Objective Proficiency p 8. First name terms. Extra Cloze
Fill in the gaps with one word only
Could changing your name seriously boost your career? Giles Morris investigates
3. if
4. on
5. so
6. in
7. to
8. turn
Turn out to be: to be discovered to be; to prove to be. E.g. The job turned out to be harder than we thought. The house they had offered us turned out to be a tiny apartment.
Particularly: /pəˈtɪkjələli / especially; more than usual or more than others. E.g. particularly good/important/useful. Traffic is bad, particularly in the city centre. I enjoyed the play, particularly the second half. The lecture was not particularly(= not very) interesting. ‘Did you enjoy it?’ ‘No, not particularly (= not very much).’
9. to
When it comes to something/to doing something: when it is a question of something. E.g. When it comes to getting things done, he's useless.
Take: to understand or consider something in a particular way. E.g. What did you take his comments to mean?
10. other
Attribute: /ˈætrɪbjuːt/ a quality or feature of somebody/something. E.g. Patience is one of the most important attributes in a teacher. The most basic attribute of all animals is consciousness.
11. take
Take: to need or require something in order to happen or be done. E.g. It only takes one careless driver to cause an accident. It doesn't take much to make her angry.
Reach the top of the tree: to reach a position of power or a top position (e.g. professionally).
-wise: concerning. E.g. Things aren't too good businesswise.
12. do
13. dried
14. convinced
15. much
16. where
17. times
18. another
19. takes
20 who
21 what
22 misspelled
23 are
24 to
25 range
Could changing your name seriously boost your career? Giles Morris investigates
We've all got one - the friend with the impossibly glamorous
name 1___________ leaves the Peters, Katherines and Margarets 2________ us feeling
somewhat, well, frumpy. Sometimes life (or in this case, parents) isn't
fair. But it's not as 3_______ the first name you get lumped with at birth
actually has an impact 4________ your success in later life. Is it?
Albert Mehrabian, professor emeritus of psychology at the University of California, certainly thinks 5________. "Names generate impressions, just like a person's appearance can generate a positive or negative impression," he says. "But names also have an impact when you're not physically present, such as when you send 6_________ a CV."
Mehrabian has researched people's instinctive reactions 7_________ hundreds of first names. It's striking how many positive associations some names carry, and how negative the connotations of others 8_______ out to be - particularly when it comes 9_________ linking names with "success", which Mehrabian takes to include ambition, intelligence, confidence and 10_______ such valuable workplace attributes.
So what kind of name does it 11_________ to reach the top of the tree career-wise? Based on research in the US, Alexander, says Mehrabian, scores 100% for "success". William gets 99% and John 98%. For the girls, Jacqueline rates very highly, as 12___________ Diana, Danielle and Catherine. Although Katherine, Mehrabian points out, does slightly better than Catherine.
But can the impact of a first name really be that cut and 13_________? Pamela Satran, co-author of eight baby-naming books, is less 14___________ that the power of a name can be quantified.
"There isn't that 15_______ hard evidence that's absolutely conclusive," says Satran. She recalls one American study 16________ researchers submitted identical CVs to a number of employers. The forename on half of the CVs was Lashanda, "seen as a stereotypical African-American name," says Satran. The name on the other half was Lauren - seen as much more white and middle class. In one study Lauren got five 17________ more call-backs than Lashanda, says Satran, but in 18_________ study, the rate was similar for both names. "I've seen similarly conflicting studies," Satran adds.
Angela Baron, an adviser at the Chartered Institute of Personnel and Development, 19_________ an understandably dim view of employers 20_________ make decisions on the basis of first names. "People do make emotive judgments," she says, but "we shouldn't be recruiting people on that basis. Good interviewers will be aware that what they need to look for are skills, experience and what [the interviewee] can do for the business."
Celebrities are leading the field in the bizarre forename stakes, with Jordan (a British model) calling her daughter Princess Tiaamii and Jermaine Jackson lumbering his son with ... wait for it ... Jermajesty. But non-celebrity parents aren't far behind."My pupils have increasingly outlandish names," says one secondary school teacher from north London. She cites "poorly spelt names" such as Amba, Jordon, Charlee and Moniqua, and 21_________ she calls "absurd names" like Shaliqua and Sharday. How will such names affect her students when they go out to get a job? "I think it's a serious disadvantage," she says.
