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\begin{unitbox}
{\LARGE\bfseries Open C1 English · Unit 01}\\[2mm]
{\Large Personal Identity \& Change}\\[2mm]
{\bfseries Grammar:} Cleft sentences (It is / What I) for emphasis\\
{\bfseries Pronunciation:} Sentence stress and weak forms\\
{\bfseries Generated:} 2026-04-21 00:16
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\begin{itemize}[leftmargin=1.2em]
\item Study the grammar and vocabulary before attempting the output tasks.
\item Use the public site for audio playback; this PDF is the printable study companion.
\item Mark answers directly on paper, then return to the online lesson for media-rich practice.
\item Keep a separate C1 notebook for rewritten answers, useful collocations and pronunciation notes.
\end{itemize}
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Input: reading, listening and media exposure.\\
Language focus: grammar, vocabulary, idioms and Use of English.\\
Output: writing, speaking, mediation and realistic everyday communication.
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\newpage
\lessonbox{Lesson 1: Introduction}{
\section*{¿De qué va esta unidad?}

En esta primera unidad, Personal Identity \& Change, exploraremos la compleja intersección entre quiénes somos y cómo evolucionamos a lo largo de la vida. Para un estudiante de nivel C1, este tema es fundamental porque requiere ir más allá de la descripción superficial. No se trata solo de decir "soy alto" o "soy simpático", sino de alcanzar la capacidad de expresar matices psicológicos, valores abstractos y cambios de carácter complejos. Este tipo de temas es recurrente en los exámenes de Cambridge, donde se espera que el candidato demuestre madurez intelectual y capacidad de reflexión.\par

El mayor reto de esta unidad será el control de la precisión y el énfasis. A menudo, los estudiantes de nivel avanzado cometen el error de usar estructuras demasiado simples que suenan repetitivas. Aquí aprenderás a utilizar estructuras avanzadas para resaltar ideas específicas, permitiéndote dirigir la atención del interlocutor hacia lo que realmente importa. Además, trabajaremos la fluidez natural mediante el uso de la acentuación de la frase, un elemento clave para que tu inglés no suene robótico y para que logres ese tono persuasivo y sofisticado que exige el nivel Advanced.\par

\section*{Objetivos de aprendizaje}

\begin{itemize}[leftmargin=1.2em]
\item Grammar: Master the use of cleft sentences (It is... / What...) to create emphasis and focus in complex descriptions.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary: Acquire high-level collocations and adjectives to describe personality traits, life transitions, and psychological states.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Reading: Develop strategies to identify nuance, tone, and implicit meaning in long-form biographical or psychological texts.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Listening: Improve the ability to follow natural speech patterns, focusing on how sentence stress changes the meaning of a sentence.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Use of English: Practice sentence transformation and word formation related to identity and personal development.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Writing \& Speaking: Produce cohesive, sophisticated arguments about identity using emphatic structures to support personal opinions.
\end{itemize}

\section*{Lo que vas a encontrar}

\begin{itemize}[leftmargin=1.2em]
\item Intro: Una breve presentación de los conceptos clave que exploraremos.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Grammar: Explicación detallada de cleft sentences para dar énfasis a tus ideas.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary: Un catálogo de términos avanzados para describir la personalidad y el cambio.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Idioms: Expresiones idiomáticas para hablar de la identidad y las etapas de la vida.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Reading: Un texto complejo sobre la evolución de la identidad en la era moderna.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Listening: Ejercicios de comprensión auditiva con hablantes nativos de diferentes acentos.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Use of English: Práctica intensiva de transformación de frases y precisión léxica.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Writing: Taller de redacción de un ensayo de opinión sobre cambios vitales.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speaking: Práctica de debate y expresión oral enfocada en la fluidez y el énfasis.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Mediation: Ejercicios para sintetizar información de diferentes fuentes sobre temas personales.
\end{itemize}

\section*{Tiempo estimado}

Total estimado: 6 horas\par

\begin{itemize}[leftmargin=1.2em]
\item Intro: 10 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Grammar: 45 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary: 30 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Idioms: 20 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Reading: 45 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Listening: 30 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Use of English: 40 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Writing: 50 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speaking: 40 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Mediation: 30 min
\end{itemize}
}
\lessonbox{Lesson 2: Grammar Focus}{
\section*{Explicación (en español)}

Las cleft sentences (oraciones hendidas o de división) se utilizan para focalizar la atención en una parte específica de la frase. El término "cleft" viene de "cleave" (dividir), porque literalmente dividimos una oración simple en dos partes para resaltar una información. En lugar de decir algo de forma directa, "limpiamos el camino" para que el oyente sepa exactamente qué es lo más importante.\par

Existen dos tipos principales que estudiaremos: las It-clefts (que enfatizan el sujeto o el objeto) y las Wh-clefts (que suelen enfatizar toda una idea o cláusula). Por ejemplo, en lugar de decir "I need a change", decimos "What I need is a change". La estructura permite que la información nueva o relevante aparezca al final de la frase, donde tiene más impacto.\par

Para los hispanohablantes, un error común es intentar traducir literalmente estructuras de énfasis del español. En español solemos usar "Es que..." o "Lo que pasa es que...", pero en inglés, el uso de cleft sentences es mucho más formal y preciso para exámenes de nivel C1. Un error típico es olvidar la concordancia: si la parte de la frase que enfatizas es plural, el verbo debe ser plural (ej. It is my parents who...).\par

En el contexto de "Personal Identity \& Change", estas estructuras son vitales para expresar transformaciones personales. No es lo mismo decir "I changed my career" (un hecho simple) que "What changed my life was deciding to move abroad" (una declaración con carga emocional y énfasis en la causa).\par

\section*{Form — estructura}

Type |\par
Structure |\par
Purpose |\par
Example |\par

It-cleft |\par
It + is/was + [emphasised part] + that/who + [rest of sentence] |\par
To focus on a specific person or thing. |\par
It was my move to London that changed everything. |\par

Wh-cleft |\par
What + [clause] + is/was + [emphasised part] |\par
To focus on an action, idea, or thing. |\par
What I value most is honesty. |\par

Wh-cleft (with preposition) |\par
The thing/person/place + [relative clause] + is/was + [noun] |\par
To focus on a specific category of information. |\par
The person who inspired me was my mentor. |\par

\section*{Examples}

\begin{itemize}[leftmargin=1.2em]
\item It was during my gap year that I truly discovered my identity. (Fue durante mi año sabático cuando realmente descubrí mi identidad.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What I really need is a fresh start in a new city. (Lo que realmente necesito es un nuevo comienzo en una ciudad nueva.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It is my passion for art that drives my personal growth. (Es mi pasión por el arte lo que impulsa mi crecimiento personal.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What changed my perspective on life was travelling alone. (Lo que cambió mi perspectiva sobre la vida fue viajar solo/a.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It was my decision to quit my job that surprised everyone. (Fue mi decisión de dejar mi trabajo lo que sorprendió a todos.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What matters most in life is staying true to yourself. (Lo que más importa en la vida es mantenerse fiel a uno mismo.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It is the challenges we face that shape our character. (Son los desafíos que enfrentamos los que moldean nuestro carácter.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What I miss about my old self is my sense of spontaneity. (Lo que extraño de mi antiguo yo es mi sentido de la espontaneidad.)
\end{itemize}

\section*{Contrast}

-\par
✗ What I want is moving to Spain. / ✓ What I want is to move to Spain.\par
(Error: Después de "What I want is...", se debe usar un infinitivo o un sustantivo, no un gerundio directo si funciona como complemento del sujeto).\par

-\par
✗ It was my brother that he changed my mind. / ✓ It was my brother who changed my mind.\par
(Error: No se debe repetir el sujeto con un pronombre después de la parte enfatizada).\par

-\par
emptiness. / ✓ It is the feeling of emptiness that haunts me.\par
(Error: Una oración cleft necesita una estructura completa. "It is emptiness" es gramaticalmente correcto pero carece de la función de énfasis de una cleft sentence completa).\par

-\par
✗ What happened is that I lost my identity. / ✓ What happened was that I lost my identity.\par
(Error: El tiempo verbal debe coincidir. Si el evento ocurrió en el pasado, usamos "was").\par

\section*{Mini-quiz — 10 preguntas}

Part 1: Rewrite the sentences using the prompts provided to create cleft sentences.\par

\begin{itemize}[leftmargin=1.2em]
\item I only realised my potential when I moved to London. (It was...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item I need a sense of purpose more than anything else. (What...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item My grandmother's advice shaped my values. (It was...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item I want to find my true self. (What...)
\end{itemize}

