ROAD MAP TO EXAMS oracy, writing, B2 FIRST, IELTS B2/B2+
TOWARDS AGENDA 2050 & THE AI EXPERIMENT sustainability, citizenship and digital competences
GREAT LEARNERS, GREAT THINKERS
Orientamento,Thinking routines and SEL
VIDEOS vocabulary, grammar, documentary, oracy, exams
The Big Five is a well-known system used by psychologists to describe personality. A popular acronym for the Big Five is O C E A N.
penness to experience People who have high scores in this factor are usually curious and (1) so they like new interesting experiences. They are also creative and clever. People with low scores tend to be practical and (2) , preferring to be sensible rather than imaginative onscientiousness People with a high score in this factor are usually very (3) and good at finding ways to deal with problems. They are also usually reliable and hard-working. People with low scores are often (4) , doing things without thinking of the consequences, and also very relaxed and (5) .
xtroversion Extroverted people tend to be (6) and talkative, generally enjoying interacting with others. Introverts tend to be quiet and (7) , preferring reading a book alone to going out partying.
greeableness People with a high score in agreeableness are usually (8) and diplomatic. They are also kind and (9) , thinking of others’ feelings. They often tend to be modest, too. People with a low score are often (10) , thinking more about themselves. They can also be (11) and difficult to rely on.
euroticism This is a question of not feeling (12) , not believing that you can do things well. People with a high score may well be (13) and become serious reason. They may also be (14) more confidence in themselves. On the other hand, a low score suggests that a person is calm and (15) , able to come back strong after a problem.
1 VIDEO 060 Watch and listen to the video and complete.
1 When Clara says she’s written a book, she thinks she sounds big-
2 Kent thinks Clara has a lot of friends and is a social
3 Kent thinks he is too shy and 4 Clara says we have two voices, our inner and our inner cheerleader.
5 If you ask friends for feedback, be and easy-going.
2 Complete sections O, C and E in the text on the left-hand column with these words. Check that you also understand the words in bold in those sections. Use a dictionary if necessary.
061
broad-minded • down-to-earth • impulsive • laid-back • outgoing • reserved • resourceful
Now do the same with sections A and N and these words.
considerate • insecure • moody resilient • self-confident • tactful • untrustworthy
Now listen and check your answers for 1 and 2.
5 SPEAKING Look at these words. Discuss what you think they mean. Find any related or opposite adjectives in 2 and 3 or the text.
064 big-headed • cheerful • competitive • easygoing • energetic • enthusiastic • humble • introverted • loud • loyal • narrow-minded • reflective • sensitive • shy • sociable • tactless
6 Match these idiomatic expressions to their explanations (1-8).
065
a big mouth • a bright spark • a great laugh • a live wire • a pain in the neck • a party animal • a social butterfly • a wallflower
1 Someone who enjoys going to lots of parties.
2 Someone who is very annoying or irritating.
3 Someone who is very funny.
4 Someone at a social event who has no one to talk to or dance with because they are shy.
5 Someone who says things they shouldn’t.
6 Someone who is clever or has a clever idea (but often used sarcastically to mean just the opposite!).
7 Someone who has a lot of energy and is interesting to be with.
8 Someone who goes to lots of different social events and knows a lot of people.
7 SPEAKING In pairs, what type of personality do you think the people in (1-4) below typically have? Use adjectives or idiomatic expressions from exercises 2-6 and give reasons for your answers.
1 a film star 2 a top scientist 3 the president 4 a novelist
Film stars need to be self-confident and social butterflies because they have to promote their films and do interviews.
8 IELTS 066 Listen and complete the sentences with no more than one word for each answer.
1 Bebe Vio was very after her illness. She remained positive and returned to fencing.
2 All Bebe’s achievements show how she is.
3 Bebe is to people with disabilities, and supports charitable causes.
4 People love Bebe because she is always so and never big-headed.
5 Videos of Bebe after she wins are popular because she is so energetic and
6 She is always self-confident and in everything she does.
7 Bebe is still , and is looking forward to future Paralympic events.
9 Write one adjective from this double page which is either similar to or the opposite of the adjectives (1-6), and circle S (similar) or O (opposite) after your adjective.
1 humble
2 broad-minded
3 untrustworthy
4 introverted
5 diplomatic
6 relaxed
10 SEL In pairs, check your answers for 9. Talk about the words which describe your own personality. Does your partner agree with your choice? Why is it important to be aware of how you seem to other people?
I’m not very relaxed in social situations. Perhaps I’m insecure.
Really? You seem very calm and laid-back to me!
1 SPEAKING In pairs, do the informal personality test on page 320 and check the answers. Do you both agree with what it says about you? Why/Why not?
Let me tell you about something that happened to me recently: I went to a party.
‘What’s so special about that?’, you’re wondering. Well, I hardly ever go to parties because, get ready for this – I don’t like them much. I guess I’m the typical wallflower. As teenagers, it seems we almost have to feel guilty about that because people assume we should all be party animals. Anyway, I’ve just discovered something that’s made me realise that it’s okay to prefer quiet chats to loud crowds. So, I thought I’d share some of the ideas I learned from a book I’ve just read. It’s called Quiet Power, by Susan Cain. She suggests that being introverted isn’t necessarily the same as being shy. When you’re shy, you’re quiet because you’re afraid of what other people will think of you. Being introverted, on the other hand, is more a question of preferring situations that are quieter and stimulating. I don’t know about you, but I could relate to that immediately. Some of my friends like to fill their weekends with countless things to do and people to see. Me, I’m happy to spend the weekend painting, reading, and taking my dog for a walk.
Here’s the important message, though. It’s OK to prefer quiet situations. I think it’s true that society seems to pay more attention to extroverts. We’re often given the idea that we should all be trying to be the life and soul of the party. But as Susan Cain points out in her book, it’s about time society paid more attention to what quiet people bring to the table, too. They have special skills and qualities that extroverts just don’t have. For example, most
of us would agree that introverts tend to be more reflective and think things through more slowly and deliberately, whereas extroverts are more impulsive. In fact, some of the most creative people in history, like Bill Gates for example, have been introverts.
Think about when you do collaborative assignments at school. The loudest students tend to dominate and make quicker decisions. But it’s usually the quieter people who see the bigger picture and are more focused on the task itself. After all, the quieter you are, the better you listen to everyone else. Now, don’t get me wrong here. It’s always better to have a mix of all different kinds of people working together. I just wonder whether the talents of the quieter members of the group are taken less seriously than they should be. It’s important to remember that, even if you are quiet, that doesn’t mean that you can’t do things like stand up and give a presentation that’s just as good as anyone else’s. You can rise to the occasion when you need to and push yourself to take centrestage. Afterwards, it’s perfectly okay to recognise that on the whole you feel happier and a lot more comfortable behind the scenes rather than in the spotlight. As I get older, I feel more and more confident that it’s fine not to be a social butterfly. And I feel inspired enough after reading the book to give a presentation on this topic at school next week. I know I’ll be nervous, but I think it’s time to shout out loud that ‘quiet is all right’!
2 Read the text quickly. What are its main messages?
3 IELTS 067 Read and listen to the text and choose the best answers.
1 Lucy is writing this blog post to talk about something …
a unusual that’s happened to her.
b out of the ordinary that people do.
c she has recently found out.
d she wants to happen.
2 Lucy suggests that society …
a makes it easier to be introverted.
b takes less notice of extroverts.
c recognises the skills and qualities of introverts.
d pressures people to be more extroverted.
3 Lucy finds that with group work at school …
a the quiet people make quicker decisions.
b no one concentrates on the task.
c people often ignore an introvert’s contributions.
d there isn’t a good balance of personality types.
4 Lucy’s last message is that … a introverts are able to be the centre of attention.
b as they get older, introverts start to feel more confident.
c she doesn’t want people to know she is introverted.
d she didn’t get much help from the book.
4 VOCABULARY What do the underlined words in the text mean? Guess and then check in your dictionary.
5 B2+ ENGLISH Match the highlighted words and expressions in the text to their meanings (a-c).
1 bring something to the table
2 see the bigger picture
3 rise to the occasion a understand the complete situation b make a valuable contribution c deal successfully with a difficult situation
6 THINKING ROUTINE Facts or Fiction In one or two sentences, summarise the main idea of the blog. Compare your summary with your partner and discuss these questions:
• What do you believe is true in the blog? Why?
• What does the blogger give as evidence?
• Does the blogger use language to show that this is opinion and not fact?
I believe most of what the blogger writes about is true because …
Does your birth order count?
