Showing posts with label Ready for C1 U06. Show all posts
Showing posts with label Ready for C1 U06. Show all posts

Open World p 138. Reviews. Vocabulary



Reviews. Vocabulary
Useful language for reviews
Providing background
As a science fiction fan, I would like to say that...
Not having read a book about loss before, I must point out that...
Being an avid reader myself, I would like to recommend reading...

Liking
I was specially pleased with...
The highlight of the novel for me was...
...was one of the high spots of the book.
What caught my attention in particular was...

Most of us like to discuss movies and shows that we have seen and books that we have read. This post provides you with a range of adjectives and phrases for describing what you have seen and read in a way that is precise and varied.
We often want to say that we found a movie or a book enjoyable. Two very useful ‘-able’ adjectives here are readable and watchable. Books that are readable are easy and enjoyable to read (sometimes despite being about subjects that might seem difficult or boring): It’s a very readable account of the history of this great city.
Movies and shows that are watchable give you pleasure when you watch them: It’s probably not his best movie but it’s very watchable. An adjective with a similar meaning is entertaining: It’s not a great novel but it’s fairly entertaining.
Meanwhile, a book that is very enjoyable may be described as a good read: I’d really recommend his latest novel – it’s a good read.
A number of adjectives describe movies and books that are very interesting. Absorbing is used for a movie or book that is so interesting, it completely holds your attention: I really liked her last novel – I found it very absorbing.
Engrossing means the same, but is stronger: The movie was completely engrossing from start to finish.
A movie or book that is intriguing, meanwhile, is very interesting in a way that is unusual or mysterious: I found the storyline so intriguing – I had absolutely no idea what was going to happen next.
Other adjectives and phrases describe books and movies that are very exciting: Gripping is one such adjective and riveting another:
This is a series with great characters and a gripping storyline.
You’ll love the novel – it’s riveting stuff.
Compulsive is used to describe movies and books that are so exciting, you cannot stop watching or reading them. The adjective is often used in the phrases (for movies, shows, etc) compulsive viewing and (for books) compulsive reading:
His latest book is compulsive reading.
I find hospital documentaries like these compulsive viewing.
The adjective compelling means the same: I found the whole series very compelling.
Meanwhile, a book that is (informal) unputdownable is so exciting, you cannot stop reading it (you cannot ‘put it down’): His last novel was totally unputdownable. I read it over two days.
We hope that you read something unputdownable or watch something riveting this week!

It is hands down (easily and without any doubt) the best movie this year.

Action-packed: full of exciting events and activity: e.g. an action-packed weekend.
Atmospheric: creating an exciting or emotional mood: e.g. atmospheric music
Compelling: that makes you pay attention to it because it is so interesting and exciting: e.g. Her latest book makes compelling reading. A compelling film. She gives a compelling/memorable performance as a village doctor.
Convincing: The acting is very convincing
Enthusiastic and vivid descriptions of the scenery
It's an excellent read. It is both entertaining and educational.
Exhilarating
: /ɪɡˈzɪləreɪtɪŋ/ very exciting and enjoyable. Sp. Emocionante: e.g. My first parachute jump was an exhilarating experience.
Provides a fascinating/valuable/revealing insight into: e.g. the novel provides a fascinating insight (understanding,vision) into the customs in Mexico.
Gripping: exciting or interesting in a way that keeps your attention. Sp. Emocionante, fascinante, absorbente.


mesmerizing: /ˈmezməraɪzɪŋ/ having such a strong effect on you that you cannot give your attention to anything else. E.g. Her performance was mesmerizing.
   
Impressive: making you feel admiration, because they are very large, good, skilful, etc. Sp. Impresionante, imponente, excelente:an impressive performance. One of the most impressive novels of recent years She was very impressive in the interview.
Moving: causing you to have deep feelings of sadness or sympathy. Sp. Conmovedor: e.g. a deeply moving experience.
Outstanding: extremely good; excellent. E.g. Outstanding performance.
Powerful: effective. E.g. Powerful acting
Stunning: impressive: gave a stunning performance.

mesmerizing: /ˈmezməraɪzɪŋ/ having such a strong effect on you that you cannot give your attention to anything else. E.g. Her performance was mesmerizing.
Credible

Entertaining
Fast-moving
Innovative
Memorable

Unputdownable: (of a book) so exciting or interesting that you cannot stop reading it.

capture someone's imagination (or attention): fascinate someone.E.g. the project has captured the imagination of the local public. No wonder the film has captured the imagination of audiences all over the world.

enlightening: /ɪnˈlaɪtnɪŋ/ giving information so that you can understand something better. It was a very enlightening movie. 

inspiring: exciting and encouraging you to do or feel something. E.g. an inspiring teacher. The book is less than inspiring.
 
Disliking
The only drawback was...
I felt less happy about...
The plot didn't live up to expectations.
It probably won't appeal to teenagers.
 