Albert Mehrabian agrees that "deliberately 22_________ names are disastrous." But Pamela Satran has a more relaxed take: "How these names 23___________ perceived is something that's changing very rapidly," she says. "Celebrity culture and ethnic diversity have made people much more eager 24________ look for a wide 25_________ of names of their own. The thinking is if you have a special name, that makes you a special person."
Adapted from The Guardian
Albert Mehrabian, professor emeritus of psychology at the University of California, certainly thinks 5________. "Names generate impressions, just like a person's appearance can generate a positive or negative impression," he says. "But names also have an impact when you're not physically present, such as when you send 6_________ a CV."
Mehrabian has researched people's instinctive reactions 7_________ hundreds of first names. It's striking how many positive associations some names carry, and how negative the connotations of others 8_______ out to be - particularly when it comes 9_________ linking names with "success", which Mehrabian takes to include ambition, intelligence, confidence and 10_______ such valuable workplace attributes.
So what kind of name does it 11_________ to reach the top of the tree career-wise? Based on research in the US, Alexander, says Mehrabian, scores 100% for "success". William gets 99% and John 98%. For the girls, Jacqueline rates very highly, as 12___________ Diana, Danielle and Catherine. Although Katherine, Mehrabian points out, does slightly better than Catherine.
But can the impact of a first name really be that cut and 13_________? Pamela Satran, co-author of eight baby-naming books, is less 14___________ that the power of a name can be quantified.
"There isn't that 15_______ hard evidence that's absolutely conclusive," says Satran. She recalls one American study 16________ researchers submitted identical CVs to a number of employers. The forename on half of the CVs was Lashanda, "seen as a stereotypical African-American name," says Satran. The name on the other half was Lauren - seen as much more white and middle class. In one study Lauren got five 17________ more call-backs than Lashanda, says Satran, but in 18_________ study, the rate was similar for both names. "I've seen similarly conflicting studies," Satran adds.
Angela Baron, an adviser at the Chartered Institute of Personnel and Development, 19_________ an understandably dim view of employers 20_________ make decisions on the basis of first names. "People do make emotive judgments," she says, but "we shouldn't be recruiting people on that basis. Good interviewers will be aware that what they need to look for are skills, experience and what [the interviewee] can do for the business."
Celebrities are leading the field in the bizarre forename stakes, with Jordan (a British model) calling her daughter Princess Tiaamii and Jermaine Jackson lumbering his son with ... wait for it ... Jermajesty. But non-celebrity parents aren't far behind."My pupils have increasingly outlandish names," says one secondary school teacher from north London. She cites "poorly spelt names" such as Amba, Jordon, Charlee and Moniqua, and 21_________ she calls "absurd names" like Shaliqua and Sharday. How will such names affect her students when they go out to get a job? "I think it's a serious disadvantage," she says.
Albert Mehrabian agrees that "deliberately 22_________ names are disastrous." But Pamela Satran has a more relaxed take: "How these names 23___________ perceived is something that's changing very rapidly," she says. "Celebrity culture and ethnic diversity have made people much more eager 24________ look for a wide 25_________ of names of their own. The thinking is if you have a special name, that makes you a special person."
Adapted from The Guardian
KEY
To be on first-name terms with somebody: to call them by their first name as a sign of a friendly informal relationship. E.g. staff and pupils were on first-name terms.
Boost something: to make something increase, or become better or more successful. E.g. to boost exports/profits. The movie helped boost her screen career. To boost somebody's confidence/morale. Getting that job did a lot to boost his ego(= make him feel more confident).
1. that
Impossibly: E.g. an impossibly difficult problem (= impossible to solve). He was impossibly handsome (= it was difficult to believe that he could be so handsome).
Glamorous: /ˈɡlæmərəs/ especially attractive and exciting, and different from ordinary things or people
glamorous movie stars. A glamorous job.
