3A

Introduction Colourful characters
Vocabulary Workshop Page 128

Lead-in
1  Discuss the questions.
1 Which aspects of other people’s personalities
do you most admire? Which do you most dislike?
2 How do you think a friend would describe your
personality to someone who doesn’t know you?
3 What are your favourite colours? Do you think they
Human nature reflect your personality? Why?

Unit contents Vocabulary Personality

■ Vocabulary  2  Look quickly at the pictures of shoes.
Personality, each other / one Which ones would you choose to wear? Why?
another, gestures & manners
3  Read the text and discuss the analysis with
a partner. Do you agree? Why / Why not?
INTRODUCTORY
VIDEO

12:14 PM 83%
Group behaviour

■ Grammar 
Using modal verbs Personality test:
Decide which pairs of shoes you would wear and which you would never
GRAMMAR VIDEO

wear and why. Then read the analysis below. Do you agree with it?
CLASSROOM
FLIPPED

White suggests innocence. It is a safe and slightly unadventurous choice,

but it will always be in fashion.
Modal verbs
Light blue appeals to people who show sensitivity to others. These people
■ Speaking 
are kind, considerate and think carefully about other people’s feelings.
Making offers & requests
 rey is a rather quiet colour, and so is often the choice of shy people. It is
G
a colour that wants to be part of the group, but also in the background so
DRAMA VIDEO

that it is not the centre of attention.

P ink seems a bright and bold colour, but it can be self-conscious. It is often the
choice of people who worry about how they look and don’t feel very confident.
Social situations
We often connect green positively with nature and the environment, but it
■ Listening  is also a negative colour suggesting frustration or envy.
True or false
■ Writing  Shoes with colourful patterns are quite unusual. They tend to be chosen by
A formal email people who are not afraid to be assertive and express their ideas and opinions.

■ Skills Extra lessons   lack is the classic colour, of course. Because it is so common it is not a
B
very brave choice, often made by people who are nervous about taking
risks. It can also be popular with defensive people who dislike others
criticizing their choices.
EXTRA VIDEO

Orange is a warm colour that suggests an openness to new ideas, people

and experiences.
The gender gap
Most people associate red with, anger, and if you choose to wear red, it can
34 Unit 3
suggest an aggressive and impatient personality. It is also a strong choice,
however, and suggests someone who is sociable.

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 4 1.19 Complete the table with the words Listening
in the box and the blue words from the text.
Then listen and check. 9 1.20 Listen to the podcast
about personality tests and put
aggression ​assertiveness ​confidence defensiveness​ the topics they discuss in order.
frustrated ​impatience ​innocent ​nervousness ​ Which topic is not discussed?
open self-consciousness ​sensitive ​shyness
language ​the most popular colour ​
Adjective Noun science ​marketing ​the dangers

innocent innocence
10 EXAM 1.20 Listen again and write True or
5 1.19 Listen again and mark the stress on False for 1–5. Make a note of any phrases you hear
the words in the table. which support your answers.
1 Denise thinks the tests make people believe
6 Look again at the table in exercise 4. Find that psychology isn’t reliable.
examples of nouns formed with the endings 1–4. 2 Michael says that people understand that the
1 -ity 3 -ness tests are not serious.
2 -sion / -tion 4 -ence 3 Psychologists don’t believe that the tests influence
how people feel about their personality.
7 Complete the sentences with nouns formed 4 Michael doesn’t believe that colour helps people
from the adjectives in the box. to make choices about what to buy.
able ​happy ​important ​modest ​safe 5 Denise argues that each colour can have
different meanings.
1 Laughing doesn’t always show … .
2 You must understand the … of your exams. 11  Discuss the questions.
3 My mum has this amazing … to know when I’m 1 Who do you agree with, Denise or Michael? Why?
not telling the truth. 2 How do you decide what colour clothes to buy
4 We’re having a health and … inspection at school. and wear?
5 Maria’s … stops her from telling everyone that 3 Do you think our personalities affect our shopping
she is in the Olympic team. choices? How?