7 B2 FIRST 068 Listen to the podcast. Answer the questions using a maximum of four words or a number.
1 How do some people describe the lastborn child?
2 Who does the first-born child get most attention from?
3 What does pressure to succeed make a first-born feel?
4 What can a middle child show to an older sibling?
5 What do youngest children often get more of than their siblings?
6 What can only children have difficulty doing?
7 Which country has only 1.2 children per
1 A Look at the sentences. Which contain comparative forms and which contain superlative forms?
1 They make quicker decisions.
2 They tend to see the bigger picture.
3 You feel happier being behind the scenes.
4 They feel a lot more comfortable out of the spotlight.
5 It’s better to have a mix of people.
6 The loudest students tend to dominate.
7 Some of the most creative people in history have been introverts.
8 They often work more slowly and deliberately
9 They tend to work faster
1 B Look at the sentences again. Which contain adjectives and which contain adverbs?
Grammar Reference page 230
2 SPEAKING Complete the table below and then explain the rules for the different groups of adjectives.
ADJECTIVE
fast old sad hot friendly bossy mature easy-going good bad far little (determiner) less the farthest / furthest
3 Find and correct the mistakes.
1 I’m going to try more hard to listen to others.
2 Einstein was one of the more famous introverts in the world of science.
3 She’s the friendlier person of this class.
4 I think Jack is more laid-back that Sam.
5 She’s the most moody person I know.
6 Try to do the exercise quicklier.
7 You need to get here much more soon.
8 She did far more well than me in the test.
4 Complete the text with the correct comparative or superlative adjective or adverb form of the word given. Sometimes more than one answer is possible.
It’s one of (1) (unusual) psychology experiments ever done. In the 1980s, Fritz Strack and his colleagues asked two groups of people to look at a cartoon and say how funny they found it and how good it made them feel. They wanted to know if one group would find it (2) (funny) than the other. While looking at the cartoon, one group had to hold a pencil between their teeth, without it touching their lips. The other group held a pencil with their lips but not their teeth. The first group felt much (3) (good) than the second. They laughed (4) (quick) and for (5) (long). Why? It wasn’t because they looked (6) (close) at the cartoon than the second group. It was because holding the pencil between their teeth forced their mouth into a smile. It seems that people smile more when they are happy, but it seems they can also feel (7) (happy) when they smile! So, if you want to be one of (8) (cheerful) people in your social group, all you need to do is try (9) (hard) to behave like you’re happy. We could go (10) (far) than that. Think of some of (11) (happy) people you know. They probably walk (12) (dynamic) than most other people, speak slightly (13) (fast), wear (14) (colourful) clothes, and have a (15) (firm) handshake. Copying their behaviour could make you feel (16) (positive) about life. Try it! After all, what could be (17) (easy) than just putting a pencil between your teeth to feel happy?
5 SPEAKING Decide who in your class …
1 draws the best.
2 talks the fastest.
3 is the brightest spark.
4 arrives the most early.
5 writes the most neatly.
6 is the biggest live wire.
6 SPEAKING Say one of the names you chose in 5. Can your classmates guess the description?
Sara.
Sara talks the fastest.
7 Look at the sentences and answer the questions (a-b).
1 Introverts are not as/so talkative as extroverts.
2 They are taken less seriously than they should be.
3 As people get older and older, they feel more and more confident
4 The longer you think about a task, the smarter your decisions are.
5 The quieter you are, the better you listen.
a When do we use not as … as, not so … as or less … than?
b How do you translate 3-5 into your language?
REMEMBER
As or like? We use as … as in comparisons, but like to show similarity, often after the verbs look, sound and smell
Max looks like his dad. She sings like a bird. Grammar Reference page 230
8 B2 FIRST Complete the second sentence so that it has a similar meaning to the first sentence, using the word given.
1 We are the same height. (tall)
I as you.
2 Public speaking becomes easier depending on your age. (older)
The public speaking becomes.
3 Our goal seems increasingly near. (and) Our goal is getting
4 My exam results were good, but Mark’s were better. (so)
I didn’t do
Mark in my exams.
9 Complete the expressions with these words. better • done • never • safe
1 Better late than
2 Easier said than
3 The sooner, the
4 Better to be than sorry.
10 SPEAKING In pairs, prepare three dialogues, including expressions from 9. Then role-play one of your dialogues.
1 Make nouns for people with these words and a suffix. You may need to change the spelling. invent • lead • psychology • assist • history
inventor
2 Make abstract nouns from these words and a suffix. You may need to change the spelling.
sensitive • shy • free • prefer • appear • involve • connect • relate (three possibilities) sensitivity
3 B2 FIRST For questions (1-8), use the word in capitals to form a word that fits in the gap in the same line.
It seems strange, but many people today think that (1) is good for you and helps to build your personality. They say that the world is full of too many distractions like smartphones and the Internet. They are worried about the (2) of periods of quiet, peace and (3) in our daily lives.
Some (4) claim that nowadays we cannot concentrate for as long as before. Lauren Child, author of the Ruby Redfort series, believes that doing nothing can lead to greater (5) , because it’s only when you’re bored that you have time to think of new ideas. Great (6) and scientists need this (7) to be able to come up with new work. Others argue that having nothing to do just leads to (8) and maybe even depression. What do you think?
4 TOWARDS DEBATING In pairs. You are going to have a debate. The topic of the debate is: People are at their most creative when they are alone and doing nothing.
One of you will agree with the statement, and the other will disagree. Use words and ideas from 3 and your own knowledge and experience.
1 SPEAKING You are going to listen to a podcast about Leonardo Da Vinci. In pairs, discuss what you already know about him.
2 IELTS 069 Listen to the first part of a radio podcast about Leonardo da Vinci. Complete the speaker’s notes with one word or a number.
Leonardo da Vinci
His masterpiece was his (1) (not the Mona Lisa).
His notes contained information on:
• the size of Milan and its (2)
• the jaw of a crocodile
• glasses to see the (3) better
• comparing the speed of (4) and a bird.
He wrote backwards in a form called (5) script.
He wrote more than (6) pages.
He completely filled his pages as (7) was so costly.
3 IELTS 070 Listen to the second part of the podcast. Which two are correct statements about da Vinci made by the speaker?
Choose two letters (A-E).
A He succeeded in making a 7-metre statue of a horse.
B He left 15 of his paintings unfinished.
C He had ideas for making robots and helicopters.
D From his idea, a university created a mechanical bird that flies.
E He managed to unite art, science and engineering in his work.
4 THINKING ROUTINE Think, Pair, Share In your opinion, which of the many things that Leonardo da Vinci did is the most interesting or impressive?
1 Read these sentences. Then complete rules (a–f) with a/an, the or no article (–). Match each rule to a sentence (1–6).
1 Many consider him the greatest genius of all.
2 [–] Scientists, [–] doctors and [–] engineers are still examining his notes today.
3 He designed a statue of a horse.
4 They built the statue 500 years later.
5 He was passionate about the world.
6 He didn’t separate [–] art from [–] science.
a We use to talk about a singular countable person or thing for the first time, or to say that the person or thing is one of a number of people or things.
b We use to talk about a specific person or thing or a person or thing mentioned before.
c We use to make general statements about uncountable nouns.
d We use to make general statements about plural countable nouns.
e We use to talk about someone or something that is unique.
f We use with superlative adjectives and adverbs, and next, first and last Grammar Reference page 231
2 Complete the text with a, an, the or no article (–).
1 Think Write a short answer to the question, giving your reasons. Use ideas from the listening or the words below. forward-thinking • original • brilliant • imaginative • unique • creative • practical
2 Pair Read your answer to your partner, and listen to theirs.
3 Share Tell the class about your partner’s answer.
Sir Isaac Newton was (1) famous English mathematician, astronomer and physicist. He is considered to be one of (2) most important scientists of all time. He provided (3) new mathematical description of (4) universe in his book, the Principia Many people consider his work to be the beginning of (5) physics as a modern subject of study. Newton said that he came up with (6) theory of gravity after watching (7) apple fall from (8) tree. But (9) people now think this is just (10) myth. It seems Newton was (11) introvert. He was (12) Member of Parliament for two years but was so quiet that he only spoke once, to ask somebody to close (13) window in the building. But it’s clear that even today, (14) scientists owe a lot to Sir Isaac Newton. Einstein kept (15) picture of him on his study wall. Today there is (16) statue of Newton at (17) National Library in London.
3 Look at these sentences and complete rules (a–g) with the words or expressions in bold.
1 By being able to make connections, it’s easier to innovate.
2 They think that one day they will be able to make a mechanical bird.
3 Leonardo couldn’t/wasn’t able to build the statue himself.
4 He could/was able to write with both hands.
5 They were able to build/managed to build/ succeeded in building the statue 500 years later.
6 We can learn a lot from Leonardo.
7 You need a mirror to be able to read the writing.
8 In the exhibition we could see some pages from Leonardo’s notebooks.
a We generally use to talk about ability in the present.
b We usually use to talk about ability in the future.
c When we need an infinitive or gerund to talk about ability, we use or
d To talk about general ability in the past, we use
e To talk about the ability to do something on one specific occasion in the past, we use , , or
f We can use the negative form or to talk about both general ability or one specific occasion in the past.
g In the past, we often use with verbs of the senses (see, hear, feel, smell, taste) to talk about general ability or one specific occasion.
