Learning styles

1 Discuss these questions in pairs or small groups. 1 Which of these ways of studying do you prefer?

• making your own written notes
• watching a video recording
• reading textbooks
• discussing subjects with other students
• listening to the teacher
• practising by yourself

  2 Do the other members of the group have similar preferences?

2 Read the text below. Then complete the tasks on page 5.

Most experts agree that there are three basic learning styles, as shown here

social solitary

1. Visual learners prefer learning by seeing, either through reading or with pictures and other images. Aural learners learn best by hearing words or music, while physical learners tend to use their bodies and sense of touch (‘learning by doing’).
2. No matter which of the three basic groups you are in, you may work best either on your own or with others, but obviously it’s impossible to be both a social and a solitary learner.

In reality, though, a person’s own learning style is neither simple nor fixed. Each of us has a mixture of learning styles. Many people find that they have one style that suits them best, while others use different styles according to what they are studying. Also, you can make efforts to improve your learning in styles that you are less good at.

Aural Solitary Physical Social Visual (open book: The Learning Process in Context)

1 What is most helpful for aural learners? A pictures B written texts C music and sounds

2 What is most helpful for visual learners? A loud reading B charts C lecture

3 Complete these sentences with words and phrases from the text. 1 Learners may be either social or _, but not both. 2 Physical learners to learn by doing something practical. 3 Some people vary their ways of studying _ the subject they are learning.

4 Which learning styles are most suitable for these students?

I’d rather show you how to do it than explain it. 1 Learning style: _ I’m quite good at hearing differences in how people speak. 2 Learning style: I find it hard to focus on my own. Can I study with you, please? 3 Learning style: I often draw diagrams to help me understand ideas. 4 Learning style: _

3 Discuss this question in pairs or small groups. Think about the ways you prefer to learn. What kind of learner do you think you are?

1 Read the text below. Then complete the tasks.

1. Traditionally, schools tend to use particular teaching methods (either visual or aural, using books, CDs and written tests).
2. Pupils who learn well with these styles are often seen as ‘clever’, while those who use different styles may find themselves in lower classes, labelled as ‘slow learners’. In reality, they may be neither slow nor especially clever, but if they are treated differently, they may begin to believe the label that others put on them.

But it doesn’t have to be that way. Becoming more aware of your personal learning style can help you to take control of your learning by using techniques that work well for you. For example, here are some tips on how to adapt your study to your learning style:

• Turn your notes into pictures, charts or diagrams.
• Don’t have things around you that might distract your attention.
• Look at general ideas first before focusing on details.
• Use mind-maps, spidergrams, etc instead of written notes.

global warming; sea: rising levels, warmer; weather: storms, floods; land: more deserts, some areas under water; people: low islands disappear, hard to live in some places

• Record lectures or lessons to listen to later.
• Discuss ideas with other students.
• Read textbooks aloud (when you’re alone!).
• Listen to quiet music while studying.

• Take frequent breaks when studying alone.
• Learn new material while doing something active (e.g. exercise).
• Work while standing up.
• Take subjects that include practical activities and fieldwork.

1 Here are some more pieces of advice. Which types of learner are they for? 1 Do something with your hands while studying. _ 2 Use coloured pens to highlight important ideas. 3 Repeat material aloud in your own words. 4 Use flash cards when studying vocabulary. _

2 Replace the underlined words in these sentences with words from the text. (The sentences are in the same order as the words in the text.) 1 There are several different ways of solving this problem. _ 2 If you are called a clever child, people expect you to do well. 3 She asked me for some pieces of advice about the best way to solve the problem. 4 Teachers sometimes change material to suit the needs of their students. 5 Shall we look at the general idea first and leave the small points till later? __

3 Look at the different words that can go before the word attention and use them to complete the sentences below. 1 Now that we’ve discussed the present situation, can we _ our attention to the future? 2 This is very important, so please attention. 3 I prefer studying in silence so that there’s nothing to my attention. 4 The story was a bit boring and it didn’t my attention. 5 Some parts of the text are underlined to __ the reader’s attention on them.

pay, focus, hold, distract, turn, ATTENTION

2 Look at the diagram below. Then complete the sentences. There are many ways to learn something, but how much of what you learn stays in your mind? In other words, how much do you retain? The chart below shows how much information is retained, on average, for different learning methods.

