is a book and those who do not travel read only one page.” —St, Augustine “He who does not travel doas not know the value of men.” — Moorish proverb “No one realizes how beautiful itis to travel until he comes home and rests his head on his old, familiar pillow.” —Lin Yutang for. He also explored and filmed in the Himalayas, ‘experiencing the anxiety and physical demands af working at high altitude, In total, Palin has made seven major international trips that he has recorded both visually and in writing, However, he has also gone on smaller, more personal treks, such as “From Derry to Kerry” Travelling across Ireland, Palin went in search of his family’s own story, tracing his great-grandmother's roots, and learning about the journey his own family took from Ireland to the United States in the 1800s, Millions enjoy Palin films and books. What exactly {st that deaws people to his stories of restless wanderings? ‘One of the main things is Palins remarkable energy. Por ‘many of his journeys he is on the road for months at a time, traveling to each destination by car, train, or bus, very rarcly going anywhere by plane. The challenge is hard to believe but fun to watch, Second, because Palin spends such a long tine in each place, viewers ae able to gota more realistic, less stereotyped? view of what life in each location is really like. And finally, Palin isa master storyteller—peaple enjoy his work because each of his, accounts are so rich and complex. Viewers feel as though they are participating in the adventure with him. For his next trip, Michael Palin will be exploring Brazil ...and his, fans cant wail to learn all about it! * vow to make a oremse to onesa or anatne stereotype [ho gone daa net cna hee anout an ents group ‘of pe00k882 Writing Describe a Life Lesson A ry Read the personal essay below, What happened to the writer? Was it a positive or negative experience? What did she learn from it? Tell a partner, ‘One of the most important lessons T ever learned didi come from a textbook or take place in a dassroom. When Iwas fourteen, I was diagnosed with diabetes.’ Though the experience was difficult, it taught me some valuable life Lessons that have really helped me. Yeople often say that teenagers are able to have fan aad 1 take life too seriously, bat that’ not always true ‘my ilness, Talvays had to be very responsible. This was hard for me, both physically and In my case, because of socially. The first year ater my diagnosis, I wos hospitalized twice. In school, some people didn't understand why Thad to be careful about what [ete or why I had 10 give myself shots. Some of my classmates even made fun of me, Those were tough times, but luckily I had my mom by my side, Whenever L fell down, she encouraged me to focus on the good things—may friends, my family, my education, and my goals. I didn't know if could do it, but Trtied. In time, [learned how to live with my illness. Lalso worked ard and excelled in school even tried aut for and got abig part in the school play. Before I got sick, I wouldnt have been brave enough to do that There's saying that “experience is the best teacher” and I believe it. My illness taught me that sometimes a bad situation can motivate you w do your best and even try new things. It also taught ‘me to recognize the important things in life and to really appreciate TIP You can use a saying of quote to illustrate or them, Even now, when am upset about something, I remind myself vaitrcea pein asthe that life is good and that Lam very lucky. Living with diabetes hasn't writer does atthe start of been easy; but the experience has taught me some important life the third paragraph. 4o benefit from every day. * diabetes an ilessin which seresne can process sucar normaly Writing Writing a Thesis Statement and a Conelusion Strategy A thesis statement (sce the first underlined sentence) tells readers what the essay 5 generalyy going te be about. It (ypicaly comes at the end ot the first paraaragh of an essay ‘concluding sentence (see the second underlined sentence) brings the piece of writing to @ close, One of the most common weys of writing 2 concluding sentence i to restate the thesis statement, Write this sentence in a different ‘way—tiy not to repeat the exact same words as the thesis statement, Read the Writing Strategy. Then think about a positive or negative experience that taught you an important life lesson, Outline your ideas on a separate piece of paper. Paragraph 1: Briefly introduce the experience: What was it and when did it happen? Include a thesis statement at the end of the paragraph. Paragraph 2: Describe the experience in detall: What happened exactly? Paragraph 3: Explain what you learned: What did the experience teach you and how did it impact your life? Close with a concluding sentence that summarizes the experience, unit 7(write your essay using your notes from Exercise B. Exchange papers with a partner. Does your partner's essay have three paragraphs that answer the questions in Exercise B? Does the essay have a clear thesis statement and conclusion? What could your partner do to improve his or her essay? A. Take four small pieces of paper. Write your response to each item below on a separate piece of paper (one item on each paper), Write the corresponding item number (1~4) on the other side of the paper. 