Grammar Reference page 231
4 Choose the best alternative.
1 Last week I could/was able to finish the book I’d been reading for months.
2 Yesterday my parents succeeded/managed to buy tickets for the concert.
3 One day I’d like to be able to/can visit Egypt.
4 The exam was difficult but he could/was able to get a good mark.
5 My dad could/couldn’t finish the marathon yesterday because he had a cramp.
6 I’m sure that one day I can/will be able to speak Russian.
5 Complete the text with an appropriate word from sentences (1–8) in 3 to talk about ability.
Amongst the personal strengths of Giovanni Battista Belzoni (1778–1823) was precisely that: his physical strength. At a height of over two metres, the Italian was so strong that he (1) carry a human pyramid of twelve adults, which he often did! He was known as The Great Belzoni when he joined a circus in Britain. Over ten years later, he was (2) to find a very different job. He travelled to Egypt and became an archaeologist and explorer. He managed (3) transport a massive statue called The Younger Memnon over three kilometres to the River Nile, get it onto a boat, and send it off to London. It weighed over 7,000 kilos! You (4) still see the statue at the British Museum today. Belzoni also succeeded (5) uncovering the temple at Abu Simbel after spending months clearing away a mountain of sand that covered it. He found amazing hieroglyphics on the walls there but (6) understand them, as it was only later that a Frenchman called Jean-François Champollion (7) able to crack the code of Egyptian writing. Belzoni was also the first person in modern times to (8) able to get inside the Pyramid of Khafre in 1818. If you go inside the tomb there today, you (9) be able to read Belzoni’s graffiti in Italian celebrating his discovery.
6 Complete the sentences to make them true for you.
1 I think that one day I’ll be able to ...
2 One day I managed to …
3 Last week I succeeded in ...
4 I couldn’t ... when I was five.
5 I could ... on my own when I was at primary school.
6 I’d love to be able to ... one day.
7 SPEAKING In pairs, read some of the phrases you wrote to complete the sentences in 6. Your partner has to guess which sentence (1-6) you wrote it in.
1 SPEAKING In groups of 3 or 4, look at the people in the photos. Answer the questions.
1 Where are they from?
2 When did they live?
3 What did they do to become famous?
2 SPEAKING In groups, look at this presentation topic.
Give a presentation about somebody who you think was an inspirational and influential figure in history. Explain in what way(s) the person was inspirational or influential.
Who in history would you choose to talk about and why? You can choose a person from the photos, or another person from history. Tell the people in your group who you have chosen.
3 LISTENING 071 Listen to a student giving a presentation on this topic and answer the questions.
1 Who did they choose and why?
2 What do you think of their choice?
4 INVALSI 071 Listen again. Answer the questions using a maximum of four words.
1 Which century did Gandhi live and work in?
2 What did he lead India to freedom from?
3 How are problems solved with Satyagraha?
4 What type of movements are inspired by him?
5 What kind of life did he lead?
6 What was the main thing he believed in?
5 071 Listen again. Tick (√) the expressions in the Communication Bank that you hear.
COMMUNICATION B ANK 072
USEFUL EXPRESSIONS TO STRUCTURE A PRESENTATION
Beginning your presentation
• I’d like to begin by saying …
• My presentation is about …
• To start with …
• The first thing I’d like to say is …
• I’m going to talk about …
Structuring arguments and events
• First of all,
• Firstly,
• Secondly,
• Another thing is that,
• Furthermore,
• What’s more,
• It’s important to remember that …
• It’s also true that …
Concluding your presentation
• In conclusion,
• Finally, ∞ To sum up, ∞ Last but not least,
• The point I’m trying to make is … ∞ In short,
6 THE AI EXPERIMENT Remember the person you chose in 2. Now ask AI for more information.
Why is [the person you chose in 2] considered inspirational and influential?
Use your ideas and this information to plan your presentation with notes.
7 Organise your notes from 6 in a logical order, including an introduction, conclusion, and expressions from the Communication Bank. Don’t write the whole presentation, just key words and numbers.
SPEAKING TASK
8 Take it in turns to give your presentation to your group or to the whole class, using your notes from 7. Don’t forget to look at your audience to see if they understand you and are interested.
9 When you finish, discuss how well you did your presentations.
1 SPEAKING Read this announcement and discuss possible people that you could write about and why you think they would be a great choice.
WANTED! The best guest!
If you could invite a famous person to your school for the day, who would you choose?
Write an article explaining who the famous person is, why you think they would be a great guest and what you would like the person to do at your school. Send us your articles today!
2 073 Read and listen to a student’s answer to this writing task. Would you like this person to visit your school? Why/Why not?
Have you ever heard of the Liverpool footballer, Mo Salah? Whether you like football or not, I think this live wire is the best person to invite to our school. Let me explain why.
Salah is a very cheerful, friendly, outgoing person and is famous for being generous and humble. He’s very passionate and dedicated to football but what I like most about him is that he’s so kind-hearted and caring to fans and strangers. He is loved in Britain, as well as his home country Egypt, where he is a symbol of national pride. Just imagine how somebody like that could inspire all of us to do well at school and in life afterwards!
At school, I’d like him first to give a talk to all of us to explain the secrets of his success. Then I think it would be great for students to be able to ask him questions about some of his most interesting experiences. In the afternoon, he could watch our sports classes and maybe give us advice about how to do better. After all, he is Liverpool’s top goal scorer, has won multiple Champions League and Premier League titles and is captain of the Egyptian national team.
Personally speaking, I think Mo Salah is one of the most inspiring people I know. The world of sport can be very competitive and aggressive but Mo Salah is a great example of fair play and respect. What’s more, he also gives away 6% of his salary to help people who are less well-off than him. Can you think of a better role model for students like us today?
3 Match the paragraphs (A-D) to these topics.
1 A conclusion with one or two further reasons to justify your choice
2 A brief introduction to the person chosen
3 Reasons why you chose this person
4 What you would like the person to do at your school
4 Look at the Communication Bank. Which of the techniques does the student in 2 use? Give examples.
USEFUL WAYS TO INVOLVE THE READER IN
• Use you, your, we, our
• Use direct questions like: Have you ever … ?, Are you like me?, Can you think of … ?
• Use expressions that make a connection with the reader: Imagine … , Just think …
• Use colourful, descriptive language: He/She is very/really/extremely/quite/rather + ‘normal’ adjectives (inspiring, talkative … ), He/She is completely/totally/absolutely/really + ‘extreme’ adjectives (fantastic, amazing … ).
• Use expressions to make your opinion clear: What I like (most) about him/her is … , In my experience … , Personally speaking … , To be honest … , Let me explain why …
5 B2 FIRST Choose a famous person and write your article (140-190 words) for the task in 1. Follow the paragraph plan in 3 and use expressions from the Communication Bank.
6 Read other people’s articles. Vote for the best guest!
7 SEL In this lesson, you have been talking about famous people and their achievements. How can these positive role models help inspire us to achieve more in our own lives?
In my opinion, having someone that you admire and look up to makes it easier to take steps towards success. You see what they have done, and it makes you believe that you can do it, too.
1 WORDPOWER Here are the words you will need for this lesson. Look them up in a dictionary if you don’t know them. 074 bias • dumb • fulfill • gender • patchwork • perpetuate • speak up • survey
2 BEFORE VIEWING Do you have stereotypical ideas about the personality of people from Scotland, Wales or England? Think in terms of the five OCEAN categories in the text on page 64. Explain your ideas to the class.
3 WHILE VIEWING 075 Watch or listen to the video. What are the general ideas about people from Scotland, Wales and England (specifically, Cambridge)? Are they similar to your ideas?
VIDEO
British personality types
4 AFTER VIEWING 075 Watch or listen again. Choose the correct alternative.
1 The BBC survey observed 5/400,000 characteristics.
2 The first man interviewed thought the survey was inaccurate/accurate
3 The Scottish woman agrees/disagrees that the Scottish are introverted.
4 The Welsh woman says she’s standing near to/ far from the reporter.
5 The woman in Cambridge thinks the people are friendly/unfriendly
6 The reporter tells the woman in Cambridge to take care/be careful
5 B2+ ENGLISH 076 Read and listen to the text. Match the highlighted words and expressions in the text with their meanings (a-c). Don’t worry about the missing sentences at this stage.
1 in a bad light
2 a wizz
3 at face value a an expert, a talent b without making judgement c viewed negatively
A stereotype is an expectation or belief that all members of a category of people have a particular characteristic in common. Stereotypes are usually simplified opinions or prejudiced attitudes about someone’s nationality, appearance, gender, age and other social differences that assume all members of a group behave (1) . We shouldn’t make decisions about an individual based on stereotypes, because it may not be true for that person. Stereotypes often inspire prejudice and lead to discrimination. They put people in a bad light, they make them seem inferior, untrustworthy or just people that you want to avoid.