Part 2: Complete the sentences with the correct form of the verb in brackets.\par

\begin{itemize}[leftmargin=1.2em]
\item It is the constant struggle for balance that \_\_ (make) us stronger.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What we \_\_ (do) was decide to reinvent ourselves.
\end{itemize}

Part 3: Multiple Choice. Choose the correct option (a, b, or c).\par

-\par
\_\_ my lack of confidence was holding me back.\par
a) It was\par
b) What\par
c) That\par

-\par
It was my best friend \_\_ helped me through the transition.\par
a) which\par
b) who\par
c) whose\par

-\par
What \_\_ to change my life was moving to a different country.\par
a) did\par
b) was\par
c) is\par

-\par
The person \_\_ inspired me to change was my teacher.\par
a) that\par
b) what\par
c) whom\par

Respuestas:\par
1. It was when I moved to London that I realised my potential.\par
2. What I need more than anything else is a sense of purpose.\par
3. It was my grandmother's advice that shaped my values.\par
4. What I want is to find my true self.\par
5. makes\par
6. did\par
7. b\par
8. b\par
9. b\par
10. a\par
}
\lessonbox{Lesson 3: Vocabulary Lab}{
\section*{Vocabulario C1 — Personal Identity \& Change}

30 palabras con definición, traducción, ejemplo y audio.\par



\subsection*{manifestation  //}
/ˌmæn.ɪ.fesˈteɪ.ʃən/n\par
Definition:An event, action, or feeling that clearly shows something is present or exists.\par
Traducción:manifestación\par
Example:His sudden decision to quit his job was a manifestation of his deep-seated need for autonomy.\par
Collocation:clear manifestation\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# inherent  //
\end{itemize}
/ɪnˈher.ənt/adj\par
Definition:Existing as a natural or basic part of something.\par
Traducción:inherente\par
Example:The inherent complexity of human identity makes it difficult to categorise people simply.\par
Collocation:inherent risk\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# paradigm shift  //
\end{itemize}
/ˈpær.ə.daɪm ʃɪft/n\par
Definition:A fundamental change in approach or underlying assumptions.\par
Traducción:cambio de paradigma\par
Example:The rise of AI has caused a paradigm shift in how we perceive individual creativity.\par
Collocation:radical paradigm shift\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# elucidate  //
\end{itemize}
/iˈluː.sɪ.deɪt/v\par
Definition:To explain or make something clear.\par
Traducción:elucidar / esclarecer\par
Example:The philosopher attempted to elucidate the connection between memory and the self.\par
Collocation:elucidate a concept\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# idiosyncrasy  //
\end{itemize}
/ˌɪd.i.əˈsɪŋ.krə.si/n\par
Definition:A mode of behaviour or thought peculiar to an individual.\par
Traducción:idiosincrasia / peculiaridad\par
Example:Despite her eccentricities, her idiosyncrasies made her a truly unique individual.\par
Collocation:personal idiosyncrasy\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# nuance  //
\end{itemize}
/ˈnjuː.ɑːns/n\par
Definition:A subtle difference in shade of meaning, expression, or sound.\par
Traducción:matiz\par
Example:To understand identity, one must appreciate the nuance of cultural influences.\par
Collocation:subtle nuance\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# perpetuate  //
\end{itemize}
/ˌpɜː.pəˈtʃeɪt/v\par
Definition:To make something (typically an undesirable situation or belief) continue indefinitely.\par
Traducción:perpetuar\par
Example:We must ensure that old stereotypes do not perpetuate harmful biases in modern society.\par
Collocation:perpetuate a myth\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# ambiguity  //
\end{itemize}
/ˌæm.bɪˈɡjuː.ə.ti/n\par
Definition:The quality of being open to more than one interpretation; inexactness.\par
Traducción:ambigüedad\par
Example:The ambiguity of his true intentions left his friends feeling uncertain about his character.\par
Collocation:inherent ambiguity\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# reconcile  //
\end{itemize}
/ˈrek.ən.saɪl/v\par
Definition:To find a way in which two opposing ideas or situations can exist or be true.\par
Traducción:reconciliar\par
Example:It is often difficult to reconcile one's past mistakes with one's current values.\par
Collocation:reconcile differences\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# transient  //
\end{itemize}
/ˈtræn.zi.ənt/adj\par
Definition:Lasting only for a short time; impermanent.\par
Traducción:transitorio / pasajero\par
Example:Identity is often seen as transient, shifting as we encounter new life stages.\par
Collocation:transient phase\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# pivotal  //
\end{itemize}
/ˈpɪv.ə.təl/adj\par
Definition:Of crucial importance in relation to the development or success of something else.\par
Traducción:crucial / fundamental\par
Example:Moving to a new country proved to be a pivotal moment in her personal growth.\par
Collocation:pivotal role\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# catalyst  //
\end{itemize}
/ˈkæt.əl.ɪst/n\par
Definition:A person or thing that precipitates an event or change.\par
Traducción:catalizador\par
Example:The loss of his job acted as a catalyst for a complete career change.\par
Collocation:catalyst for change\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# unravel  //
\end{itemize}
/ʌnˈræv.əl/v\par
Definition:To investigate and solve something complex, or to begin to fail/disintegrate.\par
Traducción:desentrañar / desmoronarse\par
Example:As she grew older, she began to unravel the complexities of her family history.\par
Collocation:unravel a mystery\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# divergent  //
\end{itemize}
/daɪˈvɜː.dʒənt/adj\par
Definition:Tending to be different or develop in different directions.\par
Traducción:divergente\par
Example:Despite their shared upbringing, the siblings developed divergent political views.\par
Collocation:divergent paths\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# resilience  //
\end{itemize}
/rɪˈzɪl.jəns/n\par
Definition:The capacity to recover quickly from difficulties; toughness.\par
Traducción:resiliencia\par
Example:Building emotional resilience is key to navigating the changes of adulthood.\par
Collocation:remarkable resilience\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# rebrand  //
\end{itemize}
/ˌriːˈbrænd/v\par
Definition:To change the corporate image or identity of something.\par
Traducción:cambiar la imagen de marca / reposicionarse\par
Example:After the scandal, the company attempted to rebrand itself as socially conscious.\par
Collocation:completely rebrand\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# aspiration  //
\end{itemize}
/ˌæs.pɪˈreɪ.ʃən/n\par
Definition:A hope or ambition of achieving something.\par
Traducción:aspiración\par
Example:Her professional aspirations shifted significantly after her recent travels.\par
Collocation:career aspiration\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# versatile  //
\end{itemize}
/ˈvɜː.sə.taɪl/adj\par
Definition:Able to adapt or be adapted to many different functions or activities.\par
Traducción:versátil\par
Example:In a changing job market, being a versatile learner is a vital survival skill.\par
Collocation:highly versatile\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# alignment  //
\end{itemize}
/əˈlaɪn.mənt/n\par
Definition:The state of agreement or cooperation.\par
Traducción:alineación / sintonía\par
Example:She felt a lack of alignment between her personal values and her corporate role.\par
Collocation:strategic alignment\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# turnover  //
\end{itemize}
/ˈtɜːnˌəʊ.vər/n\par
Definition:The rate at which employees leave a workforce and are replaced.\par
Traducción:rotación de personal\par
Example:High staff turnover can often signal a crisis in company culture and identity.\par
Collocation:high staff turnover\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# streamline  //
\end{itemize}
/ˈstriːm.laɪn/v\par
Definition:To make an organization or system more efficient and effective.\par
Traducción:optimizar / agilizar\par
Example:The company decided to streamline its operations, leading to a shift in team structures.\par
Collocation:streamline processes\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# reassess  //
\end{itemize}
/ˌriː.əˈses/v\par
Definition:To consider something again to decide if changes are needed.\par
Traducción:revaluar\par
Example:Mid-life often prompts individuals to reassess their life goals and identity.\par
Collocation:thoroughly reassess\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# unsettling  //
\end{itemize}
/ʌnˈset.lɪŋ/adj\par
Definition:Causing anxiety or uneasiness; disturbing.\par
Traducción:inquietante / perturbador\par
Example:The rapid pace of technological change can be quite unsettling for some generations.\par
Collocation:deeply unsettling\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# vibe check  //  (n (informal))
\end{itemize}
/vaɪb tʃek/formal\par
Definition:A quick assessment of the emotional atmosphere or a person's energy.\par
Traducción:evaluación de la vibra / energía\par
Example:Before we commit to the new project, let's do a quick vibe check on the team dynamic.\par
Collocation:perform a vibe check\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# glow up  //  (n (informal))
\end{itemize}
/ɡləʊ ʌp/formal\par
Definition:A significant transformation in appearance, confidence, or lifestyle.\par
Traducción:cambio radical positivo / mejora de imagen\par
Example:Her recent career success and confidence represent a massive glow up.\par
Collocation:total glow up\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# burnout  //
\end{itemize}
/ˈbɜːn.aʊt/n\par
Definition:State of emotional, physical, and mental exhaustion caused by excessive stress.\par
Traducción:agotamiento / burnout\par
Example:Many young professionals are experiencing burnout due to the blurring of work-life boundaries.\par
Collocation:severe burnout\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# pivot  //
\end{itemize}
/ˈpɪv.ət/v\par
Definition:To completely change one's direction or strategy.\par
Traducción:pivotar / cambiar de rumbo\par
Example:After the market shifted, the entrepreneur had to pivot her entire business model.\par
Collocation:pivot towards\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# authentic  //
\end{itemize}
/ɔːˈθen.tɪk/adj\par
Definition:Of undisputed origin; genuine; true to one's own personality.\par
Traducción:auténtico\par
Example:In the age of social media, staying authentic to oneself is a constant challenge.\par
Collocation:deeply authentic\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# unplug  //
\end{itemize}
/ʌnˈplʌɡ/v\par
Definition:To disconnect from technology or the demands of daily life.\par
Traducción:desconectarse\par
Example:To rediscover her true self, she decided to unplug from digital life for a month.\par
Collocation:completely unplug\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# growth mindset  //
\end{itemize}
/ɡrəʊθ ˈmaɪnd.set/n\par
Definition:The belief that abilities can be developed through dedication and hard work.\par
Traducción:mentalidad de crecimiento\par
Example:Adopting a growth mindset is essential for anyone undergoing significant personal change.\par
Collocation:cultivate a growth mindset\par

