Fichas de repaso Bachillerato, Ejercicios de Inglés

¡Descarga Fichas de repaso Bachillerato y más Ejercicios en PDF de Inglés solo en Docsity! Vocabulary Workshop Page 128 3A Introduction Colourful characters 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 reflect your personality? Why? Vocabulary Personality 2  Look quickly at the pictures of shoes. Which ones would you choose to wear? Why? 3  Read the text and discuss the analysis with a partner. Do you agree? Why / Why not? 34 Unit 3 Unit contents ■ Vocabulary  Personality, each other / one another, gestures & manners Human nature The gender gap EX TR A V ID EO 83% 12:14 PM White suggests innocence. It is a safe and slightly unadventurous choice, but it will always be in fashion. Light blue appeals to people who show sensitivity to others. These people are kind, considerate and think carefully about other people’s feelings. Grey is a rather quiet colour, and so is often the choice of shy people. It is a colour that wants to be part of the group, but also in the background so that it is not the centre of attention. Pink 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. We often connect green positively with nature and the environment, but it is also a negative colour suggesting frustration or envy. Shoes with colourful patterns are quite unusual. They tend to be chosen by people who are not afraid to be assertive and express their ideas and opinions. Black is the classic colour, of course. Because it is so common it is not a 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. Orange is a warm colour that suggests an openness to new ideas, people and experiences. Most people associate red with, anger, and if you choose to wear red, it can suggest an aggressive and impatient personality. It is also a strong choice, however, and suggests someone who is sociable. Decide which pairs of shoes you would wear and which you would never wear and why. Then read the analysis below. Do you agree with it? Personal i ty test :■ Grammar  Using modal verbs Modal verbs FL IP PE D CL A SS RO O M G RA M M A R VI D EO ■ Speaking  Making offers & requests ■ Listening  True or false ■ Writing  A formal email ■ Skills Extra lessons  Social situations D RA M A V ID EO Group behaviour IN TR O D U CT O RY VI D EO Key2e_SB1_U3_Demo_PRESS.indd 34 07/12/2020 07:54 3A Introduction Colourful characters Listening 9 1.20 Listen to the podcast about personality tests and put the topics they discuss in order. Which topic is not discussed? language  the most popular colour  science  marketing  the dangers 10 EXAM 1.20 Listen again and write True or False for 1–5. Make a note of any phrases you hear which support your answers. 1 Denise thinks the tests make people believe that psychology isn’t reliable. 2 Michael says that people understand that the tests are not serious. 3 Psychologists don’t believe that the tests influence how people feel about their personality. 4 Michael doesn’t believe that colour helps people to make choices about what to buy. 5 Denise argues that each colour can have different meanings. 11  Discuss the questions. 1 Who do you agree with, Denise or Michael? Why? 2 How do you decide what colour clothes to buy and wear? 3 Do you think our personalities affect our shopping choices? How? WEBQUEST Find a similar personality test online. Do you agree with its analysis? Video 12  Can you think of any ways your behaviour 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? 4 1.19 Complete the table with the words in the box and the blue words from the text. Then listen and check. aggression  assertiveness  confidence defensiveness frustrated  impatience  innocent  nervousness  open self-consciousness  sensitive  shyness Adjective Noun innocent innocence 5 1.19 Listen again and mark the stress on the words in the table. 6 Look again at the table in exercise 4. Find examples of nouns formed with the endings 1–4. 1 -ity 2 -sion / -tion 3 -ness 4 -ence 7 Complete the sentences with nouns formed from the adjectives in the box. able  happy  important  modest  safe 1 Laughing doesn’t always show … . 2 You must understand the … of your exams. 3 My mum has this amazing … to know when I’m not telling the truth. 4 We’re having a health and … inspection at school. 5 Maria’s … stops her from telling everyone that she is in the Olympic team. 8  Complete the sentences with your choice of words from the table in exercise 4. 1 A boyfriend or girlfriend should / shouldn’t be … 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 … 5 It’s easy to see when someone is … 6 It’s difficult to see when someone is … Complete all activities in your notebook. 