If you’re picking up a new language, learning or relearning to play an instrument, or starting to paint, you probably already realise that you will have to put in the time. There is just no way around it; those who are the best at a given subject are those who work on it most. You may have heard of the 10,000 hours theory from Malcolm Gladwell’s book “Outliers” — that it takes that much time to become expert at anything.

If it’s difficult to do something (even maddening at times), you’re more likely to really remember it. Learning what’s easy 1s like writing in sand, here today and gone tomorrow. When you're stuck on a difficult passage that doesn’t seem to make sense, or when you keep making mistakes solving a problem — this is when the most valuable learning is happening.

Most people think that learning in their preferred way is better. Some like to read things, auditory learners like to hear information aloud, while visual learners like images, graphs and live-action descriptions. But just because it’s easier to learn in a certain style doesn’t mean it’s really better. You learn better when you don’t limit instruction or experience to the style you're used to.

Failures occur in any business, learning attempt or project. Every successful person has gone through this part of the process, sometimes multiple times. When you don’t feel like you're getting anywhere, you often feel depressed. Many people give up at this stage. You must keep going to achieve your goals. Just keep going and you're sure to succeed.

Task 2

The Growing Gap

In any period of rapid social change, age may become as important an identity-marker as differences between social and ethnic groups. Any immigrant family, for example, joins in a process of rapid identity change. An extraordinary proportion of today’s school children are immigrant children or children of immigrants. In some US cities, the numbers range up to sixty percent; some schools are a virtual UN of immigrant children. When children go to school they may make friends from a very different kind of background, and they usually become fluent in a new language. Typically, an intergenerational gap appears: at least one parent may speak both the language of their own parent and that of the country they have settled in. Children, however, may not share a language in common with grandparents. Such experience can be stressful for each generation and it can create burdens on young children who have to act as intermediaries and interpreters for older family members.

This kind of intergenerational language shift is now occurring within countries, as migration to cities or rapid economic and social development create a very different type of world where children grow up. In Shanghai, for example, where Putonghua has become the language of education, and where English is introduced in primary school at Grade 1, a new generation of children are growing up who may have difficulty in communicating with grandparents in the family language of Shanghainese.

In several Asian countries we can see a similar language shift within families. Singapore provides one of the best-documented examples. Gradually, English has shifted from being a second language to become the main language of the home. In India, a similar phenomenon has occurred in middle class families and the number of such families is rising. English is often the language in which young people form relationships in young adulthood. Mothers and fathers may have different linguistic backgrounds, in which case family communication typically takes place in English.

We are now witnessing a further development in many societies, however. Change is occurring so rapidly that differences emerge not just between generations but between siblings: a 14-year-old girl may find a cultural and linguistic gap with her 8-year-old brother. This is not just an issue for Asia. Within Europe, a new middle class, professional elite is emerging in which families move country every few years. A consequence is that children within the same family may have quite different linguistic loyalties and proficiencies.

Traditionally, the family has been regarded central to the reproduction of linguistic and ethnic identity. In times of rapid change, international movement, smaller families and new patterns of childcare, community institutions and resources may be just as important.

What is stated in PARAGRAPH 1 about immigrant children?

Task 2

The Growing Gap

In any period of rapid social change, age may become as important an identity-marker as differences between social and ethnic groups. Any immigrant family, for example, joins in a process of rapid identity change. An extraordinary proportion of today’s school children are immigrant children or children of immigrants. In some US cities, the numbers range up to sixty percent; some schools are a virtual UN of immigrant children. When children go to school they may make friends from a very different kind of background, and they usually become fluent in a new language. Typically, an intergenerational gap appears: at least one parent may speak both the language of their own parent and that of the country they have settled in. Children, however, may not share a language in common with grandparents. Such experience can be stressful for each generation and it can create burdens on young children who have to act as intermediaries and interpreters for older family members.

This kind of intergenerational language shift is now occurring within countries, as migration to cities or rapid economic and social development create a very different type of world where children grow up. In Shanghai, for example, where Putonghua has become the language of education, and where English is introduced in primary school at Grade 1, a new generation of children are growing up who may have difficulty in communicating with grandparents in the family language of Shanghainese.

In several Asian countries we can see a similar language shift within families. Singapore provides one of the best-documented examples. Gradually, English has shifted from being a second language to become the main language of the home. In India, a similar phenomenon has occurred in middle class families and the number of such families is rising. English is often the language in which young people form relationships in young adulthood. Mothers and fathers may have different linguistic backgrounds, in which case family communication typically takes place in English.