Listening to lectures 5% Reading 10% Listening and watching 20% Watching a demonstration 30% Discussing ideas with others 50% Doing something in practice 75% Teaching other people 90%

1 People remember most about a subject when they _. 2 We only retain a tenth of what we . 3 with fellow students is a good way to remember them. 4 _ seems to be the worst way to learn something.

3 Discuss these questions in pairs or small groups. 1 Is there anything in the diagram that surprises you? What? 2 Does your experience of learning and remembering things support what the diagram suggests?

1 Look at the pictures. Then answer the questions below. 1 Which picture shows a literal meaning (the phrase fall into means exactly what it says)? _ 2 Which one shows a non-literal meaning (the phrase fall into has a different meaning from normal)? _ A

B

2 Match each phrase in the box with two of the definitions below. come into break into go in turn into take in 1 change direction and enter (literal) change something into a different form (non-literal) _ 2 enter a building by force (literal) interrupt (non-literal) 3 enter (a room) (literal) receive when someone dies (non-literal) 4 give someone a place to live (literal) hear and understand (non-literal) 5 enter (literal) enter the brain (non-literal) __

3 Look at these pairs of sentences and decide which meaning is literal and which is non-literal. Write L (literal) or NL (non-literal) beside each sentence. 1 a I turned into a side street. _ b Turning written notes into diagrams helps some learners. 2 a Just knock on the door and go in. b When I just read written notes, the information won’t go in. 3 a He broke into the conversation to offer a suggestion. b Thieves sometimes break into houses. 4 a While my parents were away, my grandparents took me in. b I wasn’t listening properly so I didn’t take in what she said. 5 a My father was quite rich and I came into a lot of money when he died. b He came into my office and sat down facing me. _

4 Look at the examples. Use fixed expressions with make or do to complete the sentences. Examples You can make efforts to improve your learning. It doesn’t matter if you make a mistake. Just do your best.

Expressions with make and do

1 The company needs to sell more products to _ and compete in the market. 2 He joined the army because he wanted to his to the country. 3 It’s been hot for so long that this cooler weather will a nice . 4 If you want to be healthy you need to more . 5 We’ve discussed this for long enough. Now we need to . 6 It’s not fair that I have to while my brother watches TV. 7 He’s quite shy and finds it difficult to . 8 I needed help so I asked him to me _.

1 Look at the examples. Then match the beginning of each grammar rule with its ending. Examples It is impossible to be a social learner and a solitary learner at the same time. It’s impossible to be both a social learner and a solitary learner. You may work best on your own. Or you may work best with others. You may work best either on your own or with others. Individual learning styles are not simple. Also, they are not fixed. Individual learning styles are neither simple nor fixed.

The word or phrase that follows both / either / neither must be similar to the word or phrase that follows and / or / nor (noun phrase, adverb phrase, infinitive verb form, etc.).

Complete the grammar rules 1 We use both … and to talk about … 2 We use either … or to talk about … 3 We use neither … nor to talk about … a two possible ideas or choices. b two negative or impossible ideas or choices. c two true facts or ideas.

2 Fill the gaps in these sentences with both … and, either … or or neither … nor. 1 In this country, 16-year-olds can _ stay at school leave and get a job. 2 The plan has advantages disadvantages. 3 you support me you’re against me. There’s no middle way. 4 I agree disagree with what she says. I don’t know enough about the subject. 5 A C is correct, so the right answer is B. 6 Labelling a student as ‘a slow learner’ is unhelpful _ unfair.