1. Write your full name, birthday, favornte color, and a piece of contact information or example, your phone number or e-mail address), List @ strategy you use to study for an Enalish test 3. Write one of your personal goals and list the steps you plan to take to accomplish it. 4, Wrile the name ot a book or movie that really affected you. Also list the main character's name. In a sentence ‘or two, explain what you liked about or learned from the book or movie, Exchange papers with a partner. Try to memorize all of the information on the papers. You will have ‘three minutes to do this. Return the papers back to your partner and see how much you remember. Take turns repeating the information from each piece of paper. Who has the most points at the end? - B & c az * Score 2 points per paper if you remember all the information exactly # Score | point por paper if you remember same of the information + Score 0 points per paper if you can't remember any information read The tu | now that Mi whether the main thi Se Check What You Know Rank how well you can perform these outcomes on a scale of 1-5 (5 being the best). use noun clauses with wh- words and iffwhether recognize the meaning of know used in different expressions describe different learning experiences and how you feel about them develop a short essay with a clear thesis, statement and conclusion. Unit 7 Outcomes Live and Learn Suara ee it wl tilee ihenether + recognize the meaning of know used in Vocabulary and Gferent expressions + describe different learning experiences and Grammar ow you fee! about them A + develop a short essay with a clear thesis Complete each sentence with the correct vocabulary statement and conclusion word. Two words will not be used aptitude excel intellectual street smarts common sense instinct ‘outcome work out 1. Lena trusted her_____and chose the university that felt like the best fit for her, 2. Meryem has read 2 lot of books, but she lacks _____ sometimes. 3. Juan has a lot of _____because he grew up in New York City 4, We want athletes that also in acadernics 5. Caroline must have an — _____ for science because she learns the material so quickly. 6. Each group needs to__ ___a solution to the problem in the next fifteen minutes, Circle the correct word to complete the sentences. 1. Willian wondered it / what he locked the door. 2. Let me know if / whether ar not you're going to join the soccer team. 3. ring whether / where or not to go to college next year. 4. Ava finally understood whether / how the teacher solved the equation 5. 6 . Marie is consi . She's not sure whether / where he bought the jacket or received it as a gift. . They can't decide if/ whether ‘ey should go on vacation or net Combine the statements and questions with the words in parentheses to make noun clauses. Example: 1s the test on Friday? |'m not sure. (i im aot sure if the testis on Friday 1. John read the whole book last night. How did he do it? how) 2. Is this the way to Lauren's house? I'm not sure. if) 3. Is it going to rain tonight? t don't know. (whether) 4. She went to lunch with someone. Who was it? {who} 5. Did you turn off the lights in the classroom? I don’t remember. (whether) QUTCOME MET: use noun clauses with wh- words and iffwhether Live and Learn ca42 D Answer the questions using noun clauses with vh= words and iffwhether. Example: Do intellectuals think the Internet is useful for education? im rot sure whether intellectuals think che Internet is useful for educ 1. Do German speakers have an aptitude for learning English? — 2. How can | get a chess master to teach me strategy? —_ 3. Will the outcome of the teachers’ meeting affect the students? 4, Why doesn’t Abe use some common sense? 5, Do you think the students will accomplish their coals? 6. Is it ahvays a good idea to trust your instinet?, OUTCOME MET: use noun clauses with wh- words and iffwhether Video A. Read the statements about university rankings, Check (¥) if it is mentioned In the video. 1. University rankings have increased in popularity over the last twenty years, Oo 2. University rankings can help you narrow down your choices. Oo 3. University rankings can show information in a way that is favorable to a university o 4. University rankings are mostly used by students with an aptitude for learning, a 5. The university ranking system needs only a few improvements, ao 6. Universities cannot provide unbiasee information about their institutions a 7, UNESCO already has helpful information on their Web site o 8. UNESCO can make objective recommendations about universities o B Read the statements from a woman in segment 2 of the video. How does she use expressions with the word know? Explain the meaning of each expression. 1. So whereas a university would put up on their Web site only good abaut it, o-ganizations, ike UNESCO, could put uo the truth, you know. 2... finternational organizations] could probadly put this up on their own Web site so that students can access itand know that the information here is eal... __ OUTCOME MET: recognize the meaning of know used in different expressions ‘TIP Understanding the Meaning of Know The word know is used in 2 number of common expressions in English to show agreement, to express certainty of uncertainty, te check for understanding, and to talk about possibility. Learning these expressions will help you fallow cues that indicate she speaker's attitude towards what is being discussed, unit 7Writing A. Name the source of learning in each of the images (1-4). B Which source of learning in Exercise A is the most effective? Use your answer as the thesis statement of an essay. Then create an outline that supports this thesis statement. 