Read the dialogue and identify speakers' opinions. I. Thinks it is important to understand the process of memorasation.
2. Believes that ,in comparison with adults, students use memory in a different way.
3. Always forgets about a shopping list.
4. Suggests to use your dog's name to memorise things.
5. Cannot believe that associations really work.
6. Explains using word association.

Charles: Hello! Yes, of course. I'd like to start by talking about the process of memorisation. It's vital that we understand the process if we want to make adjustments to the way we function. We all use memory in the same way. It doesn't matter whether you're a student revising for your finals or an adult standing in the aisle of a supermarket, trying to recall a particular item from a grocery list.

Mary: Ha ha! That's me. I always forget to take my list.

Charles: You and thousands of other people too, Mary. We learn to use our memory when we are still at nursery school. Young children are naturally very good at working out how to remember things. The tips I'm going to share today are based on the things we used to do to help us remember when we were children. The process of memorisation occurs in two distinct forms. Do you know what they are?

Mary: Are they 'long-term memory' and 'short-term memory"?

Charles: That's right! But these aren't completely separate concepts, We use a combination of both types of memory when we want to formulate our thoughts and recall information, whether we're trying to remember something from a decade ago or just an hour earlier. Mary: So what tips have you got for improving the quality of our memory?

Charles: Right. Let's start with 'association'.

Mary: Association?

Charles: Yes. We can use word association to remember an idea or a concept. This means choosing a word or phrase you associate with what you are trying to remember. The word needs to be something familiar, that you come into contact with on a daily basis. So, for example, you can use the name of your pet dog to remember a scientific equation. Try it! Read the equation a few times and then say your dog's name again and again. Later, in your science exam, just recall the name and the whole equation should come back to you.

Mary: It sounds too good to be true! What else, Charles?

GRAMMAR. Write 4 types of questions.
1. He lives in London.
2. They went to America last month.
3. He has lost his rugby ball.

Ответы

ssdjpiffi 23.01.2024 05:09

1. I. Thinks it is important to understand the process of memorisation.
In the dialogue, Charles states, "It's vital that we understand the process if we want to make adjustments to the way we function." This shows that Charles believes it is important to understand the process of memorisation.

2. I. Believes that, in comparison with adults, students use memory in a different way.
Charles mentions that children are naturally very good at working out how to remember things and that the tips he shares are based on what they used to do as children. This implies that Charles believes students use memory in a different way compared to adults.

3. I. Always forgets about a shopping list.
Mary confesses, "That's me. I always forget to take my list." This shows that Mary always forgets about a shopping list.

4. I. Suggests to use your dog's name to memorise things.
Charles suggests using word association and gives an example of using the name of a pet dog to remember a scientific equation. This suggests that Charles suggests using one's dog's name to memorise things.

5. I. Cannot believe that associations really work.
Mary expresses skepticism, saying, "It sounds too good to be true!" This indicates that Mary cannot believe that associations really work.

6. I. Explains using word association.
Charles explains the concept of word association as a method to remember ideas or concepts. He says, "This means choosing a word or phrase you associate with what you are trying to remember." This shows that Charles explains using word association.

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