Glamorous: /ˈɡlæmərəs/ especially attractive and exciting, and different from ordinary things or people
glamorous movie stars. A glamorous job.
2. among
Somewhat: /ˈsʌmwɒt/ to some degree. Rather. E.g. I was somewhat surprised to see him. What happened to them remains somewhat of a mystery.
Frumpy: /ˈfrʌmpɪ/ (of a woman or her clothes) wearing clothes that are not attractive or fashionable. Dowdy /ˈdaʊdi/. E.g. a frumpy housewife. Her frumpy (old-fashioned), shapeless dresses. He had a rather frumpy wife.
Frumpy: /ˈfrʌmpɪ/ (of a woman or her clothes) wearing clothes that are not attractive or fashionable. Dowdy /ˈdaʊdi/. E.g. a frumpy housewife. Her frumpy (old-fashioned), shapeless dresses. He had a rather frumpy wife.
3. if
Get lumped with: (informal) be given something (e.g. an object or a responsibility) that you don’t want. E.g. I don't want to get lumped with a big repair bill. I was just unlucky to get lumped with such a poor team.
4. on
Emeritus: /iˈmerɪtəs/ used with a title to show that a
person, usually a university teacher, keeps the title as an honour,
although he or she has stopped working. E.g. the Emeritus Professor of Biology.
5. so
6. in
Send something in: to send something by post/mail to a place where it will be dealt with. E.g. Have you sent in your application yet?
7. to
Striking: /ˈstraɪkɪŋ/ interesting and unusual enough to attract attention. E.g. it is striking that no research into the problem is being carried out.
Highlighting interesting data:
What is surprising about these results is that boys are more likely to be left-handed than girls.
Surprisingly, boys are more likely to be left-handed than girls.
Interestingly, even when both parents are left-handed, there is still only a 26% chance of their children being left-handed.
One of the most interesting findings is that only 2% of the left-handers surveyed have two left-handed parents.
It is interesting to note that people are more likely to be left-handed if their mother is left-handed than if their father is.
The most striking feature of these results is that left-handed mothers are more likely to have left-handed children.
Highlighting interesting data:
What is surprising about these results is that boys are more likely to be left-handed than girls.
Surprisingly, boys are more likely to be left-handed than girls.
Interestingly, even when both parents are left-handed, there is still only a 26% chance of their children being left-handed.
One of the most interesting findings is that only 2% of the left-handers surveyed have two left-handed parents.
It is interesting to note that people are more likely to be left-handed if their mother is left-handed than if their father is.
The most striking feature of these results is that left-handed mothers are more likely to have left-handed children.
8. turn
Turn out to be: to be discovered to be; to prove to be. E.g. The job turned out to be harder than we thought. The house they had offered us turned out to be a tiny apartment.
Particularly: /pəˈtɪkjələli / especially; more than usual or more than others. E.g. particularly good/important/useful. Traffic is bad, particularly in the city centre. I enjoyed the play, particularly the second half. The lecture was not particularly(= not very) interesting. ‘Did you enjoy it?’ ‘No, not particularly (= not very much).’
9. to
When it comes to something/to doing something: when it is a question of something. E.g. When it comes to getting things done, he's useless.
Take: to understand or consider something in a particular way. E.g. What did you take his comments to mean?
10. other
Attribute: /ˈætrɪbjuːt/ a quality or feature of somebody/something. E.g. Patience is one of the most important attributes in a teacher. The most basic attribute of all animals is consciousness.
11. take
Take: to need or require something in order to happen or be done. E.g. It only takes one careless driver to cause an accident. It doesn't take much to make her angry.
Reach the top of the tree: to reach a position of power or a top position (e.g. professionally).
-wise: concerning. E.g. Things aren't too good businesswise.
12. do
13. dried
Cut and dried: decided in a way that cannot be changed or argued about. E.g. The inquiry is by no means cut and dried. The championship is not as cut and dried as everyone thinks.
14. convinced
15. much
Conclusive: proving something, and allowing no doubt or confusion. E.g. conclusive evidence/proof/results. The evidence is by no means conclusive.
Recall: to remember something. E.g. She could not recall his name.
