ILS ENEM01-XX02 (1,7)

1. Assignment:
Complete the sentences with word pairs from this list. Not all words are needed.
public eye | time limit | get me | flick through | conduct experiments | the hang | go into | ever since | an effort | work out | go according | household name | give up | take a | try out | be fun | my position | set up | be strict | resist doing | a go | hear of | know what | do well | the rest | keep it | an idea | be worthwhile | be upset
1) I’ve never tried snowboarding, but I’d really like to have __________________.
2) Scientists have __________________ into what makes a positive role model.
3) On my first day at work I didn’t __________________ to expect. I was quite nervous.
4) To keep in good condition, a lot of people __________________ in the gym.
5) The meeting was a big success. Everything __________________ to plan.
6) I know it’s a bad habit, but I’m finding it really hard to __________________ smoking.
7) Last night I __________________ a new chicken curry recipe. It was great.
8) I’m naturally quite lazy, so I have to __________________ with myself about getting up early.
9) Mary told me about her hero. It was someone I’d never __________________.
10) Self-confidence and self-discipline were both reasons why she __________________ in her career in the difficult years after the financial crash.
11) I’ve loved camping holidays _____________________ I was a child.
12) It took me a while to get _____________________ of the new machine, but I now understand how to use it!
13) I know exactly why I _____________________ science: I wanted to be like Marie Curie!
14) By nature, I’m very shy, so I have to really make __________________ to talk to new people.
15) Famous people are just like ________________ of us: they make mistakes, too.
16) You all did well last week. I was pleased with your work. Please __________________ up.
17) I decided to learn Swahili. I don’t need it for work, but I thought it might __________________.
18) Did you know she __________________ her first company at the age of 22?
19) I can’t imagine what it must be like to live your life in the __________________ every minute of every day, like some celebrities do – no privacy at all!
20) Don’t __________________ wrong: I love chocolate. It’s just that I’m trying to lose weight now.

Part 2: Grammar test
Checklist for grammar test
• Have you completed all the mixed tense exercises in the course book?
• Have you got a clear picture of how to use each tense?
• Have you read the review of the tenses on page 134 in Grammar Focus?

2. Assignment:
Choose the correct words below to complete this text.
I 1) __________ the environmental activist, Keira Kanobe! I 2) __________her work for a long time. Every evening she 3) __________ her daily stream and I often 4) __________ what it would be like to meet her. Well last week I 5) __________ in a part of London that I 6) __________ never been to before, and I 7) __________ to be late so I 8) __________ quite quickly. Anyway, as I was walking along, I noticed a group of people with lights and cameras on the pavement in front of the Thames River. As it was quite early in the morning, I thought it unusual to see so many people in one place. Then I 9) __________ that they 10) __________ a film, so I 11) __________ down to see what was going on. I was only about five metres away from them when the person who seemed to be in charge 12) __________ me a huge smile and a wave. As I 13) __________ her before, I was a bit confused, but 14) __________ back and was about to say hello when I 15) __________ her say ‘Good morning, Keira’. I knew then that she 16) __________ to me. I was a bit embarrassed, but wanted to see who Keira was, so I turned around and saw Keira Kanobe, my favourite streamer. She 17) __________ about to start streaming a comment about the Thames. Just at that moment, I tripped on something on the pavement and fell over, and Keira stumbled over my legs and nearly fell too, but 18) __________ to stay upright. She helped me up and said ‘Careful! 19) __________ hurt yourself?’ I got up and replied that I was ok. I was too embarrassed to say anything else. That’s how I met someone 20) __________ to meet.
1) a) am loving
b) love 11) a) have slowed
b) slowed
2) a) admire
b) have admired 12) a) had given
b) gave
3) a) uploads
b) is uploading 13) a) didn’t see
b) had never seen
4) a) am wondering
b) wonder 14) a) smile
b) smiled
5) a) have been walking
b) was walking 15) a) heard
b) was hearing
6) a) had
b) have 16) a) didn’t talk
b) wasn’t talking
7) a) didn’t want
b) wasn’t wanting 17) a) was
b) was being
8) a) was walking
b) walked 18) a) has managed
b) managed
9) a) have realised
b) realised 19) a) Are you
b) Have you
10) a) made
b) were making 20) a) I’d always wanted
b) I’m always wanting


Part 3: Text production
Checklist for analysing a cartoon
• Remember to write roughly the right number of words (about 300). (Count them and make a note of the number!)
• Remember to organise your text into paragraphs.
• Remember to describe what you see (people in the cartoon, what their relationship is, their age and background, normal people or celebrities, stereotypes, or caricatures, etc.).
• Describe where the people are, what they are doing/wearing/thinking.
• Remember to describe the picture using the present progressive tense but when giving your opinion on it, to use the simple present tense.
• Remember to comment on any text you see in a speech bubble, caption, or title above or below the cartoon.
• What you think it means and how it relates to the people in the cartoon?
• Remember to analyse the cartoon focusing on the point you think the cartoonist is making.
• Do you think the intention of the cartoonist is positive or negative?
• In your conclusion remember to give your opinion on whether the cartoon is successful in communicating the message.
• Why you think it is or isn’t.
• Do you agree with the point or not, and why?
• Remember to use formal language and no abbreviations.