• Women are bad drivers.
• Smart people are nerds.
• Asians are good at maths.
• Men can’t multitask.
• Short people can’t play basketball.
• Scottish people are mean.
• Blondes are dumb.
• Old people hate technology.
• The French are arrogant.
• Women are too emotional.
If you look at each of these stereotypes, there of course must be (2) of people in each category that fulfills the stereotype. For example, the idea that Asians are good at maths is a stereotype. But it’s also true – on international tests, students from Asian countries score the highest. This is where the stereotype comes from. But does it mean that every Asian is a wizz at maths? Of course not. And it’s annoying for a student when a teacher expects them to perform (3) just because of their race. The teacher may even think this student is being lazy if they don’t conform to the stereotype. The idea that women are bad drivers is another stereotype. Female drivers often take fewer risks and as a result drive more slowly, but statistically they (4) and are not worse drivers than men. Admittedly, some women are poor drivers, just as some men are.
It’s quite natural for us to make assumptions about people, and we all use stereotypes. After all, no matter how open-minded we are, we all have a tendency to categorise people, rightly or wrongly. We often don’t even realise we are doing it. This is called ‘unconscious bias’. It’s part of the way we (5) make decisions. Our brains quickly categorise people to predict what is going to happen, or we rely on the opinions of others to make decisions. Everyone thinks like this.
You may have seen other people use stereotypes, or even have been a victim of stereotyping yourself. Don’t be afraid to speak up when you (6) is being unfairly judged. By saying or doing nothing, you will only succeed in ensuring that the stereotype continues.
of people say they regularly see or hear stereotyping
Only a third something to
Of the people who don’t speak up:
• 50% don’t want to make the situation worse;
• 41% don’t know what to say.
6 INVALSI Read again. Parts of the text have been removed. Choose the correct part (a-h) for each gap (1-6). There are two extra parts you should not use.
a process information and
b better than others
c can easily discriminate
d have fewer accidents
e know many more people
f or someone else
g a certain number
h in the same way
7 077 Now listen and check your answers.
8 B2 FIRST 078 Listen to a radio caller talking about stereotypes. Complete the sentences with a word or short phrase.
1 People think that Leo has his head to look tough.
You are as likely as anyone to use stereotypes. Try to think of some stereotypes you perpetuate. What assumptions do you make about people when you first meet them about the way they look, or dress, or behave? Become more aware of what you are thinking and try to take all people at face value on an individual basis. Not stereotyping people will mean you will be able to get to know people as they truly are.
2 Some people to avoid Leo in the street.
3 Before Leo’s hair fell out, people tended not to him.
4 Leo avoids getting in fights by from people.
5 The have searched Leo in the street a few times.
6 Leo often finds it in social situations.
7 Leo particularly hates the stereotype because he has over it.
9 SEL Do you know any typical stereotypes for students of some university, further education or trade courses? In groups of 3 or 4, answer the questions.
• What are the stereotypes attached to different courses?
• Would these stereotypes affect your choice of study?
Some people think Accounting students are boring nerds. It won’t stop me doing the course, I love maths, and there are lots of job opportunities.
10 TAKE ACTION! In pairs, think of a situation when you or someone you know has been a victim of stereotyping. Write a short play using this situation as the plot, and act it out in front of the class.
1 Complete the sentences with the correct words.
1 In the UK you drive on a between cities.
2 Hurry up! We don’t want to our flight.
3 She got a for not wearing a seat belt.
4 I was early, so I sat in the at the station.
5 It’s dangerous to try to a truck.
6 Can you give me a to the airport, please? / 6
2 Complete the sentences with these words. excursion • journey • travel • trip • voyage
1 You’ll be on the train for five hours. Here’s a sandwich for the
2 We usually abroad for our summer holiday.
3 During the , the cruise ship will stop at three ports.
4 While we are in Florence, we are doing an to Siena.
5 Dad is on a work to the USA. / 5
3 Create new words by adding a prefix to each one.
4 knows lots of people is a butterfly 5 is very intelligent is a bright / 5
6 Complete the text by adding a suffix to the given words to create nouns. / 5
The fictional Dr Frankenstein is a (1) (science) obsessed with creating life. He succeeds by using a machine powered by (2) (electric). The monster seeks his (3) (friend), but Dr Frankenstein is horrified by the (4) (appear) of his monstrous (5) (create), and the story ends in tragedy for them both.
7 Choose the correct alternative.
1 ‘I can’t cook dinner for ten people!’ ‘Don’t worry. I’ll help/’m helping you.’
2 The neighbours will move/are moving today. Look, there’s a big van outside.
3 When you see/will see her, don’t tell her about the party.
4 I’m going to eat/eating less sugar. I promise.
5 I don’t think there will be/is a lot of traffic tomorrow.
6 We are having/going to have chicken for dinner. I’ve already cooked it.
7 We can go outside as soon as it stops/will stop raining.
8 I can hear someone coming. They will/are going to knock on the door. / 8
4 Match the words (1-6) to their synonyms (a-f).
considerate
laid-back
kind
5 Complete these idioms with one word. A person who …
1 loves parties is a party
2 is very annoying is a in the neck
3 cannot keep secrets is a big
8 Complete the sentences with the future continuous, future perfect or future perfect continuous of the verbs given. Use the contracted form.
1 By 2030, she (complete) 13 years at school.
2 This time tomorrow, you (fly) over the Atlantic ocean on your way to Mexico.
3 When he gets to the finish line, he (run) for more than four hours.
4 By 7 p.m., I (arrive) home.
5 By the time she retires, she (work) for forty years.
6 They (sleep) if you call them now. / 12
9 Complete with the comparative or superlative of the words given.
1 This is (delicious) apple I’ve ever eaten.
2 It was hot yesterday but it’s even (bad) today.
3 You’ll be (comfortable) if you sit in another chair.
4 Look! The cat is running (fast) the dog.
5 This is (good) way to cook rice.
6 Talk a little (quietly), so you don’t annoy people.
7 That was (long) exam I’ve ever done.
8 They are always (happy) when the sun is shining. / 8
10 Complete the second sentence so it has the same meaning as the first sentence, using the word given.
1 She was more hard-working last year than she is this year. (as) This year she isn’t she was last year.
2 She used to visit me more often. (frequently) She visits me she used to.
3 That tree is the same height as the one next to it. (tall) That tree the one next to it.
4 When people do more exercise, they become fitter. (the) The more people exercise, become. / 8
11 Complete the expressions with these words. There is one extra word you do not need. better • easier • more • sooner • sorry
1 The , the better.
2 said than done.
3 Better to be safe than
4 late than never. / 4
12 Complete with a/an, the or no article (–).
1 I think history is most fascinating subject I study.
2 I couldn’t see man I spoke to, but he had very loud voice.
3 That is incredible story. I think journalists would be interested in it.
4 I took photo of castle we visited in Ireland. / 8
13 Choose the correct alternative.
1 I could/was able to finish the race because I had so much training.
2 We managed/succeeded in painting the room in one afternoon!
3 I save a lot of money by being able/to be able to make my own clothes.
4 The children couldn’t/weren’t able play outside because it was raining.
5 I need glasses so I can/to be able to see things at a distance.
6 I could/succeeded in taste something strange in the water. / 6
14 Find and correct two mistakes in each sentence.
1 On my travel to New York, I could find a really inexpensive hotel.
2 These online ticket sites are distrustworthy, I think I am using a travel agent instead.
3 The first group of students performed more good than second group.
4 By next weekend, I’ll have been arriving in the Auckland.
5 Mike is the less experienced flight attendant in the crew, but he is very enthusiasm.
6 She succeeded to get to the airport on time, but a flight was cancelled.
7 When you will meet Jenny, you will find her more easy-going that her brother. / 14 / 100
KEYS page 324
YOUR SCORE WHAT YOU SHOULD DO between 1 and 50 points practise with the HUB Test activities between 51 and 100 points you are exam-ready for material studied so far. Find practice activities in the Road Map to Exams.
