UNIVERSIDAD NACIONAL DE LA MATANZA

PRIMER CUATRIMESTRE 2024

PARTE 2: MÓDULOS 3 Y 4

Proyecto original:
Dr. Efraín Davis

Coordinación:
Mgter. Ana Claudia Saraceni

Equipo:
Lic. Ana María Carrizo
Mgter. Gabriela D’Anunzio
Mgter. Bárbara Konicki
Lic. Mariana Sanjurjo
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Content Organization

MODULE 3: INTELLIGENCES AT WORK

Section 1
Using the Theory of Multiple Intelligences to Find your Dream Job
- Reading
- Lexis and grammar stop: Be + compound adjective
- Lexis and grammar stop: Infinitive of purpose; should/need to/must
- Check your progress 1
- Vocabulary building: University professions
- Express yourself

Section 2
- Grammar stop: Second Type Conditional (connector “if”)
- Check your progress 2
- Question block: Second Type Conditional
- Express yourself: Agreeing or disagreeing politely

Time for fiction III

Short Story “A Sound of Thunder” - Part III
- Reading
- Vocabulary building
- On-the-lines, between-the-lines and beyond-the-lines questions
- Express yourself: Expressing reservations and counter arguments

Academic Literacy III

- Abstracts: Method and Results

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MODULE 4: THE BUTTERFLY EFFECT

Section 1
The Butterfly Effect: The Power of Small Actions
- Reading
- Grammar stop: Third Type Conditional
- Check your progress 1

Section 2
Bio Pill: Michael J. Fox
- Reading
- Question block: Third Type Conditional: Subject Questions

Time for Fiction IV

Short Story “A sound of thunder” - Part IV
- Reading
- Vocabulary building
- On-the-lines, Between- the-lines and beyond-the-lines questions
- Expressing yourself: Describing, comparing and contrasting
Academic Literacy IV
- Abstracts: Conclusions and Keywords

Academic Literacy
- Integrated Practice

Integrated Practice 2
- Instructions for Second Mid-term Test

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MODULE 3

INTELLIGENCES AT WORK

Topics Functions Structures

● Multiple intelligences ● Describing types of ● Lexis and grammar
● Crazy questions intelligence stop: be … smart
● Expressing purpose, ● Lexis and grammar
advisability, stop: infinitive of
obligation and purpose; should;
necessity must; need to
Fiction
● Describing ● Second Type
professions Conditional
Time for Fiction III:
● Making hypotheses
“A Sound of Thunder” by about the present
● Agreeing or
Ray Bradbury - Part I
disagreeing politely
● Expressing
Academic literacy
reservations and
Abstracts: Method and counter arguments
Results

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SECTION 1

BEFORE READING
In groups, answer the following questions. The first to finish… and get the rights
answers, wins!

Intelligence test
1. Two lawyers were fighting against each other in a case in a courtroom. One of
them is the father of the other's son. How are they related?
2. If six thousand six hundred and six dollars is written as $6,606. How do you write
eleven thousand eleven hundred and eleven dollars?
3. Someone gave a gift to Sam. While telling this to his friends, he said that the gift
was given by his mother's brother's only brother-in-law. Who gave the gift to
Sam?

Is this a good test to measure intelligence? In your opinion, what does it mean to
be intelligent? Have you heard about the theory of Multiple Intelligences?

WHILE READING
Write the type of intelligence that each picture represents.

1) _______________ 2) ______________

3) _______________ 4) _______________

5) _______________ 6) _______________

7) _______________ 8) _______________

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Using the Theory of Multiple Intelligences to Find Your Dream Job

June 23, 2023

Thomas Armstrong

Everybody wants to find their dream job. However, most people

find themselves in careers that are less than satisfying. This
shouldn’t be happening. Everyone deserves to work at an
occupation that makes the most of who they are. Knowing your
multiple intelligences (MIs) can lead to finding a career that
provides lots of satisfaction.