8  Complete the sentences with your choice of WEBQUEST

words from the table in exercise 4.
Find a similar personality test online.
1 A boyfriend or girlfriend should / shouldn’t be … Do you agree with its analysis?
2 A leader should / shouldn’t be …
3 I’d like to be more … and less …
4 If you want to get on with people it’s good to be … Video
5 It’s easy to see when someone is …
12  Can you think of any ways your behaviour
6 It’s difficult to see when someone is …
changes when you are with a group of friends
compared to when you are on your own.

13  Watch the video. Are the statements true

or false?
Groupthink causes people to …
1 make better decisions than usual.
2 be more mean and aggressive than usual.
3 be more likely to help people in trouble.

14  Do you agree with what the video says about

group behaviour?

Complete all activities in your notebook. Unit 3 35

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 3B Reading Good luck!
Vocabulary Workshop Page 128

1 1.22 Read the article. What is the writer’s main 5 Read the Key skill. Then read summary B.
aim in the article? Choose A or B in each section. Explain your choices.
A To explain why some people are naturally lucky.
B To give advice about how to become luckier. KEY SKILL
C To show that there is no such thing as bad luck.
Reading Summary writing
2 EXAM Read the text again and choose the • Identify the main themes and think of mini-
correct answers. summaries of one or two sentences for each.
1 It is often said that people are lucky because … • Do not include details or examples.
A of where they are and when they are there. • Use your own words, but don’t add your own
B they don’t worry about being lucky. opinions.
C they ignore the rules of good behaviour. • Decide which verbs will introduce each part of your
2 Successful business people … summary (The text explains / examines / states / focuses
on / questions / concludes …).
A copy other successful ideas.
• Check your summary. Does it explain too little, just
B see that ideas that seem boring will be popular.
enough or too much?
C research and study interesting business ideas.
3 Lucky people use their free time to …
A relax so they have the energy to work hard. SUMMARY B
B consider new money-making projects. 1 A The text is an interesting look at how to be lucky.
C learn things that will improve their chances of B T  he text examines ways in which people can
being successful. experience better luck.
4 People who think they are unlucky may need to … 2 A
I t states that luck can be affected by time
A organize their lives more carefully. and location.
B be more open to following different routines. B It says that luck depends on being in the
C be more careful about saving money. right place at the right time.
3 A I t suggests that we can actively increase our
3 EXAM Find words or expressions in the text chances of being fortunate.
that match the definitions. B It mentions that going to parties is a good idea.
1 a group of connected people or things 4 A I t concludes by wishing us good luck with
(paragraph A) becoming luckier in the future.
2 wanted by many people (paragraph B) B It concludes by encouraging readers to follow
3 things you can buy for less than the usual price the advice in the text.
(paragraph D)
4 say somebody / something is responsible for Vocabulary each other / one another
something bad (paragraph E)
6 Look at the highlighted sentences in the text.
4 EXAM Complete summary A with the words
How do you say each other / one another in your
in the box. language?
​advice concludes depend examines factors strategies
7  Complete the sentences using each other /
one another and your own ideas. Then compare
SUMMARY A
your ideas.
The text (1) … how people can learn to be more
1 My parents and I always call …
fortunate and suggests a number of (2) … we can use
to achieve this aim. It explains how good fortune may 2 Shy people can support …
(3) … on a number of (4) … , including our openness 3 My best friend and I always buy …
to new experiences and relationships. It (5) … with 4 People who speak different languages
the (6) … that we should be willing to embrace new can understand …
challenges if we want to be successful in life.

36 Unit 3 Exam Trainer Page 6

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 Right place, right time … LUCKY YOU!
In life we are frequently told that being lucky depends on being in the
right place at the right time. Can this really be true? Do we have to accept
that becoming luckier is beyond our control? In fact, there are some rules
of behaviour we can follow that might help us to learn to be luckier.