H Aumans create a rich variety of music, and most people enjoy music in some form. Archaeological records show that humans have been making musical instruments for at least 40,000 years. All societies known to date have (0) . It seems to be an intrinsic part of being human. Does this mean musical ability is something that is innate? It is very clear that music runs in families, more strongly than other talents such as academic ability or (1) This might mean that musical ability is a genetically inherited trait, but it could just as easily be the result of exposure to music at a young age by other family members. Both these arguments have been the (2) , but now with the development of genetic studies and faster computerised statistical analysis, some answers have been found. The problem is that musicality is difficult to measure and a person who has never learnt a musical
instrument could still have musical talent that has not been noticed. The measure that is generally used to counter this is what is known as absolute pitch or AP, which is commonly called perfect pitch. This means a person is able to generate a particular note with their voice (3) It was originally believed that the incidence of AP in the general population was as low as only five people in 10,000, but recent studies have shown much higher levels than this. Through self-reporting by musicians, it has been found that, if children start musical training before the age of five, about 40% will have AP. The later someone begins to study music, (4) , and it drops to 3% if studies begin at nine or older. This shows that early introduction to music increases the probability of AP, though it is impossible to tell from the survey who the more naturally gifted musicians are. It only tells us that younger students are predisposed to it.
It has long been said that AP runs in families, much like general musical talent, and some ethnic groups have a higher level, such as the Ashkenazi Jewish population. In the general population, Europeans have a 9% incidence (5) who have 47%.
This is an exceptionally large difference, but these surveys did not include similar studies on when AP develops. To find out whether it is really inherited, (6) were observed and four chromosome regions related to AP have now been determined.
A surprising link was also found with the incidence of synaesthesia, which is a remarkable ability for people to have multiple senses activated by a single stimulus. For example, they can smell a sound (7) . More study is required, but it seems certain that a genetic link to AP does exist. However, early exposure to music is also important for generating it. As we know, genetics is not always everything, and a lack of AP does not mean a musician is not talented, as practice and perseverance are also vital factors in reaching one’s full potential as a musician.
1 Read an extract from an article on musical ability. Parts of the text have been removed. Choose the correct part (A-J) for each gap (1-7). There are two extra parts that you should not use. The first one (0) has been done for you.
A created music in some form
B telling scientists what to measure
C the lower the incidence of AP
D subject of debate for many years
E have fewer sections open
F sporting aptitude
G or hear a colour
H without hearing the note first
I compared to East Asians
J family groups and their genomes
2 079 Listen to an artist talking about Picasso and his work. While listening, answer the questions (1-9) using a maximum of four words. The first one (0) has been done for you.
0 What year was Pablo Picasso born?
1 What do we commonly see nowadays?
2 What did Picasso reject?
3 How much money did Picasso leave at his death?
4 What kind of work did Picasso produce at art school?
5 Which living artist was he influenced by?
6 What caused Picasso to begin his ‘rose’ period?
7 Which of his periods was Picasso painting in during the war?
8 How does the speaker describe himself in terms of his work?
9 What group of people did Picasso sell his work to in Paris?
3 080 Listen to an extract from a podcast interview about Walt Disney. Match the interviewer’s questions (A-I) with the answers (1-7). There is one extra question you do not need to use. The first one (0) has been done for you. First you will have one minute to study the task, then you will hear the recording twice.
A Are Mickey Mouse cartoons still made?
B But it wasn’t just films and TV, was it?
C Did anything change when the 1950s arrived?
D How did Disney start his career?
E How did he manage to survive the Great Depression?
F What did all this money allow him to do?
G What do you think the secret of Disney’s success was?
H What really made his work begin to stand out?
I Who was Walt Disney?
• One-syllable adjectives, add -er and the ... -est (old 0 older, the oldest).
• One-syllable adjectives ending in a vowel + a consonant, double the last consonant and add -er and the -est (sad 0 sadder, the saddest); or -r and the ... -st (nice 0 nicer, the nicest).
• Two-syllable adjectives ending in -y, omit -y and add -ier and the ... -iest (friendly 0 friendlier, the friendliest).
• Two-syllable adjectives ending in -ful, -less, -ing, -ed, -ent, -ial, -ile, -ous, and -re use more and the most (useful 0 more useful, the most useful); with most other two-syllable adjectives both structures are possible (clever 0 cleverer/more clever, the cleverest/the most clever).
• Adjectives with two syllables or more, use more and the most (mature 0 more mature, the most mature).
• Irregular adjectives have no rule (good 0 better, the best; bad 0 worse, the worst; far 0 farther/ further, the farthest/furthest).
• Adverbs that end in -ly add more and the most (carefully 0 more carefully, the most carefully).
• These adverbs add -er and the ... -est, following the same rules as adjectives: fast 0 faster, the fastest; late 0 later, the latest; long 0 longer, the longest; soon 0 sooner, the soonest; near 0 nearer, the nearest; hard 0 harder, the hardest; early 0 earlier, the earliest
• Irregular adverbs have no rule (well 0 better, the best; badly 0 worse, the worst; little 0 less, the least).
– Comparatives are followed by than Today is colder than yesterday. – We normally use an object personal pronoun after than, but if the pronoun is followed by a verb, the subject form is used. He is more intelligent than me/than I am.
– Superlatives are followed by in, of or on: in (or on) with a singular noun referring to a place or group of people; of when referring to several places or people He is the fastest runner in his age group. It’s the most expensive of all. This is the worst show on TV.
• Less is the opposite of more Peter is more outgoing than Sue = Sue is less outgoing than Peter.
• We use as ... as to say two things are the same. I think books are as interesting as films.
• We use not as ... as/not so ... as when the second person or thing is more … than the first one. I don’t think cats are as loyal as dogs.
• We use the + comparative, the + comparative to talk about two things that happen together. The more I sleep, the better I feel.
• We use comparative and comparative to describe changing situations.
The music is getting louder and louder
• We use as: – in comparative phrases with adjectives and adverbs (as ... as), and nouns (as much/many ... as). He drives as badly as his brother and he has had as many accidents as his brother.
Anna is as tall as her sister. She can drive as well as they do – to show a job or use, or when something/ someone is in the position/form/quality of James works as a podcaster.
As your mentor, I advise you to get more training. You can wear this scarf as a belt.
– to give examples; here it follows such Many people, such as my parents, tell me to work harder.
– to say that something/someone is in the same condition/way as, before a subject and a verb (in informal language like is often used instead of as). The weather here is usually sunny, as it is today.
– when it means because
As there was no milk, I drank my tea black.
– when it means while; just is used to reinforce as when two things happen at the same time.
As/Just as I was getting in the car, I heard a noise.
– in these expressions: as you like, as you know, as usual, as always, as I thought, as if, as though
• We use like:
– to show similarity (you can’t use as in this case). He is very generous, like all his family.
Wearing these shoes is like walking on air.
– with the verbs look, sound, smell
He looks like a film star. It smells like lemon.
– to give examples
This garden has very old trees, like this oak here.
Comparing nouns
– We use:
– more and the most with uncountable and plural countable nouns.
Would you like some more water?
There are more students this year.
This room has got the most windows – less and the least with uncountable nouns and fewer and the fewest with plural countable nouns.
These days I have less time to relax.
This page has fewer followers than others.
This city has got the fewest parks – as much ... as with uncountable nouns and as many ... as with plural countable nouns.
There aren’t as many flowers as last year, perhaps because there wasn’t as much rain
Indefinite article: a/an Use
• With singular countable nouns, when they are mentioned for the first time, or when the person or thing is one of a number of things or people. There is a strange dog in the garden.
Mrs Carlton has a new car.
• With jobs and to assign somebody/something to a category
BIll is a farmer and his wife is an ambulance driver. Amanda is a talented pianist!
• To use a noun in its generic meaning
A doctor [= any doctor] needs to ask patients the right questions.
Definite article: the Use
• With singular and plural countable and uncountable nouns, to refer to something or somebody previously mentioned
Here are two of his works. I prefer the one on the left.
• To talk about specific things or people or something unique
The road we are on is quite dangerous. the Moon; the government
• With superlatives and with first and last He is the friendliest teacher at the school. This is the last time I will tell you.
• With plural names of people and places the Franklins; the Virgin Islands
• With parts of the day in the morning/afternoon (but at night)
• With names of countries with the words ‘States’, ‘United’ or ‘Republic’ and with geographical areas the USA; the UK; the south of Italy
article (zero article)
• With plural countable and uncountable nouns when we describe things or people in general I love action films; Richard likes poetry.
• With some expressions: at/to work; at home; go home; in/to bed; by car/bus/bike; on foot
• With places mentioned for their function or use, e.g. school, hospital, church, university, college, prison, court He is in prison.
• We use can/can’t and am/is/are (not) able to to talk about ability in the present I can/can’t sing. She is/isn’t able to drive.
We generally use will be able to to talk about ability in the future. We can use can or will be able to to talk about a future availability or offer I’ll be able to speak French when I go to Paris. I can drive you to the airport tomorrow.
• We use was/were (not) able to and could/couldn’t to talk about general ability in the past He was/wasn’t able to swim when he was five. I could/couldn’t read before I went to school.
• We use was/were able to, succeeded in + -ing form and managed to + base form to talk about the ability to do something on a specific occasion in the past I was able to leave/succeeded in leaving/managed to leave work early.
