1

READING
Studying Overseas

1 Introduction
Read the statements 1–6 below about studying abroad. Do you agree or disagree with them?
1 You should make sure your English is good enough before you go abroad.
2 Foreign students experience culture shock.
3 You should make friends with the people in the country where you are studying.
4 There are differences in writing in English compared to your own language.
5 You shouldn’t study abroad – it’s a waste of money.
6 It’s a good idea to take a preparation course before you start your degree course.

2 Predicting content
A Read the first paragraph of the article below and look at the headings of the three
paragraphs that follow. Which of the topics in statements 1–6 above do you think the
article will be about?

B Now read the rest of the article quickly (not more than four minutes). Check whether your
predictions were correct.

Studying Overseas
More and more students are travelling to English-speaking countries to study. We talked to three students about their experiences and asked
them what difficulties they had had and if they had any advice on how to make the most of the overseas studying experience.

Expect some changes in approach

I found it difficult to settle into a new way of studying. I went to a university in Australia, and it was completely
different from Japan. In tutorials, you are expected to be much more active – asking questions and giving your
opinions – and I found it very difficult at first. The other problem was completing written assignments. Where I
come from, you don’t have to analyse and build arguments in the same way I needed to do in Australia – in Japan,
we often work around the idea, looking at it from different angles. So it required a big change in thinking. In my
opinion, it’s not just your level of English that you need to work on – it’s your approach to studying in general.
Yoshiko
from Nagano, Japan

Get used to reading long texts

I agree with Yoshiko – the essay style was a problem for me, too. You are expected to construct your arguments in a
very linear way: you need to make a point and provide support for it, then you introduce a new point. This is quite
different from the style I am familiar with, but once I understood what was required of me, I was able to adapt.
Another problem for me was reading. It was very hard at first to read long texts in English. Before I came here, the
longest text I’d read was only a page, but we were asked to read articles up to fifteen pages long! I was lucky – I took a
course which helped prepare me for studying at English-speaking universities. We were shown techniques to improve
our reading and we moved from short texts to longer and longer ones. Now I feel a lot more confident about reading
in English. If you want my advice, take a preparation course before you start your main degree. You’ll feel a lot more
confident and better prepared if you do.
Tariq
from Cairo, Egypt

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READING

Take part in discussions right from the start

I don’t have problems with reading, as I had already done a lot of that before I arrived here. What I found very hard was
taking part in discussions. I could usually follow the arguments, and I knew enough about the topics, but I couldn’t think
of what to say quickly enough or I was too worried about making mistakes or not being understood by the tutor. Here, you
are really expected to challenge ideas and give your own point of view. I have even seen students disagree with the tutor!
This was all very strange and uncomfortable for me. My advice to students is make sure your English level is high enough
before you go overseas, otherwise you waste a lot of time and feel frustrated because you either can’t follow what’s going on,
or you can’t take part. The other piece of advice I’d give is: don’t be afraid to speak up!

Chen Fei
from Guangdong, China

3 Matching statements to options

Before the task
1 Look at the list of options in the task below – in this case, it is a list of students. Find the
sections of the passage in which each option is mentioned.
2 Read the first statement and scan the sections of the passage you identified to find an idea
that has the same meaning. Once you have found the idea, note the option that corresponds to
that statement. Then go on to complete the rest of the task.

Task practice
Questions 1–8
Look at the statements (Questions 1–8) and the list of students below.
Match each statement with the student it applies to.
Write the correct letter A–C next to each statement.
1 found it difficult to ask questions at the beginning
2 found reading difficult at first
3 was afraid of making errors in speech
4 believes you need to change your style of learning
5 recommends additional study prior to your main study programme
6 thinks you can learn skills to develop your reading ability
7 was worried about joining in discussions even when the topics weren’t unknown
8 thinks that you should ensure your English ability is sufficient before travelling abroad

List of Students
A Yoshiko
B Tariq
C Chen Fei

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READING

4 Skimming and scanning

A Look at the title of the article below. What do you think a handy hint is?
a a small dictionary that fits in your hand
b a useful tip or piece of advice
c a custom specific to a particular culture

B Read the article quickly and see if you are right.