35Unit 3 Key2e_SB1_U3_Demo_PRESS.indd 35 07/12/2020 07:54 Support & Extend Page 32 3C Grammar Using modal verbs Grammar Workshop Page 112 Practice 1 Form five sentences with the words in columns A–C. A B C Most children Please Dinosaurs Most animals When it’s cooked, we’ll be able to couldn’t can can’t could you help? laugh. have dinner. survive. walk before they’re two. 2 Look at the Key errors. Then choose the correct options in 1–5. could / managed to / was able to In affirmative sentences and questions, use was able to or managed to to talk about a specific event in the past. My computer broke, but I was able to / managed to fix it. (Not ‘… but I could fix it.’) 1 It was difficult, but I managed to / could get tickets. 2 As a child I couldn’t / didn’t manage to swim. 3 Monica could / managed to pass her driving test. 4 Could you / Did you manage to catch the train? 5 We could / managed to do whatever we wanted to when we were kids. 3 Choose the correct modal verbs. 1 It’s Tuesday night. You have to / shouldn’t / must go out with your friends. 2 You don’t have to / have to / must be aggressive if you want to be assertive. 3 It’s a rule here, I’m afraid. You shouldn’t / don’t have to / mustn’t wear jeans. 4 I think you ought to / must / have to go to bed early. You look really tired. KEY ERRORS A ABILITY & REQUESTS Read the rules. Which structures are possible in 1–4? We use can and can’t in the present and we use could an couldn’t in the past. We use be able to in all tenses and after other modal verbs. We use can and could in requests. Could is usually more polite. 1 I … ride a horse when I was six years old. 2 … you help me, Sam? I … find my keys. 3 They might … meet us later. 4 Mary’s ill, so she won’t … come to the party. B OBLIGATION, PROHIBITION & ADVICE Look at examples a–d. Which modal verbs do we use: 1 for obligation and necessity? 2 to express lack of necessity? 3 for things that are not allowed? 4 to give advice and to say what you don’t recommend? a You must / have to / need to take any opportunities you get to meet new people. b You should / shouldn’t blame bad luck. c We mustn’t / can’t smoke in class. 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: You really ought to smile more. C POSSIBILITY & CERTAINTY Look at examples a–c. Which modal verbs express possibility and which express certainty? a Tom’s very quiet. He might / may / could be feeling shy. b She can’t be enjoying herself. She’s going home early. c He must live in Milan because he’s a designer at Armani. D MODAL PERFECTS Look at examples a–d. Choose the correct options in the rules. a He didn’t play well. He may have been nervous. b She can’t have enjoyed the party. She left early. c It was a great party. You should have come. d That’s strange. They should have arrived by now. 1 We use modal perfects to speak about ability, possibility and certainty in the present / past. 2 We also use should have + past participle when we think a person did the wrong / right thing or we expected something different to happen. KE Y RU LE S KE Y RU LE S 38 Unit 3  Watch the video and then do the activities. Key2e_SB1_U3_Demo_PRESS.indd 38 07/12/2020 07:55 Consolidation 8 Read the text and choose the correct answers. 4 Complete the sentences with your own ideas. Compare your ideas with a partner. 1 What do you need to be happy? 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) 4 I’m certain that she doesn’t love him after the things he’s done. (She) 5 He definitely isn’t an easy person to be with. (He) 6 It’s possible that she won’t forgive him. (She) BEHAVIOURISM is a theory that tries to explain human behaviour. American psychologist, BJ Skinner, and the Russian physiologist, Ivan Pavlov, carried out many famous experiments on rats and dogs. The theory suggests that our ability to learn good habits, like not eating poisonous food, (1) might / shouldn’t / ought to explain human behaviour. Other researchers said that language learning (2) couldn’t / may / shouldn’t be similar because parents correct children if they don’t use language correctly. This had an effect on how languages were taught for some years. The teacher provided a correct model and the students (3) must / had to / could copy it and were not allowed to make any mistakes. Experts believed that making errors was a sign of unsuccessful learning – the students (4) should have / must have / can’t have listened more carefully to the teacher. Nowadays, researchers believe that the theory (5) shouldn’t / needn’t / can’t be correct because babies are able to make sentences that they (6) must have / can’t have / need to have heard before. In other words, learning is creative and not just a habit. Behaviourism is not widely accepted these days, it can still be seen in the modern classroom, especially when teaching pronunciation. Many teachers still model language and the students (7) can’t / don’t have to / have to repeat. The difference now is that although the students (8) can’t / ought to / needn’t try to be accurate, they (9) mustn’t / ought not to / don’t have to be accurate all of the time. The important thing is to try. 1 You got 100% in the exam. You … (study) a lot! 2 I failed the exam. I … (work) harder. 