What defines you? VOCABULARY! Defining factors - collocations ‘1a Match each collocation (1-10) to the correct example or det a social trait an example of genetic i a developmental milestone ‘an example of a teen's social environment an example of sibling rivalry an example of parental responsibility the consequences of having a competitive streak 8 the way a person might bear an uncanny resemblance to someone else 9 an idiosyncratic mannerism 10 a strict upbringing Noasona teaching a child to read feeling very upset after losing a game two parents with an average income, urban residence oo confidence when meeting new people improbably looking exactly like someone regularly tapping your fingers learning to walk yore a never being allowed to play computer games green eyes j wanting to be better at tennis than your brother ‘Tb (SPEAKING) Work with a partner. Discuss other ‘examples of the collocations in 1a. 2c |SHEAKING Work with a partner. Look at the title of the article and suggest examples that would illustrate the meaning of ‘nature vs nurture’. 2b Discuss with your partner which of these statements you think the article might mention: 1. having a large family can sometimes be very expensive. 2. social media has had an impact on twin research, 3. parents may treat the oldest child differently than younger children. 4 more fathers are taking responsibilty for childcare 2c READING) Read the article and check your answers in 2b. You are going to do a reading activity in which you need to decide whether a statement is True, False or Not Given. You should choose Not Given if there isn’t enough information in the text to say whether the statement confirms or contradicts it, > EXAM SUCCESS page 128 Are these sentences True (T), False (F) or is the information Not Given (NG) in the text? 1 Asa child, the writer wished she could be similar to her older brother. T/F/NG 2. Charles Darwin was a contributor to the intelligence tests created by sociologists. T/F/NG 3. The British sociologists’ beliefs about the treatment of firstborn sons made sense during the 19 century. T/F/NG 4 Alfred Adler believed that youngest siblings would be least likely to succeed in life. T/F/NG 5 Thomas Bouchard changed his opinion on the nature vs nurture debate after meeting James Springer and James Lewis. T/F/NG 6 Anais Bordier had always had the instinctive feeling that she had a twin T/F/NG 7 Levels of wealth have an impact on the way different children develop. T/F/NG 8 Beben Benyamin’s findings are inconclusive regarding the role of nature versus nurture. T/F/NG ¢ CRITICAL THINKING Think! Then compare ideas with your class. = Should parents be expected to treat their children exactly the same? Why/Why not? = What criteria would you use to assess whether twins really do share meaningful similarities? What do the underlined words in the article mean? Guess and then check in your dictionary. \SHEKNG What about you? How do you think that attitudes to bringing up children might have changed in your country over the last 20 years?Reading Nature VS nurture: », Why do children who grow up in the same household have different personalities? {loved my older brother dearly when we were small, but | hated being compared to him! He was outgoing, confident and people ‘were drawn to his general sunniness. But while | certainly looked up to him, | never yearned to be him. As an introvert, | was content with my own company anda stack of books. So, if children have the same biological parents, and grow up in the ‘same house, what can explain the differences in behaviour, interests, abilties and social traits? It’s an ongoing debate. Some people would argue that i's our social environment and upbringing that has the most significant impact. Others insist its the specific genes we inherit that dictate what we inevitably become. These opposing points of view are often referred to as the ‘nature versus nurture’ debate, This now- Ubiquitous phrase was first coined in the 19" century. Sociologists began to Use it shorty after the 1859 publication of The Origin of Species, Charles Darwin's scientific work on evolution ‘and natural selection. Growing interest in human development led to the first fever intelligence test being devised - one that would explore the roles of genetic inheritance and social environment in human behaviout. While Darwin may well have been in a good position to contribute to the devising of these tests, his interests lay elsewhere, with his next Iterary sensation being The Descent of Man. But the inteligence tests stl attracted a degree of public attention. Certain leading British sociologists used the test results (flawed though they may have been) to suggest that firstborn sons would ‘always be more successful than their siblings. The reason for ths, they said, was that it was traditional for firstborn sons to be handed the