Handy hints for overseas students and travellers

A Studying abroad, or simply planning a nice trip to an exotic location? Unfortunately, while people might be understanding
if you have problems with their language, they are less likely to be forgiving if you break the unwritten social rules. Did
you know, for example, that in Japan it is considered rude to blow your nose in public (and heaven forbid you put your
cotton handkerchief back in your pocket!)? You might also be studying (and socialising) with people from all over the world.
A few helpful tips will ensure you avoid upsetting your hosts, or even your fellow students!
B The best advice we can give you is to learn some of the local customs of the people you will be spending time with.
Let’s say you have arrived in Asia and you’re sharing a meal with new-found friends. You might feel very satisfied
with yourself if you can use chopsticks when you’re eating, but make sure you don’t point with them. Many Asians
consider it rude. And don’t forget to check who should start the meal first: you or your hosts. Different countries
have different ‘rules’ about this. Speaking of food, when eating in certain provinces of China, it is considered bad
luck to turn over a cooked fish. And Italians like it when you show your appreciation of their cooking, so never
refuse a second plateful!
C Behaviour connected with the body can be confusing because of social differences. In Muslim cultures,
for example, people avoid using the left hand to give and receive. Many people in these cultures eat
only with the right hand and they might consider you impolite if you use your left. But if you
are given a business card in a country like Singapore, and you don’t accept it with both hands,
you’ll be showing disrespect and a lack of interest in the person giving the card. In Britain,
shaking hands is common between business people but is becoming less common in
social situations these days (and then often only the first time you are introduced).
The Italians kiss and shake hands (but be careful, it’s twice – once on each cheek),
the Belgians may kiss three times, alternating from cheek to cheek, and the French?
Well, whole books have been devoted to the subject!

C Scan the article to find the answers to the following questions.

1 In which country is it bad luck to turn over a cooked fish?
2 Which cultures avoid using the left hand to give and receive?
3 How many times do Belgians kiss each other on the cheek?

5 True/False/Not Given
Before the task
Look at the task practice questions on page 9. For each question, skim the passage. In which
paragraph (A–C) will you find the answer to each question?
1 A 4 7
2 5 8
3 6

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READING

Task practice
Questions 1–8
Do the following statements agree with the information given in the passage?
Next to questions 1–8 write
    TRUE if the statement agrees with the information
    FALSE if the statement contradicts the information
    NOT GIVEN if there is no information on this
1 People may sympathise with you about how
difficult it is to study English.
2 People will be angrier if you don’t understand their
language than if you don’t understand their customs.
3 Japanese people think it is impolite to blow your nose
around other people.
4 It’s a good idea to find out about the habits of
the people where you are going to live.
5 It’s impolite to use chopsticks with your left hand.
6 Italian meals usually consist of several courses.
7 Muslims will think you don’t know how to behave
appropriately if you use your left hand for eating.
8 In Britain, shaking hands is equally common
in business and social situations.

6 Short-answer questions
Before the task
Look at questions 9–13 in the task practice below.
A Decide what kind of answer each question requires. Is it a when, where, what, which, how many
or who question?
 9 What 12 A
10 13
11

B For each question, skim the passage. In which paragraph (A–C) will you find the answer to
each question?
 9 12
10 13
11

Task practice
Questions 9–13
Answer the following questions. Write NO MORE THAN THREE WORDS for each answer.
 9 In Japan, what should not be returned to your pocket after use?
10 What should you always accept when eating in Italy? 
11 What should be taken with both hands in Singapore?
12 Who shakes hands most often in Britain? 
13 How many times do Italians kiss when meeting?

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VOCABULARY

1 Word building 8 the qualification you receive after completing

university level studies
A Complete the table below. 9 to question a point of view
10 way of doing something
noun verb adjective adverb
expectation expect expected expectedly B Complete the sentences with the words in the box.
completely
analyse abstract appendix criteria draft format
constructive prioritise project theme reduce text
introduction
appreciate 1 Academic essays usually follow a strict
sympathy of introduction, body
satisfy and conclusion.
society 2 Extra information in a book is usually found at the
comfort back in the .
3 If you have a heavy workload, you need to
B Circle the correct word in bold in each sentence. your tasks.
1 I got a bad mark for my essay, but the professor 4 You look very tired, you should
made some very constructive/constructively the numbers of hours you spend studying.
criticisms so my next one will be better. 5 One hard disk can store millions of pages
2 My tutor told me that it was good for a student to of .
try and have an analysis/analytical approach to 6 The main of the book was how
their studies. difficult it is to forgive.
3 I know that I should be more appreciative/
7 The primary school children were assigned a
appreciatively of my parents’ support.
science about electricity.
4 I tried to sympathise/sympathetic when my friend
8 What are the you are using to
failed her exams, but she hadn’t studied at all!
5 She left university without completion/completing select candidates for the job?
her degree, which was a great pity. 9 You should always write a rough
after you have planned your essay.
2 Vocabulary in context 10 Academic papers usually contain a short summary
at the beginning, in the .
A Match the words in the box to the definitions below.
C Some of the words in the box above can only be used as
approach argument assignment bibliography
nouns, some can only be used as verbs, and some can be
challenge degree lecture style
used as either a noun or a verb. Write the words in the
support text topic tutorial
correct column. The first one has been done for you.