Clichéd:/ˈkliːʃeɪd/ used so often that it no longer has much meaning and is not interesting: e.g. a clichéd view of upper-class life.
Excruciating:/ɪkˈskruːʃieɪtɪŋ/ extremely painful or bad.E.g. There are two versions of this excruciating film. Excruciatingly (adv): e.g. excruciatingly boring.
Implausible: Not seeming reasonable or probable; failing to convince; not believable. Sp. Inverosímil. E.g. A rather implausible story.
Overhyped: promoted or publicized to excess exaggerating its good qualities, in order to get a lot of public attention for it: Promoters grossly overhyped the movie.
Sentimental: producing emotions such as pity, romantic love or sadness, which may be too strong or not appropriate; feeling these emotions too much. Sp. Sensiblero: a slushy, sentimental love story
Slushy: stories, films / movies or feelings that are considered to be silly and without value because they are too emotional and romantic. Corny. Sp. Sensiblero: e.g. slushy romantic fiction.

cheesy:  
1. not very good or original, and without style, in a way that is embarrassing but amusing. E.g. a cheesy horror movie. That’s the cheesiest chat-up line I’ve ever heard.
2. too emotional or romantic, in a way that is embarrassing. E.g. a cheesy love song a cheesy romance novel.
drippy: boring, stupid and weak or sentimental. E.g. her drippy boyfriend. A drippy love song.
  
Tedious: lasting or taking too long and not interesting. Boring. E.g. A very long and tedious film.
Unconvincing: not seeming true or real; not making you believe that sth is true: e.g.
I find the characters in the book very unconvincing.
I found the plot rather predictable/disappointing.

Expressions to compare and contrast
Bear a close/a striking/a strong/a slight/little/no resemblance to: e.g. Her latest novel, a tale of unrequited love, bears little resemblance to her earlier, more philosophical work.
There is little to choose between (hardly any difference between) the two CDs in terms of quality of production.
The plot of the novel develops along very different lines from that of the film.
There are several obvious/striking similarities between the two films.
There is a world of difference between the two records, despite their shared flamenco influences.
What sets the film apart from others of the same genre is its ability to make us laugh.
A considerable/huge/marked/slight difference
A close/remarkable/striking/ similarity
Be dissimilar from/to: E.g. Dissimilar from other New York films.
Be very much alike
Be unlike another film

Differ from
One thing compares (un)favourably/ well/badly with another
Develop in a different way from
Have a great deal/little/nothing in common with
Resemble each other


Other expressions
 
It's a definite must-read.
You won't be disappointed. 
I would urge you to read it.
 
I would highly recommend it to anyone who is interested in the human mind.
One particular strength/ weakness of the film is
The design/production is second to none (the best).
The characterization is not its best feature.
I would strongly advise you (not) to go out and buy/see it.
Do not be put off (to make sb lose interest in or enthusiasm for sth. Sp. Desanimar)by the title/critics/cover.
It will have you roaring with laughter (laugh very loudly).
I would definitely give it a miss (decide not to do sth.)


in the nick of time: at the very last moment; just in time before something bad happens. E.g. They escaped from the smoke-filled house just in the nick of time. An unprecedented catastrophe had been avoided just in the nick of time.

A blockbuster /ˈblɒkbʌstə(r)/ something very successful, especially a very successful book or film/movie. E.g. a Hollywood blockbuster.

An art film: (also art house film) is typically a serious, independent film not aimed at a mass market audience. An art film is intended to be a serious artistic work, often experimental and not designed for mass appeal.


art house: a movie theater that specializes in films that are artistic or experimental rather than merely entertaining.

Sample sentences
The real-life struggle (a hard fight in which people try to obtain or achieve sth, especially sth that sb else does not want them to have. Sp. Lucha) of brilliant minds with schizophrenia /ˌskɪtsəʊˈfriːniə/ and Alzheimer's /ˈæltshaɪməz/ disease may not sound like the ingredients of an entertaining afternoon's viewing.
Russell Crowe's stunning performance as mathematical genius John Nash and Judi Dench's moving portrayal of novelist Iris Murdoch will have you rushing out to buy the books on which these two films are based.
It is in their thematic content that the two films resemble each other most. Both focus on the withdrawal (the act of moving or taking sth away or back. Sp. Retirada) of the protagonists into their own inner world and the effect this has on their long-suffering but devoted marital partners. Also common to both films is the fact that we witness the two academics in their youth and old age. Hats off here to Crowe's make up team- he is remarkably convincing as the sixty-six-year-old Nash receiving his Nobel Prize.
Iris differs from A Beautiful Mind in this respect, relying instead on other actors to play the vivacious (having a lively, attractive personality) young Iris - a very credible Kate Winslet- and her stuttering (having difficulty speaking because he cannot stop himself from repeating the first sound of some words several times; stammering) companion. In addition, unlike the more linear American film, flashbacks are used to good effect to switch (change from one thing to another) backwards and forwards between the two contrasting stages of Murdoch's life.
The strength of Iris lies in its powerful acting and mundane (ordinary) realism, with the novelist seen in her cluttered (full of a lot of things and untidy) Oxford house. However, if, as I do, you favour something more visually appealing, but no less plausible, then A Beautiful Mind is a definite must-see.


