A. Have a natural conversation with a partner about the pictures and the questions below.
1. Are you a good language learner?
2. Do you know anybody who has a gift for languages?
3. Do any of your friends have a flair for languages? Do you think you do? What do you have a flair for?
4. Which of your acquaintances
has an ear for accents, and quickly picks up the accent of the speakers around?
5. Do you know anybody who is hopeless at learning languages?
6. Are you good at having spontaneous ideas and speaking off the cuff ?
7. What advice would you give to someone who is terrible at spelling?
8. Do you believe that everyone is naturally gifted and their talents should be celebrated?
9. What qualities does a born teacher have apart from kindness, compassion, a sense of humour and intuition?
10. What would you like to be outstandingly talented in?
11. Do you believe that only great teachers can produce brilliant students?
12. Do you know the parents of a bright child or a gifted child? are they aware of their child's extraordinary abilities? Can you think of any
celebrity who was a child prodigy? What are the
pros and cons of being highly-gifted? Do you think highly-gifted children
should go to special schools?
13. Are you skilful at
sewing? Cooking? Painting? Playing a musical instrument? Writing? Craftwork?
What do you excel in?
14. Do you know…any musically
gifted person? Any highly talented person? An extremely promising person? An accomplished
dancer?
Tell
us about them.
15. What are you a dab hand at? What are you hopeless at? How do you make
the most of your gifts?
16. Tell us about a whizz-kid you know.
B. Monologue. Talk about the questions given.
Student A
2. If technology or artificial intelligence could greatly enhance human intelligence in the future, do you think people should use it? Why or why not?
3. If everyone has different kinds of intelligence and talent, do you think society and education systems do enough to recognise and develop these differences, or do they unfairly reward only a narrow type of ability?
Student B
1. Is it more important to be talented or to be hardworking? Explain your opinion with examples from school, sport, or the arts.
2. What qualities make someone a truly excellent teacher, apart from kindness and patience?
3. Do brilliant students depend on great teachers, or can talented students succeed regardless of the teaching they receive?
Student A. Sample answer:
Student A Questions
2. If technology or artificial intelligence could greatly enhance human intelligence in the future, do you think people should use it? Why or why not?
3. If everyone has different kinds of intelligence and talent, do you think society and education systems do enough to recognise and develop these differences, or do they unfairly reward only a narrow type of ability?
Student A. Sample answer:
Human intelligence and ability are far more complex than they are often assumed to be. Some individuals appear to have a natural gift for certain skills, whether it be languages, music, or sport, while others achieve success primarily through (1)______________ (PERSEVERE) and dedication. In this monologue, I will begin by addressing how someone who is struggling to learn a foreign language might improve. I will then proceed to examine whether technological developments, particularly artificial intelligence, should be used to enhance human intelligence. Lastly, I will consider whether education systems (2)_____________ (ADEQUACY) recognise the wide variety of human talents, or whether they tend to reward only a narrow type of ability.
To start with, if someone finds language learning challenging, the most important advice I would offer is not to assume that they simply lack ability. All too often, languages are believed to be the domain of those who possess a natural flair for languages or an exceptional ear for accents. While it is certainly true that some learners seem to pick up new sounds and expressions (3)___________ (REMARK) quickly, seldom is success in language learning entirely dependent solely on innate talent; in many cases, it is a combination of effective strategies, sustained practice, and regular exposure.
In many instances, learners improve (4)______________ (DRAMA) once they begin using the language in authentic situations. Watching films, listening to podcasts, or engaging in conversation with native speakers can prove far more beneficial than relying exclusively on grammar exercises. Indeed, were learners to immerse themselves more fully, they might soon discover that they are capable of mastering skills they had previously considered beyond their reach.
Another important point is that learners should avoid comparing themselves with so-called whizz-kids who appear to acquire languages (5)_______________ (EFFORT). Such comparisons are nowhere near as productive as building consistent study habits and developing the confidence to speak (6)__________________ (SPONTANEITY) — even if this occasionally means answering questions off the cuff.
Let me now turn to the role that technology and artificial intelligence might play in enhancing human intelligence. Technological tools are already understood to have expanded our learning opportunities (7)___________________ (CONSIDER). Language-learning platforms, for instance, allow people to practise vocabulary, pronunciation, and conversation at any time of the day.
Should future technologies be able to enhance memory or analytical reasoning, many individuals would no doubt welcome such developments. Nevertheless, were these tools to become widely available, a number of ethical concerns would inevitably arise. Artificially enhanced intelligence might (8)________________ (DEEP) existing inequalities, particularly if access remained limited to those who could afford it.Furthermore, abilities acquired through technological (9)________________ (ENHANCE) might not carry quite the same weight as skills forged through dedication and perseverance. After all, accomplished professionals — whether musicians, writers, or athletes — are admired precisely because they have spent years refining their craft. There is a meaningful difference between (10)________________ (AUGMENTATION) human potential and replacing the effort that gives achievement its value.
