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Joy English · Nivel B2 · Cienciajoy-english.com

Un fragmento de una clase sobre la ciencia del sueño

Nombre:Fecha:

Parte de una clase universitaria de primer curso sobre el sueño.

Audio y corrección de respuestas: https://joy-english.com/es/listening/sleep-science-lecture

Ideas principales y actitud

Escucha el fragmento de la clase. Elige la mejor respuesta.

  1. What is the lecturer's main aim in this extract?
    • a) To persuade students to sleep for exactly eight hours
    • b) To describe a single experiment in detail
    • c) To introduce key ideas about sleep and question some popular beliefs
    • d) To teach techniques for remembering lists of words
  2. What common misunderstanding does the lecturer describe first?
    • a) That dreaming only happens in deep sleep
    • b) That the brain is mostly inactive during sleep
    • c) That teenagers need less sleep than adults
    • d) That sleep has no connection with memory
  3. In the experiment, what usually happens to the volunteers who sleep?
    • a) They remember more of what they learned
    • b) They remember the same amount as the others
    • c) They forget most of what they learned
    • d) They need more time to learn new material
  4. According to the current explanation, what does the brain do during deep sleep?
    • a) It rests completely so that it can work the next day
    • b) It creates new words and images
    • c) It deletes all unimportant information
    • d) It replays experiences and stores important information for longer
  5. What is the lecturer's attitude to headlines about naps and exam results?
    • a) He thinks they exaggerate what the research shows
    • b) He thinks they are accurate but too simple
    • c) He thinks naps are more useful than night-time sleep
    • d) He thinks students should test the claims themselves
  6. What does the lecturer suggest about teenagers who find it hard to get up early?
    • a) They should go to bed much earlier
    • b) They are usually being lazy
    • c) They need less sleep than younger children
    • d) Their body clock may make it genuinely difficult
  7. What does the lecturer imply about the eight-hour rule?
    • a) It is supported by all recent research
    • b) It only applies to teenagers
    • c) It is too simple to fit everyone
    • d) It is the best rule for students to follow
  8. What should students do before the next class?
    • a) Repeat the memory experiment at home
    • b) Read a chapter and keep a diary of their sleep
    • c) Write a short essay about dreams
    • d) Take a short nap each afternoon

Escucha los detalles

Escucha otra vez y escribe la palabra o el número que falta. Puedes escribir los números con palabras o con cifras.

  1. We spend roughly a ___ of our lives asleep.
  2. Each sleep cycle lasts roughly ___ minutes.
  3. In the experiment, volunteers learn a list of word ___ in the evening.
  4. In teenagers, the internal clock often shifts later by around ___ hours.
  5. Most adults seem to need between seven and ___ hours of sleep.
  6. For next week, students should read chapter ___.

Respuestas

Ideas principales y actitud

  1. c) To introduce key ideas about sleep and question some popular beliefsPresenta varias ideas de la investigación sobre el sueño y cuestiona creencias comunes, como que el sueño es un estado constante y la regla de las ocho horas.
  2. b) That the brain is mostly inactive during sleepMucha gente imagina el sueño como un estado constante, como apagar una computadora, pero el cerebro está muy activo por la noche.
  3. a) They remember more of what they learnedEl grupo que durmió suele recordar claramente más al día siguiente.
  4. d) It replays experiences and stores important information for longerEl cerebro repasa las experiencias del día y traslada la información importante a un almacenamiento a más largo plazo.
  5. a) He thinks they exaggerate what the research showsAdvierte de que los estudios son pequeños y simples, y dice que una siesta no duplicará tus resultados.
  6. d) Their body clock may make it genuinely difficultEl reloj interno de un adolescente tiende a desplazarse hacia más tarde, así que no necesariamente son perezosos.
  7. c) It is too simple to fit everyoneLe parece que la regla es demasiado simplista, porque la cantidad de sueño que necesita cada persona varía de una a otra.
  8. b) Read a chapter and keep a diary of their sleepLes pide que lean un capítulo y anoten a qué hora se acuestan y se despiertan.

Escucha los detalles

  1. thirdDice que pasamos aproximadamente un tercio de nuestra vida durmiendo.
  2. ninety / 90Pasamos por ciclos de unos noventa minutos.
  3. pairsLos voluntarios aprenden una lista de pares de palabras.
  4. two / 2El reloj tiende a desplazarse hacia más tarde, a menudo unas dos horas.
  5. nine / 9La mayoría de los adultos parecen necesitar entre siete y nueve horas.
  6. four / 4Pide a los estudiantes que lean el capítulo cuatro.

Transcripción

Lecturer: Good morning, everyone. Last week we looked at how memories are formed. Today I want to turn to something we spend roughly a third of our lives doing, yet rarely think about: sleep.

Lecturer: Let's begin with a common misunderstanding. Many people imagine sleep as a single, steady state, rather like switching off a computer. In fact, the brain is remarkably busy at night. We move through cycles of roughly ninety minutes, passing from light sleep into deep sleep and then into what's known as rapid eye movement sleep, when most vivid dreaming happens.

Lecturer: So why does this matter for learning? In one well-known type of experiment, volunteers learn a list of word pairs in the evening. Half of them then sleep normally, while the other half stay awake. The next day, the group that slept typically remembers noticeably more.

Lecturer: The current explanation is that during deep sleep, the brain replays the day's experiences and moves important information into longer-term storage. Now, a word of caution. These studies are usually small, and they test fairly simple tasks, so I'd be careful about headlines claiming that a short nap will double your exam results. It won't.

Lecturer: The second idea I'd like you to take away concerns timing. Each of us has an internal clock that tells the body when to feel alert and when to feel sleepy. In teenagers, this clock tends to shift later, often by around two hours. So a sixteen-year-old who can't fall asleep before midnight isn't necessarily being lazy when they struggle to get up at seven.

Lecturer: Finally, you've probably heard that everyone needs exactly eight hours a night. Personally, I find that rule rather too neat. Most adults seem to need somewhere between seven and nine, and the right amount genuinely varies from person to person.

Lecturer: For next week, please read chapter four, and keep a simple diary of when you go to bed and when you wake up. We'll compare the results in the seminar.

Joy English · práctica de inglés gratuita · https://joy-english.com/es/listening/sleep-science-lecture