We are now witnessing a further development in many societies, however. Change is occurring so rapidly that differences emerge not just between generations but between siblings: a 14-year-old girl may find a cultural and linguistic gap with her 8-year-old brother. This is not just an issue for Asia. Within Europe, a new middle class, professional elite is emerging in which families move country every few years. A consequence is that children within the same family may have quite different linguistic loyalties and proficiencies.

Traditionally, the family has been regarded central to the reproduction of linguistic and ethnic identity. In times of rapid change, international movement, smaller families and new patterns of childcare, community institutions and resources may be just as important.

The author uses the example of Shanghai to illustrate that _________,

Task 2

The Growing Gap

In any period of rapid social change, age may become as important an identity-marker as differences between social and ethnic groups. Any immigrant family, for example, joins in a process of rapid identity change. An extraordinary proportion of today’s school children are immigrant children or children of immigrants. In some US cities, the numbers range up to sixty percent; some schools are a virtual UN of immigrant children. When children go to school they may make friends from a very different kind of background, and they usually become fluent in a new language. Typically, an intergenerational gap appears: at least one parent may speak both the language of their own parent and that of the country they have settled in. Children, however, may not share a language in common with grandparents. Such experience can be stressful for each generation and it can create burdens on young children who have to act as intermediaries and interpreters for older family members.

This kind of intergenerational language shift is now occurring within countries, as migration to cities or rapid economic and social development create a very different type of world where children grow up. In Shanghai, for example, where Putonghua has become the language of education, and where English is introduced in primary school at Grade 1, a new generation of children are growing up who may have difficulty in communicating with grandparents in the family language of Shanghainese.

In several Asian countries we can see a similar language shift within families. Singapore provides one of the best-documented examples. Gradually, English has shifted from being a second language to become the main language of the home. In India, a similar phenomenon has occurred in middle class families and the number of such families is rising. English is often the language in which young people form relationships in young adulthood. Mothers and fathers may have different linguistic backgrounds, in which case family communication typically takes place in English.

We are now witnessing a further development in many societies, however. Change is occurring so rapidly that differences emerge not just between generations but between siblings: a 14-year-old girl may find a cultural and linguistic gap with her 8-year-old brother. This is not just an issue for Asia. Within Europe, a new middle class, professional elite is emerging in which families move country every few years. A consequence is that children within the same family may have quite different linguistic loyalties and proficiencies.

Traditionally, the family has been regarded central to the reproduction of linguistic and ethnic identity. In times of rapid change, international movement, smaller families and new patterns of childcare, community institutions and resources may be just as important.

Which of the following is TRUE of the language shift in Asian countries?

Task 2

The Growing Gap

In any period of rapid social change, age may become as important an identity-marker as differences between social and ethnic groups. Any immigrant family, for example, joins in a process of rapid identity change. An extraordinary proportion of today’s school children are immigrant children or children of immigrants. In some US cities, the numbers range up to sixty percent; some schools are a virtual UN of immigrant children. When children go to school they may make friends from a very different kind of background, and they usually become fluent in a new language. Typically, an intergenerational gap appears: at least one parent may speak both the language of their own parent and that of the country they have settled in. Children, however, may not share a language in common with grandparents. Such experience can be stressful for each generation and it can create burdens on young children who have to act as intermediaries and interpreters for older family members.

This kind of intergenerational language shift is now occurring within countries, as migration to cities or rapid economic and social development create a very different type of world where children grow up. In Shanghai, for example, where Putonghua has become the language of education, and where English is introduced in primary school at Grade 1, a new generation of children are growing up who may have difficulty in communicating with grandparents in the family language of Shanghainese.

In several Asian countries we can see a similar language shift within families. Singapore provides one of the best-documented examples. Gradually, English has shifted from being a second language to become the main language of the home. In India, a similar phenomenon has occurred in middle class families and the number of such families is rising. English is often the language in which young people form relationships in young adulthood. Mothers and fathers may have different linguistic backgrounds, in which case family communication typically takes place in English.

We are now witnessing a further development in many societies, however. Change is occurring so rapidly that differences emerge not just between generations but between siblings: a 14-year-old girl may find a cultural and linguistic gap with her 8-year-old brother. This is not just an issue for Asia. Within Europe, a new middle class, professional elite is emerging in which families move country every few years. A consequence is that children within the same family may have quite different linguistic loyalties and proficiencies.

Traditionally, the family has been regarded central to the reproduction of linguistic and ethnic identity. In times of rapid change, international movement, smaller families and new patterns of childcare, community institutions and resources may be just as important.

Why does a linguistic gap between children within the same family emerge in Europe?