B 
YOU should be curious This means they miss opportunities.
Good fortune follows the curious, For example, when these people go
it seems. The most successful shopping, they look for a specific
business people often become pair of jeans, and they don’t notice
wealthy because they are willing to another pair that are even better
investigate projects that other people and on special offer. Luckier people
might think are boring. They are seem less rigid and more open
always looking for new ways to make to alternatives, so notice the
a profit. Many successful internet bargains and, therefore,
companies make money by offering save money.
A 
YOU have to create services that may not seem very
opportunities interesting, but are in fact in high
People who describe themselves as demand and are exactly what people
lucky find themselves in the right want. Amazon started life as an
place at the right time for good online bookshop, but is now one of
reasons. If you want to work in the world’s most valuable companies.
fashion, it is sensible to live in or
move to a major city like Madrid, Paris C 
YOU need to learn
or Milan. There are lots of fashion new skills
houses in these cities and, therefore, Most people want
lots of job opportunities. This will give to spend their free
you the chance to meet people and time relaxing by
build up a network of contacts. Lucky watching TV rather E 
YOU shouldn’t blame
people are also often sociable people than studying bad luck
because they realize that success is Chinese. Lucky
Successful people don’t just accept
not just ‘what you know’, but also people, however,
misfortune. If they do badly in an
‘who you know’ – lucky people help spend time on self-improvement.
exam or a competition, they analyse
one another. What should you do if They learn new skills because at some
what they could have done differently
you are shy or easily embarrassed? point in the future, those skills will be
and learn from their mistakes. They
Try to be assertive and introduce useful – their ability to speak Chinese
turn negative experiences into
yourself to people you don’t know. may get them their dream job.
positive ones so that they don’t make
In social situations, make sure you
the same mistake again. Unlucky
are at the centre of the action where D 
YOU must notice people blame their bad luck and
people are meeting, talking to and opportunity repeat their unlucky behaviour.
interacting with each other. People who describe themselves as
It seems, in fact, that luck, and the
unlucky tend to follow strict routines,
success that comes with it, may have
which they refuse to break.
a great deal to do with how open
KEY VOCABULARY people are to change, which is as
COGNATES AND FALSE FRIENDS good advice now as it was in the past
Find the words in the text. Which have the and will always be.
same or similar meanings in your language?
Which have very different meanings?

create ​opportunities ​fortune ​curious ​
embarrassed ​rigid ​strict ​introduce
Complete all activities in your notebook. Unit 3 37

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 3C Grammar Using modal verbs
Grammar Workshop Page 112

 Watch the video and then do the activities. Practice

A ABILITY & REQUESTS
Read the rules. Which structures are possible in 1–4? 1 Form five sentences with the words
in columns A–C.
We use can and can’t in the present and we use could an
KEY RULES

couldn’t in the past. A B C

We use be able to in all tenses and after other modal verbs. Most children be able to you help?
We use can and could in requests. Could is usually more polite. Please couldn’t laugh.
Dinosaurs can have dinner.
1 I … ride a horse when I was six years old.
Most animals can’t survive.
2 … you help me, Sam? I … find my keys.
When it’s could walk before
3 They might … meet us later.
cooked, we’ll they’re two.
4 Mary’s ill, so she won’t … come to the party.
2 Look at the Key errors. Then choose
B OBLIGATION, PROHIBITION & ADVICE the correct options in 1–5.
Look at examples a–d. Which modal verbs do we use:
1 for obligation and necessity? KEY ERRORS
2 to express lack of necessity? could / managed to / was able to
3 for things that are not allowed? In affirmative sentences and
4 to give advice and to say what you don’t recommend? questions, use was able to or
a You must / have to / need to take any opportunities you managed to to talk about a specific
get to meet new people. event in the past.
b You should / shouldn’t blame bad luck. My computer broke, but I was able to
c We mustn’t / can’t smoke in class. / managed to fix it. (Not ‘… but I could
fix it.’)
d I don’t have to / needn’t learn any new skills. I already
have my dream job.
Note: We can also express advice with ought to: 1 It was difficult, but I managed to /
could get tickets.
You really ought to smile more.
2 As a child I couldn’t / didn’t manage to
C POSSIBILITY & CERTAINTY swim.
Look at examples a–c. Which modal verbs express 3 Monica could / managed to pass her
possibility and which express certainty? driving test.
a Tom’s very quiet. He might / may / could be feeling shy. 4 Could you / Did you manage to catch
b She can’t be enjoying herself. She’s going home early. the train?
c He must live in Milan because he’s a designer at Armani. 5 We could / managed to do whatever
we wanted to when we were kids.
D MODAL PERFECTS
Look at examples a–d. Choose the correct options in the
3 Choose the correct modal verbs.
rules. 1 It’s Tuesday night. You have to /
shouldn’t / must go out with your
a He didn’t play well. He may have been nervous.
friends.
b She can’t have enjoyed the party. She left early.
2 You don’t have to / have to / must
c It was a great party. You should have come.
be aggressive if you want to be
d That’s strange. They should have arrived by now. assertive.
1 We use modal perfects to speak about ability, possibility 3 It’s a rule here, I’m afraid. You
KEY RULES