family fortune, and they would therefore reoeive more ‘parental investment’. This would have been a logical conclusion considering the social beliefs and practices ofthe time, “The Austrian psychiatrist Alfred Adler decided to investigate the nature versus nurture theory further, and concluded that a child's personality is shaped largely by their chronological place in the family He described firstborn children as being conscientious and high- achieving, but also having a competitive streak, This, according to ‘Adler, is because parents are obsessed with each developmental milestone, fretting if one comes later than expected, which puts children under pressure to succeed. Middle children, meanwhile, will often become the family entertainer, always seeking recognition. ‘They may also develop into mediators, using their natural empathy to resolve conflict. As for the youngest in the sibling hierarchy, Adler believed that as the ‘baby’, they will always be pampered, and ‘30 become dependent and manipulative, but also outgoing and ‘charming. The familial environment, it seemed to him, was what ‘counted the most. ‘What about the case for ‘nature"? Research on the subject has {generally been based on studies of identical twins, especialy those adopted as babies by different families. One pioneering study centred ‘around twins James Springer and James Lewis, who were separated at bith. When they were reunited at age 39, it transpired they had married women with the same name, shared the same hobbies and had simiar jobs. Thomas Bouchard, a professor of psychology who later carried out interviews with Springer and Lewis and other twins like them, concluded that certain human attributes were largely & result of genetic inheritance, regardless of upbringing. Among these ‘were shyness, dligence, tidiness and conformity. ‘More recently, the Internet has provided the means for ‘separated ‘wins! to reconnect more easily. In 2014, a young French fashion designer, Anais Bordier, happened to watch a video clip which had been posted online by an American actress, Samantha Futerman, The resemblance between them was so uncanny, according to ‘Anais, that she immediately looked for Samantha's online profile. ‘To her amazement, she discovered an extraordinary sequence of ‘coincidences, including the fact that they had been born on the same day, and had been adopted from the same city, Busan, in South Korea, as well as numerous shared personal interests and ‘mannerisms. Eventually a crowdfunding campaign was launched to finance a documentary which would investigate their backgrounds. 'ADNA test, the results of which were shown online, finally erased ‘any doubts about their shared parentage. Their story is stil being followed by thousands of fascinated fans. ‘Such stories certainly capture public interest, and we can be ‘sure that more incredible reunions will be publicised in the future. So great is our fascination, however, that we easily notice superficial similarities between twins and overlook the profound differences that may exist. tis these differences that Bouchard and, other psychologists sometimes overlook. In fact, they become more ‘apparent when twins have been raised by adoptive families from different socioeconomic backgrounds: a person's whole outlook on life, their attitude to politics, the way they form relationships - these are affected by whether or nat that person had acess to financial and educational resources. In other words, the argument goes, it cannot be our genes alone that determine our behaviour ‘So what, if any, is the modern consensus? In 2015 Beben Benyarin from the Queensiand Brain Insttute and researchers from VU, University of Amsterdam published their findings, based on information collected and compared from over 2,740 ‘twins’ studies ‘going back 50 years, and relating to over 14.5 milion pairs. With that ‘amount of data, the findings of their research can hardly be disputed. And the result? The roles of nature and nurture have more or less equal input. Benyamin says that our social traits and our physical development are 499% dawn to our genes, and 51% ere caused by four environment.Grammar in context ees : 1. Look at the sentences and answer the quest 1. loved my older brother dearly when we were small, but | hated being compared to him! 2. These opposing points of view are often referred to as the ‘nature versus nurture’ debate. 3. Itwas traditional for firstborn boys to be handed the family fortune, 4 child's personality is shaped largely by their chronological place in the family 5. They had been adopted from the same city, Busan, in South Korea 6 Eventually a crowdfunding campaign was launched to finance a documentary. 7 Their story is still being followed by thousands of fascinated ‘fans’. 8 We canbe sure that more incredible reunions will be publicised in the future. 