What type are you?

 this lesson, you will know what type of person you are.Read and fill in the blanks.


Suppose you attend a party ………. there are several people you know well. The hosts have a new party game ……….. involves asking everyone to compare each person to a flower. Which flower would you choose for each person and which flower for yourself? Are you the kind of person ………. resembles a sunflower, open to the world most of the time? Or are you more like a four o'clock, someone ………. opens up only at special moments?

This may sound like just an amusing activity, but there is a science of personality identification ………. grew out of the work of Swiss psychologist Carl Jung and ……… of two American women, Katharine Briggs and her daughter, Isabel Briggs Myers. After studying Jung's work, Briggs and her daughter developed a system of 4 personality dimensions and 16 different personality types. Based on this system, they developed a test, ………… has been refined many times over the decades and has been taken by millions of people. Take a look at the following descriptions based on the Myers-Briggs test. Try to place people you know into one or more of the categories. You may learn something about your co-workers, friends, loved ones, and yourself.

Category 1: extrovert or introvert. This category has to do with the way …….. people direct their energy. An extrovert is basically a person ……….. energies are activated by being with others. An introvert is essentially a person ………… energies are activated by being alone. Mary is a good example of an extrovert. She's the kind of person ………… others consider shy, but there's no correlation between shyness and either introversion or extroversion. At a party, Mary starts to open up and get energized once she meets some people ……… make her feel comfortable. Her friend Bill is the opposite. He isn't shy at all, but after he's been at a party for a while, he's tired and ready to go home. He finds the conversation interesting enough but is just as likely to be imagining a time when he was hiking alone in the mountains.

Category 2: sensor or intuitive. This category has to do with the kind of information we notice and remember easily. Sensors are practical people ………. notice what is going on around them and rely on past experiences to make conclusions. Intuitives are more interested in relationships between things or people, tending to focus on what might be. Consider Jack and Barbara, ………... have been married for years. At a party, Jack, ………..parents own a sofa company, notices that their hosts have bought a new sofa and asks where they bought it. Barbara is less interested in the sofa and more interested in the tense way the hosts are talking with each other. Did they have a fight? Jack is the sensor and Barbara the intuitive.

Category 3: thinker or feeler. This category is about the way that we make conclusions. Thinkers are those ……….. tend to make decisions objectively, on the basis of logic. Feelers make decisions based on their personal values and how they feel about choices. Helen and Gary are at a bank applying for a loan. The loan officer tells them they owe too much on their credit cards and will have to pay off their debt before they can borrow money. This makes perfect sense to Helen, ………… classifies her as a thinker. Gary's reaction is quite different. The loan officer, ………… makes Gary feel criticized, is only trying to do his job. However, Gary takes the loan officer's comments personally, …………. classifies him as a feeler.

Category 4: judger or perceiver. This dimension is about the kind of environment ………. makes us feel most comfortable. Judgers are people ………… prefer a predictable environment. They like to make decisions and have things settled. Perceivers are more interested in keeping their options open, preferring to experience as much of the world as possible. Consider Tim and Samantha. Tim, …………. always has a plan for everything, gets impatient with Samantha when he calls her to plan a time when they can get together. Tim wants things to be definite; Samantha wants to keep her options flexible.

So we're left with this question: What good is classifying people? It certainly doesn't give us any magic powers or tools for relationships. But it can give us insight. It can help us understand others better, and perhaps minimize or reduce conflict. Best of all, it can help us understand ourselves.



Note: What type are you? Give some evidence and examples to support your idea.

obama speech

Frankenstein

Victor Frankenstein thinks he has found the secret of life. He takes parts from dead people and builds a new 'man'. But this monster is so big and frightening that everyone runs away from him - even Frankenstein himself! The monster is like an enormous baby who needs love. But nobody gives him love, and soon he learns to hate. And, because he is so strong, the next thing he learns is how to kill.



"Click to download the book, and do not forget to use this book as a tool to learn about clauses, especially noun clauses. Pick out all the noun clauses you find out in the book."

