Test. Reading. 1 semester

Read the text. Match the titles and the paragraphs. There is one extra title.

STUDENT LIFE AT DUKE UNIVERSITY

Match choices (A–G) to (1–6). There is one extra choice.

HOW TO BUILD STRONG RELATIONSHIPS WITH YOUR CHILDREN

When observing families, notice how the adults react to their children. Better yet, watch how the parents speak with their children. Do they speak to them? Do they listen to their children, process what’s been said and then speak or react? In determining how (1)                                          [to communicate;, to get the praise from the parents;, to feel like a valuable member;, to behave badly;, to build relationship with the children;, to please their parents;, to be talked down to]… , observation is the key. Go into your memory bank and recall not only how adults treated you, but allow yourself to experience the feelings that followed.

It is when we can put ourselves in the shoes of another person that we can communicate best. Sensitivity opens up awareness. Tone of voice, facial expressions and words we choose all reflect that sensitivity — or insensitivity. Nobody wants (2)                                          [to communicate;, to get the praise from the parents;, to feel like a valuable member;, to behave badly;, to build relationship with the children;, to please their parents;, to be talked down to] … or treated as if they are in the way. Oftentimes adults don’t slow down and take the time to think before they put their re- actions into gear. This can lead to saying and doing things that were not intentional.

Suffice it to say that in building strong relationships, parents need to begin when the children are young to chat with them. Ask what are they doing, why they chose a certain colour to wear, why they put plaids and polka dot clothing combinations on that day, and how did they feel when… First of all, by doing this at a young age, your child becomes comfortable talking with you. Secondly, they are learning how (3)                                          [to communicate;, to get the praise from the parents;, to feel like a valuable member;, to behave badly;, to build relationship with the children;, to please their parents;, to be talked down to]… , as well as how to think through their choices.

Everyone makes mistakes. When you make one, the last thing you want is for someone to point it out to you and scrutinize your actions. Instead, you want the other person to suggest that they understand it was a mistake and exhibit confidence that they are aware you will do better the next time. This is exactly the same with children. More than anything else, they want (4)                                          [to communicate;, to get the praise from the parents;, to feel like a valuable member;, to behave badly;, to build relationship with the children;, to please their parents;, to be talked down to]… and they hurt more than anything a parent can say or do when they know they let their parents down. Don’t add to the injury. Praise their attempts and encourage another try.

Team work is another aspect of building a relationship. Certainly as a family it takes the contribution of all members to get things accomplished. In order for each (5)                                          [to communicate;, to get the praise from the parents;, to feel like a valuable member;, to behave badly;, to build relationship with the children;, to please their parents;, to be talked down to]… , they need to have a role. Even the youngest member can do something like put napkins on the table or carry the plastic mustard container from the refrigerator to the table. Rotate duties so no one person gets stuck with a job that nobody wants to do. Equal opportunity is the name of the game. Create a song that the family can sing as they all work together to tidy the house, prepare for a trip, prepare dinner or clean-up afterward. By making it fun, you’ll get much more interest and energy put into it.

Recognize each family member for their contributions to your family team. Some will do more than others, depending upon age, circumstances and ability, but all should receive equal recognition and praise. This eliminates competition (6)                                          [to communicate;, to get the praise from the parents;, to feel like a valuable member;, to behave badly;, to build relationship with the children;, to please their parents;, to be talked down to]… . It also encourages them to support one another.

This strong relationship will carry over into adulthood. Your children will become friends and they will be there for one another to lend a hand, host family gatherings and attend each other’s family activities. Your team will all be winners.

Read the text first, then read the statements (1-10) and choose only those ones which are appropriate to the content of the text.

GETTING A JOB IN EUROPE

You can find information about jobs at a number of different places.

At school. During their last years at school, students get advice about further study and fi nding jobs. All secondary schools have a career teacher. It’s his/her job to provide students with information about study and work. Career teachers will arrange visits to factories, offices, colleges, etc. They invite people from local organisations to come to the school to talk to pupils. They also help pupils to apply for jobs.

A lot of schools now organise ‘work experience’ for pupils in the last two compulsory years of school (aged 14-16). The students go out to work for a week. They work in all kinds of places — factories, shops, offices or hotels. Afterwards they have to write about their experience and what it has taught them. (Most pupils report that school isn’t so bad after all!)

Outside school. For people who have already left school, there are number of places where they can fi nd out about jobs. Local newspapers carry advertisements for jobs, and there is a Job Centre in every large town. Employers advertise jobs here. If you are unemployed, you can go to the Job Centre to look for a job.

More and more young people now continue their studies as long as possible. They go on from school to university or college to get higher qualifications. There are also several training schemes, where young people can learn the skills to help them get a better job.