-\par
}
\lessonbox{Lesson 4: Idioms \& Natural Expressions}{
\section*{Idioms \& expressions — Personal Identity \& Change}



\subsection*{To turn over a new leaf  ·  neutral}
neutral\par
Meaning:To start behaving in a better way or to make a fresh start in life.\par
Significado:Pasar página / Comenzar de nuevo.\par
Example:After years of living aimlessly, he decided to turn over a new leaf by enrolling in a full-time degree program.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# A change of heart  ·  neutral
\end{itemize}
neutral\par
Meaning:A change in one's opinion or feelings about something.\par
Significado:Un cambio de parecer / de opinión.\par
Example:She was set on moving abroad, but she had a change of heart after reconnecting with her old friends.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To reinvent oneself  ·  neutral
\end{itemize}
neutral\par
Meaning:To change your life, personality, or career to become a different person.\par
Significado:Reinventarse.\par
Example:In the modern gig economy, many professionals find they need to reinvent themselves every few years.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To come into one's own  ·  formal
\end{itemize}
formal\par
Meaning:To reach a level of maturity or success where one's abilities are fully recognised.\par
Significado:Empezar a valerse por sí mismo / Alcanzar su plenitud.\par
Example:After years of working in the background, she finally came into her own as a lead strategist.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To break the mold  ·  neutral
\end{itemize}
neutral\par
Meaning:To do something in a completely new and different way.\par
Significado:Romper el molde.\par
Example:The new CEO is trying to break the mold of traditional corporate hierarchy to foster creativity.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To undergo a paradigm shift  ·  formal
\end{itemize}
formal\par
Meaning:A fundamental change in approach or underlying assumptions.\par
Significado:Experimentar un cambio de paradigma.\par
Example:The integration of AI into daily life has caused a paradigm shift in how we perceive human intelligence.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To de-influence  ·  informal
\end{itemize}
formal\par
Meaning:To actively discourage others from buying certain products or following certain lifestyles to reclaim authenticity.\par
Significado:Desinfluenciar (cuestionar la cultura del consumo/estilo de vida).\par
Example:She started a 'de-influencing' series to help her followers focus on minimalism rather than constant consumption.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To enter one's 'era'  ·  informal
\end{itemize}
formal\par
Meaning:To enter a specific phase or period of life characterized by a particular mood or activity.\par
Significado:Entrar en su 'era' (fase de vida específica).\par
Example:After years of burnout, he has officially entered his 'slow living' era.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To pivot one's identity  ·  neutral
\end{itemize}
neutral\par
Meaning:To rapidly change one's public persona or personal brand, often in response to digital trends.\par
Significado:Pivotar la identidad (cambio de marca personal).\par
Example:The influencer had to pivot her identity from lifestyle vlogging to tech commentary to stay relevant.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# To be at a crossroads  ·  neutral
\end{itemize}
neutral\par
Meaning:To be at a point where a crucial decision must be made that will change one's future.\par
Significado:Estar en una encrucijada.\par
Example:With the rise of remote work, many professionals find themselves at a crossroads regarding their career paths.\par

-\par
}
\lessonbox{Lesson 5: Reading Practice}{
\section*{Unit 1: Personal Identity \& Change}

\subsection*{Reading text}

\subsection*{The Algorithmic Mirror: Who Are We in the Age of Predictive Identity?}

In the mid-2020s, the concept of the 'self' has undergone a subtle yet profound transformation. For decades, identity was viewed as a slow-moving vessel, shaped by life experiences, cultural heritage, and deliberate choices. However, as we navigate the complexities of 2025, a new architect of identity has emerged: the predictive algorithm. We no longer merely use technology; we allow it to curate our very essence.\par

The debate surrounding digital identity has shifted from privacy concerns to something far more existential. It is no longer just about data harvesting; it is about the 'feedback loop' of personality. When an AI suggests a book, a political stance, or even a lifestyle change, it does more than predict our preferences—it nudges us towards becoming the person the data expects us to be. This raises a haunting question: are we evolving, or are we being optimised?\par

Psychologists have noted a rise in 'algorithmic identity fatigue'. This phenomenon occurs when individuals feel their sense of self is being flattened into a series of data points. In a world where our digital footprint is used to forecast our future behaviour, the spontaneity that once defined human growth is being stifled. If we always know what is coming next—thanks to a perfectly tailored feed—do we lose the capacity for the radical, unpredictable changes that define a life well-lived?\par

Critics argue that this constant curation leads to a stagnation of the soul. Personal growth often requires friction, discomfort, and the encounter with the unfamiliar. Yet, the algorithms of 2025 are designed to eliminate friction. They create 'echo chambers' of the self, where we are only presented with versions of ourselves that are consistent with our past. This prevents the 're-invention' that is so vital to the human experience. We are becoming stuck in a loop of our own making, a digital version of the status quo.\par

However, some tech-optimists suggest that this is merely a new stage of human evolution. They argue that by understanding our patterns, we can achieve a higher level of self-awareness. They posit that the algorithm is not a cage, but a mirror that reflects our subconscious desires, allowing us to navigate life with greater efficiency. To them, identity is not a fixed entity to be preserved, but a fluid process to be refined.\par

As we move further into this decade, the tension between authentic selfhood and algorithmic curation will likely define the psychological landscape. Whether we remain the masters of our own metamorphosis or become mere subjects of our data remains to be seen. To maintain a coherent identity, we may need to learn how to be unpredictable again—to intentionally step outside the parameters of our own profiles.\par

\subsection*{Comprehension — multiple choice}

1. What is the writer's main point in the first paragraph?\par
A. Identity was much simpler in previous decades.\par
B. Technology has become a primary influence on how we define ourselves.\par
C. Cultural heritage is no longer a significant factor in identity.\par
D. The concept of the 'self' is becoming increasingly irrelevant.\par

2. In the second paragraph, the term 'nudges' suggests that...\par
A. algorithms provide helpful guidance for personal development.\par
B. technology is subtly influencing our character and choices.\par
C. users are being forced to change their personalities against their will.\par
D. predictive data is used to manipulate political outcomes.\par

3. According to the third paragraph, 'algorithmic identity fatigue' is caused by...\par
A. the overwhelming amount of data available to users.\par
B. the loss of privacy in the digital age.\par
C. the reduction of complex human personalities into simple data.\par
D. the inability to use technology effectively.\par

4. Why does the writer mention 'friction' in the fourth paragraph?\par
A. To explain why algorithms are technically difficult to maintain.\par
B. To argue that conflict is necessary for genuine personal growth.\par
C. To suggest that digital life is becoming increasingly frustrating.\par
D. To highlight the difficulty of changing one's identity online.\par

5. How do 'tech-optimists' view the role of algorithms?\par
A. As a tool to help individuals achieve self-improvement.\par
B. As a way to preserve the traditional sense of self.\par
C. As a necessary evil in the modern world.\par
D. As a method to ensure social stability.\par

6. What is the writer's concluding tone regarding the future?\par
A. Optimistic that humans will eventually master technology.\par
B. Dismissive of the importance of digital identity.\par
C. Cautious about the impact of technology on human autonomy.\par
D. Certain that the 'self' will soon be entirely data-driven.\par