4. introduction) - = A B, (thesis statement} 2. tbody) A Bo 3. (conclusion) AK B. (concluding sentence) Write a brief three-paragraph essay about the most effective source of learning. Use your outline from Exercise B to help you write. include a thesis statement and a concluding sentence. Write on a separate piece of paper. OUTCOMES MET: describe different learning experiences and how you feel about them; develop a short essay with a clear thesis statement and conclusion Live and Learn 43Reading Minds of Their Own Irene Pepperberg had e parrot named Alex and a strategy. She wanted to find out what was on the bird's mind by talking to it. “thought ifhe learned to communicate, I could ask him questions about how he sees the world” y Years ago, when Pepperherg began sts believed animals did not ‘More thant working with Alex, many scien have the intellectual ability to think. Common sense tells pet owners that their dog or cat has some intellectual aptitude. But that is people’ gut instinct and not science, What Pepperberg hoped to accomplish was to prove that an animal is capable of thinking, “Some people actually called me craay for trying this” she seid. “Scientists though! that chimpanzees were better subjects, although, of course, chimps can’: speak” Alex learned to speak. In fact, he excelled at speaking, Alex learned how to imitate almost one hundred English words Alex could count to six and was learning the sounds for seven and eight. “Tm sure he already knows both numbers,” Pepperberg said. “He'll probably be able to count Le ten, but hed still learning to say the words. It takes far more time to teach him certain sounds than T ever imagined” Alex leaned forward and opened his beak: “Ssse. .. won.” “that’s good, Alex,’ Pepperberg said. “Seven, The number is seven.” “Ssse... won! Se... won!” “‘He’s practicing” she explained. “That's how he learns. He's thinking about how to say that word, how to use his vocal tract! to make the carrect sound” “He has to hear the words over and over before ho can correctly imitate them. Pepperberg seid, after pronouncing “seven” for Alex atleast ten tines in a row, “Tn not trying to see if Alex can Jearn a human language,” she added. “My plan always ‘was to use his imitative skills to gel beter understanding of avian® cognition.” In other wordls, because Alex was able to produce the sounds of some English words, Pepperberg could ask hirn questions about a bird’s basic understanding of the world, She coulda’ ask him what he was thinking about, but she could ask him about his knowledge of numbers, shapes, and colors. To demonsttate, Pepperberg held up a green key and a small green cup to Ales eye “What's same?” she asked Without hesitation, Alex’ beak opened: "Colon “What diffeceni?” Pepperberg asked. “Shape:” Alex said. In the wild, parrots “need to be able to distinguish colors to know when a fruit is ripe or unripe,” Pepperberg noted. “They need to categorize things—what’s edible? what ee ‘PPS eB a isn't—and to know the shapes of predators. For a long-lived bird, you cant do all of this 2 with instinct; cog 7 ‘a = OT Ce ee % must be involved” ovr ris 21 corre to aos A rodble sae Boa ‘Sogn the mer recess ive nearing nd unctrtr 44 unit7AX. Choose the correct answer based on the article. 1, Alex ig a ____. a. chimpanzee b, parrot «at 2. rene Pepperberg worked with Alex to prove that = a. animals can think b animals can speek . parrots can speak 3. Alex learned how to imitate the sounds of almost _______ words. a. seven b. thirty one hundred 4, Alex has to hear words _________efore he can imitate the sounds carrectly. a. a few times b, daily over and over 5. Irene Pepperberg demonstrated how Alex can identify ——___________ a. shape and number b. shape and color . color and number 6. In the wild a parvot needs to identify color to know when fruit is a, ripe b. imitative ©. categorized B Answer the questions in complete sentences, 4. Define in your own words what “gut instinct” means. 2. Why did Irene Pepperberg chcose a parrat instead of a chimpanzee for her research? 3. What can you infer ‘rom Alex's effort to pronounce the word seven? What sources of learning do you think Pepperberg used in her research with Alex? What can you learn from each of these sources? Write a paragraph that explains your opinion on these sources of learning. OUTCOME MET: describe different learning experiences and how yot Live and LearnOutcomes AX Write sentences using noun clauses with wh- words and iffwhether. 1. deh word) 2. Gi 3. (whether) How did you do?: On a scale of 1-5, how well did you use noun clauses with wh- words and iffwhether? corey B Write the meaning of the expressions with know. 1, Iknow, know. John told me about it yesterday 2. They're coming to the barbecue as far as | know, 3. Whe knows whet she’s thinking?! _ How did you do?: On a scale of 1-5 (with 5 being the best), how well did you recognize the meaning of know used in different expressions? pies CC. Briefly describe two times you learned something outside of school. How did you feel about each experience? How did you do?: On a scale of 1-5, how well did you describe different learning experiences and how you feel about them? zie D_ Onaseparate piece of paper, write an outline using the following thesis statement: Every student should take a year off after graduating from high school. Use the outline to plan a three-paragraph essay. Be sure to write a concluding sentence. How you do?: On a scaie of 1-5, how well did you develop a short essay with a clear thesis statement and conclusion? Unit 7