• We use couldn’t, wasn’t/weren’t able to, didn’t succeed in + -ing form and didn’t manage to + base form to talk about the inability to do something on a specific occasion in the past She couldn’t find/wasn’t able to find/didn’t succeed in finding/didn’t manage to find her keys.
• We generally use can/can’t/could/couldn’t with verbs of the senses (see, hear, feel, smell, taste) in the present and past, but present and past forms of be able to are also possible, and will be able to is used for the future I can smell smoke.
We could see the mountains.
They will be able to hear the traffic if you leave the window open.
1 COMPARATIVES AND SUPERLATIVES Complete the table. kind moody sensible good bad loudly fast comparative kinder worse superlative the kindest the most loudly
2 ARTICLES For each use of the articles find a sentence in the Student’s Book or write a new sentence to complete the map.
• With singular countable nouns (we mention something for the first time, it is one of a number of things or people)
I saw an excellent film last night.
• With jobs
• With a noun used in its generic meaning
ARTICLE (ZERO ARTICLE)
• With plural countable nouns and uncountable nouns (talking in general)
• With some particular expressions at home
• With names of places mentioned for their function or use (not the building)
My sister goes to university.
• To refer to something or somebody previously mentioned A man stopped me in the street.The man asked for directions.
• To talk about specific things or people
• With something unique
• With superlatives and with first and last
• With plural names of people and places
• With parts of the day
• With the names of certain countries and with geographical areas
1 PERSONALITY ADJECTIVES Complete the map with these adjectives.
considerate • easy-going • extroverted • hard-working • loyal • moody • quiet • reliable • sociable • tactless
POSITIVE broadminded calm cheerful competitive (1) creative diplomatic down-to-earth (2) energetic enthusiastic (3) humble imaginative kind laid-back (4) modest outgoing relaxed (5) resourceful self-confident sensible (6) tactful
NEGATIVE big-headed impulsive insecure lazy (7) narrow-minded selfish shy (8) untrustworthy
NEUTRAL (9) introverted loud practical (10) reserved sensitive serious talkative
2 NOUN SUFFIXES Transform these words into nouns by adding a suffix, and write them in the correct position in the table. appear • free • invent • involve • music • prefer • shy
Invention
3 IDIOMS AND EXPRESSIONS Complete the idioms and expressions from the Student’s Book. Think of situations when you can use each of them.
Expressions with comparatives and superlatives Better late than never. Easier (1) than done. The sooner, the better. Better to be safe than (2)
Expressions about people and situations be in the spotlight be the life and soul of the party bring something to the (3) rise to the occasion see the (4) picture take (5) stage
Idioms to describe personality a big mouth a bright spark a (6) laugh a live wire a pain in the (7) a party animal a (8) butterfly a wallflower
1 Choose the word that is the odd one out in each group.
1 energetic • enthusiastic • hard-working • lazy
2 sensitive • shy • loud • reserved
3 down-to-earth • imaginative • curious • creative
4 resourceful • hard-working • resilient • talkative
5 big-headed • diplomatic • moody • tactless
2 Replace the words in bold in the sentences with one of these words. imaginative • diplomatic • humble • laid-back • reserved
1 Raul is always so relaxed. Sometimes,I think he’ll fall asleep at any moment!
2 Why can’t you be more tactful when you’re talking to her?
3 Harry isn’t very talkative. In fact, I’d say he’s rather introverted
4 I can’t believe how creative Darren is! He has the most amazing ideas.
5 You really don’t need to be so modest all the time. It can be rather annoying!
3 Complete the sentences with some of these words.
big mouth • great laugh • live wire • pain in the neck • party animal • wallflower
1 My sister loves going out and spending time with her friends. She’s a real
2 Come on! You need to stop being a and start talking to people.
3 He is an absolute . I can’t believe anyone can be so annoying.
4 She’s a . After spending the day with her I always feel so exhausted!
5 I wouldn’t tell him any of your secrets. He’s a real and he’ll tell everyone.
4 Complete the text with the appropriate personality adjectives. The first letter is given.
So you’ve decided you’d like to be a pilot. Before you start your flying training, you will undergo a personality test, as it is important you have the right characteristics to become a pilot.
First of all, it’s a bit of a balancing act. You need to be (1) s and believe in your own abilities, but not (2) b and not to think you are very important. You definitely mustn’t be (3) i as it’s important to make the right decisions and think of the consequences. You might find yourself in situations that are dangerous so it is essential that you are (4) c under pressure, but not too (5) e or laid-back. Secondly, you are part of a team and communication is very important. Obviously, it helps if you are (6) o and sociable, and (7) c enough to think about how other people feel, as that will help the rest of your team feel (8) r . It isn’t very good if a pilot is always (9) m or too sensitive, as it makes for a bad atmosphere. Finally, pilots must be very (10) s and always think carefully about things. They also need to be (11) r because a lot of people depend on them. So, do you think you have what it takes?
5 Find new words that can go with the words below to make compound adjectives describing someone’s personality. Use the definitions to help you, and a dictionary if necessary.
1 bad-... (grumpy, and aggressive)
2 good-... (always ready to laugh and smile)
3 level-... (sensible, emotionally balanced)
4 open-... (will consider and accept different points of view)
5 strong-... (determined and stubborn)
6 thick-... (not sensitive to criticism or insults)
7 absent-... (forgetful or inattentive)
8 quick-... (fast thinking, clever and resourceful)
9 tight-... (doesn’t like to spend or give money)
10 self-... (confident in their abilities and character)
Here’s a question for you. Are personality tests accurate or are they a waste of time? My main reason for asking this question is that I recently took a test in a popular science magazine and it told me that I would be a good nursery teacher. I have to say, I was rather surprised as I’ve never had any interest in working with kids and, in fact, when my cousins were young, I used to complain about their behaviour all the time! So do you think I should change my career based on this personality test?
To be honest, I think I might have been better off just reading my horoscope. After all, they’re as scientific as most personality tests, in my opinion. I certainly don’t think the human resources department of a big company would hire someone based on their horoscope or any other such nonsense
So I was quite interested when I found a report on some research conducted by Northwestern University and published by Nature Research. Previously, many scientific reports concluded that it was impossible to classify personality types. But these researchers claim they have come up with the first scientifically accurate approach that works. The first thing that struck me was the amount of data they had used. It turns out that they analysed the results of three different online questionnaires answered by more than one and a half million people. Thanks to the Internet, it is now possible to investigate using enormous amounts of data that people give voluntarily.
1 Read the text quickly and choose the best title.
1 The latest research
2 Personality tests – a personal opinion
3 What do personality tests tell us?
2 B2 FIRST Read again. Choose the best answers.
1 Tanya took a test given by
a a teacher.
b a careers advisor. c a nursery school. d a magazine.
2 What is Tanya’s opinion of horoscopes?
a Useful.
b Unreliable.
c Better than personality tests.
d Scientific.
3 Why was Tania initially impressed by the university report?
a It used a lot of data.
b It was conducted online.
c It was scientifically accurate.
d It discovered new personality types.
According to their findings, there are four distinct personality types and most people fall into one of these categories: average, reserved, self-centred or role model Of course, you can probably guess from the names that the majority of people are average, that role models are good leaders, that reserved people are not extroverts and that self-centred people aren’t very pleasant to be with! Also, the researchers found that certain groups of people were more likely to be represented in one category than other groups of people. One such group is young males, who are overrepresented in the self-centred group, while adult women are noticeably underrepresented. So, where do I sit on the reliability of personality tests, now that I’ve read the report? Personally, I don’t think I’ve really changed my mind. Yes, the amount of data is amazing. But can we really find out about someone’s personality by getting them to answer a series of questions? And, even if we can, does this information help us decide what jobs people would be suited to? Aren’t things like IQ (or intellectual intelligence) and EQ (or emotional intelligence) more important? The more I think about it, the more I think that other factors play a significantly bigger role in the career someone chooses than what kind of personality they have.
4 In the end, what is Tanya most certain of?
a You can’t measure personality through a survey.
b Emotional intelligence is more important than IQ.
c Personality is not very important for job suitability.
d For tests like these, the more data the better.