3 Do you think he’s confused? He … (understand) you. 4 It was raining, so they … (go) to the beach. 5 You told me the wrong answer. I ... (listen) to you. 6 She wasn’t at the party. She … (have) work to do. 7 Complete the sentences with the modal perfect forms of the verbs in the box and the verb in brackets. can’t  may  might not  must  should  shouldn’t Complete all activities in your notebook. 39Unit 3 Key2e_SB1_U3_Demo_PRESS.indd 39 07/12/2020 07:55 Vocabulary Workshop Page 129 3D Communication Social situations 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. 1 In the UK how should you get a waiter’s attention? A Wave at them. B Shout ‘Waiter’! C Catch their eye. 2 In which country should you greet someone using all their titles (e.g. Professor, Dr) and surname? A France B Nigeria C Australia 3 In which country can it be usual for male friends to hold hands when walking? A Thailand B Hungary C China 4 Why do people in Japan think it is polite to interrupt? A It shows you are interested. B It shows your social status and position. C It shows you have something more interesting to say. 5 Which country had to create an Apology Act because its citizens apologize so much? A New Zealand B Canada C the UK 6 In Indonesia why should you never wave with the left hand? A It’s aggressive. B It’s rude. C It’s illegal. 7 In which country would it be considered impolite not to answer your mobile phone if you are at the cinema or in the library. A Tibet B Portugal C India 8 In France what is the maximum number of times you might kiss a stranger when meeting them for the first time? A three B four C five 9 In Thailand you should never should touch someone’s … A back. B left leg. C head. 10 In which country may the habit of shaking hands have originated? A Iran B Egypt C Greece 11 What should you do in Laos when you meet a stranger? A shake hands B bow C take off your hat 12 In the UK people might obey the ‘rule of six’ when they queue. What does ‘six’ represent? A If there are six people already in a queue, another person won’t join it. B The maximum number of minutes someone will queue for. C Both. Do Y OU have good global manners? Support & Extend Page 3140 Unit 3 Key2e_SB1_U3_Demo_PRESS.indd 40 07/12/2020 07:55 Writing 6 Follow the steps in the Writing guide. KE Y RU LE S Writing skills Formal & informal style 3 Choose the correct options in the rules. For formal style 1 Layout and paragraphs are / aren’t important. Divide your email into clear sections. 2 Use full / contracted forms and long / short sentences. 3 Do / Don’t use colloquial language. 4 Start with / without ‘Dear’. 5 Finish your message with a closing phrase / only with your name. A formal email Dear Sir or Madam, I would be grateful if … . I was wondering if it would be possible to … ? Would you be able to give me more information about… ? I appreciate your assistance … . I look forward to hearing from you. Yours faithfully* * Note: If you start your email with a person’s name (e.g. Dear Mr Watson), finish with Yours sincerely. Speaking Preparing to write 4  Read the task in the Writing guide. Then invent answers for 1–5 and compare your ideas with a partner. 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? KEY PHRASES Complete all activities in your notebook. 43Unit 3 W ri ti ng g ui de Think and plan Spend a couple of minutes thinking about the email. Write down any words which you think are important. Then look back at exercise 4. Organize your notes from questions 1–5 under these headings: •  Paragraph 1 Why are you writing? •  Paragraph 2 Which course are you interested in? Why are you interested in it? What are you studying at the moment? •  Paragraph 3 What questions do you have about the course? •  Paragraph 4 Request confirmation of any requests you have made (e.g. attending an open day). A short, closing sentence. Task You are interested in studying at a British university, but you have some questions about the course. Write an email asking for more information about the course you are interested in. Write 120–150 words. 