Developmental Psychologist Howard Gardner says that there are at least eight
intelligences that make up the human mind: Word Smart, Number/Logic Smart,
Picture Smart, Body Smart, Music Smart, Nature Smart, People Smart, and Self
Smart. Of these eight intelligences, which ones give you the greatest sense of
competence? Which ones give you the greatest feelings of enjoyment or satisfaction?
The answers to these two questions can help you locate careers that utilize your
strengths.

Dr. Thomas Armstrong, the Executive Director of the American Institute for
Learning and Human Development, suggests that when your most developed and
preferred intelligences are the ones required in a specific job, you have an MI Match,
and a ticket to a satisfying career. If you’re Nature Smart, you can become a forest
ranger, a zoologist, or a veterinarian. If you are Number/Logic Smart, then you may
be a tax accountant, a computer programmer, or a scientist.

On the other hand, many people don’t think about their strengths when seeking a
career. By way of illustration, the Body Smart individual ends up in a Word Smart job,
working at a 9 to 5 shift in an office cubicle where they have very little room to move
their Body Smart self. This is a ticket to stress, unhappiness, sick days, and
ultimately, job burnout or what Dr. Armstrong calls MI Clash.

Dr. Armstrong emphasises the importance of teaching kids about their multiple
intelligences as this can empower them: “If we did this consistently over the grades,
kids would already have a good sense of where they’d best thrive in a vocation right
after graduating from high school. What's more, they could make informed decisions
about where they’d be best off in post-secondary education” Armstrong says.

If you wanted to find out about your multiple intelligences, you could take a test to
get a rough-and-ready assessment of your eight kinds of intelligence. The results of

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this assessment may also give you clues as to the best vocation or career for you. If
you checked most of the items for Body Smart and few for Word Smart, then you
would probably want to stay away from jobs that have you sitting at a desk from 9 to
5 pushing a pencil around, and instead look for careers that have you moving around,
like a photographer, firefighter, physical education teacher or emergency room
physician.

Just think of all the days, weeks, months, and years you spend in a job during your
lifetime. Wouldn’t you prefer to spend this time in a job you love?

Adapted for pedagogical purposes from:

https://www.institute4learning.com/2023/06/23/using-multiple-intelligences-to-find-your-dream-job/

AFTER READING
a) Complete these ideas according to the information in the text above.

1. Although everybody wants to find their dream job, ____________________

__________________________________________________________

2. An MI Match is a ticket to a satisfying career because_________________

__________________________________________________________

3. An MI Clash _________________________________________________

__________________________________________________________

4. Teaching kids about their multiple intelligences _______________________

__________________________________________________________

b) Have a look at these people’s answers to an online test on multiple

intelligences. According to them, what kind of intelligence is dominant in
them?
1. Pat’s answer: “I enjoy learning new words and do so easily.”
She is __________ smart.
2. Michael and Jenny’s answer: “We feel really good about being physically fit.”
They are __________ smart.
3. Susan’s answer: “I do not get lost easily and can orient myself with either maps
or landmarks.”
She is __________ smart.

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4. Jason’s answer: “I often think about the problems in my community, state,

and/or world and what I can do to help rectify any of them.”
He is _________ smart.
5. Jack’s answer: “I believe that I am responsible for my actions and who I am.”
He is _________ smart.
6. May’s answer: “I often develop equations to describe relationships and/or to
explain my observations.”
She is _________ smart.
7. Leo and Sue’s answer: “We enjoy hiking in natural places.”
They are _________ smart.
8. Pat’s answer: “I am good at playing an instrument and singing.”
She is _________ smart.

LEXIS AND GRAMMAR STOP

Have a look at the following examples and work out the structure:

● Michael and Jenny are Body smart.

● Pat is Music smart.

Structure:

Subject + ______ + (People, Word, Picture, Body, Music, Nature, Number/Logic, Self) SMART
(COMPOUND ADJECTIVE)

b) Now, it’s your turn! If you want to learn about your types of intelligence,
you can take a test on the following link/QR code:

http://literacynet.org/mi/assessment/findyourstrengths.html

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c) Do you agree with the result of the quiz? Why? Why not? Be ready to share
your viewpoint with your classmates!