Task 2

The Growing Gap

In any period of rapid social change, age may become as important an identity-marker as differences between social and ethnic groups. Any immigrant family, for example, joins in a process of rapid identity change. An extraordinary proportion of today’s school children are immigrant children or children of immigrants. In some US cities, the numbers range up to sixty percent; some schools are a virtual UN of immigrant children. When children go to school they may make friends from a very different kind of background, and they usually become fluent in a new language. Typically, an intergenerational gap appears: at least one parent may speak both the language of their own parent and that of the country they have settled in. Children, however, may not share a language in common with grandparents. Such experience can be stressful for each generation and it can create burdens on young children who have to act as intermediaries and interpreters for older family members.

This kind of intergenerational language shift is now occurring within countries, as migration to cities or rapid economic and social development create a very different type of world where children grow up. In Shanghai, for example, where Putonghua has become the language of education, and where English is introduced in primary school at Grade 1, a new generation of children are growing up who may have difficulty in communicating with grandparents in the family language of Shanghainese.

In several Asian countries we can see a similar language shift within families. Singapore provides one of the best-documented examples. Gradually, English has shifted from being a second language to become the main language of the home. In India, a similar phenomenon has occurred in middle class families and the number of such families is rising. English is often the language in which young people form relationships in young adulthood. Mothers and fathers may have different linguistic backgrounds, in which case family communication typically takes place in English.

We are now witnessing a further development in many societies, however. Change is occurring so rapidly that differences emerge not just between generations but between siblings: a 14-year-old girl may find a cultural and linguistic gap with her 8-year-old brother. This is not just an issue for Asia. Within Europe, a new middle class, professional elite is emerging in which families move country every few years. A consequence is that children within the same family may have quite different linguistic loyalties and proficiencies.

Traditionally, the family has been regarded central to the reproduction of linguistic and ethnic identity. In times of rapid change, international movement, smaller families and new patterns of childcare, community institutions and resources may be just as important.

Which of the following is NOT mentioned as a factor in forming the linguistic and ethnic identity of a person?

Task 3

US Camps for Kids

Camp Wicosuta, New Hampshire

Camp Wicosuta’s philosophy is to build campers’ confidence and competence in a safe and fun community. Their individual elective program allows children to focus on the activities they love, which means they have a high level of participation all over the camp. As an all-girls’ camp, Wicosuta offers its campers the unique opportunity to have fun and be themselves. They go to breakfast in pyjamas, have original hairstyles on “Crazy Hair Night’, stand on chairs singing, cheering and dancing in the dining hall, can go horseback riding or ice skating, or do water sports (Swimming, water skiing, sailing, kayaking, canoeing, wind surfing).

Which of the camps ______________?

Thrill Coaster Tours

Thrill Coaster Tours is the only camp of its kind that takes kids all over the country with the opportunity to ride roller coasters. Each day brings about a different park and a new type of ride! The camp travels in luxury buses equipped with a DVD player and a bathroom. Campers stay at hotel rooms with no balconies. Each night a counsellor goes into each room, ensures that everyone is situated in the room, and then puts the tape on the door for the campers’ protection. This tape remains on the door until the morning when a counsellor removes it.

Which of the camps ______________?

Sanborn Western Camps, Colorado

At this camp, the kids live in the outdoors, building a sense of community and a sense of the earth through fun and adventure. The camp is located on 6,000 acres of pine forests. In this environment, the campers learn as they backpack, ride horses, hike, make life-long friends and learn to appreciate the natural world. The kids have the unique opportunity to choose all of their program activities, which include digging for 67-million-year-old fossils, rock climbing on the best granite in the county, tubing down the South Platte River, and sleeping under millions of stars.

Which of the camps ______________?

Cheley Colorado Camp, Colorado

Since 1921, Cheley has been committed to introducing children to the outdoors and providing a challenging environment for children to explore. They believe that every summer in a young person’s life is a window of opportunity. The campers get to spend the summer with campers from over 40 states and 10 foreign countries. Cheley is located at the gateway to Rocky Mountain National Park. With over 1600 acres of property, Cheley camps has 5 horse riding rings, four barns with 140 horses, a fishing pond and much more. Activities include hiking, horseback riding, backpacking, river rafting, archery, crafts and woodworking.

Which of the camps ______________?

Four Winds Westward Ho

Four Winds Westward Ho is located on Orcas Island in the Northwest corner of Washington State. Smaller cabin living arrangements of four campers and one experienced counsellor allow for close bonds to develop. Days are filled with a wide range of classic camp activities for all ages and both genders. The camp requires that kids leave behind technology and certain comforts for four weeks, and discover what kind of person they can be without them. They will have time to explore, to sail, to sing and play music, to create art, to build fires, and to watch the sky.

Which of the camps ______________?