3 Match the underlined words in the text to the meanings.
1 clear and separate
2 someone with good behaviour
3 true, reliable
4 what is my opinion about something
5 something that is not true or sensible
4 Answer the questions.
1 Why does Tanya not agree that she would be a good nursery teacher?
2 What is Tanya’s opinion on personality tests?
3 Where did Northwestern University get their data from and how much did they get?
1 Choose the correct alternative.
1 Tammy is one of the smarter/smartest people I’ve ever met.
2 You’ll be much happier/happiest if you just try to relax a bit.
3 Probably the more/most important thing you can do is be more considerate.
4 It was one of the worse/worst situations you could imagine.
5 If you were more/most patient, you’d feel a lot better.
6 I don’t think we could have been uncomfortabler/more uncomfortable
2 Complete the sentences with the comparative or superlative of the words given.
1 Some children learn much (fast) than others.
2 One of (interesting) things about personality tests is how often they are used.
3 That was probably (hard) thing I’ve ever had to do.
4 Tan speaks English (fluently) than her sister, even though she’s younger.
5 He’s the (confident) person I know.
6 What’s (early) you can leave?
7 Be careful! She’s (clever) than she looks.
8 The (big) problem is that she can be a real big mouth and that’s so annoying.
COMPARISONS
3 Complete the sentences with these words. as • less • more • more and more • not as • the most
1 It’s difficult as it looks.
2 Narrow-minded people are tolerant than broad-minded people.
3 As I learn , I realise how little I used to know.
4 The slower you go, the you begin to see what there is around you.
5 I don’t think Sam is resilient as Tom. He finds new situations difficult.
6 My yoga teacher is laid-back person I’ve ever met.
4
Write an appropriate response using one of these expressions. One of the expressions is not used.
Better late than never. • Better to be safe than sorry. • Easier said than done. • The sooner, the better.
1 When would you like me to fix your computer?
2 Why don’t you get Laura to help you?
3 Do we really need to wear helmets for climbing?
5 Find and correct the mistakes. One of the sentences is correct.
1 I’m far more happier around outgoing people than a shy person.
2 Don’t rush! It’s better to get it right the first time.
3 You are quite sensitive, just as me.
4 Can you drive slower, please?
5 The more soon we finish, the better.
6 Emilia isn’t as talkative than her sister.
6 B2 FIRST Read the text and think of the word that best fits each gap. Use only one word in each gap.
What type of person are you?
According (1) many psychologists, there are two personality types: Type A and Type B. The idea was first suggested in the 1950s by two heart specialists, Dr Meyer Friedman and Dr Ray Rosenman. According to their research, Type A is as common (2) Type B. People with Type A personalities were more likely (3) have high blood pressure, were at a higher risk of a heart attack than Type B and became impatient more quickly. On the other hand, people with Type B personalities were (4) relaxed and easygoing. However, recent research shows there might be a better way of categorising personality (5) just as two basic types and it is now thought that it’s (6) of a sliding scale. Scientists agree that this new way of looking at personality is far more useful than just looking at individual characteristics.
1 Complete the sentences with the correct form of the words given. Use a dictionary if necessary.
1 She showed a lot of (sensitive), given the situation.
2 It’s important to think, and make the right (decide).
3 Greta Thunberg is a famous climate (active).
4 Sam works for a science magazine as a (research).
5 The results of her exams came as a big (disappoint).
6 As a teacher, I won’t accept (lazy) in my class.
2 Complete the text with the correct form of the words given. Use a dictionary if necessary.
Ifyou are an introvert, can you imagine being an (1) (act) or a (2) (music)?
Well, it might sound unlikely, but it isn’t impossible. You might not have a lot of (3) (confident) or you might worry about your (4) (appear), but these are things that (5) (psychology) say people can overcome. ‘The first thing we try to do is make a (6) (connect) with the person who comes to see us and build a (7) (relation),’ Dr Tina Federova, a professor of psychology who also works with young people, says. ‘(8) (shy) isn’t an illness, but it is something that has often been caused by events in a person’s childhood. If we can understand what these events were and the effect they had on a person, we can often help and see quite a big (9) (improve) in somebody’s self-esteem.’
3 LISTENING 202 Listen to a talk about personality types and jobs. Number the jobs (a-e) in the order they are mentioned.
a chef b doctor
c police officer d psychology teacher e scientist
4 INVALSI 202 Listen again. Match the beginnings of the sentences (1-6) with the sentence endings (a-h). There are two sentence endings you should not use.
1 When you do the Myers-Briggs test, you end up with
2 Dr Federova’s son Ben is
3 Ben cooks meals for Dr Federova because he
4 People criticise personality tests because they are not
5 You can change the result of your test by
6 Dr Federova has never considered becoming
a a police officer.
b an extrovert.
c choosing the answer you want.
d very reliable.
e four traits which are your type.
f a doctor.
g still lives at home.
h sixteen personality types.
5 202 Listen again. Answer the questions.
1 What are some words used to describe Ben’s personality? Name at least two.
2 How was the Biggs-Meyer test accurate for Ben?
3 What is the main criticism of these tests?
4 Does Dr Federova think she is doing the wrong job? Why?/Why not?
Suffixes
– ship: often used in words which describe connections between people – hood: often used in words to describe a state, stage, condition or a group of people
6 Add the suffixes -ship or -hood to these words to form other nouns. Write a definition for the new nouns.
1 Complete the sentences with a/an, the or no article (–).
1 I recently read report about some research into personality tests.
2 I made bad decision, actually one of worst decisions I’ve ever made.
3 Have you ever taken online psychology test just for fun?
4 He really likes doing puzzles and he’s read they’re good for brain.
5 I think that idea that you can decide on job based on your personality is silly.
6 Why do people read things like horoscopes in newspapers?
7 Would you prefer to fly to Moon, or be first person on Mars?
2 Find and correct the mistakes. One of the sentences is correct.
1 One of most famous psychologists ever was Sigmund Freud.
2 The emotional intelligence is regarded by many people to be more important than IQ.
3 I had the interesting conversation with my cousin last night.
4 Lots of people think I’m an introvert, but I disagree.
5 Emily is such broad-minded person; she’s open to almost anything.
ABILITY IN THE PAST, PRESENT AND FUTURE
3 Choose the correct alternative.
The story of Bethany Hamilton shows that if you really want to do something, you (1) can / can’t / could , whatever happens. As a young girl, Bethany was very lucky because she lived close to the beach in Hawaii and this meant she (2) can / could / will be able to go surfing almost every day – something she really enjoyed. Then one day, at the age of 13, her world was shattered when she was attacked by a 14-foot shark. Despite being a long way out to sea, Bethany (3) could / couldn’t / managed to get back to the beach. There, the father of her best friend (4) can / couldn’t / was able to stop some of the bleeding and get her to hospital. Bethany lost a lot of blood and the doctors (5) can’t / couldn’t / were able to save her arm. Nobody believed that she would ever (6) can / be able to / succeed in surf again, at least not at the highest level. After all, surfing is about balance and you (7) can’t / couldn’t / manage to
balance with only one arm. However, just a month after the accident, Bethany was back on her surfboard, proving everyone wrong.
After coming back from such a terrible situation, Bethany (8) could / succeeded in / managed to winning seven world pro events! Now in her thirties and a mother of four, she has written 10 books, is a public speaker, and still (9) being able / manages / can to surf regularly in competitions.
4
Complete the sentences with these words.
can • can’t • couldn’t • managed to • was able to • will be able to
1 I’m really pleased I attend that talk last night.
2 I understand a word she said!
3 It’s amazing what you do if you put your mind to it.
4 Rachel get 100% in her exam.
5 There’s no way you finish that by Friday.
6 Whenever I’m with Miguel, I stop laughing. He’s so funny.
GRAMMAR CHALLENGE
5 There is a word missing in each sentence. Write an appropriate word in the correct place.
1 Personally, I think Malala Yousafzai is most inspiring young person.
2 I used to a morning person, but now I regularly stay up late.
3 I’m sorry I help you with your maths homework; I’m really busy at the moment.
4 I don’t believe that introverts are necessarily less confident extroverts.
5 My sister is such outgoing person and she has lots of friends.
6 TRANSLATION Translate the sentences into English.
1 John è riuscito a vincere perché l’altro giocatore era più basso.
2 Essere introversi non è lo stesso che essere timidi.
3 Mio fratello è molto sensibile e non ama stare sotto i riflettori.
4 Il mio cane ha un aspetto strano, ma è la creatura più allegra che esista.
5 Penso che un giorno le persone saranno in grado di leggere nel pensiero.
6 Quando ero bambino sapevo parlare francese, ma ora no.
Have you ever wondered if you can change your personality? Perhaps you’ve always been shy and wished you could be as outgoing as your more sociable friends. Or maybe you’re naturally impulsive and would like to become more thoughtful and organised. The question of whether we can alter our fundamental personality traits has intrigued psychologists and self-help enthusiasts for decades. In the past, many experts believed that personality was as fixed as your height – you couldn’t change it any more than you could make yourself taller. They thought that by adulthood, your personality was set in stone. However, recent research suggests that our personalities might be more flexible than we once thought. Before, people couldn’t access the wealth of psychological knowledge we have today. They weren’t able to understand the complexities of personality as well as we can now. Today, we’re able to draw on decades of research and new technologies to understand better how our minds work. So, can you change your personality? The short answer is yes, to some extent. But it’s not as simple as flipping a switch. Changing aspects of your personality requires effort, time, and persistence.