According to the result of the quiz, I am … smart. I agree/I don’t agree with this

result as……………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

LEXIS AND GRAMMAR STOP

Let’s read a text entitled “What makes a good lawyer?” What do the expressions
in bold indicate? Can you identify any words or expressions that indicate
necessity, advisability or obligation?

What makes a good lawyer?

To be a good lawyer, you must have a strong knowledge of the law, good judgement
and decision making skills. You need to be Number smart as research and analytical
skills are also required.

Also, you need to be Word smart to communicate in all kinds of different situations,
so you should seize every opportunity to sharpen your communication skills. In some
cases, a lawyer needs to ‘think outside the box’ to find a creative solution.

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To become a good lawyer, you must invest in learning and developing your skills, your
personal qualities and your character. All these factors will help you develop all the
attributes needed to succeed.
Adapted for pedagogical purposes from:
https://www.thelawyerportal.com/careers/deciding-on-law/what-makes-a-good-lawyer/

EXPRESSING PURPOSE, NECESSITY, ADVISABILITY AND OBLIGATION

Have a look at the following examples. Can you work out the rules?

EXPRESSING PURPOSE
● To become a good lawyer, you must invest in learning and developing your
skills, your personal qualities and your character.
Rule: _____+ ___________ + …………………… , _____ +____________+ ________

EXPRESSING NECESSITY, ADVISABILITY AND OBLIGATION

● A lawyer needs to “think outside the box” to find a solution.
Rule: Subject + _________ + _____ +____________.

● You should seize every opportunity to sharpen your communication skills.

Rule: Subject + __________ + __________.

● You must have a strong knowledge of the law.

Rule: Subject + __________ + __________.

CHECK YOUR PROGRESS 1

a) Complete the blanks with words or phrases from the box.

to become / advises / should participate/ to promote / manage

to be / to gain / need to have / are qualified / must get

How to Become a Nutritionist or Registered Dietitian

A nutritionist is an expert in food and nutrition who 1…………………… people on their diet
2
……………………… a healthy lifestyle and manage diseases. Nutritionists 3……………………
general nutritional behaviors and goals whereas dietitians 4……………………… to diagnose
5
eating disorders and treat specific medical conditions. ……………………… a clinical

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nutritionist, you 6…………………… a Bachelor's Degree in Clinical Nutrition. 7……………………

hands-on experience and networking value, you 8…………………… in an internship, either
9
during your undergraduate program or shortly after graduation. …………………… a
10
successful nutritionist, you …………………… strong analytical skills, excellent organization
skills and communication skills.
Adapted for pedagogical purposes from:
https://www.indeed.com/career-advice/career-development/how-to-become-a-nutritionist

b) Complete the following descriptions with the name of the professional from the
box and choose the correct verb form and connector. Then, using modal
verbs, write about the intelligences or personality traits required to be a good
professional in the given field. Have a look at the example!

A social worker - A computer engineer - A physician - A mechanical engineer

Example:
A mechanical engineer is a professional who plans and/but designs tools, engines,
machines, and other equipment. Gas, water, and steam systems can repair/can be
repaired by him/her. To become a good professional, he/she should be a strategist as
he/she needs to identify long-term goals to carry out projects.

1. 1………………………… is a professional who works to maintain, promote, and restore

2
patients’ health. Therefore/However, he/she must study, diagnose, and treat
3
injuries and diseases. Patients must be provided with/must provide
compassionate, appropriate and effective care so that their health problems 4can
resolve/can be resolved. To be 5…………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
6
2. ……………………………… is a professional that 7identifies/identify individuals and groups
in need of support. First, their circumstances and support systems 8assess/are
9
assessed. Then, achievable goals and plans are jointly determined/jointly
10
determine. Besides/However, a social worker intervenes in crisis situations that
involve abuse, mental health emergencies, or trauma. To
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……………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
12
3. ……………………………… manages and designs computer hardware systems. He/She
often specializes in either software or hardware. 13However/What’s more, he/she
14
must have the capacity to program although/as his/her tasks include developing
15
new programs for computers as well as updating old ones if it requires/is
16
required. To be ………………………………………………………………………………………………………………………

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VOCABULARY BUILDING

UNIVERSITY PROFESSIONS
Fill in the blanks with the name of the corresponding programme or professional.

