Skillful Video Worksheet

LeveL 3

Unit 1: Identity
Shared identity
Before you watch
Work with a partner. answer the questions.
1 What are three things that make you different from the other people in
your group?
2 Have you ever known any twins? How were they alike? How were they
different?
3 What problems could identical twins have with identity? Think of three.

While you watch

Watch the film about identical twins and identity. Match the sentence parts
and choose the correct conjunction.
1 Identical twins have the same DNA whereas/so that…
2 The issue of identity needs to be dealt with rather than/so that…
3 Identical twins are often treated as a single unit rather than/and…
4 The “I” stage usually happens for children by the age of four while/or…
5 Most people don’t worry about pronouns, and/but…
6 Being a twin can be difficult so that/and yet…
a) …there are also strong advantages.
b) …for twins it is often much later.
c) …brothers and sisters do not.
d) …twins can live happy lives.
e) …individual children.
f) …the choice of “I” or “we” is important for twins.

After you watch

Work with a partner. answer the questions.
1 Would you like to be a twin? Why or why not?
2 Which is harder, learning to be together with someone or learning to
separate from someone? Why?

Skillful Level 3. This page is photocopiable, but all copies must be complete pages.
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Copyright © Macmillan Publishers Limited 2016.
Skillful Video Worksheet
LeveL 3

teacher’S noteS
this film gives information about identical twins and identity. it provides some
basic facts about identical twins and then introduces the issue of identity. it
looks at how twins, often treated as a single unit, can have difficulty with the
psychological process of becoming an individual. the Before you watch and
After you watch sections give students the opportunity to develop speaking
skills, personalize the topic, and develop critical thinking skills.

Before you watch

Put the students into groups of three or four, and ask them to discuss the first
question. the students should think about what differentiates themselves
from the other group members. elicit feedback and write a list of ideas on the
board. Students then discuss question 2. take a class poll to see how people
feel about the statement. you could use ‘strongly agree’, ‘agree’, ‘disagree’
and ‘strongly disagree’. introduce the term “identical twins” and ask students
to discuss question 3.
Answers
1 Students’ own answers (accept ideas from a wide range, e.g. appearance,
experience, opinions, etc.)
2 Students’ own answers
3 Suggestions: looking the same, being treated the same, people confusing
them, people seeing them as one person, being very close to their twin and
not to other people.

While you watch

explain that the students will hear information about identical twins and
issues they can have with identity. Give the students time to read the sentence
parts. they can predict which parts go together before they watch, and then
watch the film to confirm their predictions.
Answers
1 whereas c
2 so that d
3 rather than e
4 while b
5 but f
6 and yet a

After you watch

ask the students to discuss the questions with partners or in small groups.
When they have finished, elicit feedback from one or two partners, and
encourage students to debate the questions. encourage students to discuss
“why” for each question.
Answers
1–2 Students’ own opinions

Skillful Level 3. This page is photocopiable, but all copies must be complete pages.
PhotocoPiable 2
Copyright © Macmillan Publishers Limited 2016.