and certainty in the present / past. shouldn’t / don’t have to / mustn’t

2 We also use should have + past participle when we think wear jeans.
a person did the wrong / right thing or we expected 4 I think you ought to / must / have to
something different to happen. go to bed early. You look really tired.

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 4 Complete the sentences with your own 7 Complete the sentences with the modal perfect forms
ideas. Compare your ideas with a partner. of the verbs in the box and the verb in brackets.
1 What do you need to be happy?
can’t ​may ​might not ​must ​should ​shouldn’t
a You don’t have to … b You shouldn’t …
2 What should you do to be luckier?
a You have to … b You shouldn’t …
3 What can you do to be more confident?
a You mustn’t … b You should …

5 1.23 LISTENING OPTION Listen to

two people answering the questions in
exercise 4. Are any of their ideas similar to
yours? What is the most interesting answer?

6 Rewrite the sentences. Start with the

word in brackets and use a modal verb
of possibility or certainty. More than one
answer may be possible.
1 It’s possible that his impatience annoys her.
(His)
2 I know that Nora’s bored. She isn’t talking to
anyone. (Nora)
3 His expression possibly means that he’s
innocent. (His) 1 You got 100% in the exam. You … (study) a lot!
4 I’m certain that she doesn’t love him after 2 I failed the exam. I … (work) harder.
the things he’s done. (She) 3 Do you think he’s confused? He … (understand) you.
5 He definitely isn’t an easy person to be with. 4 It was raining, so they … (go) to the beach.
(He) 5 You told me the wrong answer. I ... (listen) to you.
6 It’s possible that she won’t forgive him. (She) 6 She wasn’t at the party. She … (have) work to do.

Consolidation

8 Read the text and choose the correct answers.

BEHAVIOURISM is a theory that tries to explain human Nowadays, researchers believe that
behaviour. American psychologist, BJ Skinner, and the the theory (5) shouldn’t / needn’t / can’t
Russian physiologist, Ivan Pavlov, carried out many be correct because babies are able to make
famous experiments on rats and dogs. The theory sentences that they (6) must have / can’t
suggests that our ability to learn good habits, like have / need to have heard before. In other
not eating poisonous food, (1) might / shouldn’t / words, learning is creative and not just a
ought to explain human behaviour. Other researchers habit. Behaviourism is not widely accepted
said that language learning (2) couldn’t / may / shouldn’t these days, it can still be seen in the modern classroom,
be similar because parents correct children if they don’t especially when teaching pronunciation. Many teachers still
use language correctly. This had an effect on model language and the students (7) can’t / don’t have to /
how languages were taught for some years. The have to repeat.
teacher provided a correct model and the students
The difference now is that although the students (8) can’t /
(3) must / had to / could copy it and were not
ought to / needn’t try to be accurate, they (9) mustn’t / ought
allowed to make any mistakes. Experts
not to / don’t have to be accurate all of the time.
believed that making errors was a sign
The important thing is to try.
of unsuccessful learning – the students
(4) should have / must have / can’t have
listened more carefully to the teacher. Complete all activities in your notebook. Unit 3 39

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 3D Communication Social situations
Vocabulary Workshop Page 129

1  Discuss the questions.

1 Do you think that people in your city and
country are polite in general?
2 Do different countries and cultures have
different manners? Give examples.

Vocabulary Gestures & manners

2 1.24 Do the quiz and check the
meaning of the blue words. Compare your
answers. Then listen and check.