9 These differences become more apparent when ‘twins have been raised by adoptive families from different socioeconomic backgrounds. 10 With that amount of data, the results of their research can hardly be disputed. @ Which sentence, 1, 3 or 10, contains = a modal form of the passive, in this case expressing possibilty? "a passive infinitive, in this case placed after an adjectival phrase? = a passive gerund, in this case placed after a verb of liking/disliking? b What tenses are the passive verbs in the other sentences? 2c Match three of the reasons (a-e) for using the passive to these sentences. 1. Sentences 2 and 10 = 2 Sentences 6 and 8 = 3. Sentences 3 and 5 the agent is unknown or unimportant b to avoid directly placing blame or responsibility on 2 particular agent € to avoid the use of 'you' in technical documents or official notices it is obvious who the agent is the agent is ‘people in general’ 2b Decide which sentences in 1 contain these agents and the preposition ‘by’. 1 athing 2. a group of people (short phrase) 3. a group of people (defined in a long clause) Cote can Unit 7 Te 4a Look at the sentences. In which sentence did the 4b Match the sentences about the twins in 4a to 5 Complete the sentences with the correct forms of Are these sentences correct or not? If not, correct them. 1. Today, an increasing number of children are cared for by their grandparents. 2 Iwas given by my grandfather a very beautiful gift for my birthday. 3. Children should encouraged to be high achievers, no matter what their birth order is. 4. Will it become common for a child's genes to be manipulated from scientists? 5 I resent being asked to help out when my brother never gets asked. 6 Ifyou've been brought up in a supportive environment, you'll probably succeed in life. 7. we are knocked out of the final, the coach will be replacing for sure. 8 On Friday, you will be presented with your graduation certificates by your teacher. 9 Atno time is parking be permitted in front of the school gates. 10 It looks like the document wasn't saved and all the ‘work you did has been lost. ‘twins tell their story themselves? a The twins had/got their story told by the media b The twins got the media to tell their story ¢ The twins had told their story to the media. d_ The twins had the media tell their story. the following structures. 1. have + agent + infinitive without to + object 2. have/get + object + past participle + by + agent 3 have + past participle + object + indirect abject 4. get+ agent + infinitive with to + object CU a sia) ede an) these verbs. clean « cut + fix + get » have (x 4) « install + show 1 Are you your old bike or would you prefer to buy a new one? 2 My parents me to my room last night before | went out with my friends. 3. usually my hair once a month, but I'm growing it at the moment. 4 They just been to their seats when the lights went down and the play started. 5 We a qualified technician athe new software on our computer.Developing vocabulary Word formation 3 - prefixes and suffixes In word!-formation tasks, you need to look at the words on either side of the gap and often the rest of the sentence as well. Focus on the wider context in which a word is being used, rather than just one phrase in isolation. 1 Use prefixes to complete the sentences. If necessary, look back at page 9 for help. 1. This film is... produced by Kayla and Daniel West, who as well as being great film-makers are also twins. > EXAM SUCCESS page 133 2 There's no question that Luke has a quick temper eo and he often .....reacts when his sister teases him. 4 Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. 3 Andrew is usually so grown up and dependable, but I think on that occasion he was ..responsible. 4 With the signing of this treaty we are entering a new era of ....national cooperation. Teenagers have a reputation for being impulsive and sometimes (@) But in fact, recent REASON research suggests that there may 5. | trust Samantha completely and know that she would never be... loyal to me. 6 The team failed in their attempt to reach the summit because they had... adequate equipment. Shen Be eienthe OS) Sein * 5 for a lot of teenage behaviour. It 2 the odd one out in each group has long been thought that by far below? Give reasons. the most important period of brain 1 pessimistic observant impression perceptive __(€) takes place during the DEVELOP impression is a now: Bhe sdhers ae adjectives first few years of life. However, with the (d) ‘ofnew technologies ASSIST 2 inedible regional _ insightful disqualify Whe nee ae iting 3 displeasure satisfactory requirement notoriety (Aicorec a: maieselsearmmen 4 ignorance loosen specialise dominate tole) That'sbecause CONSIDER scanni found evidence of 5 prosperity frequency questionable leadership MRI scanning has 6 industrialist bystander expectant applicant © las cengenuee | rect brains of