PROGRAMME PROFESSIONAL
I am studying… I’ll become A/AN…
1
Accounting Accountant
2
Architecture Architect
3
Economy Economy Consultant
4
Civil/Computing/Electronic/ Civil/Computing/Electronic/
Industrial/Mechanical Engineering Industrial/Mechanical ……………………………
5
……………………… ………………… Social Worker
6
Nutrition …………………………………
7
International Trade International Business Consultant/Expert
8
Kinesiology Kinesiologist
9
Labour Relations Labour Relations Manager
10
Law ………………………
11
Social Communication Media Expert / Journalist
12
Medicine …………………………
13
B.A. in Nursing Nurse
14
Business Administration Administrative Services Manager
15
Public Relations Public Relations Manager
16
Political Science Political Analyst/Expert
17
…………………… ……………………… Physical Education Teacher/Trainer
18
Protocol and Ceremonial Protocol and Ceremonial Consultant

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EXPRESS YOURSELF

Now, tell your partners about your programme/future profession, including

personality traits and types of intelligence. Have a look at the example.

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

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SECTION 2

Let’s reread this extract from the text “Using Multiple Intelligences to Find Your
Dream Job.” Look at the underlined verbs. Do they refer to situations in the
past, in the present or in the future? How do you know? Do you know the name
of this structure?

If you wanted to find out about your multiple intelligences, you could take a test
to get a rough-and-ready assessment of your eight kinds of intelligence. The
results of this assessment may also give you clues as to the best vocation or
career for you. If you checked most of the items for Body Smart and few for
Word Smart, then you would probably want to stay away from jobs that have you
sitting at a desk from 9 to 5.

GRAMMAR STOP

SECOND TYPE CONDITIONAL

The Second Conditional is used to make hypotheses about present imagin

situations. We use it when we imagine a different present context or to give
opinion.

Have a look at the following examples and work out the structure:

● If you checked most of the items for Body Smart, you would probably
want to stay away from jobs that have you sitting at a desk from 9 to 5.
● You would probably want to stay away from jobs that have you sitting at
a desk from 9 to 5 if you checked most of the items for Body Smart.

CONDITION RESULT
IF
,
…… + …………………………… …… + …… + ……… + …………………

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RESULT CONDITION

IF
…… + … + …… +…………………… ……… + ………………………………

The “Result Clause” may appear before the “If Clause”. Is there any difference
between the two Second Conditional sentences above?

Another possible modal verb in the result clause is COULD:

If you wanted to find out about your multiple intelligences, you could take a test
to get a rough-and-ready assessment of your eight kinds of intelligence.

Note the use of the verb “to be” in the “if” clause:
If + I/you/he/she/it/we/you/they + were/weren’t, …

This structure is frequently used to give advice:

Example:
If I were you, I would definitely take a test on multiple intelligences before
choosing a university programme.

CHECK YOUR PROGRESS 2

a) You are going to read a text on Crazy Questions. As you read on, underline
the correct verb form.

Crazy Questions

An interesting way to know about a person’s opinions on varying

issues, as well as their type of intelligence, is to ask crazy
questions. Asking hilarious questions opens up another layer of
them that you may not know about. For example, asking about
time travel:

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b) Here are some other crazy questions to try.