\subsection*{Gapped text — missing sentences}

Instructions: Read the text again and decide which sentence (A-E) fits into each gap. There is one extra sentence you do not need.\par

A. This constant reinforcement makes it difficult to break free from established patterns.\par
B. Consequently, many people feel they are losing their sense of agency.\par
C. This suggests that our digital shadows are becoming more real than our physical selves.\par
D. Such a shift requires us to embrace the unknown rather than the predictable.\par
E. The result is a society that is increasingly divided by digital boundaries.\par

\subsection*{Glossary}

\begin{itemize}[leftmargin=1.2em]
\item Profound — profundo / trascendental
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Nudge — dar un pequeño empujón / incitar
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Existential — existencial
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Stifle = asfixiar / reprimir
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Stagnation — estancamiento
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Echo chamber — cámara de eco (entorno donde solo se escuchan ideas afines)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Posit — postular / proponer
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Metamorphosis — metamorfosis
\end{itemize}

\subsection*{Answers}

Comprehension\par
1. B\par
2. B\par
3. C\par
4. B\par
5. A\par
6. C\par

Gapped Text (Order of insertion based on text flow)\par
Note: In a real exam, gaps would be numbered in the text. Based on the logical flow of the provided text:\par
1. B (Paragraph 2)\par
2. A (Paragraph 4)\par
3. D (Paragraph 6)\par
(Distractor: C and E)\par
}
\lessonbox{Lesson 6: Listening Lab}{
\section*{The Fluidity of Self: Navigating Identity and Change}

Esta actividad de comprensión auditiva se divide en tres partes para poner a prueba tu capacidad de análisis. Deberás responder a preguntas de opción múltiple, completar frases utilizando fragmentos exactos del audio y resolver un cuestionario final sobre los debates éticos presentados.\par

\subsection*{Part 1 — Conversation (questions 1–6)}

\# |\par
Question |\par
Options |\par

1 |\par
What does the first speaker find surprising when looking at old photographs? |\par
The high quality of the photography used at university.  /  How much her physical appearance and personality have changed.  /  The fact that she no longer recognises her old fashion choices.  /  How much more reactive she used to be towards others. |\par

2 |\par
How does the first speaker describe her former self? |\par
She was a person who sought constant validation from others.  /  She was a person who lacked a sense of purpose.  /  She was a person who was too focused on her core values.  /  She was a person who was much more stable than she is now. |\par

3 |\par
What is the 'fallacy' mentioned by the first speaker? |\par
The idea that we can never truly change our temperament.  /  The belief that identity is a static and unchanging entity.  /  The notion that finding oneself is a lifelong journey.  /  The assumption that we must maintain a sense of continuity. |\par

4 |\par
How does the second speaker view the process of personal change? |\par
As a complete replacement of the old self with a new one.  /  As a way to escape the mistakes of the past.  /  As an accumulation of new experiences over an existing foundation.  /  As a struggle to maintain a coherent narrative. |\par

5 |\par
What does the second speaker suggest about the 'refined version' of ourselves? |\par
It is a goal we should strive to reach through constant change.  /  It represents the true self we were always meant to be.  /  It is an optimistic illusion that masks our true nature.  /  It is a way to balance evolution with consistency. |\par

6 |\par
What is the 'crux' of the conversation according to the speakers? |\par
The difficulty of reconciling our past and present selves.  /  The need to shed old skins to find true happiness.  /  The importance of maintaining a sense of self-identity.  /  The inevitability of constant change in human nature. |\par

\subsection*{Part 2 — Monologue: sentence completion (questions 7–12)}

Complete each sentence with 1–3 words from the recording.\par

1.  The speaker notes that her old fashion choices were \_\_.\par

2.  The idea that identity is a destination is described as a \_\_.\par

3.  The speaker suggests that without change, we would be \_\_.\par

4.  The speaker views identity as an \_\_ rather than a replacement.\par

5.  We need a \_\_ to feel grounded in our own lives.\par

6.  The process of change is described as a continuous process of \_\_.\par

\subsection*{Part 3 — Panel discussion (questions 13–18)}

13. According to the narrator, how is the 'self' often perceived in daily life?\par
\begin{itemize}[leftmargin=1.2em]
\item As a dynamic process that is always moving.
\item As a fixed and unchanging core.
\item As a collection of different social roles.
\item As a narrative we create to hide our flaws.
\end{itemize}

14. What is the purpose of the 'narrative' mentioned in the monologue?\par
\begin{itemize}[leftmargin=1.2em]
\item To hide the truth about our past failures.
\item To create the illusion of continuity in our lives.
\item To allow us to adapt to different social contexts.
\item To justify the radical changes in our personality.
\end{itemize}

15. How does the narrator explain the different versions of ourselves in social settings?\par
\begin{itemize}[leftmargin=1.2em]
\item It is a sign of being disingenuous to others.
\item It is a way to mask our true psychological bedrock.
\item It is a form of social adaptation.
\item It is a result of the tension between past and present.
\end{itemize}

16. What can trigger a 'radical restructuring' of identity according to the text?\par
\begin{itemize}[leftmargin=1.2em]
\item The constant need for external validation.
\item Significant life transitions and upheavals.
\item The process of becoming a more refined version of ourselves.
\item The realization that identity is a fallacy.
\end{itemize}

17. What is the main concern raised by Speaker 2 in the panel discussion?\par
\begin{itemize}[leftmargin=1.2em]
\item How to maintain a sense of responsibility despite personal changes.
\item How to ensure that people do not lose their core values.
\item How to legalise the concept of a changing identity.
\item How to prevent the social contract from crumbling.
\end{itemize}

18. What is Speaker 3's argument regarding profound psychological shifts?\par
\begin{itemize}[leftmargin=1.2em]
\item They should not affect a person's legal accountability.
\item They might justify a change in moral compass and decision-making.
\item They are often just a way to rebrand oneself to escape history.
\item They are too unpredictable to be considered a real change.
\end{itemize}

\subsection*{Vocabulario clave}

\begin{itemize}[leftmargin=1.2em]
\item Jarring — Chocante / Discordante  - Fallacy — Falacia / Error de razonamiento  - Stagnant — Estancado  - Crux — El quid / El punto esencial  - Flux — Fluctuación / Cambio constante  - Immutable — Inmutable / Inalterable  - Disingenuous — Falso / Poco sincero  - Upheaval — Agitación / Revuelo / Cambio brusco  \#\#\# Respuestas
\end{itemize}

Part 1: 1. C  ·  2. A  ·  3. B  ·  4. A  ·  5. A  ·  6. D\par
Part 2: 1. questionable at best  ·  2. fallacy  ·  3. stagnant  ·  4. accumulation  ·  5. coherent narrative  ·  6. shedding old skins\par
Part 3: 13. A  ·  14. C  ·  15. A  ·  16. C  ·  17. A  ·  18. A\par

\subsection*{Transcript}

Ver transcript completo\par

SEGMENT 1 — CONVERSATION\par

Speaker 1: I was just looking through some old photographs from my university days, and honestly, I barely recognise the person staring back at me. It’s quite a jarring sensation, isn't it?\par

Speaker 2: Oh, I know exactly what you mean. It’s almost as if we’re looking at a different character in a film rather than our actual selves. Do you think it’s just a matter of physical changes, or is it something deeper?\par

Speaker 1: Well, obviously, the physical aspect plays a role—the hair, the fashion choices, which, let’s face it, were questionable at best—but I think it’s more about the shift in temperament. I used to be so much more... I don't know, reactive? I think I was constantly seeking external validation.\par

Speaker 2: Right, so you're saying your core values have shifted. It’s interesting because people often talk about "finding themselves," as if identity is a destination you eventually reach and then just settle into.\par

Speaker 1: Exactly! That’s the fallacy, isn't it? The idea that identity is a static entity. But if we didn't change, we’d be stagnant. I suppose the real challenge is maintaining a sense of continuity while undergoing these massive shifts. How do you reconcile the "you" of ten years ago with the "you" of today?\par

Speaker 2: It's a bit of a paradox, really. I tend to view it as an accumulation rather than a replacement. I haven't lost my old self; I've just layered new experiences over the foundation. Though, I must admit, there are parts of my former self I’d quite happily leave in the past.\par

Speaker 1: Fair enough. I suppose that’s the crux of it. We are constantly in a state of flux, yet we need that sense of a coherent narrative to feel grounded. If we changed entirely every five years, we'd have no sense of self at all.\par

Speaker 2: Precisely. It’s about that delicate balance between evolution and consistency. It’s not that we become someone else; it’s that we become a more refined version of who we were always meant to be, perhaps?\par