It’s more like trying to change your fitness level than changing your shirt – it takes consistent work and doesn’t happen overnight. Research has shown that people can succeed in modifying their behaviour over time, rather than the actual personality traits. For instance, a naturally anxious person might be able to behave more calmly and be more relaxed through practices like meditation and cognitive-behavioural therapy. Similarly, someone who tends to be disorganised will manage to seem more conscientious by developing better habits and routines. However, it’s important to note that while this kind of change is possible, it’s not always easy. Your core personality traits are deep within you, usually forming as early as childhood. They’re as much a part of you as your earliest memories. Changing your reactions to them can feel as challenging as learning a completely new language
1 Decide whether the statements (1-6) are true (T) or false (F), then write the first four words of the sentence which supports your decision. The first one (0) has been done for you.
0 People used to believe you couldn’t change your personality.
T – In the past, many
F
1 Personalities are still no better understood than in the past. T F
2 We can now change our personalities more quickly and easily. T F
3 If you have an anxious personality, meditation may help. T F
as an adult. Moreover, real personality changes are rare. You’re unlikely to go from being the shyest person in your social circle to being a party animal. More realistic goals are managing to be comfortable in social situations or learning to express yourself more confidently. It’s also worth considering whether changing your personality is what you really want. While selfimprovement can be positive, it’s equally important to accept and value your unique traits. Sometimes, what you perceive as a weakness might actually be a strength in certain situations. For example, a cautious person might excel in roles requiring careful analysis, while an impulsive person might function best in dynamic, fast-paced environments. Remember, the goal isn’t to become a completely different person, but rather to grow and adapt in ways that align with your values and life goals. While we may not be able to change our personalities completely, we can change our behaviour. The most successful personality changes are often small but meaningful improvements that enhance our wellbeing and relationships. Remember that you have the power to grow and evolve, while still staying true to your core self.
4 It’s easier to change your personality than learn a new language. T F
5 Personality traits you don’t like may sometimes be positive. T F
6 The smallest personality changes can be the most meaningful. T F
LISTENING
2
203 Listen to an interview with a popular comedian called Roger Blade. Do the exercise on page 322.
1 221 Listen to a student talking about the photos. Which of these things does he mention?
A which job he has done B a similarity between the two photos C which job he would like to do
2 221 Complete what the student says with the words and expressions in the box. Then listen and check.
both photos show • in my opinion • in the background • in the middle of • in the second • let me think • one similarity • personally • well • whereas
(1) (2) young people working. In the first photo, you can see a young woman and I think she is delivering pizza. I don’t think I’d like to do that job, but some of my friends have similar jobs. (3) photo, the young man (4) the picture might be learning about a job. I think the older man is his teacher. (5) , there are some tools or other items for them to use. (6) is that all the people are touching or holding things. (7) , the young woman in the first picture is trying to earn some extra cash, (8) in the second picture, the young man might not be paid any money. (9) , I can understand the situation in both photos. Why? (10) , when you’re young it’s good to have your own money to spend. It’s also a good idea to learn new skills.
3 Complete the table with the expressions in 2. Describing Comparing Giving opinions
Fillers
Organising your speaking
When you are taking a speaking exam, try to organise your ideas. When you are doing a task such as comparing and contrasting photographs, it is good to use set phrases as this helps to present your ideas in an organised way that is easy to understand.
4 Look at the two photos and write notes. Then compare them, using your notes and the expressions in 2. If possible, record yourself. Foreground, middle and background
Differences
Similarities
5 Now compare the two photos, using your notes and the expressions in 2. You can refer to the Communication Bank on page 60 and 88 of the Student’s Book. If possible, record yourself.
1 222 Listen to the presentation and put the points in the order you hear them.
1 Images of violence can upset people, especially children.
2 Stories about violence are important.
3 Young people are often influenced by what they see and hear.
2 222 Listen again and complete the expressions.
1 Today, I'm going to about …
2 It is that ...
3 But that doesn’t that …
4 so, I still believe that …
5 Having that …
6 You can’t with the fact that …
7 In , I accept that …
8 Let’s not that …
3 Are the expressions used for presenting opposing points of view (P) or responding to opposing points of view (R)?
1 You can’t deny that ... P R
2 I would still say that …
3 That doesn’t alter my opinion that …
4 There’s no denying that …
5 But that doesn’t mean that …
4 Prepare a presentation. Read the presentation topic and make notes about your ideas. Think of arguments for and against it. Then decide what your opinion is.
Social media is not a good source of news. What is your point of view? How will you present this?
What are some of the opposing points of view? How will you argue against these?
How will you conclude your presentation?
5 Now practise giving your presentation. Remember to use an expression to introduce your presentation and structure your arguments. Use expressions from the Communication Bank on page 72 and 156. If possible, record yourself.
Accuracy and fluency
To speak English well, we need a balance between accuracy and fluency. Accuracy means correct use of grammar. Fluency means speaking a language without stopping too much to think about how to express your ideas. To improve accuracy, try to read English every day and practise grammar with exercises. To improve fluency, try to speak and listen to English as often as you can.
Planning and checking
An article communicates information to an audience so it needs to be accurate and grammatically correct. Remember:
1 never begin writing without making a plan.
2 never hand in a text without checking it.
Use linkers to give opinions.
Use linkers to show contrasts.
Use linkers to conclude.
1 Look at the writing task on the opposite page and read the article. Then answer the questions.
1 Does the article include all the necessary information?
2 Does the writer give reasons for their opinions?
3 Does the writer use different linkers?
We often hear that young people aren’t interested in the news, but in my opinion, this isn’t the case. In this article, I want to explain why. It is true that a lot of us are interested in celebrity gossip. This is because we get our news from social media. As a result, we see stories that have been created for us by celebrities in their social networks. As far as I’m concerned, the real problem is where people get their news from. When we only get our news from social media, we cannot check if what we read is true or not. Despite the fact that I enjoy reading gossip about my favourite singers, I am interested in what’s happening in the world. Moreover, I think most young people are also interested. However, we’re more concerned about how to save the planet than the comments of politicians. Therefore, many adults think we are not interested in the news – their news!
All things considered, young people are interested in the news. It’s just that we are not interested in the same things as adults and we get our news from different places.
2 Read the article again. Are these sentences True (T) or False (F)?
1 The writer doesn’t think young people are interested in the news. T F
2 The writer thinks young people and adults are interested in different things. T F
3 The writer thinks getting news from social media only is a problem. T F
4 The writer says that young people and adults don’t read the same news stories. T F
3 Complete these expressions from the article.
1 the fact that …
2 I’m concerned …
3 All things
4 As a , …
4 Choose the correct alternative.
1 My cousin doesn’t read newspapers. Despite/ Whereas this, he seems quite well informed.
2 Many teenagers find the news boring, and so/ moreover they don’t pay attention to it.
Use linkers to add ideas.
Use linkers to talk about consequences.
3 All things considered,/Even though it isn’t that surprising teenagers aren’t interested in the news.
4 Reporters working for mainstream newspapers have training, in addition/while those working online often don’t.
5 The news on many social media platforms isn’t ‘fact-checked’. Consequently/What’s more, you can’t be sure it’s accurate.
6 Although/In conclusion, it’s important to check out where the news comes from.
5 Choose the word that is the odd one out.
1 a consequently b in my opinion c personally
2 a all things considered b to sum up c despite
3 a even though b on the other hand c what’s more
4 a and so b all in all c as a result
5 a furthermore b however c whereas
6 a in addition b moreover c nevertheless
6 Read the writing task in 8 and plan your article. Make notes.
your article is about (e.g. type of news, sources)
7 Use this paragraph plan in your article:
Paragraph 1: Introduction: Say what your article is about.
Paragraph 2: Describe what the problem is or why the article is important to read.
Paragraph 3: Provide information.
Paragraph 4: Give a conclusion, summarising your ideas.
8 You have seen an announcement in an Englishlanguage web magazine for young people. Write an article answering this question: Are young people interested in the news?
Linkers – a review
1 Sequencing arguments firstly, secondly, lastly
2 Contrast however, nevertheless, although, even though, despite, whereas, while, on the one/other hand
3 Addition what’s more, furthermore, moreover, in addition, not only, … but also
4 Consequence therefore, and so, as a result, consequently
5 Reason because, as, since
6 Opinion as far as I’m concerned, personally, in my opinion
7 Concluding all in all, all things considered, to sum up, in conclusion
Use your notes, the writing model on the opposite page and the Communication Bank above to help you. Write between 140 and 190 words. Check
9 THE AI EXPERIMENT Before using AI, read your article and complete this checklist.
1 I gave background information.
2 I used linkers to add ideas. 3 I used linkers to connect my ideas. 4 I used linkers to conclude my article.
After completing the list, ask AI to check grammar, tone and clarity. Revise your article based on AI suggestions and correct any errors. Did AI improve your writing?