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 version. • Have you used a formal style? • Have you provided all of the necessary information? • Have you used any of the Key phrases? Key2e_SB1_U3_Demo_PRESS.indd 43 07/12/2020 07:56 4 Emoji pictures … A were based on manga cartoons. B use punctuation marks. C mean different things in Japanese. D were invented in the 1980s. 5 Since 2019 people have been able to … A change the design of emojis. B create emojis of themselves. C watch cartoons with emoji characters. D buy emojis online. 6 Amanda says that people can now … 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. 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. B is like learning a language. C has become a joke. D requires a dictionary. 4  Discuss the questions. 1 Which emojis do you use most often? 2 Do you know any emojis that have more than one meaning? What are they? 3 Is there an emoji you have wanted to use in the past, but doesn’t exist yet? What is it? Listening Emojis 1  Look at the pictures and discuss the questions. 1 What do you think the emojis and emoticons mean? 2 How often do you use them when you are texting? 2 1.28 Now listen to the podcast. In what order do they talk about the emojis and emoticons, and what does each one mean? 3 EXAM 1.28 Read the questions below and mark the key words. Then listen to the podcast twice and choose the correct answers. 1 Texting can cause problems because … A the reader cannot see the writer’s face. B writers use too many emojis. C the messages aren’t very serious. D the messages are too direct. 2 According to Amanda, emojis help us communicate because … A they were invented a long time ago. B they make us smile. C they represent our body language. 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. Skills Extra Listening A B C D E 44 Unit 3 Key2e_SB1_U3_Demo_PRESS.indd 44 07/12/2020 07:56 Video The gender gap 1  Discuss the questions. 1 What do you think the ‘gender gap’ is? 2 Do you think your opinions about gender influence your behaviour? How? 3 How do you think you might have been influenced by gender stereotypes? 2  Look at the introduction and still from the video. Which of the topics A–F do you think will be in the documentary? 4  Watch the video again. Are the sentences true or false? Make notes to support your answers. 1 The doctors don't think gender stereotypes are important in childhood. 2 The doctors want to know if children’s attitudes to gender have changed. 3 The boys expect to do better than the girls in the strength test. 4 The boys do better than the girls in the strength test. 5 The picture test shows that both boys and girls think that boys are more intelligent. 6 When describing themselves, the girls talked about relationships and appearance rather than physical abilities. 7 The research shows that that the boys and the girls weren’t able to change their attitudes to gender. 5 Choose the correct words to complete the summary of the documentary. The doctors decided to do some experiments to find 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. 6  Discuss the questions. 1 After watching the documentary, do you agree with the view that traditional gender stereotypes are negatively affecting young girls and boys? How? 2 To what extent do you think you were affected by the gender stereotypes mentioned in the documentary when you were a young child? 3 In what ways do you think the confidence gap affects girls as they grow up? 7 Work in pairs. Design another test that the doctors could use to show how the boys and girls might be affected by gender stereotyping. Look online for ideas. Present your idea to the rest of the class. A How strong the children think they are. B How the children imagine their lives in the future. C How gender affects children's behaviour as they get older. D How intelligent the children think boys and girls are. E How the children describe themselves. F How creative the children think they are. 3  Watch the video. Which four topics from A–F above are in the documentary and in what order? ▲ The doctors and the participants. Introduction Twin doctors Chris and Xand Van Tulleken are on a mission to find out how much gender stereotypes affect our behaviour and sense of identity as we grow up. They’re doing a series of experiments with this diverse group of kids. Skills Extra Video Complete all activities in your notebook. 45Unit 3 Key2e_SB1_U3_Demo_PRESS.indd 45 07/12/2020 07:56