Learning aims
Understand a four-paragraph text and use six linking expressions to show contrast, reason, purpose, result and condition.
Before you read: What makes a language easy or difficult? Think of two successful learning strategies.
A New Voice in the Classroom
When Samira moved to London, she could understand a few everyday English expressions, but speaking felt completely alien to her. Her first language, Arabic, has a rich vocabulary and a writing system that is very different from English. Even though English sometimes sounded harsh and fast, she was determined to learn it so as to speak confidently at work and help her children with school letters.
At first, Samira could hardly say a word in class because of her fear of making mistakes. Her tutor encouraged her to ask useful questions such as, ‘How do you pronounce this word?’ and ‘What is a more polite way of saying that?’ She began to keep a vocabulary notebook, record new words by part of speech and practise short dialogues with a partner. As a result, she gradually picked up useful phrases and her pronunciation became clearer.
Learning outside the classroom made another difference. Samira listened to short radio programmes, spoke to neighbours and changed the language settings on her phone. She knew that she would not become fluent unless she used English regularly. She also checked unfamiliar words in a learner’s dictionary; otherwise, she might remember an incorrect meaning or pronunciation.
After a year, Samira’s English had come a long way. She was not completely fluent, but she knew enough to get by in most situations and could explain her ideas in detail. She still found some grammar complicated, yet she no longer avoided conversations. Her experience taught her that progress does not depend on talent alone: learners need clear goals, useful strategies and the courage to communicate.
Reading comprehension
Complex sentence workshop
For each linker: study its use, join sentences, finish an idea in your own way, and correct an error.