subjects aged in their teens or even early 20s. It appears that brain connections that are not being used in teenage years are abandoned, while 3 Read the sentences and decide which answer (A, B, C or D) best fits each gap. 1 My parents can be .... sometimes because they those in regular use become more have a set of rules about screen time one day and @ If this is true then our INFLUENCE then the next day it changes. choices as teens will affect our habits, A. inconsistency B consistent and possibly even our (h) PERSON eecrsrtenty Dicom cs as adults. What does seem clear is that ‘our journey from being children to fully adults takes place at + DEPEND. atime when the brain is undergoing @ changes. DRAMA 2. The orchestra's performance was... considering that they have only been playing together for ‘two months and the conductor is not particularly experienced A. impression B_ unimpressive C impressive D impress 3. Being the eldest child definitely made me less because | had to grow up and take on responsibilities much more quickly than the others. A immature B mature ¢ maturity D. immaturity 4. Itseems highly .... that the accident was caused by human error, as the equipment is very reliable. A probable B probably C improbable D probability 5 Ifyou are .... to other people, the chances are that they won't be respectful or kind to you either. A considerate B consideration eo eeaeaeer ers MRI scan of a healthy teenage brain 5 SEIKI Work with a partner. Which points made in the text in 4 do you agree/disagree with?a ee xk Gateway to life s' When y that yo! To become aware of different approaches to negotiation To recognise the value and purpose of compromise To find effective ways to compromise during a negotiation 11a SPEAKING! Work with a partner. When is negotiation useful and important? Think of five different situations where people need to neg somethin fant you to tod 1b Read the scenarios (A-D) involving four different students. Then discuss with your partner what approach to managing conflict each student takes, and what the advantages and approach might be. isadvantages of this Zoe is really iritated that one of the friends in her social group always dominates the conversation, and never admits to being wrong. However, Zoe never mentions how irritated she feels, and just walks away ‘when it gets too much. As a result, she’s starting to ‘see less of her other friends, too. ‘Adam doesn’t really like another player in his team, mainly for the reason that during practice, he thinks the other player often deliberately tackles him in a very aggressive way. Sometimes the coach notices the tension and asks what's going on between them. ‘Adam usually just says ‘Nothing. Everything's fine.” Both Jake and another band member claim that ‘Iwas the main writer’ of a song that has recently become commercially successful. Jake is now doing everything he can to discredit the other team member, and prove that he, Jake, is the one with the talent. The other band members are saying things like ‘But you both wrote it!” and ‘Are we going to sign the deal with the recording company or not?" Sophie and Caitlin have just finished their exams and are planning a week's holiday. Sophie originally suggested a week of ‘chilling on a beach, doing absolutely nothing’ and Caitlin was looking at a package deal that included snorkelling, windsurfing, diving with sharks, etc. They've now settled on three days of ‘rest’ and three days of activities, Both are pretty happy about the decision. TERE Toei (1 ee Pam ary reach a compromise [v phr]: After a long negotiation, we finally managed to reach a compromise. mutually beneficial [phr]: The outcome was mutually beneficial, with both sides being happy with the deal. concede a point [v phr]: Conceding a point to ‘your opponent is not necessarily a sign that your argument is weak. a win-win situation [n phrl: Nico liked my sandwich and I liked his, 50 we swapped - a win-win situation! 2a READING Read the first paragraph of a leaflet giving advice about dealing with conflict. What created conflict for Shannon? 2b Read the middle section of the leaflet (A-D), and choose the correct heading for each paragraph from the box. in at all costs Compromise -¢ “g. lh “Ac university, we often have to collaborate on Gloss over something Avoiding conflict rojects and presentations, and it normally the rca who devies who were working with Early oon, there were times when I realy felt let down by other people who clearly hadn't prooftead their work for grammar and spelling mistakes. It was usually me who had to fix things up for them. And then I also heard that some people thought I was a control freak. In retrospect, I dorit chink I handled things very well asT used to get upsec and storm off Probably noe the most effective approach!2c Read the last section carefully, and highlight the main points. 