This brings me to the question of whether education systems do enough to recognise the full range of human abilities. It is widely acknowledged that schools tend to reward a relatively narrow form of academic intelligence. Students who excel at mathematics or languages are frequently praised, while other talents — such as creativity, (11)_______________ (CRAFT), or interpersonal skills — receive (12)_____________________ (COMPARE) little recognition.
Yet human intelligence is far more varied than traditional examinations suggest. Some individuals excel in artistic expression, others demonstrate exceptional interpersonal skills, and some have a remarkable capacity for innovation. All too frequently, these talents are not afforded the same recognition as conventional academic (13)__________________ (ACCOMPLISH). There are students who might never be described as particularly academic, yet who possess a keen eye for detail or prove to be a dab hand at practical tasks.
Young people who demonstrate extraordinary ability are sometimes labelled child prodigies, especially in fields such as music or mathematics. While such talent can be genuinely inspiring, focusing exclusively on prodigies risks creating the (14)___________________ (LEAD) impression that success depends entirely on innate (15)________________ (BRILLIANT). In reality, many highly promising individuals reach excellence through sustained dedication rather than natural gifts alone.
Ideally, education systems should strive to build environments in which every student is encouraged to make the most of their particular talents, whatever form those may take.
In conclusion, intelligence and ability deserve to be viewed from a far broader perspective than is often the case. Those who struggle with languages should be encouraged to persevere rather than doubt their abilities, since consistent practice frequently matters more than natural flair. While technology may support learning in (16)_______________ (VALUE) ways, its potential to enhance intelligence directly raises complex ethical questions that society cannot afford to ignore. Finally, it is clear that education systems still have some way to go in recognising the (17)________________ (RICH) and diversity of human talents. Only by (18)_________________ (GENUINENESS) valuing that diversity can individuals truly be given the opportunity to develop their abilities and fulfil their full potential.
KEY
1. perseverance
2. adequately
3. remarkably
4. dramatically
5. effortlessly
6. spontaneously
7. considerably
8. deepen
9. ENHANCEMENT
10. augmenting
11. craftsmanship
12. comparatively /kəmˈpærətɪvli/
13. ACCOMPLISHMENTS
14. misleading
15. brilliance
16. valuable
17. richness
18. genuinely
Vocabulary and Useful Language
2. Gift: a special ability to do something. E.g. One of my neighbours has a gift for languages. She's
also interested in politics and foreign cultures and wants to make a
difference in the world. Like any good newspaper journalist, she has a nose for a good story.
3. Flair for something: a natural ability to do something well. Talent. E.g. He has a flair for languages.
4. I discovered that I have an ear for accents, and I quickly pick up (identify) the accent of the speakers around me.
5. hopeless: very bad (at something); with no ability or skill. E.g. I'm hopeless at science.
6. off the cuff: (of speaking, remarks, etc.) without previous thought or preparation. E.g. I'm just speaking off the cuff here—I haven't seen the results yet. An off-the-cuff remark. They posed (asked) some difficult questions to answer off the cuff. Watch this Youtube video.
8. Gifted: having a lot of natural ability or intelligence. E.g. A gifted musician/ sportswoman/ student.
10. outstandingly: /aʊtˈstændɪŋli/ used to emphasize the good quality of something. E.g. outstandingly successful. Outstandingly beautiful gardens.
12. Brainy: very intelligent. E.g. He was a brainy student who didn't fit in socially.
13. Excel: (in / at sth / at doing sth) to be very good at doing sth: e.g. She has always excelled in foreign languages.
14. Promising: showing signs of being good or successful. E.g. He was voted the most promising new actor for his part in the movie. The weather doesn't look very promising. A promising athlete/player/student.
Accomplished: very good at a particular thing; having a lot of skills.
Joan Baez is a hugely talented songwriter, who writes with honesty and wit and her rhymes are set to absolutely superb music.
He is the fastest runner in his school; at 15 he is a highly promising athlete, perhaps Olympic material.
He is an exceptionally gifted violinist with extraordinary musical perception.
He is a very promising talent and has proven many great achievements since he started playing tennis.
She is a remarkably intelligent athlete, fully engaged in important issues of public policy, and willing to listen and learn as she seeks to make the world a better place.
I would say that he is outstandingly talented in artistic ways, also very talented in drawing.
Arty: seeming or wanting to be very artistic or interested in the arts: e.g. She hangs out with the arty types she met at drama school.
15. I love cooking and socialising with friends. We have barbeques and parties in the summer. I'm a dab hand at DIY and can fix anything mechanical.