1. What 1would/did you do if you 2would find/found out you have a long-lost twin?
Finding out that you have a long-lost twin should be a pleasant experience. Find
out what your friend 3did/would do.
4 5
2. If you won/would win $10 million and your girlfriend/boyfriend would
ask/asked you to spend $9.99 million on a dream trip around the world together,
what 6did/would you do? This is an interesting weird question to ask your friends
7
when you are bored. If you asked/would ask your friends this question,
8
would/did they accept or refuse to spend almost their entire winnings to fulfill
9
their partner’s dream? Some answers probably revealed/ would probably
reveal that they are still too young and uncommitted.
3. “Why did the baker throw the butter out of the window”? This is also one of
10
those crazy questions that could have/had your friends laughing because the
answer was /could be even more hilarious. If they 12didn’t know/ wouldn’t know
11

13
what to answer, you always told/could always tell them that it is because the
baker wanted to see the butterfly.

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c) Now complete the following sentences with the verbs in the correct tense and
voice. Use modal verbs when necessary.

1
1. …………… you …………… (prefer) to be a dragon or a unicorn? Dragons and unicorns
2
…………… (be) mythical creatures —while dragons 3……………………… (consider) dreadful
4
and terrifying fire-spitting beasts, on the other hand; unicorns ………………………
(desire) because of their beauty. Asking a person this weird question
5
……………………… (help) you find out what 6……………… (be) more important to them;
Power or Beauty?
2. How should a dog wear pants? On its hind legs, forelegs, or both? Dogs are a man’s
best friend and one of the most common pets in several households. Overzealous
pet parents usually 7……………… (dress) up their dogs in human clothes and as such, if
8
you ………………… (have) to put on a pair of pants on a dog, which of its legs
9
……………you …………… (put) it on? All of its legs or its forelimbs or hind limbs? This
is a hilarious weird question, especially for a pet parent.
10
3. If you could exchange lives with one of your siblings, who ………… it …………(be)?
Sometimes, siblings might feel that a particular sibling has a life much easier for
11
them. Find out if your friend ………………… (fit) in that category.

d) Creativity time! Answer the following crazy questions and share your ideas with
the rest of the class. Listen to your partners’ answers. Do their answers give
any hint about their dominant kind of intelligence?

1. If you found a teleporting machine that took you to a precise place and time in

history, where and when would you travel to? What would you do there?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

2. What is the one thing you would never buy?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

3. If you were to turn into food, what would you turn into?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

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4. If you were a superhero, what powers would/wouldn’t you want to have?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

5. If you could meet yourself in the past, what piece of advice would you give

yourself?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

QUESTION BLOCK

a) Ask possible questions for these answers about travelling into the future.

1) __________________________________________________________?
Yes, I would love to travel 1,000 years in the future. It sounds fascinating.

2) __________________________________________________________?
No, I would hate to be the last person on earth.

3) __________________________________________________________?
If I travelled 1,000 years into the future, I wouldn’t be able to understand the
world then.

4) __________________________________________________________?
If I spent a day in the future, I would try to make the most of it.

b) Now, complete the chart below with examples from the questions above.

CONDITIONAL TYPE 2
INTERROGATIVE MODAL VERB SUBJECT MAIN VERB …?
WORD WOULD/COULD INFINITIVE

Wh-
questions

Yes/No
questions ______

(*) Remember that you can ask questions about the RESULT clause, not about the CONDITION clause.

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EXPRESS YOURSELF

Useful expressions: Agreeing or disagreeing politely

Agreeing
● You’re right.
● I totally agree with you.
● That’s so true.
● That’s a good point.

Disagreeing
● You have a good point but…
● You may be right but …
● Well, I partially agree with you because …
● I don’t think so. I would say that …

For or against?
Choose one of the topics below and prepare a conversation with a classmate.
After you give your opinion, your classmate will agree or disagree with your
viewpoint. Use the expressions above. Have a look at the example.

“Most people have only one type of intelligence.”

Student A: I’m fairly certain that most people have only one type of intelligen
For instance, people who are Music smart are very reflective a
creative but they are not good at thinking in words. Therefore, th
aren’t Word smart.

Student B: I don’t think so. I would say that good music composers find it e
to use language to express and appreciate complex meanings.