Useful expressions for analysing a cartoon:
The cartoon shows … / This is a cartoon that shows …
In the cartoon there is/are …
On the left/right / In the middle / In the foreground/background there is/are …
There’s a speech bubble/caption which says …
The person on the left/right / in the middle seems to be/be doing …
The people in the cartoon are / appear to be (stereotypes/caricatures/celebrities) because …
The main point the cartoon is trying to make/making is that …
The cartoon is showing that / underlining the opinion that/making fun of …
I would say that the cartoon is / isn’t effective/successful because …
What makes the cartoon effective/(un)successful is the fact that …
Personally, I think / don’t think the cartoon works well because …
I agree/disagree with the cartoon about …

3. Assignment:
You are going to analyse a cartoon. Cartoons are generally humorous comments on aspects of our society or human behaviour that make their point visually and without relying on too much text – though you might find a caption beneath the cartoon, or a speech bubble in the cartoon.
Write your analysis of this cartoon in about 300 words.

Figure A.1: Quality time (© Good Studio / 290079308 stock.adobe.com)
[. . .]

Part 4: Mediation
In this activity, you have to read and understand a text in English and then provide certain information about it in English for international students. Don’t worry if the text is long or contains new vocabulary – just focus on the key points.
Checklist for Mediation
• Remember to write roughly the right number of words (about 250). (Count them and make a note of the number!)
• Check what information you have to provide in your mediation (normally a summary of key points).
• Check who you are writing to (e.g. a friend, a stranger, a newspaper).
• Check what sort of text you have to write (e.g. email, blog, presentation).
• Have you organised your text in paragraphs?
• Remember to organise your text into paragraphs and to use capital letters where necessary.
• Check you haven’t expressed your own ideas or opinions, or included unnecessary details (e.g. specific examples, or direct speech quotations).

4. Assignment:
An English friend of yours, who you met on your exchange year, is working on an article for a school magazine project called ‘What makes a good role model?’ and has asked for your help.
He/she found this article after a Google search and has written an email to you asking you summarise the relevant information for him/her.
Write about 250 words.
Role models and the ability to inspire
Role models have a key contribution to make in our development as children and beyond. For young children, naturally enough, the first role models come from the immediate family – normally the parents. Then it’s often the case that as children grow up and gain some independence, those with elder brothers or sisters will choose them as more suitable role models, as they are closer in age and experience than the parents and have more recently mastered the immediate challenges that the growing child faces. This is undoubtedly a very significant part of what attracts people to role models: they have demonstrated an ability to overcome problems and challenges. This shows young people that success is possible.
As we develop our interests in the world and become exposed to more people in different areas of life, more role models become available, for example rock stars, footballers, TV celebrities and so on. Often what makes these people attractive as role models is not their success but their passion for what they do, which is another key element in their ability to inspire others.
Research shows that when interviewed, many teenagers had a very clear idea of the benefits of having role models. Part of an American research project, Tammy, aged 19, described the person she found inspirational as someone with a ‘clear sense of what is important in life, with a focus on making a difference in the world’. Nick, aged 15, commented that when he feels lazy, he makes an effort to think of his basketball player role model and then feels motivated to work again.
What both these examples show is that true role models are not necessarily people with the greatest fame or the most money – they are people who inspire children to achieve their potential. One important aspect of this is that the role models show a clear set of values, supporting causes such as education or social change, or fighting poverty, and social change, and act according to their beliefs at all times. Their values are part of who they are.
There is no doubt that some role models can also have a negative impact, which is why parents are advised to talk to their children about their role models. In real life, even positive role models can make poor choices. However, there are numerous cases of people in the public eye whose behaviour may involve racism, sexism, or dishonesty of various sorts, and some children may come to believe such negative behaviour is acceptable or even something to be copied and repeated.
What these negative examples have in common is that their commitment is to themselves. Positive role models on the other hand have a belief in their community; they are focused on others, not themselves. They give their time and talents to help others. At the local level, this may mean helping neighbours in need or working for charities.
Children develop as a result of the experiences they have and the relationships they make. Role models play an important part in inspiring kids to learn, face their challenges and become active members of society. What research shows is that positive role models encourage children to believe in themselves. With that belief, anyone can make a difference in the world.