Speaker 1: That’s a rather optimistic way of putting it! But I suppose you're right. It's a continuous process of shedding old skins.\par

SEGMENT 2 — MONOLOGO\par

Narrator: Today, we are delving into a concept that often eludes us in the hustle and bustle of daily life: the fluidity of personal identity. For many, the concept of the "self" is often perceived as a fixed, immutable core—a sort of psychological bedrock that remains constant throughout one's lifespan. However, contemporary psychological research suggests a far more nuanced reality. We are not, in essence, static beings, but rather dynamic processes.\par

Narrator: This leads us to a fascinating question: if our personalities, beliefs, and even our social roles are constantly shifting, what is it that actually constitutes the "self"? Is there a singular thread that runs through the tapestry of our lives, or is the self merely a collection of disparate fragments? Some theorists argue that identity is a narrative—a story we tell ourselves to create the illusion of continuity. We take the various events, triumphs, and failures of our lives and weave them into a cohesive tale, allowing us to feel like the same person from childhood to adulthood.\par

Narrator: Of course, this narrative isn't just internal. It is heavily influenced by social context. We often adopt different facets of our personality depending on whether we are at work, with family, or among friends. This isn't necessarily being disingenuous; rather, it's a form of social adaptation. We navigate different environments by adjusting our outward expression of identity. Yet, the question remains: which version is the "true" self? Or is the truth found in the totality of these shifting roles?\par

Narrator: Furthermore, we must consider the impact of significant life transitions. Career changes, moving to a new country, or even experiencing personal loss can trigger profound shifts in how we perceive ourselves. These moments of upheaval often force a re-evaluation of our core values and can lead to a radical restructuring of our identity. It is during these periods of flux that the tension between our past and our present becomes most acute. Ultimately, understanding identity requires us to embrace the idea that change is not an interruption of the self, but a fundamental component of it. We are, quite literally, works in progress.\par

SEGMENT 3 — PANEL DISCUSSION\par

Speaker 1: Welcome to our final panel discussion of the day. We've been discussing the concept of identity and change, and now we're going to tackle the ethical implications. Is it possible to change so much that we essentially become a different person, and if so, what are the implications for accountability?\par

Speaker 2: That's a provocative starting point. I think, from a legal and social perspective, we have to maintain some level of continuity. We can't simply claim that a radical change in character absolves us of past actions. There has to be a thread of responsibility that connects the past self to the present.\par

Speaker 3: I see your point, but I think you're being a bit too rigid. If someone undergoes a genuine, profound psychological shift—perhaps through therapy or a significant life upheaval—they truly might be a different person in terms of their decision-making processes and moral compass. To hold them to the standards of a person they no longer are seems somewhat unjust.\par

Speaker 1: But where do we draw the line? If we accept that identity is entirely fluid, we risk undermining the very concept of individual responsibility. If anyone can just "rebrand" themselves to escape their history, the social contract begins to crumble.\par

Speaker 2: Exactly. There has to be a threshold. I would argue that while personality and values can change, the fundamental agency remains. The person who made the choice is still the same biological and historical entity. We shouldn't confuse "change" with "replacement."\par

Speaker 3: I'm not suggesting we replace accountability, but I am suggesting we acknowledge the complexity. I think we often use the concept of a "stable identity" as a way to simplify a much more complicated reality. We want people to be predictable. But humans are inherently unpredictable.\par

Speaker 1: So, are you suggesting that our legal and social systems should be more accommodating to the idea of the "evolving self"?\par

Speaker 3: In a sense, yes. We should focus more on restorative justice and the potential for growth, rather than just punishment based on a static snapshot of a person's life. If we believe in change, we must believe in the capacity for redemption.\par

Speaker 2: While I agree with the sentiment of redemption, I still maintain that we cannot ignore the continuity of the individual. The "self" is both the person who acted and the person who has changed. You cannot have one without the other.\par

Speaker 1: It seems we've reached a fascinating impasse. On one hand, the need for social stability and accountability, and on the other, the reality of human transformation. Perhaps the truth lies in finding a way to navigate both.\par
}
\lessonbox{Lesson 7: Use of English}{
\section*{Part 1 — Word formation}

Instructions: Read the text below. Use the word in CAPITALS at the end of some of the lines to form a word that fits in the gap in the same line.\par

The concept of identity is often seen as something \_ (1) rather than static. Throughout our lives, we undergo constant \_ (2) as we encounter new experiences and perspectives. Some people find it easy to adapt to life's changes, while others struggle with the \_ (3) of their long-held beliefs. This process of self-discovery can be \_ (4), leading to a profound sense of growth. However, it can also be challenging to maintain a sense of \_ (5) when our social roles shift so frequently. It is important to recognise that our personalities are not \_ (6); they are shaped by both nature and nurture. A \_ (7) approach to change allows us to embrace new aspects of ourselves without losing our core values. Ultimately, the search for identity is a \_ (8) journey that lasts a lifetime.\par

\begin{itemize}[leftmargin=1.2em]
\item EVOLVE
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item TRANSFORM
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item DISLODGE
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item REWARD
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item CONTINUITY
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item FIXED
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item FLEXIBLE
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item PERPETUAL
\end{itemize}

\section*{Part 2 — Key word transformations}

Instructions: Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given.\par

1. I only realised how much I had changed when I saw an old photograph. | WHAT\par
→ \_\_ it was when I saw an old photograph that I realised how much I had changed.\par
2. The most surprising thing about his new personality is his sudden confidence. | IS\par
→ \_\_ about his new personality is his sudden confidence.\par
3. I find his constant need for validation very annoying. | FIND\par
→ \_\_ constant need for validation very annoying.\par
4. We only understood the importance of self-reflection during the workshop. | WAS\par
→ \_\_ the importance of self-reflection during the workshop that we understood.\par
5. He didn't realise that his identity was being reshaped by his environment. | THAT\par
→ \_\_ he was being reshaped by his environment was his identity.\par
6. The reason she moved to London was to find a new sense of self. | IT\par
→ \_\_ to find a new sense of self that she moved to London.\par

\section*{Answer key}

\begin{itemize}[leftmargin=1.2em]
\item evolving
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item transformation
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item dislodgement
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item rewarding
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item continuity
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item fixed
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item flexible
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item perpetual
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What is
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What I find
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It was
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item That
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It was
\end{itemize}
}
\lessonbox{Lesson 8: Writing Workshop}{
\section*{Task (Cambridge C1 Advanced, Part 2 style)}

Topic: Personal Identity \& Change\par

Task:\par
You have received this email from your tutor at an international language institute:\par

All students are asked to reflect on how personal growth affects their lives. Write an essay discussing two ways in which undergoing significant life changes (such as moving to a new country or changing careers) can shape a person's identity. You should discuss which of these two ways is more influential in the long term.\par

Instructions:\par
Write your essay in 220-260 words.\par

\section*{Tips (en español)}

\begin{itemize}[leftmargin=1.2em]
\item Structure: Tu ensayo debe tener una estructura de cuatro párrafos: Introducción (presentación del tema), Párrafo 1 (primer factor), Párrafo 2 (segundo factor) y Conclusión (donde decides cuál es más influyente).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Register: Utiliza un tono formal y académico. Evita contracciones (don't, won't) y lenguaje coloquial. Usa estructuras compleivas como la voz pasiva o inversiones.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Linking: No te limites a usar and o but. Utiliza conectores avanzados (Furthermore, Nevertheless, Conversely) para que el texto fluya de forma natural entre ideas.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Hedging (Cautela): En el nivel C1, no afirmes cosas como verdades absolutas. Usa "hedging" (It is often argued that..., This could lead to...) para sonar más sofisticado y académico.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Evaluación de ideas: No te limites a describir. Debes analizar. No digas solo qué pasa, explica por qué eso cambia la identidad del individuo.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Time management: En el examen, dedica unos 45 minutos a esta tarea. Dedica 5 minutos a planificar (brainstorming), 30 a escribir y 10 a revisar errores gramaticales o de ortografía.
\end{itemize}

\section*{Useful language}

\# |\par
Expression |\par
Español |\par
Audio |\par

1 |\par
What immediately stands out is... |\par
Lo que destaca enseguida es... |\par
|\par

2 |\par
At first glance, the scene appears to... |\par
A primera vista, la escena parece... |\par
|\par

3 |\par
Whereas the first image suggests..., the second one points to... |\par
Mientras que la primera imagen sugiere..., la segunda apunta a... |\par
|\par

4 |\par
There is a striking contrast between... and... |\par
Hay un contraste marcado entre... y... |\par
|\par

5 |\par
The people seem to be dealing with... |\par
Las personas parecen estar lidiando con... |\par
|\par