2d Work with a partner. Take turns to recall the main points from memory. Which of the approaches to managing conflict in 2b is most similar to your own? To what extent do you think your approach works for you? How easy would it be to change it? 4a (USTEIS| @ 22 Listen to two students, Philippa and Oliver, talking to each other after a group meeting has finished. What is the major cause of the conflict between them? 4b © 22 Listen again, and make notes in the table below. How could they improve? In what ways do you think | they negotiate effectively? Overall, who do you think is better at negotiating? ‘Some students may fee! resentful towards someone in their group — perhaps about the amount they contribute, or the {quality of their work ~ but never talk to them directly. They may think that by saying nothing, they are keeping the peace, but in fact, through this non-action, the overall group assessment may suffer. So Cos Recs Cee Pn Ped 30 ‘Saying that ‘everything is fine’ when you don't feel that way at all is just as ineffective as avoiding a conflict situation completely. When you give in to a more: dominant personality in the group, and none of your suggestions are incorporated into a project, the outcome may be negative for the whole group. If you're so narrowly focussed on your own ideas, and immediately rule out the suggestions of others, you may tend up in a deadlock. No tutor wants to hear ‘But we ‘can't agree on anything.” ° ‘A win-win situation is clearly the best outcome for both ‘sides, but it doesn’t simply mean have a chat and ‘meet in the middle’. There are some practical steps that will allow you to reach a compromise. 4c (SPEIKIG) Work with a partner. Compare your ideas about Philippa and Oliver and find out if you share the same opinions about their negotiating styles. You are going to role-play a negotiation between three students. ‘Student A: Read the role card on page 146. Student B: Read the role card on page 147. Student C: Make a list of the practical steps you'd expect to hear during a successful negotiation, and write the names of the other two students. As you listen to their negotiation, make brief notes. At the end of the negotiation, tell them what they did effectively, and how they could improve. | Practical steps Name 1 Use ‘I’ sentences a Negotiating compromise @ Firstly, avoid using email or texting: itis easy to misunderstand someone's purpose when there's no facial expression, intonation or physical gesture to support it. Instead, schedule a face-to-face meeting at a mutually convenient time and place, like the canteen or seminar room. ‘@ Before you meet up, list the things you cannot ‘compromise on, and the points on which you could concede. At the same time, bear in mind the other student's interests and point of view. ‘@ Next, focus on pinpointing the goals you have in common, and also any worries that you share. This will reinforce the idea that you are in a partnership. ‘@ During the negotiation itself, clearly state what you want by using ‘’ sentences. Then listen to the other student: let them speak and don't interrupt. Once they've finished, ‘ask questions and restate what they've said to show that you've understood. ‘@ Refer only to the problems, and avoid attacking the other student's personality because they will just become defensive. ‘@ Come up with some win-win solutions together that are ‘mutually beneficial. Be as creative as you can and write them down as you go: you can always shortlist them later, after selecting the best. @ Now for the detail: be clear about what everyone's responsibilities are, and their deadlines. If you can, produce awritten agreement that will act as a reminder, and also ‘evidence, if one of you doesn't hold to their side of the ‘agreement.1. SPEAKING Work with a partner. Look at the activities in 2, Task 1 below. Which of these activities di you enjoy most/least as a child? Explain why. In this type of activity, the terms listed on the question paper are paraphrased in the listening excerpts. So before you listen, its a good idea to quickly think about how some of the terms used could be paraphrased. This will help you locate the answers when you hear the audio recording, > EXAM SUCCESS page 130 2. (SIE © 23 You are going to listen to five people talking about their childhoods. Listen and complete both tasks. TASK 1 For questions 1-5, choose from the list (A-H) what aspect of their childhood each speaker talks about. There are three extra letters which you do not need to use. hanging out with friends A doing homework B visiting relatives € going to class Speaker! 1 D using the Internet Speaker2 2 E going on long journeys pues Speakers 4 F talking to parents Speaker 5 5 G H playing sports TASK 2 For questions 6-10, choose from the list (A-H) how each speaker feels about that aspect of their childhood. There are three extra letters which you do not need to use. A. inspired by one person B annoyed by the rules impressed by the humour Speaker? 