16. where
Submit: /səbˈmɪt/ to give a document, proposal, etc. to somebody in authority so that they can study or consider it. E.g. to submit an application/a claim/a complaint. Completed projects must be submitted by 10 March.
17. times
Call-back: when a company calls potential employees for an interview after looking at their CV or for a second interview.
18. another
19. takes
Take a dim view of somebody/something: to disapprove of somebody/something; to not have a good opinion of somebody/something. Sp. ver con malos ojos. E.g. She took a dim view of my suggestion.
20 who
Lead: To be the best at something; to be in first place. E.g. lead (somebody/something) (in something) The department led the world in cancer research. We lead the way in space technology.
Bizarre: /bɪˈzɑː(r)/ very strange or unusual. Weird. E.g. a bizarre situation/incident/story. Bizarre behaviour.
in the… stakes: used to say how much of a particular quality a person has, as if they were in a competition in which some people are more successful than others. E.g. John doesn't do too well in the personality stakes. Who are the main contenders in the party leadership stakes? In the popularity/fitness/beauty etc stakes: They're running neck and neck in the popularity stakes.
Lumber somebody (with somebody/something) (informal) to give somebody a responsibility, etc, that they do not want and that they cannot get rid of. E.g. When our parents went out, my sister got lumbered with me for the evening.
Outlandish: /aʊtˈlændɪʃ/ strange or extremely unusual. Bizarre. E.g. outlandish ideas. As the show progressed, it got ever more outlandish. An outlandish hairstyle.
Bizarre: /bɪˈzɑː(r)/ very strange or unusual. Weird. E.g. a bizarre situation/incident/story. Bizarre behaviour.
in the… stakes: used to say how much of a particular quality a person has, as if they were in a competition in which some people are more successful than others. E.g. John doesn't do too well in the personality stakes. Who are the main contenders in the party leadership stakes? In the popularity/fitness/beauty etc stakes: They're running neck and neck in the popularity stakes.
Lumber somebody (with somebody/something) (informal) to give somebody a responsibility, etc, that they do not want and that they cannot get rid of. E.g. When our parents went out, my sister got lumbered with me for the evening.
Outlandish: /aʊtˈlændɪʃ/ strange or extremely unusual. Bizarre. E.g. outlandish ideas. As the show progressed, it got ever more outlandish. An outlandish hairstyle.
21 what
22 misspelled
Take on something (informal) the particular opinion or idea that somebody has about something. E.g. What's his take on the plan? A new take on the Romeo and Juliet story (= a way of presenting it).
23 are
24 to
Eager: /ˈiːɡə(r)/ very interested and excited by something that is going to happen or about something that you want to do. Keen. E.g. Everyone in the class seemed eager to learn.
25 range
Range (of something) a variety of things of a particular type. E.g The hotel offers a wide range of facilities.
Close Up p 15. Draw Your Hand
Draw your hand
Number each finger
Inside each finger write the answers to the following questions (only keywords)
1. Interests, passion, vocation, leisure activities...
2. Why are you studying English?
3. Strengths and weaknesses learning English. What do you enjoy in an English class?
4. A useful piece of advice for improving one's English.
5. Course expectations. Goals for this academic year.
Instructions:
1. Give the drawing of your hand with the answers to your teacher.
2. The teacher will give you another student's answers.
3. All students stand up
4. Try to find who the hand belongs to. Move around the class asking questions.
E.g. I was wondering if you were interested in art?
5. When you find the student you have been looking for try to continue the conversation further.
Ask your classmate to explain a bit more. You may take some notes next to his answers.
6. Write a profile of your classmate.
Number each finger
Inside each finger write the answers to the following questions (only keywords)
1. Interests, passion, vocation, leisure activities...
2. Why are you studying English?
3. Strengths and weaknesses learning English. What do you enjoy in an English class?
4. A useful piece of advice for improving one's English.
5. Course expectations. Goals for this academic year.
Instructions:
1. Give the drawing of your hand with the answers to your teacher.
2. The teacher will give you another student's answers.
3. All students stand up
4. Try to find who the hand belongs to. Move around the class asking questions.
E.g. I was wondering if you were interested in art?