6 |\par
It is highly likely that... |\par
Es muy probable que... |\par
|\par

7 |\par
One could infer that... |\par
Se podría inferir que... |\par
|\par

8 |\par
This might reflect a broader issue: ... |\par
Esto podría reflejar un problema más amplio: ... |\par
|\par

9 |\par
Although the setting is different, both images convey... |\par
Aunque el contexto es distinto, ambas imágenes transmiten... |\par
|\par

10 |\par
The overall impression is one of... |\par
La impresión general es de... |\par
|\par

11 |\par
This would be a useful example of... |\par
Esto sería un ejemplo útil de... |\par
|\par

12 |\par
I would argue that the second image feels more... |\par
Diría que la segunda imagen resulta más... |\par
|\par

\section*{Model answer}

The Impact of Life Transitions on Personal Identity\par

It is often asserted that identity is not a static concept but a fluid entity that evolves through life experiences. Significant changes, such as relocating to a foreign country or shifting professional paths, serve as catalysts for this transformation. This essay will examine how these transitions shape identity through cultural adaptation and the acquisition of new values.\par

Firstly, moving to a new country necessitates profound cultural adaptation. When individuals are immersed in an unfamiliar environment, they are forced to adopt new social norms and communication styles. This process often results in a "hybrid identity," where the individual integrates elements of their original culture with those of their new surroundings. Consequently, their sense of self becomes more multifaceted and global.\par

Secondly, changing careers can fundamentally alter one's self-perception. A profession often defines how an individual views their role in society. Transitioning from one field to another requires the shedding of old professional personas and the adoption of new skill sets. This can lead to an increased sense of resilience and self-reliance as the individual navigates new challenges.\par

In conclusion, while both cultural shifts and career changes significantly impact identity, I believe that cultural adaptation is more influential in the long term. While a career change affects one's social standing, moving to a new culture reshapes one's fundamental worldview and core values. Ultimately, these profound shifts define the very essence of who a person becomes.\par

\section*{Marking checklist}

\begin{itemize}[leftmargin=1.2em]
\item Content: ¿Has respondido a todas las partes de la tarea? (Dos formas de cambio + decisión sobre cuál es más influyente).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Communicative Achievement: ¿El tono es formal y el estilo es adecuado para un ensayo académico? ¿Has mantenido el interés del lector mediante un argumento lógico?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Organisation: ¿El texto está bien organizado con párrafos claros? ¿Has utilizado conectores para unir ideas de forma coherente?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Language: ¿Has utilizado vocabulario de nivel C1 (ej. catalysts, multifaceted, self-reliance) y estructuras gramaticales complejas sin cometer errores que dificulten la lectura?
\end{itemize}

\section*{Vocabulario para Writing \& Speaking}

Expression |\par
Español |\par
Useful C1 example |\par

a formative experience |\par
una experiencia formativa |\par
Moving abroad can be a formative experience. |\par

a sense of belonging |\par
sentido de pertenencia |\par
A strong sense of belonging shapes identity. |\par

to reassess one's priorities |\par
replantearse las prioridades |\par
Many people reassess their priorities after a major change. |\par

self-perception |\par
autopercepción |\par
Self-perception often changes with age. |\par

a turning point |\par
punto de inflexión |\par
Leaving university was a turning point in her life. |\par

to adapt to new circumstances |\par
adaptarse a nuevas circunstancias |\par
Young adults must adapt to new circumstances quickly. |\par

resilience |\par
resiliencia |\par
Resilience is essential when facing uncertainty. |\par

to undergo a transformation |\par
experimentar una transformación |\par
His career underwent a transformation after the move. |\par
}
\lessonbox{Lesson 9: Speaking Lab}{
\section*{Speaking — describe \& compare}

Compara estas dos imágenes y responde a la pregunta: ¿Cómo pueden las diferentes etapas de la vida influir en la percepción que tenemos de nuestra propia identidad?\par

\begin{center}
\includegraphics[width=0.82\linewidth]{\detokenize{/Users/c/c1-run/public/generated/images/unit-01-speaking-speaking.png}}\\[1mm]
{\small speaking}
\end{center}

\subsection*{Useful phrases}

\begin{itemize}[leftmargin=1.2em]
\item In the first image, it appears as though... — En la primera imagen, parece como si...  - By contrast, the second picture depicts... — Por el contrario, la segunda imagen representa...  - There is a striking difference between... — Hay una diferencia impactante entre...  - One could infer that the individual... — Se podría inferir que el individuo...  - While the first scene conveys a sense of... — Mientras que la primera escena transmite una sensación de...  - The atmosphere shifts significantly when... — La atmósfera cambia significativamente cuando...  - It is highly likely that... — Es muy probable que...  - They seem to be undergoing a transition... — Parecen estar atravesando una transición...  - This stands in stark contrast to... — Esto contrasta fuertemente con...  - Judging by their expression, it's evident that... — A juzgar por su expresión, es evidente que...  - The composition suggests a shift from... — La composición sugiere un cambio de...  - It's plausible to assume that... — Es plausible suponer que...  \#\#\# Pronunciación
\end{itemize}

Para sonar más natural en el examen, enfócate en el 'sentence stress' (acentuación de la frase). En inglés, las palabras con contenido (sustantivos, verbos, adjetivos) se enfatizan, mientras que las 'weak forms' (palabras funcionales como 'to', 'a', 'the', 'of') deben pronunciarse de forma rápida y débil para mantener el ritmo. Por ejemplo, en 'It's a striking difference', la palabra 'a' debe ser casi imperceptible.\par

\subsection*{Model answer}

In the first image, it appears as though we are looking at a young professional at the height of their career. The individual is dressed in a sharp, formal suit within a minimalist office, which conveys a sense of ambition and structured discipline. By contrast, the second picture depicts the same person much later in life, having transitioned into a much more relaxed lifestyle. They are seen working in a sun-drenched garden, wearing casual linen clothing, which suggests a shift in priorities towards peace and connection with nature.\par

While the first scene conveys a sense of professional achievement, the second one seems to focus on personal fulfillment. One could infer that the individual's identity has evolved from seeking external validation through status to finding internal satisfaction through simplicity. There is a striking difference in the atmosphere; the office feels somewhat clinical, whereas the garden feels warm and organic. Ultimately, these images illustrate how our values and sense of self can undergo a profound transformation over time, moving from the pursuit of career success to a more grounded, tranquil way of living.\par
}
\lessonbox{Lesson 10: Mediation Task}{
\section*{Mediation}

Basándote en la información del texto anterior, escribe un correo electrónico dirigido a tus amigos. Debes explicar de qué trata el programa 'Reinvención 360' y convencerlos de por qué sería una experiencia transformadora para cualquiera que esté pasando por un cambio de vida. Utiliza un registro informal pero sofisticado, propio de un nivel C1.\par

\subsection*{Texto original (español)}

El programa 'Reinvención 360' ofrece talleres diseñados para adultos que buscan un cambio de rumbo en sus vidas. A diferencia de los cursos académicos tradicionales, nos centramos en la identidad personal y la resiliencia. Nuestros expertos ayudan a los participantes a identificar sus valores fundamentales y a desarrollar nuevas habilidades emocionales para afrontar transiciones profesionales o personales. El objetivo no es solo aprender algo nuevo, sino redescubrir quiénes somos en esta etapa de la vida. Las sesiones son grupales y fomentan el apoyo mutuo. Las inscripciones están abiertas para el próximo trimestre.\par

\subsection*{Imagen de apoyo}

\begin{center}
\includegraphics[width=0.82\linewidth]{\detokenize{/Users/c/c1-run/public/generated/images/unit-01-mediation-mediation.png}}\\[1mm]
{\small mediation}
\end{center}

\subsection*{Estrategias clave}

\begin{itemize}[leftmargin=1.2em]
\item Identificar las ideas principales del texto original (reinvención, valores, resiliencia).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Adaptar el tono de un anuncio formal a un correo electrónico informal entre amigos.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Parafrasear conceptos clave para evitar la repetición literal del texto fuente.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Integrar la información de manera fluida utilizando conectores de transición.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Añadir un toque personal y persuasivo para cumplir con el propósito de la tarea.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Mantener la coherencia entre el propósito comunicativo y el público objetivo.
\end{itemize}

\subsection*{Audiencia de destino}

a group of friends interested in personal development\par

\subsection*{Respuesta modelo (English)}

Hi everyone,\par

I was just reading about this fascinating programme called 'Reinvención 360' and immediately thought of our recent chats about life changes.\par

Essentially, it’s not your typical academic course; instead, it focuses on personal identity and building emotional resilience. The idea is to help adults rediscover who they truly are while navigating major life transitions. Rather than just teaching new skills, it encourages you to identify your core values, which sounds incredibly profound.\par