6 D jealous of some individuals Benes 4 vent Speaker E proudofone achievement Pease yg F anxious about failing Speakers 10 G surprised by the variety H_ frustrated by the interruptions 3 @23 Listen again and check your answers. 4 (SPEAKING! What about you? Think about your childhood. Tell your partner about: 1 ahappy time you spent with relatives. 2. one friend you used to hang out with. 3. a person who inspired you. Adding emphasis 5 Compare the pairs of sentences. Which use the auxiliary verb do to add emphasis? How is ‘emphasis added to the others? ‘1a We went to the coast most of all because he loved the sea, ‘1b It was the coast that we went to most of all because he loved the sea, 2a What happened was that my brothers and sister would keep disturbing me. 2b My brothers and sister would keep disturbing me. 3a It was Mrs Harris who really made the difference. 3b Mrs Harris really made the difference. 4a Don't get me wrong, | enjoyed their company. 4b Don't get me wrong, | did enjoy their company. 5a | do still remember how much she helped me, 5b | still remember how much she helped me. Goce 6 Complete the second sentence so that it has a similar meaning to the first sentence. 1. Michael repaired the car. It 2. | kept getting lost so | bought a satnav. What happened 3. The Spanish team have the best striker. It. 4. | forgot my keys and got locked out of the house. What 5. Michele Forth gave the band their first real break in the music industry. It 6 My little brother is starting school this year. Complete the sentences with an appropriate verb and use do for emphasis. 1. My parents weren‘t well off, but | an incredibly happy childhood. 2. Its true, I'm not as athletic as my father, but I to the gym sometimes. 31 ‘a promise to help her, so | think ought to keep my word. 4 It’s possible the whole family will never get together like that again, but | lots of photos, s0 I'll always remember that wonderful weekend. 5 DrJones is semi-retired now, but she stil some research from time to time. 61 my homework last night, but | lost it on the way to school.Developing speaking Discussing photos - 2 1 Look at the photos. Which photos would you prefer to talk about? Why? 2c STEN! @ 24 Listen to a student answering the exam question below. Which two photos in 1 does she talk about? Compare two of the pictures, and say what may have caused the conflict, and what the attitudes of the different people towards it might be. 2b © 2 Listen again and answer the questions. 1. What does she think has caused the conflict? 2 What does she say about the attitudes of the people in the pictures? — ee When describing photos in speaking exams, you are being assessed on your grammatical and lexical range, so speculate about the photos in order to show the: range of language you can produce. > EXAM SUCCE: page 131 3. (SPEAKING Work with a partner. Speculate about the photo in 1 that the student didn’t refer to. Discuss at least six different scenarios. 4 Put these words in the correct place in the Speaking bank. case * circumstances + experience scenario * situation bg WO AULS Using your own experience or general knowledge to speculate = I've (never) been in that kind of myself, and (but) I can imagine that he/she’s talking about = That's the sort of that you often see ‘on TV/in a clip/in a movie. They're usually talking about = Most of us know from the kind of things they're probably talking about. Maybe he/ she's saying that = I think most people have found themselves in these kinds of at one time or another. Maybe he/she’s complaining about = We can't say for sure be the hat's going on, but it could that they have/are 5 Work with a partner. Look at the photos on page 146 in which people are complaining. Make brief notes for each photo, with some ideas about what the people might be complaining about. PRACTICE MAKES PERFECT 6 |SPEAKINS| Work with a partner. Read the ‘examiner's instructions below carefully. Then look at the task and photos on page 146 and take turns to be Student A and Student B. Speaking task: Examiner instructions Examiner: Here are three pictures. Talk about two of them on your own for about a minute, and also answer a question briefly about your partners pictures. [to Student A] It’s your tum first. Here are your pictures. They show people in situations in which one person is complaining. Compare two of the pictures, and say what the person might be complaining about, and how the other person might respond. [to Student Bn which situation do you think a complaint might be most justified? SoDeveloping wri ing Describing a visual 1 |SPEMING) Work with a partner. Do you know any twins? How similar are they to each other looks, characteristics and abilities? Label the visuals below using the words in the box. What kind of information do they usually show? [bar graph « diagram « flow chart « line graph pie chart + table 1e graph o Work with a partner. Look at the graph below and answer these questions. 