5. When you find the student you have been looking for try to continue the conversation further.
Ask your classmate to explain a bit more. You may take some notes next to his answers.
6. Write a profile of your classmate.
Homework 2011-2012
In this blog you will find extra material to improve your English.
Here you will find all the entries related to Objective Proficiency unit 1
Here you will find all the entries related to Objective Proficiency unit 2
Here you will find all the entries related to Objective Proficiency unit 3
Here you will find all the entries related to Objective Proficiency unit 4
Here you will find all the entries related to Objective Proficiency unit 5
Here you will find all the entries related to Objective Proficiency unit 6
Here you will find all the entries related to Objective Proficiency unit 7
Here you will find all the entries related to Objective Proficiency unit 8
Here you will find all the entries related to Objective Proficiency unit 9
Here you will find all the entries related to Objective Proficiency unit 10
Here you will find all the entries related to Objective Proficiency unit 11
Here you will find all the entries related to Objective Proficiency unit 12
Here you will find all the entries related to Objective Proficiency unit 13
Here you will find all the entries related to Objective Proficiency unit 14
Here you will find all the entries related to Objective Proficiency unit 15
Here you will find all the entries related to Objective Proficiency unit 16
Here you will find all the entries related to Objective Proficiency unit 17
Here you will find all the entries related to Objective Proficiency unit 18
Here you will find all the entries related to Objective Proficiency unit 19
Here you will find all the entries related to Objective Proficiency unit 20
Compositions
1. Write a letter: Objective Proficiency p 23 Ex 7 (deadline: 19 Oct)
2. Write a review: Objective Proficiency p 39 Ex 6 (deadline: 9 Nov). Here you can find useful language for reviews
3. Write a descriptive essay: Objective Proficiency p 20 (deadline: 28 Nov). Imagine you are an expert on social change. The local newspaper has asked you to write an account of what our society will be like in 30 years time. Is it the utopia we have been dreaming of for so long? Compare and contrast it with the society we live in now. You can find tips on descriptive essays here and here. Get some ideas about what the future may look like listening to this radio programme, or visiting this site.
You can also watch this video:
4. Write an essay in response to an article on ethical treatment of animals. (Deadline 21 Dec)
This is an excerpt from the article:
6. Write an essay: Objective Proficiency p 56 & p 57 (deadline 29 Feb)
7. Write a proposal: Objective Proficiency p 72 & p 73 (deadline 16 Apr)
8. Write an article: Objective Proficiency p 90 & 91 (deadline 30 April)
9. Write a report: Objective Proficiency p 108 & 109 (deadline 14 May)
Presentations
Readers (deadlines: 31 Oct and Feb)
Workbook
You can do the exercises in: Units 1-13
Here you will find all the entries related to Objective Proficiency unit 1
Here you will find all the entries related to Objective Proficiency unit 2
Here you will find all the entries related to Objective Proficiency unit 3
Here you will find all the entries related to Objective Proficiency unit 4
Here you will find all the entries related to Objective Proficiency unit 5
Here you will find all the entries related to Objective Proficiency unit 6
Here you will find all the entries related to Objective Proficiency unit 7
Here you will find all the entries related to Objective Proficiency unit 8
Here you will find all the entries related to Objective Proficiency unit 9
Here you will find all the entries related to Objective Proficiency unit 10
Here you will find all the entries related to Objective Proficiency unit 11
Here you will find all the entries related to Objective Proficiency unit 12
Here you will find all the entries related to Objective Proficiency unit 13
Here you will find all the entries related to Objective Proficiency unit 14
Here you will find all the entries related to Objective Proficiency unit 15
Here you will find all the entries related to Objective Proficiency unit 16
Here you will find all the entries related to Objective Proficiency unit 17
Here you will find all the entries related to Objective Proficiency unit 18
Here you will find all the entries related to Objective Proficiency unit 19
Here you will find all the entries related to Objective Proficiency unit 20
Compositions
1. Write a letter: Objective Proficiency p 23 Ex 7 (deadline: 19 Oct)
2. Write a review: Objective Proficiency p 39 Ex 6 (deadline: 9 Nov). Here you can find useful language for reviews
3. Write a descriptive essay: Objective Proficiency p 20 (deadline: 28 Nov). Imagine you are an expert on social change. The local newspaper has asked you to write an account of what our society will be like in 30 years time. Is it the utopia we have been dreaming of for so long? Compare and contrast it with the society we live in now. You can find tips on descriptive essays here and here. Get some ideas about what the future may look like listening to this radio programme, or visiting this site.