Do Y O U have
good global
manners?
1 In the UK how should you 5 Which country had to create an 9 In Thailand you should never
get a waiter’s attention? Apology Act because its citizens should touch someone’s …
A Wave at them. apologize so much? A back.
B Shout ‘Waiter’! A New Zealand B left leg.
C Catch their eye. B Canada C head.
C the UK
2 In which country should 10 In which country
you greet someone using all 6 In Indonesia why should you may the habit
their titles (e.g. Professor, Dr) never wave with the left hand? of shaking
and surname? A It’s aggressive. hands have
A France B It’s rude. originated?
B Nigeria C It’s illegal. A Iran
C Australia B Egypt
7 In which country would it be C Greece
3 In which country can it be usual considered impolite not to answer
for male friends to hold hands your mobile phone if you are at 11 What should you do in Laos
when walking? the cinema or in the library. when you meet a stranger?
A Thailand A Tibet A shake hands
B Hungary B Portugal B bow
C China C India C take off your hat

4 Why do people in Japan think it 8 In France what is the maximum 12 In the UK people might obey the
is polite to interrupt? number of times you might kiss ‘rule of six’ when they queue.
A It shows you are interested. a stranger when meeting them What does ‘six’ represent?
B It shows your social status and for the first time? A If there are six people already in a
position. A three queue, another person won’t join it.
C It shows you have something more B four B The maximum number of minutes
interesting to say. C five someone will queue for.
C Both.

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 3  Complete the sentences using a blue word 7 1.25 Watch or listen again. Then complete
from the quiz. Discuss the sentences. Are they the Key phrases.
true for you?
1 It really annoys me when somebody … me when KEY PHRASES
I‘m speaking. I think it’s rude.
Offers and requests
2 I never … goodbye to people because it makes me
feel sad. I’ll just (1) … . Thanks / No, thanks.
3 I hate having to … for buses or tickets. I suppose Would you like (2) … ? That would be great.
I’m just impatient. That’s kind (3) … . I think we’re OK, actually.
4 I find it really difficult to … a waiter’s … in a Shall I (4) … ? Thanks anyway.
restaurant. They are always looking the other way. Do you mind if I (5) … ? Yes, of course. / No, of
5 I find it impossible not to … when I hear it ringing. course not.
It could be important.
6 I usually … with male friends and … female friends
when I meet them. Pronunciation Rising & falling
4  Are there rules for the situations in the quiz intonation
in your country?
8 1.26 Look at the Key phrases and listen. Which
In Spain, you can use people’s titles when of the phrases end with rising intonation and
you greet them. For example, with a doctor. which end with falling intonation?
5 Match 1–6 with A–F. What do you say in A Rising intonation (pitch rises)
your country in these situations? B Falling intonation (pitch falls)
1 Oops!
9  Practise saying the phrases.
2 Ouch!
3 Sorry!
4 Excuse me! Speaking
5 Pardon? / Sorry?
10 Read the situation and write a dialogue
6 Bless you! between the three people. Include some of
A You didn’t hear or understand the Key phrases.
what someone said.
B You need to go past someone Pete is going to Shona’s party. He arrives late and
or attract their attention. apologizes. Shona introduces him to her friend Ellie
C You hurt yourself. and offers to get them a drink. He asks for a juice,
but Ellie refuses as she has to leave. Sara returns
D You made a small mistake.
with Pete’s drink and Ellie says goodbye.
E Someone sneezed.
F You want to apologize.
11  Read the Key skill. Then practise and
perform your dialogue.
Video
6 1.25 Watch or listen to the scene. Say what KEY SKILLS
happens using the words in the box.
Speaking: Speaking naturally
answers phone ​greets ​introduces ​ • Vary speed and intonation. (Don’t speak like
offers ​says goodbye a robot!)
• Move your head, shoulders and hands.
• Use sounds and words like ‘Um’, ‘Er’, ‘Mmm’
and ‘Well’.

Complete all activities in your notebook. Unit 3 41

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 3E Writing A formal email
Writing Workshop Page 140

Model text
1 Read the emails. Who are they to and what
are they about? Which email is formal?