I'm an ace at planning and management (I even scare myself sometimes, I'm so organised! ), just not so good at having spontaneous ideas, though.
I'm a strong team leader with the ability to motivate others.
I'm not a computer expert at all.
I'm afraid I could never be a businessman, I don't have a head for figures.
In some areas I am hopeless but I do have an eye for specific details.
I have never been good with my hands.
I don't shine in sports or dancing or singing.
16. whizz-kid: a person who is very good and successful at something, especially at a young age. E.g. financial whizz-kids.
Elias James Corey was a whizzkid from Methuen who wrote
his doctoral thesis in four weeks, earned a PhD at age 22 and was made a
full professor at 27. At 62, he won an award that friends and
colleagues said was years, even decades, overdue: the Nobel Prize in
Chemistry.
More questions related to this topic:
A. Natural Ability and Talent
1. Do you think some people are naturally gifted at learning languages, or is success mainly the result of hard work and practice? Give examples.
2. People often say someone has a flair for languages or a gift for music. What talents do you think you have, and how did you discover them?
3. Is it more important to be talented or to be hardworking? Explain your opinion with examples from school, sport, or the arts.
4. People often say that everyone has a talent, but not everyone has the opportunity to develop it. To what extent do you agree with this statement?
5. Do you think natural talent is more important than hard work when it comes to achieving success?
Give examples from areas such as sport, music, languages, or academic life.
6. Many people say that everyone has a talent, but not everyone discovers it.
Why do you think some people never find out what they are good at?
7. Is it fair that naturally talented people often achieve success more easily than those who have to work extremely hard? Should society reward effort more than natural ability?
8. If technology or artificial intelligence could greatly enhance human intelligence in the future, do you think people should use it? Why or why not?
9. To what extent do you think exceptional talent is something people are born with rather than something they develop through practice and experience?
10. Why do you think some talents, such as academic ability or musical skill, tend to be valued more highly in society than others?
11. How important are opportunities and encouragement in helping people develop their natural abilities?
B. Intelligence and Different Skills
1. Schools often focus on academic intelligence. Do you think practical skills and creativity should be valued just as highly? Why or why not?
2. Many people are excellent at some things but hopeless at others. What are you particularly good at, and what do you struggle with?
3. Do you think intelligence can be developed over time, or is it mostly something people are born with?
4. In real life, do intelligent people always succeed more than others? What other qualities might be just as important?
5. Is it possible to measure intelligence accurately, or are human abilities too complex to be assessed by tests and exams?
C. Language Ability
1. Some people seem to pick up accents very easily and develop a good ear for languages. Why do you think this happens?
2. What advice would you give to someone who is struggling to learn a foreign language?
D. Highly Gifted People
1. Child prodigies often attract a lot of attention. What are the advantages and disadvantages of being exceptionally talented from a young age?
2. Do you think highly gifted children should attend special schools, or should they stay in mainstream education?
3. What are the advantages and disadvantages of being a highly gifted child or a child prodigy?
Do you think society places too much pressure on exceptionally talented children?
4. Do you think highly talented people have a responsibility to develop their abilities, or should they be free to live an ordinary life if they wish?
5. Society often celebrates prodigies and outstandingly talented people. Do you think this admiration is justified, or does it place unrealistic expectations on individuals?E. Education and Teaching
1. What qualities make someone a truly excellent teacher, apart from kindness and patience?
2. Do brilliant students depend on great teachers, or can talented students succeed regardless of the teaching they receive?
3. Schools often measure intelligence through exams and academic performance.
Do you think this is a fair way to judge someone's ability, or should other skills be valued more?
4. Some people believe schools favour academically intelligent students and neglect those with practical or creative abilities. To what extent do you agree?
F. Personal Reflection
1. What ability or talent would you most like to develop if you had the opportunity? Why? If you could instantly become outstandingly talented in one skill or field, what would it be and why? How might that ability change your life?
2. Do you know anyone who is exceptionally talented at something? Describe them and explain what makes them stand out.
TIP:
Structure your monologue in three parts:
-
State your opinion
-
Give examples or evidence
-
Consider the opposite view
This helps you naturally produce more sophisticated discourse markers (on the one hand, admittedly, nevertheless, ultimately, from my perspective, etc.).
Useful expressions for transitions:
Changing topic
Having considered this, I would now like to address…
This naturally leads me to the question of…
Another issue worth examining is…
turn to
I will first turn to the question of how to help someone who is struggling to learn a foreign language.
address
I will first address the question of
consider
I would now like to consider the final question.
look at
examine
focus on
deal with
move on to
Let me now move on to the second issue
go on to discuss
I will then go on to discuss the role that technology
shift the focus to
Let me now shift the focus to the second issue.
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