11 What kind of visual is it? 2. What do you find surprising, or unsurprising, about the information shown in the graph? Write a report for your tutor outlining the main features of the graph. Shared characteristics reported by 2,000 identical and non-identical twins in a 2014 survey. 96 reporting shared characteristics gg 92 YS af SY ok 2 22 go be s2 ge z ce ees poe 35 Eee ree time Esc ricy 5 Olige: = Di identical wins J Non-identical twins Unit 7 5 SEEIAINS| Now look ag: 4. Read the model answer. Does it include every detail shown in the graph? The bar chart shows the results of a 2014 ques which was filled in by 2,000 twins divided into two groups, identical and non-identical. Of the six characteristics looked at in the research, extr stands out from all of the others. It was reported as shared by nearly 55% of the identical twins, but just 10% of the non-identical twins. A less dramatic, but stil significant difference was recorded for two other aspects of personality risk-taking and being a hard worker. These two traits were shared by around 45% of the first group, and slightly less than 20% of the second group. A sense of humour, feeling stressed and being_ patient were shared more equally between identical and non-identical twins ~ 35% of the. former and 25% of the latter. To sum up, these six characteristics were shared more frequently by identical twins than by non-identical twins. at the instructions for the task in 3 and the model answer in 4. Answer the questions. Find examples in the text to justify your answers. 1 What type of text is the model answer in 4 and who's it for? 2 Is the language formal, semi-formal or informal? 3. What is the introductory sentence? 4 What is the concluding sentence? 5 Does every sentence contain statistics? 6 Is similar information reported together or separately? 7 What tense is used most often? What other tenses are used? 8 Does the writer provide personal opinions?A graph or other visual usually contains a lot of detailed information. The question asks you to ‘outline the main features’. Only attempt to summarise the most important information shown in the graph. This will give you more time to focus on Using accurate language. > EXAM SUCCESS page 132 60 EEEIEEH synonyms and paraphrasing Match th d words and phrases in the model answer in 4 to the synonyms (1-10). 6b Rewrite these sentences using the ideas in 6a. Make any other changes you can think of using synonyms and paraphrasing. Five characteristics were studied, Five character traits were investigated. Two hundred people completed a questionnaire. Being extrovert and having patience were the two most common answers. Most people also valued risk-taking, of identical and non-identical twins. Almost 45% of identical twins and 34% of non-identical twins agreed. 6 Hard work was regarded as the most important. 7. Tick (7) the expressions in the Writing bank that appear in the model answer in 4. # WRITING BANK Useful language for describing visuals Statistics 5/10/15 per cent/% a quarter/a third/half/three-quarters of one in three/four/five the majority/minority of... Trends = remain the same/change little = stabilise = fluctuate = reach a high/peak/low ‘Comparisons ™ slightly less than/considerably more than/ markedly different from .. almost the same as/broadly similar to one of the more notable changes was the highest figure was for 1 non-identical twins = 6 having patience = | responsible for 1Q. the latter 7. identical and non- | 6 The figure of university students was almost the: 2 working hard = identical twins = | similar as. ae Bi 8 being extrovert = 7_Over three-quarter university students replied 4 9 investigation = in the affirmative, | Bea teking risks = 0 cherdcienanesre 8 Majority high school students had a different 8 Look at this student's description of a graph. 9! | Correct one mistake in each sentence. 1_The figure for men was nearly 50%, which was. double as high as the figure far women, rd in. the gre aged 21-31, 3 In 2015 the number declined significant from. 1 eee nee oe wieen, 2014 te 2016 attendance fluctuated at slightly 20%. ey a “525% in first group thought that genes opinion. PRACTICE MAKES PERFECT 9 Study the graph below and write your report. Nature vs nurture survey. Three groups numbering 600 people in total were asked whether four human attributes: person: health, IO and physical strength were determined primarily by genetic inheritance. Write a report for your tutor outlining the main features of the chart 100 % of responds replying Yes! 80 | 60 40 20 HEALTH PHYSICAL, PERSONALITY STRENGTH I High school students General population over 20 1 Universty students Dee ees