2 Read the emails again and answer the questions B

in the Text analysis in your notebook. Email

A To: Mr Brown
From: Simon Jones
Email
Subject: Open day
To: Hannah
From: Simon Dear Sir or Madam,
Subject: Hi! I am writing to you regarding the open day at the
Faculty of Engineering on 13th July. I was wondering
Hi Hannah if it would be possible to reserve a place for both
How are things? I thought I’d send an email rather the tour of the faculty and the lunch with the
than a text for a change. I’ve got quite a lot to tell you student representatives? However, I will not require
and a favour to ask (two, actually!). I’ve been trying to accommodation for the night.
decide about degree courses, and I’m really interested I am very interested in studying chemical engineering,
in a course in chemical engineering at Bristol Uni. It and I believe that I have the necessary skills to do well.
looks like it would be quite challenging, but I’d have I am currently studying chemistry, biology and maths at
a good chance of getting a job when I graduate. Brookwood School and I will be taking my A levels next
Anyway, there’s an open day at the engineering summer.
faculty next month, and I’m going to email to book a I would be grateful if you could confirm that I have a
place. So, favour number one, can you ask your mum place reserved. I appreciate your assistance and I look
and dad if I can stay at yours when I’m in Bristol? And forward to hearing from you.
number two, will you read through my email to check Yours faithfully,
it’s OK? Thanks, you’re the best!
Simon Dean
Speak soon
Simon
Text analysis
Email A
1 How does the email start and finish?
2 How many paragraphs has it got?
3 What are the contracted
Amend forms
needintothe email?
INDD file - GREP
4 Which two of these phrases could you also use to
finish the email?
A Cheers!
B Bye for now.
C With my very best wishes,
D All the best.
Email B
5 How does the email start and finish?
6 What is the purpose of each paragraph?
7 Are there any contracted forms?
8 Which of the blue phrases mean these things?
A Thanks for
B about
C think
42 Unit 3 Exam Trainer Page 62
D at the moment

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 Writing skills Formal & informal style Writing
3 Choose the correct options in the rules. 6 Follow the steps in the Writing guide.

For formal style

KEY RULES

Writing guide
Task
1 Layout and paragraphs are / aren’t important. You are interested in studying at a British
Divide your email into clear sections. university, but you have some questions
2 Use full / contracted forms and long / short about the course. Write an email asking for
sentences. more information about the course you are
3 Do / Don’t use colloquial language. interested in.
Write 120–150 words.
4 Start with / without ‘Dear’.
5 Finish your message with a closing phrase /
only with your name. Think and plan
Spend a couple of minutes thinking about the
email. Write down any words which you think
KEY PHRASES are important. Then look back at exercise
4. Organize your notes from questions 1–5
A formal email under these headings:
Dear Sir or Madam, • Paragraph 1 Why are you writing?
I would be grateful if … .
• Paragraph 2 Which course are you
I was wondering if it would be possible to … ? interested in? Why are you interested in it?
Would you be able to give me more information What are you studying at the moment?
about… ? • Paragraph 3 What questions do you have
I appreciate your assistance … . about the course?
I look forward to hearing from you. • Paragraph 4 Request confirmation of any
Yours faithfully* requests you have made (e.g. attending an
* Note: If you start your email with a person’s open day). A short, closing sentence.
name (e.g. Dear Mr Watson), finish with Yours
sincerely. Write and check
Read the Key phrases. Write a rough version
of your email using notes from your plan.
Then check these points and write a neat
Speaking Preparing to write version.
• Have you used a formal style?
4  Read the task in the Writing guide. Then • Have you provided all of the necessary
invent answers for 1–5 and compare your ideas information?
with a partner. • Have you used any of the Key phrases?
1 Which course are you interested in?
2 Why are you interested in it?
3 What are you studying at the moment?
4 What questions do you have about the course?
5 What would you like the university to do
when they reply?

5 1.27 LISTENING OPTION Listen

to Libby reading an email to a
university to her friend, Andrew.
Answer the questions.
1 Which questions from exercise 4
does she answer?
2 What are her answers to
those questions?
3 Can you suggest some changes
she could make so that it is
more formal? Complete all activities in your notebook. Unit 3 43