You can also watch this video:
4. Write an essay in response to an article on ethical treatment of animals. (Deadline 21 Dec)
This is an excerpt from the article:
- Humans are superior, non-human animals are inferior. Animals were put here as the playthings of humans, for us to do with them what we want. We are able to farm them and control them, we can change their genetics and what they look like, animals have no minds of their own. We eat them, race them and catch them for sport. We even refer to undesirable human behavior as animal. In this world you either harm or you are harmed. God gave humans the ability to harm, so we do. Animals are here for us to exploit. Maiming and injuring an animal is no different to eating it.
6. Write an essay: Objective Proficiency p 56 & p 57 (deadline 29 Feb)
7. Write a proposal: Objective Proficiency p 72 & p 73 (deadline 16 Apr)
8. Write an article: Objective Proficiency p 90 & 91 (deadline 30 April)
9. Write a report: Objective Proficiency p 108 & 109 (deadline 14 May)
Presentations
Readers (deadlines: 31 Oct and Feb)
Workbook
You can do the exercises in: Units 1-13
Reading List C2 2011-2012
Readers C 2
Your assignments are:
A) You will choose a book to read. Tell your teacher which book you have chosen. (Deadline: 31 Oct.). You will then read the book.
B) You will prepare a short presentation about it. You can also include your favourite quotes from the book and add some explanations. You can also try to convince the class that the book you have chosen should (not) be on the Reading List next year. (February)
Reading List 2011-2012 (suggestions)
- A Thousand Splendid Suns is a 2007 novel by Afghan author Khaled Hosseini, his second, following his bestselling 2003 debut, The Kite Runner. It focuses on the tumultuous lives of two Afghan women and how their lives cross each other, spanning from the 1960s to 2003. 384 pages.
- Saturday is a novel by British author Ian McEwan, first published in 2005. set in London, on Saturday, 15 February 2003, during a large demonstration against the 2003 invasion of Iraq. The protagonist, Henry Perowne, a 48-year-old neurosurgeon, has planned a series of chores and pleasures culminating in a family dinner in the evening. As he goes about his day he ponders the meaning of the protest and the problems that inspired it, however, the day is disrupted by an encounter with a violent, troubled man. 308 pages.
- Notes from a Big Country is a collection of articles written by Bill Bryson for The Mail on Sunday from 1996 to 1998. The book was published in 1998. When Bill Bryson returned to the USA he was asked to write a weekly column about what life was like in the big country. The results, combined here to make a book, are funny and insightful, making you snigger. Full of descriptions and statistics. 368 pages.
- The Island is a historical novel written by Victoria Hislop in 2005. It has won several awards. Set on the island of Spinalonga, off the coast of Crete, The Island tells the story of Alexis Fielding, a teenager on the cusp of a life-changing decision. Alexis knows little or nothing about her family's past and has always resented her mother for refusing to discuss it. She knows only that her mother, Sofia, grew up in Plaka, a small Cretan village, before moving to London. Making her first visit to Crete to see the village where her mother was born, Alexis discovers that the village of Plaka faces the small, now deserted island of Spinalonga, which, she is shocked and surprised to learn was Greece's leper colony for much of the 20th century. 320 pages.
- Three Men in a Boat (To Say Nothing of theDog), published in 1889, is a humorous account by Jerome K. Jerome of a boating holiday on the Thames between Kingston and Oxford. The book was initially intended to be a serious travel guide, with accounts of local history along the route, but the humorous elements took over to the point where the serious and somewhat sentimental passages seem a distraction to the comic novel. One of the most praised things about Three Men in a Boat is how undated it appears to modern readers — the jokes seem fresh and witty even today. 184 pages.
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