3 Rewrite the sentences as one sentence, using both … and, either … or or neither … nor. 1 You need to focus on the general idea. You need to focus on details too. (both … and) _ 2 We can stop and have a break. Or we can keep working. (either … or) 3 This way of learning is useful. It’s also fun. (both … and) 4 His suggestion wasn’t helpful. Also, it wasn’t practical. (neither … nor) 5 Students don’t like the new system. Their parents agree with them. (neither … nor) 6 All learners belong to one of two groups. Some are solitary, others are social. (either … or) _

4 Write full sentences using either … or, both … and or neither … nor. 1 Telephone number and email address required. We need _ 2 Choose payment method: by cheque or by card. You can pay 3 Driver and passengers escape accident without injury were injured in the accident. 4 New law ‘necessary and fair’, says Minister The Minister thinks the 5 Phone / email for more information. To get more information __

Spelling reminder sit – sitting, begin – beginning, prefer – preferred inhabit – inhabited label – labelling/labelled, travel – travelling/travelled/traveller

1 Look at the advert. Then answer the questions. Looking for a national or international qualification? Want to find a better job or improve your chances of promotion? Or just interested in learning a new skill? Whatever your reasons, there’s a distance learning course with International Education College for you.

• Study from home.
• Learn at your own speed.
• Get support on demand from highly qualified tutors.
• Easy-payment fee plans available.
• Wide range of courses to meet all needs.

  Just fill in our online enquiry form and let us show you what we can offer.

1 What do you think distance learning is? 2 What are its advantages? What do you think its disadvantages are?

2 Look at the online enquiry form at the bottom of this page. Then match the words and phrases with their meanings.

3 Listen to a man talking. Fill in his details on the form below. Name Ziyad Abu Dayeh Age ___ Occupation _ Higher Education Qualification Main reason for doing the course* Area(s) of interest* _ Preferred hours (delete as appropriate) FULL TIME / PART TIME Postal address 88 Lawson Road, West Farnley, Sussex BN6 7FY, UK Email zadayeh22@quickmail.com Phone (home/work): 01342 873263 (mobile): 07983 445769

• = required field

4 Think about what subject or skill you might like to study on a distance learning course. Then fill in the form below for yourself. Name _ Age _ Occupation _ Higher Education Qualification Main reason for doing the course* Area(s) of interest* Preferred hours (delete as appropriate) FULL TIME / PART TIME Postal address* Email* Phone (home/work): (mobile): _

1 Look at the example from the text in Period 2. Then answer the question below. In reality, they may be neither slow nor especially clever. What does the phrase in reality mean in this sentence? A The sentence before was correct but the following idea is more realistic. B The idea in the sentence before is wrong. The following is correct. Check your answer by reading the whole first paragraph of the text in Period 2.

2 Look at the underlined examples of other in + noun phrases. Match them with their meanings from the box. as an answer especially overall really, actually I think expressing the idea differently summarising the point 1 He wrote a letter in response to the advert. _ 2 In general, students respond well to this teaching method. 3 In my opinion, this is the wrong way to solve the problem. 4 It is interesting, well-written and clever: in short, a great book. 5 I don’t think that idea is very practical. In other words, I don’t think it will work. 6 People think he’s unfriendly but in fact he’s just shy. 7 I like reading all kinds of books but in particular short stories. __

3 Circle the correct options to complete the letter.

Dear Sir/Madam, I am writing (1) (in particular / in response) to your article about learning styles. It was an interesting article and, (2) (in general / in my opinion), I agreed with what the writer said. There were, however, one or two points that didn’t seem quite right, (3) (in particular / in fact) the suggestion that schools use certain teaching methods because they don’t understand the needs of their students. (4) (In short / In fact), most teachers know their students very well. Others may disagree, but (5) (in my opinion / in other words) the problem comes from the national tests students have to do, or from those who choose what should be in these tests. (6) (In other words / In general), we need to look at decisions made at a higher level than teachers and schools. (7) (In response / In short), I believe governments are responsible. Yours

In this Unit you have learnt about:

• different ways of learning
• literal and non-literal uses of phrasal verbs with in or into
• fixed expressions with make and do
• how to use both … and, either … or and neither … nor
• linking phrases with in
• filling in enquiry forms