Student A: That’s a good point. On second thoughts… the best songwrit

transmit their inner thoughts and emotions.

Student B: That’s so true! As they are Self smart, they understand themsel
and write powerful messages. Look at Bob Marley’s songs!

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1. It is not relevant to be Self smart to become a good (nurse/P.E.

teacher/etc…your future profession).
2. To be a good professional in my discipline, I need to be Number smart.
3. If someone decided to start a new programme at university, he/she would find
it useful to do a test on multiple intelligences first.
4. Crazy questions are the best way to get an insight into a person’s type of
intelligence.
5. If a teleporting machine were available, it would be amazing to travel 1,000
years into the future.
6. If a teleporting machine were available, it would be amazing to travel 1,000
years into the past.

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

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TIME FOR FICTION III:

“A SOUND OF THUNDER” BY RAY BRADBURY - PART III

BEFORE READING

a) Write the correct connector according to the given hint. Do not repeat them.
1. _____________ (time) Eckels was walking towards the Machine with Travis,

he realized he would travel back in time for the first time in his life.

2. _____________ (time) the safari leader, his assistant and the three hunters

put on their helmets, they tested the radios.

3. _____________ (contrast) their guns could kill a dinosaur with one shot, they

had to be precise _____________ (reason) some of the animals had two

brains, which was too dangerous.

4. They were sixty million two thousand and fifty-five years before their present.

_____________ , (contrast) the government didn’t want them to be there.

5. The metal path floated above the earth; _____________ , (result) they could

not touch the world of the Past.

6. They weren’t allowed to be there _____________ (reason) they could make a

change that would affect the Future.

7. Lesperance had been sent to the Past to study the creatures along their whole

life. _____________ , (addition) he had marked the ones to be shot with red

paint.

b) How do you think the characters will react when they meet the Tyrannosaurus
Rex that they were promised?

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

WHILE READING
Read Part III and describe how Eckels, Billings, Kramer, Travis and Lesperance
behaved when they saw the monster.

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PART III

The jungle was high, and the jungle was broad, and the jungle was the whole
world forever and forever. Sounds like music and flying tents filled the sky. Those
were pterodactyls high above with huge gray wings. Eckels pointed his rifle at one of
them playfully.
"Stop that!" Travis said. "Don't even point your gun at any creature for fun! If
your weapons go off, you can kill it. "
Eckels looked angry and asked for their Tyrannosaurus. “We’ll meet him in sixty
seconds” Lesperance replied after checking his watch. “Look for the red paint and
don't shoot till we give the word. Also, remember to stay on the Path. Stay on the
Path!"
They moved forward in the wind of morning. They were there, a million years
lost, when the caveman didn’t exist. However, in sixty million years, Keith became
president, so everyone was celebrating.
Eckels was ordered to shoot before Billings and Kramer. Although he had hunted
several wild animals, he was shaking like a kid. Immediately, Travis raised his hand
and showed where His Royal Majesty hid in the mist.
The jungle was wide and full of sounds. Suddenly it all stopped. Silence. A sound
of thunder.
Now, they saw HIM. They could not believe their eyes. He was incredibly big
except for his tiny arms which looked unnoticeable, but they could pick up and
examine men like toys to be eaten by his snake-like neck. When he ran, his feet dug
into the wet earth and left footprints six inches deep wherever he put his weight.
First, they thought they couldn’t kill him, but then they saw red paint on his
chest. After he breathed out and a terrible smell of dead meat went out of his
mouth, Eckels panicked. As he thought the dinosaur was impossible to defeat, he
wanted to come back. Therefore, he was told to follow the path and hide in the
Machine. Although he felt he couldn’t move, he took a few small steps but in the
wrong way.