Sample answer 2:
"Now, in the last 12 months the world of music has lost some incredible talent."
"Words like 'icon', 'pioneer' and 'innovator' are often overused, but not when it comes to one man who tragically left us last month. Tonight the Brits honour the remarkable David Bowie. Please welcome Annie Lennox." 
"On the 10th of January this year, the world was stunned and shaken by the news that David Bowie had suddenly passed away.

I suspect that everyone is still trying to process this sadly unexpected event...

Even if they didn't know him personally - many people must feel as if things will never be quite the same again.

He had that special kind of significance.

For me, it's almost impossible to mention Bowie's name in the past tense.

Everything he represented as an artist was and always will be - vital and incredibly present.

As a cutting edge artistic genius, he continues to live on through his music.

David Bowie is deeply embedded in the heart of British culture, as a fixture within our collective inner psyche, influencing every decade from the moment he first appeared on the airwaves with "Space Oddity" in 1969, right up to the present day.

Like the miraculous moon landing that inspired the song, he drew us away from our suburban lives, expanding our horizons - turning everything on its head into gloriously subversive technicolour.

As an innovative writer, performer and Rock star... there was no one and nothing else like him. He was truly unique.

A quintessential visionary, pushing the limits of his shape-shifting persona.

The ultimate iconoclast - gracious, dangerous and legendary…..

The legacy of his extraordinary sound and vision will be loved and revered for as long as the earth still spins.

The BRITs Icon Award is only presented to unparalleled artists - whose writing, recording and performance set them apart as having made a lasting impact on the nation’s culture, recognising the very highest level of British music achievement." 

To accept the award, I'd now like to invite David's dear friend Gary Oldman to the stage.

Thank you. We are all coming to terms with the magnitude of David's passing. The Jones family lost a husband and a father, those closest to David lost a dear friend and the world lost a man and artist of transcendent talent.
As Annie so gracefully said, David's contribution, his influence on popular music, on culture itself, has no equal. He was the very definition, the living embodiment of that singular word "icon" and I am so deeply touched and honoured to be here tonight to accept this award for David and his family. In recent years, David sparingly spoke about music and his process, but in one of these rare instances, he graciously and eloquently expounded,  "Music has given me over 40 years of extraordinary experiences. I can't say that life's pains or more tragic episodes have been diminished because of it, but it has allowed me so many moments of companionship when I have been lonely and a sublime means of communication when I have wanted to touch people. It has been both my doorway of perception and the house that I live in. Over his career, David challenged and changed our understanding of the medium. Whether in music or in life, he emphasised originality, experimentation, exploration, and in his very unique way, he also reminded us to never take ourselves too seriously.
David was funny, hilariously so. And the laughs were many and massive. And I shall miss them.
A related story. A few years ago we were standing on a street corner. And he was approached by this big fellow, rocker type, long hair, you know, leather clad, and he offered up this piece of paper for David's autograph. David signed the piece of paper, and as the fella walked away, he turned to me, and said, "He's gonna be disappointed." I said, "Why?" He said, "Cos I just signed it 'Gary Oldman'". His outlook was always positive and I never once heard him complain.
I can share with you that David faced his illness with enormous courage, dignity, grace and customary humour. Even in dire circumstances. When he wrote to tell me the bad news that he had cancer, he added 'the good news is I've got my cheekbones back'. He was the sweetest soul ever, with the best cheekbones, until it was done. David, you were mortal but your potential was superhuman and your remarkable music is living on. We love you and we thank you.   
Watch video here 

Read more:
http://www.oxfordlearnersdictionaries.com/topic/describing_a_story 
https://dictionaryblog.cambridge.org/2016/09/21/its-very-entertaining-words-for-describing-movies-and-books/

Ready for C1 p 87. Intelligence and Ability. Speaking. Monologue Sample Answer. Word Formation



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

1. What advice would you give to someone who is struggling to learn a foreign language?

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

1. What advice would you give to someone who is struggling to learn a foreign language?

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) quicklyseldom 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 ignoreFinally, 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.

Master: to learn or understand sth completely: e.g. to master new skills / techniques. French was a language he had never mastered.

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. 

hardwired: /ˌhɑːdˈwaɪəd/ (of a skill, quality or type of behaviour) present when you are born and not changing during your life Many aspects of morality appear to be hardwired in the brain. Anxiety is a hardwired response that everyone experiences. There is evidence that we are hardwired to be musical.



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.

A competent driver/lawyer/skier

An experienced journalist/manager/professional

An expert cook/gardener/skier
A proficient horsewoman/pilot/typist. Proficient: (competente) able to do sth well because of training and practice: She’s proficient in several languages. He’s proficient at his job. I’m a reasonably proficient driver.
A skilled craftsman/technician/worker (Hábil)

A skilful card player/diplomat/footballer (habilidoso)

A strong swimmer

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.

Underperform: to not be as successful as was expected. E.g. these students are at risk of underperforming. Why are these boys underperforming at school?

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:

  1. State your opinion

  2. Give examples or evidence

  3. 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.