1 a class at university/college for a small group of noun only verb only noun or verb
students with a tutor abstract
2 a piece of writing done by a student for a lecturer/
tutor
3 a subject that you write or talk about

4 evidence to show that your point is a good

one
5 a way of thinking or writing about a
3 Vocabulary revision
problem Choose up to ten new words to learn from this unit and
6 reason given to support something write them in your vocabulary note book. See page 3 for
7 something you read vocabulary learning tips.

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SPEAKING

1 Talking about likes and dislikes

A Put the verbs in the box below in order on the line. Some words may have a very similar
meaning so you can put them in the same place on the line.

dislike like

be fond of can’t stand dislike don’t like don’t mind enjoy like
love hate really like

Expressing likes and dislikes When would is put before the verbs that express
Verbs expressing like and dislike e.g. like, enjoy, like and dislike e.g. would like and would hate,
hate, can’t stand are followed by either a noun – we are talking hypothetically about something
we want or don’t want to do and probably
I can’t stand housework.
haven’t done. Would like and would hate are
I really like skiing. followed by to + infinitive –
or by the -ing form of a verb + noun – I would like to travel abroad.
I can’t stand doing housework. I would hate to go skiing on my own.
I really like going skiing. Would is not used with can’t stand.

B Look at the three example sentences below. Then use the free time activities in the box, or your
own ideas to make ten sentences that are true for you.
I can’t stand studying.
I love eating out.
I really hate surfing the Internet.

eating out going out with my friends going shopping

going to the cinema listening to music meeting my girlfriend/boyfriend/friends
playing tennis/football/chess, etc. reading the newspaper
reading novels studying surfing the Net travelling abroad

1 6
2 7
3 8
4 9
5 10

C Organise what you want to say.

• Choose one topic from the list above.
• Think about why you like or dislike the topic and spend a few minutes thinking about what you
are going to say. Make notes if you want, but don’t write full sentences.
• Speak about the topic for at least thirty seconds.

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SPEAKING

2 Talking about travelling abroad

A 1 Listen to two people talking about travelling abroad. Does each speaker like or dislike
travelling abroad?
Speaker 1 likes/dislikes travelling abroad.
Speaker 2 likes/dislikes travelling abroad.

B 1 Listen again. What does each speaker say he or she likes or dislikes?
Speaker 1 likes/dislikes
Speaker 2 likes/dislikes

C Now give your opinion about travelling abroad. Try to talk for at least a minute. If you can,
record yourself speaking.

3 Talking about where you come from

A Complete each sentence about your home town by choosing one of the choices in bold or by
adding your own answer.
1 My home town is very small/quite big/very large/ and has a
population of 300,000/5 million people/ .
Express Tip
2 It’s a rural/industrial/ area so many people work as farmers/for
Don’t learn any
big companies/ . speeches off by
3 Most people live in flats/big houses/ far from/near to the town/ heart because
the examiners
city/village.
will ignore
4 I like it/don’t like it there because I grew up there/it’s a nice place/ anything that has
. obviously been
memorised.
5 I’ve lived there all my life/for ten years/ .

B 2 Listen to someone talking about where they come from and make notes about what
they say.

C Talk about your home town. Time yourself and try to talk for about a minute. If you can, record
yourself speaking.

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SPEAKING

4 Talking about plans for the future

Talking about future plans I’m planning to …

In Part 1 of the Speaking exam, you may need to I’m hoping to …
talk about your plans for the future. Look at the I’m thinking about …
phrases below. I might …
I (really) want to …
I’m going to …
I’d (really) love to …
I’m definitely/probably going to …

A 3 Listen to five people talking about their plans for the future.
What does each person plan to do?
1
2
3
4
5

B 3 Listen again and write down the phrase from the Language bite that each person uses
to talk about their future plans. Express Tip
1 The examiner will
be assessing you
2
on your range of
3 vocabulary, so
4 it’s important to
use a variety of
5 phrases in your
answers.
5 Exam practice: Speaking Part 1
Before the task
Reread the information in the Language bite boxes in the unit to refresh your memory. Practise
saying the expressions to yourself.

Task practice
4 Listen to five questions. Pause the recording after each question and answer aloud, using
one of the phrases from the Language bite to talk about your personal plans.

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