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The other men faced the Monster and fired at him. However, he was difficult to
kill. When they shot again, this time at the wild black circle in the center of each
eye, Tyrannosaurus fell. The thunder died away. The jungle became silent. After the
avalanche, a green peace. After the nightmare, morning.
Billings and Kramer were sick so they sat on the pathway, Travis and Lesperance
stood cursing with smoking rifles and Eckels lay frightened in the Time Machine. He
had found his way back to the Path and witnessed the whole scene.
When Travis told the two hunters who were outside to clean up the mess with
some special cloth he had taken from the metal box, a giant tree branch broke off,
fell and crashed upon the dead dinosaur. That was the right time for him to die
originally.
They were reminded that nothing could be touched or taken to the Future: the
body had to stay right there, so the insects, birds, and bacteria could get at it.
Therefore, everything would be in balance.
The four brave men walked along the metal Path and sank into their seats in the
Machine. They looked back at the dead Monster, where already strange birds and
golden insects were busy at the thick skin. After that, Travis pointed at Eckels with
his rifle and commanded him to go out alone to be left there. He had risked their
lives; besides, he had run off the Path so he could make them lose thousands of
dollars. Although Eckels had only kicked up some dirt, the safari guide had to report
it because nobody knew what he had done to Time or History.
To pay for his mistake, Eckels offered extra money, but instead he had to take
the bullets out of the dead creature as nothing could be left in the Past. His only
wish was to be back, so he did as he was told. After some time, like someone walking
in their sleep, he returned with his arms covered in blood to the elbows and a
number of steel bullets in each of his hands. He felt shocked and exhausted. This
had been the punishment for his silly action.
Once Eckels sat down, Travis gave the signal to start the Machine. 1492. 1776.
1812.

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VOCABULARY BUILDING

Read the extract again and solve the crossword puzzle.

1. …………………… (n): a substance that makes things not clean, for example dust, soil or

mud.

2. …………………… (v): have something or someone taken away from you; have less of

something than you had before.

3. …………………… (v): saw something happen, especially an accident or crime.

4. …………………… (v): helped somebody remember something, especially something

important that they must do.

5. …………………… (v): gave someone an order.

6. …………………… (adj): trembling as a result of physical or emotional disturbance, such

as fear.

7. …………………… (n): an extremely unpleasant event or experience.

8. ………… ……………… (v): be fired by accident.

9. …………………… (n): the part in the middle of the arm where it bends.

10. …………………… (v): win against someone in a fight, war, or competition.

11. …………………… (n): a penalty assigned to or imposed for an offence or fault.

12. …………… ……… (v): made a rapid, forceful move with the foot or feet.

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13. …………………… (adj): inclined to or ready to vomit.

14. …………………… (adj): feeling fear.

15. …………………… (v): put yourself somewhere where you cannot be seen or found.

AFTER READING
a) On-the-lines questions: ask questions based on the given answer.
1. ………………………………………………………………………………………………………………………………………………?

Because the shot had gone back into his brain.

2. ………………………………………………………………………………………………………………………………………………?

Because Keith had become president.

3. ………………………………………………………………………………………………………………………………………………?

He had to report Eckel’s incident to the government.

4. ………………………………………………………………………………………………………………………………………………?

It travelled to the Future.

b) Between-the-lines questions: order out the following questions and answer

them.
1. was / shaking like a kid / although / Eckels / he / before / had hunted/ several

wild animals / why?

………………………………………………………………………………………………………………………………………………?

…………………………………………………………………………………………………………………………………………………

2. meant by / the story / of / “A Sound of Thunder” / is / at / what / this

moment?

………………………………………………………………………………………………………………………………………………?

…………………………………………………………………………………………………………………………………………………

3. Travis and Lesperance / why / after / killed / did / curse / was / the Monster?

………………………………………………………………………………………………………………………………………………?

…………………………………………………………………………………………………………………………………………………

4. Billings / sick / why / and / did / Kramer / feel?

………………………………………………………………………………………………………………………………………………?

…………………………………………………………………………………………………………………………………………………

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c) Beyond-the-lines questions: answer these questions.