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 Skills Extra Listening

Listening Emojis 4 Emoji pictures …

1  Look at the pictures and discuss the A were based on manga cartoons.
questions. B use punctuation marks.
1 What do you think the emojis and C mean different things in Japanese.
emoticons mean? D were invented in the 1980s.
2 How often do you use them when you are texting? 5 Since 2019 people have been able to …
A change the design of emojis.
A B B create emojis of themselves.
C watch cartoons with emoji characters.
D buy emojis online.
6 Amanda says that people can now …
C A learn how to create emojis at university.
B use emojis in academic writing.
C study emojis as part of a degree course.
D learn about the effect of Egyptian
hieroglyphs on emoji design.
D E 7 Amanda says that the ‘Face with Tears of Joy’
emoji …
A is less popular than it used to be.
B won a design prize.
C is her favourite emoji.
D is the emoji people like the most.
8 The interviewer says that using emojis …
A is too complicated.
2 1.28 Now listen to the podcast. In what order
B is like learning a language.
do they talk about the emojis and emoticons, and
C has become a joke.
what does each one mean?
D requires a dictionary.
3 EXAM 1.28 Read the questions below and
4  Discuss the questions.
mark the key words. Then listen to the podcast
twice and choose the correct answers. 1 Which emojis do you use
most often?
1 Texting can cause problems because …
2 Do you know any emojis
A the reader cannot see the writer’s face.
that have more than
B writers use too many emojis.
one meaning? What
C the messages aren’t very serious. are they?
D the messages are too direct. 3 Is there an emoji
2 According to Amanda, emojis help us you have wanted
communicate because … to use in the
A they were invented a long time ago. past, but doesn’t
B they make us smile. exist yet? What
C they represent our body language. is it?
D everybody knows what they mean.
3 Emoticons …
A are the same as emojis.
B show cartoon faces.
C are mostly used in American magazines.
D were invented in the 1880s.

44 Unit 3

Key2e_SB1_U3_Demo_PRESS.indd 44 07/12/2020 07:56

 Skills Extra Video

Video The gender gap 4  Watch the video again. Are the sentences true or
false? Make notes to support your answers.
1  Discuss the questions. 1 The doctors don't think gender stereotypes are
1 What do you think the ‘gender gap’ is? important in childhood.
2 Do you think your opinions about gender 2 The doctors want to know if children’s attitudes to
influence your behaviour? How? gender have changed.
3 How do you think you might have been 3 The boys expect to do better than the girls in the
influenced by gender stereotypes? strength test.
4 The boys do better than the girls in the strength test.
2  Look at the introduction and still from
5 The picture test shows that both boys and girls think
the video. Which of the topics A–F do you
that boys are more intelligent.
think will be in the documentary?
6 When describing themselves, the girls talked about
relationships and appearance rather than physical
Introduction abilities.
7 The research shows that that the boys and the girls
Twin doctors Chris and Xand Van Tulleken weren’t able to change their attitudes to gender.
are on a mission to find out how much
gender stereotypes affect our behaviour 5 Choose the correct words to complete the summary
and sense of identity as we grow up. of the documentary.
They’re doing a series of experiments with The doctors decided to do some experiments to find
this diverse group of kids. out if the way boys and girls think about each other and
themselves has changed. In a physical test, the boys
predicted that they would hit the (1) higher / lower marks,
but the girls did (2) worse / better than the boys. The test
is proof of the ‘(3) confidence / strength gap’. Another test
showed that both the boys and girls thought that a doctor
must be (4) male / female because they were told that the
doctor is very intelligent. However, the final test showed
that young girls’ attitudes are changing (5) positively /
negatively, and that they are becoming (6) less / more
aware that they can do just as well as boys. At the end of
the study the doctors conclude that ideas about gender
stereotyping are changing (7) quickly / slowly.
▲ The doctors and the participants.
6  Discuss the questions.
A How strong the children think they are. 1 After watching the documentary, do you agree with
B How the children imagine their lives in the the view that traditional gender stereotypes are
future. negatively affecting young girls and boys? How?
C How gender affects children's behaviour as 2 To what extent do you think you were affected by the
they get older. gender stereotypes mentioned in the documentary
D How intelligent the children think boys and when you were a young child?
girls are. 3 In what ways do you think the confidence gap affects
E How the children describe themselves. girls as they grow up?
F How creative the children think they are.
7 Work in pairs. Design another test that the doctors
3  Watch the video. Which four topics from could use to show how the boys and girls might be
A–F above are in the documentary and in affected by gender stereotyping. Look online for
what order? ideas. Present your idea to the rest of the class.

Complete all activities in your notebook. Unit 3 45

Key2e_SB1_U3_Demo_PRESS.indd 45 07/12/2020 07:56