I honestly think this could be a game-changer for us. Since we've all been contemplating new directions lately, engaging in these workshops could provide the clarity we need. It’s about more than just professional shifts; it’s about personal growth and finding a sense of purpose in this new chapter of our lives. Plus, the group setting sounds like a great way to find mutual support.\par

What do you reckon? Should we look into signing up for the next term together? It could be the perfect way to embrace change!\par

Best,\par

[Your Name]\par
}
\lessonbox{Lesson 11: Podcast Guide}{
\section*{Podcast Guide — Personal Identity \& Change}

Escuchar podcasts auténticos es fundamental en el nivel C1 para acostumbrarse a la velocidad natural, los diversos acentos y las estructuras idiomáticas que no aparecen en los libros de texto. En esta guía, encontrarás recursos seleccionados para desafiar tu comprensión auditiva mientras exploras temas profundos sobre quiénes somos y cómo evolucionamos.\par

\subsection*{Recommended podcasts (3 total)}

\#\#\#\# 1. Desert Island Discs (BBC Radio 4)\par

\begin{itemize}[leftmargin=1.2em]
\item Level \& accent: British (RP and various regional), C1 appropriate: Yes.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Recommended episode: Any episode featuring an elderly artist or writer reflecting on their life journey.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's useful for C1: Este podcast es ideal para entender la narrativa autobiográfica y el uso de tiempos verbales complejos para hablar del pasado. El lenguaje es sofisticado pero natural, perfecto para captar matices emocionales.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item 5 key phrases to listen for:
\end{itemize}
To be shaped by... (Ser moldeado/influenciado por...)\par

\begin{itemize}[leftmargin=1.2em]
\item A turning point in my life (Un punto de inflexión en mi vida)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To look back on something (Mirar hacia atrás/reflexionar sobre algo)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To undergo a transformation (Experimentar una transformación)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To come to terms with... (Aceptar/asimilar algo difícil)
\end{itemize}

\#\#\#\# 2. TED Talks Daily (TED)\par

\begin{itemize}[leftmargin=1.2em]
\item Level \& accent: Mixed (Global), C1 appropriate: Yes.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Recommended episode: Search for "The psychology of identity" or "How change affects us".
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's useful for C1: Las charlas de TED utilizan una estructura argumentativa clara, lo cual es esencial para el examen de Listening de Cambridge. Te ayudará a identificar tesis, argumentos de apoyo y conclusiones.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item 5 key phrases to listen for:
\end{itemize}
To play a pivotal role (Desempeñar un papel crucial)\par

\begin{itemize}[leftmargin=1.2em]
\item To challenge our perceptions (Desafiar nuestras percepciones)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To be inherently linked to... (Estar inherentemente ligado a...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To foster growth (Fomentar el crecimiento)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The multifaceted nature of... (La naturaleza multifacética de...)
\end{itemize}

\#\#\#\# 3. The Inquiry (BBC World Service)\par

\begin{itemize}[leftmargin=1.2em]
\item Level \& accent: British / International, C1 appropriate: Yes.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Recommended episode: Episodes discussing social identity, culture, or shifting societal norms.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's useful para C1: Este podcast presenta debates rápidos y estructurados sobre temas complejos. Es excelente para entrenar el oído a la argumentación lógica y al uso de conectores avanzados.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item 5 key phrases to listen for:
\end{itemize}
To spark a debate (Desencadenar un debate)\par

\begin{itemize}[leftmargin=1.2em]
\item To be at odds with... (Estar en conflicto/discrepar con...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To underpin the concept of... (Sustentar el concepto de...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To navigate through... (Navegar/gestionar a través de...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To evoke a sense of... (Evocar un sentimiento de...)
\end{itemize}

\subsection*{Active listening strategies (C1)}

\begin{itemize}[leftmargin=1.2em]
\item Escucha con propósito (Selective Listening): No intentes entender cada palabra. En C1, el objetivo es captar la idea principal (gist) y los detalles específicos. Decide de antemano si buscas entender el argumento general o un dato concreto.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Identificación de marcadores discursivos: Presta especial atención a las palabras que indican cambios de dirección (e.g., however, nonetheless, conversely). Esto te permitirá seguir el hilo lógico aunque el hablante hable rápido.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Anticipación contextual: Antes de que el hablante termine una frase, intenta predecir el tipo de información que vendrá (un ejemplo, una contraargumentación o una conclusión) basándote en el contexto.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Toma de notas estructurada: No escribas frases completas. Usa símbolos, abreviaturas y esquemas (mapas mentales o columnas de "Idea vs. Detalle") para registrar la estructura del discurso.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Análisis de la entonación y el énfasis: En inglés, el significado a menudo reside en la entonación. Presta atención a qué palabras enfatizan los hablantes; esto suele indicar su actitud o la importancia de un concepto.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Escucha de "segundo pase": La primera escucha es para la comprensión general. La segunda escucha debe ser para extraer vocabulario avanzado y estructuras gramaticales que puedas reutilizar.
\end{itemize}

\subsection*{Follow-up task}

Task: The Identity Reflection Log\par

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary Extraction: While listening, write down 5 expressions you didn't know. Look up their definitions and write an original sentence for each one that relates to your own life.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Summary Synthesis: Write a 150-word summary of the episode. You must use at least three of the "key phrases" you listened for to ensure you are practicing high-level collocations.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Critical Response (Speaking): Record a 2-minute voice note on your phone. In this recording, you must argue whether you agree or disagree with the speaker's perspective on identity/change, using formal C1-level connectors (e.g., Furthermore, It is widely argued that, In light of this...).
\end{itemize}
}
\lessonbox{Lesson 12: Media Guide}{
\section*{Cine \& Series — Personal Identity \& Change}

Utilizar producciones audiovisuales de calidad te permite exponerte a matices de lenguaje y registros que los libros de texto no suelen cubrir. Al analizar diálogos complejos, desarrollarás la capacidad de comprender la identidad y el cambio a través de estructuras gramaticales avanzadas.\par

\subsection*{Recommended title}

\begin{itemize}[leftmargin=1.2em]
\item Title: The Crown, 2016–2023, Netflix
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Accent/dialect: Received Pronunciation (RP) and various British regional accents.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's perfect for C1: The series explores how public duty forces a profound change in personal identity. It features high-level formal register, sophisticated vocabulary regarding morality and duty, and nuanced emotional expression.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Episodes to start with: Season 1, Episodes 1–4 (to establish the character arcs).
\end{itemize}

\subsection*{Language focus}

-\par
"It is the weight of the crown that changes a person, not the gold."\par

Vocabulary note: Weight /weɪt/ (Peso/Carga moral) — used here metaphorically to describe responsibility.\par

\begin{itemize}[leftmargin=1.2em]
\item Grammar spotlight: This is a Cleft sentence using It is... that. It shifts the focus from the crown itself to the effect of the crown on the individual.
\end{itemize}

-\par
"What I find most difficult is the constant need to suppress my own feelings for the sake of tradition."\par

Vocabulary note: To suppress /səˈpres/ (Reprimir/Sofocar) — to prevent a feeling or reaction from being expressed.\par

\begin{itemize}[leftmargin=1.2em]
\item Grammar spotlight: This is a Pseudo-cleft sentence using What I... is. It is used to emphasise the specific difficulty the speaker is facing.
\end{itemize}

-\par
"It was her refusal to yield that sparked the crisis within the family."\par

Vocabulary note: To yield /jiːld/ (Ceder/Rendirse) — to give way to pressure or influence.\par

\begin{itemize}[leftmargin=1.2em]
\item Grammar spotlight: This uses the It-cleft structure to single out "her refusal" as the specific cause of the change, rather than any other factor.
\end{itemize}

\subsection*{Viewing task (active watching)}

\begin{itemize}[leftmargin=1.2em]
\item Note down vocabulary: Keep a dedicated notebook and aim to capture at least 10 new words or idiomatic expressions per hour of viewing.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Identify register shifts: Observe how the characters change their way of speaking when they are in private (informal/intimate) versus when they are in public or at court (formal/diplomatic).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Spot Cleft sentences: Listen specifically for moments where a character emphasises a point using "It is..." or "What I...". Write down the sentence to see how it changes the emphasis.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Summarise one scene: After an episode, choose one pivotal moment of character change and write a 2-3 sentence summary in English to practice your written cohesion.
\end{itemize}