Obama's Speech "Yes We Can"

Click to download the script of his speech

exercise 3

exercise 2

exercise 1

Noun Clauses

Start Point: 

What you've told us is very interesting. (= The information is very interesting.)

You've probably also heard that the Marsh has been given to the NWT to look after. (= You've probably also heard this report.)

Nine o'clock is when we usually meet. (= Nine o'clock is our usual meeting time.)

A noun clause functions in a sentence in a similar way to a noun (e.g. information, report) or noun phrase (e.g. our usual meeting time). Noun clauses usually begin with that or a wh-word (e.g. how, what, when, where, which, who, why; also whether, whatever)

1.   that- noun clauses

In informal contexts we often leave out that at the beginning of a that- noun clause:  

It's also good to know that they're helping the environment, or ... to know they're helping...

I can guarantee that you'll make a lot of new friends, or I can guarantee you'll make ...

We usually use the fact that (rather than that):

•   when the noun clause is subject:

The fact that you're not a member of the trust makes no difference, (rather than That you're not a member of the trust makes no difference.)

•   after a preposition or after verbs such as change, face and overlook:

We have to face (or face up to) the fact that we don't have enough resources at the moment.

Note: Depending on meaning, we can use words like argument, assumption, belief claim, idea,   notion, and view instead of fact:

The idea that it's all hard work is just wrong.

2.   wh- noun clauses

When a wh- noun clause follows certain nouns (e.g. example, problem), we often have to include

of before the wh-word:

We'd like to follow the example of what they've done at Broadstone Park.

Some verbs (e.g. advise, teach) must have an object before the wh- word:  

I'll be happy to advise you when to come.

Noun clauses beginning how are commonly used after certain verbs (e.g. decide, know): 

It's entirely up to you to decide how much time you can give.

We can use a wh- noun clause, but not a that- noun clause, after a preposition:

If you've got any questions about what I've said so far, I'd be happy to answer them.  (not... about that I've said so far ...)

We can also use noun clauses beginning with whatever (= anything, or it doesn't matter what), whoever (= the person/group who, or any person/group who), or whichever (= one thing or person from a limited number) to talk about things, people or times that are indefinite or unknown:

We will he very grateful for whatever time people can spare.

You can phone whoever is in charge of arranging lifts on the weekend you want to come.

Rather than a wh- noun clause, we can often use a noun or pronoun which has a meaning related to the wh- word:

Why most people volunteer is that they want fresh air and exercise, or

The reason (why/that) most people volunteer ...

Clearing the vegetation is what is urgently needed, or

Clearing the vegetation is something which/that is urgently needed.

 
Other words used in this way include the place (rather than where), the time (rather than when), the way (rather than how) and somebody/someone (rather than who).

3. whether and if

We can use whether as the wh- word in a noun clause when we talk about possible choices.

Whether has a similar meaning to if.

I can't remember whether it runs on Sundays.

Notice the difference between sentences with whether- and that- noun clauses:

I didn't know whether/if the bus service has been cancelled. (= it may or may not have been

cancelled)

I didn't know that the bus service had been cancelled. (= it was cancelled; now I know)

Note: In rather formal contexts, particularly in writing, we can use as to with a meaning similar to   'about' or 'concerning' before a whether noun clause:

There was some debate as to whether he could legally give us the land.

We use whether, not if-

•  before or not:

I don't know whether or not I'd be able to come on a regular basis.

However:

I don't know whether/if I'd be able to come on a regular basis or not.

•  before a to-infinitive:

I can't make up my mind whether to help on Saturdays or Sundays.

•  usually after a preposition, and also after the verbs advise, choose, consider, debate, discuss, enquire, question:

You can think about whether you'd like to be involved.

You can choose whether you want to work indoors or outdoors.

•  in a clause acting as a subject or complement:

Whether you help with the outdoor or indoor work depends on you. (= subject)  

What I'm not clear about is whether we can get a lift to the reserve. (= complement)