1. How would you feel if you were Eckels seeing the dinosaur for the first time?

…………………………………………………………………………………………………………………………………………………

2. What would you do if you were Travis after Eckels went back to the Machine?

…………………………………………………………………………………………………………………………………………………

3. What kind of intelligence do you think Eckels reflects?

…………………………………………………………………………………………………………………………………………………

4. What was necessary, advisable and obligatory for Time Safari Inc. to be a good

hunter?

…………………………………………………………………………………………………………………………………………………

EXPRESS YOURSELF

Useful expressions:
Expressing your reservations and counterarguments

When we exchange opinions about certain topics, people generally have th

objections or reservations. We then have to think of a counterargument

defend our position.

Reservations Counter arguments

Yes, but … Even so, …

Yes, but don’t forget that … Even if that is so, …

That’s a good point but … That may be so, but …

Possibly, but the problem is … That’s probably true, but …

For or against?
Choose one of the topics below and prepare a conversation with a classmate using
different arguments and counterarguments.

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1. Travis was Nature smart.

2. Eckels was a cultural misfit.
3. Travis was audacious.
4. Lesperance was Number smart.

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

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ACADEMIC LITERACY III

Abstracts: Method and Results

a) If you were asked to carry out a research project on the impact of multiple
intelligences on work performance, what measuring instruments would you use?
What would you expect to find out? Does the abstract below include your
ideas?

The Impact of Multiple Intelligences on Individual Work Performance

and the Role of Generations
June 2019

S A Mendis
Ajantha S. Dharmasiri
Postgraduate Institute of Management

Abstract
Recently measurement and enhancement of Individual Work Performance (IWP) of
managers, especially middle managers, have been significant areas of study. To this
end, extant literature on the predictors of IWP have failed to include the impact of
individual differences, such as multiple intelligences and generations, on IWP of
managers. Further, the relationship among multiple intelligences, individual work
performance and generations remains largely untested. Hence, this paper explores the
relationship between multiple intelligences and individual work performance, and the
possible impact of generations on this relationship.
1
_____________________________________ using pre-validated questionnaires,
and survey data was collected from 294 managers in the Banking and Apparel sectors
2
in Sri Lanka. _____________________________________ using Structural
Equation Modelling (SEM), and the findings revealed that
3
_____________________________________ multiple intelligences on individual
work performance. 4_____________________________________ the fact that
there is a moderating effect of generations on the relationship between multiple
intelligences and individual work performance, where Gen Y displayed a higher level of
correlation between multiple intelligences and work performance than Gen X. The
paper makes a significant theoretical contribution by introducing two elements,
multiple intelligences and generations to the Performance Theory, and further

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discusses the managerial implications of the findings for organizations, for the
purpose of improving work performance of managers.

Keywords: Individual work performance, Multiple intelligence, Generation X,

Generation Y
Source:
https://www.researchgate.net/publication/334029302_The_Impact_of_Multiple_Intelligences_on_Individual_Work_Performance_and_the_Role_of_Gener
ations

b) Reread the text and fill in the blanks with the following phrases. What
move/s do they belong to?

1. Multiple intelligences and individual work performance were measured…

2. There is a positive impact of…
3. The study further supported…
4. The data was analyzed…

c) The following phrases and expressions are typically used to describe the
method and report the results in an abstract. Sort out the following examples
into the corresponding list.

1. The analysis demonstrated/demonstrates/implies/suggests that…

2. We/I started by investigating…
3. It remains to prove that…
4. In order to verify the validity of…
5. It is clear/evident/obvious that…
6. Survey data was collected from…
7. The data was analysed…
8. The findings revealed that…
9. To overcome/avoid this problem/difficulty, it is necessary to (adopt a)...
10. …there is (no) evident relationship between… and…
11. It has been found that…
12. Data collection involved…
13. One possible solution to (this problem) is to ( use)...
14. A new approach was used…
15. These experiments were carried out in…
16. …there is a moderating/positive/negative effect/impact…
17. This solution requires…

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Method Results

d) Comprehension check.

1. Who were the participants in the study?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

2. What method of data collection was used?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

3. How was the data analyzed?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

4. What did the results show?

…………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

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