\subsection*{Similar titles}

\begin{itemize}[leftmargin=1.2em]
\item The Queen's Gambit (Netflix): Excellent for vocabulary related to obsession, talent, and identity shifts.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Downton Abbey (various platforms): Perfect for observing social change and the evolution of class-based identity through British English.
\end{itemize}
}
\lessonbox{Lesson 13: Everyday Scene}{
\section*{The Crossroads of Career and Character}

\begin{center}
\includegraphics[width=0.82\linewidth]{\detokenize{/Users/c/c1-run/public/generated/images/unit-01-everyday_scene-everyday_scene.png}}\\[1mm]
{\small everyday\_scene}
\end{center}

En esta escena, vemos a una mujer en un momento de reflexión entre su pasado y su presente profesional. La imagen sirve para discutir cómo nuestras decisiones de vida y cambios de trayectoria moldean nuestra identidad actual.\par

\subsection*{Preguntas para hablar (Speaking practice)}

\begin{itemize}[leftmargin=1.2em]
\item Describe the scene: What is happening in this photograph and what is the atmosphere like?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speculate: How do you think the woman is feeling, and why might she be looking at the journal?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Compare: How does the contrast between the old journal and the laptop reflect the theme of change?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Personal Connection: Have you ever been at a 'crossroads' in your own life? How did you handle it?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item General Discussion: In your opinion, is identity something that remains stable or is it constantly changing?
\end{itemize}
}
\lessonbox{Lesson 14: Unit Review \& Progress Test}{
\section*{Unit review — Personal Identity \& Change}

Al finalizar esta unidad, deberías ser capaz de expresar opiniones complejas sobre la evolución de la personalidad y la identidad personal utilizando estructuras de énfasis avanzadas. Habrás aprendido a mover el foco de atención en tus frases para resaltar aspectos específicos de tu experiencia o de la realidad social.\par

Asimismo, habrás ampliado tu léxico de nivel C1 para discutir conceptos abstractos como el carácter, los cambios de vida y la autopercepción. Ahora deberías poder participar en debates académicos o profesionales sobre el desarrollo personal con un registro preciso y natural.\par

\section*{Grammar consolidation}

Complete the following exercises to master cleft sentences (It is / What I / The thing that).\par

Part A: Sentence Transformation\par
Rewrite the sentences using the prompt provided so that the meaning remains the same.\par

\begin{itemize}[leftmargin=1.2em]
\item I only realised how much I had changed when I moved abroad.
\end{itemize}
What \_\_\_\_\_\_\_\_\_\_.\par

\begin{itemize}[leftmargin=1.2em]
\item The reason I decided to change careers was my desire for more autonomy.
\end{itemize}
It was \_\_\_\_\_\_\_\_\_\_\_\_\_\_.\par

\begin{itemize}[leftmargin=1.2em]
\item We need a sense of purpose to feel truly fulfilled.
\end{itemize}
What \_\_\_\_\_\_\_\_\_\_.\par

Part B: Error Correction\par
Identify and correct the mistake in each sentence.\par

\begin{itemize}[leftmargin=1.2em]
\item It is my childhood experiences that has shaped who I am today.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item What I would like to do is to travelling around the world for a year.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It was in 2015 when I finally found my true calling. (Note: focus on the cleft structure)
\end{itemize}

Part C: Controlled Rewriting\par
Rewrite the following sentences to make them more emphatic using Cleft Sentences.\par

\begin{itemize}[leftmargin=1.2em]
\item I value honesty above all else in a friendship. (Start with: What...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item My passion for photography drove me to move to London. (Start with: It was...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Finding a balance between work and life is our main priority. (Start with: The thing...)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item I need a fresh start more than anything. (Start with: What...)
\end{itemize}

\section*{Vocabulary activation}

Part A: C1 Collocations\par
Complete the sentences with the correct word to form a common C1 collocation.\par

\begin{itemize}[leftmargin=1.2em]
\item After the crisis, he underwent a profound period of self-\_\_\_\_ (reflection/refection).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It is difficult to maintain a sense of stability when your identity is in constant \_\_\_\_ (flux/flow).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item She has always possessed a strong sense of \_\_\_\_ (self/soul) esteem.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Moving to a new country can lead to a complete \_\_\_\_ (break/breakdown) in one's social identity.
\end{itemize}

Part B: Word Formation\par
Use the word in capitals to form a word that fits in the gap.\par

\begin{itemize}[leftmargin=1.2em]
\item CHARACTER: The protagonist undergoes a significant \_\_\_\_ development throughout the novel.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item EVOLVE: The \_\_\_\_ of his political views surprised his former colleagues.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item PERCEIVE: Public \_\_\_\_ of the brand changed after the new CEO took over.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item IDENTITY: Many people struggle with identity \_\_\_\_ in a globalised world.
\end{itemize}

Part C: Register Choice\par
Choose the most appropriate word for a formal C1 academic/professional context.\par

\begin{itemize}[leftmargin=1.2em]
\item The transition to adulthood is often marked by \_\_\_ (changes / transformations) in social roles.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item He decided to \_\_\_ (quit / relinquish) his old lifestyle to pursue a more meaningful path.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It is essential to \_\_\_ (keep / preserve) one's integrity during times of change.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The \_\_\_ (difference / distinction) between who we are and who we pretend to be can be painful.
\end{itemize}

\section*{Integrated skills task}

Reading Text\par

"Identity is often perceived as a static entity, a fixed set of traits established in youth. However, psychological research suggests that identity is a fluid process, constantly reshaped by external circumstances and internal growth. Many individuals experience 'identity crises' during major life transitions—such as career changes, parenthood, or relocation. These moments of upheaval, while often stressful, serve as catalysts for profound personal evolution. While we may lose parts of our old selves, we simultaneously acquire new perspectives and values. Ultimately, the challenge of adulthood lies in reconciling our past versions with our present realities, creating a cohesive narrative of the self that can withstand the inevitable shifts of time."\par

Writing Task (Instrucciones en español)\par

Basándote en el texto anterior, escribe un ensayo de opinión (180-220 palabras). Debes responder a la siguiente pregunta:\par

"Is a stable identity necessary for a successful life, or is the ability to change and adapt more important?"\par

En tu respuesta, debes:\par
1. Analizar la idea de la identidad como algo fluido frente a algo estable.\par
2. Utilizar al menos dos estructuras de cleft sentences para dar énfasis.\par
3. Emplear vocabulario avanzado de la unidad.\par

\section*{Speaking checkpoint}

Responde a estas preguntas de forma oral para practicar tu fluidez y capacidad de argumentación de nivel C1.\par

\begin{itemize}[leftmargin=1.2em]
\item Compare: Compare the importance of maintaining one's roots versus embracing a completely new identity when moving to a different culture.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speculate: How might social media influence the way young people construct their identities in the future?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Evaluate: To what extent do you agree that our personalities are shaped more by nature (genetics) than by nurture (environment)?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Justify: Some people argue that a "mid-life crisis" is a necessary stage of growth. Justify or refute this view.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Compare: Compare the concept of "professional identity" with "personal identity." Can one exist without the other?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Evaluate: Evaluate the impact of life-changing decisions (like moving abroad) on a person's sense of self.
\end{itemize}

\section*{Self-assessment rubric}

Criteria |\par
Needs work (B2/Lower) |\par
Solid (C1) |\par
Exam-ready (C1+/C2) |\par

Accuracy |\par
Frequent errors in complex structures. |\par
Mostly accurate; errors are rare and don't impede meaning. |\par
High level of grammatical control; very few errors. |\par

Range |\par
Uses basic vocabulary and simple sentences. |\par
Uses a variety of advanced structures and C1 vocabulary. |\par
Wide range of sophisticated structures and idiomatic language. |\par

Fluency |\par
Frequent hesitations and pauses. |\par
Speaks at length with some hesitation, but maintains flow. |\par
Natural, effortless flow with appropriate pacing. |\par

Task Achievement |\par
Does not fully address the prompt. |\par
Addresses all parts of the task clearly. |\par
Provides nuanced, sophisticated, and well-developed answers. |\par

\section*{Answer key}

Grammar consolidation\par
1. What I only realised was when I moved abroad.\par
2. It was my desire for more autonomy that made me decide to change careers.\par
3. What we need is a sense of purpose to feel truly fulfilled.\par
4. It is my childhood experiences that have shaped who I am today.\par
5. What I would like to do is travel around the world for a year.\par
6. It was in 2015 that I finally found my true calling.\par
7. What I value most in a friendship is honesty.\par
8. It was my passion for photography that drove me to move to London.\par
9. The thing that is our main priority is finding a balance between work and life.\par
10. What I need is a fresh start.\par

Vocabulary activation\par
1. reflection\par
2. flux\par
3. self\par
4. break\par
5. character\par
6. evolution\par
7. perception\par
8. crisis\par
9. transformations\par
1. relinquish\par
11. preserve\par
12. distinction\par
}
\end{document}
