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Living day to day
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A day in the life of a Canadian student by Becky Bradley
A I greet the bus driver with a cheery ‘good morning!’, as is the norm here rather than the head-down mutterings common in other countries at this early hour. Before becoming a geography and psychology student at the University of British Columbia, I had a set daily routine – which seemed to make everything simpler. My morning routine has changed drastically over the years at university but now, in my third year, I like to think that I have finally mastered it. After the 10-minute ride on the 99 bus, I thank the driver – another wonderfully Canadian practice – and head to UBC’s gym for a fairly demanding workout before class. Breakfast varies, in terms of when, if and what I eat. B My first lecture is at 9.30 am, on globalisation. I have this course twice a week and love it. This class finishes at 10.50 am, allowing plenty of time to stroll or jog to the next lecture. UBC’s Vancouver campus is located on the Point Grey peninsula, a stunning site sticking out into the ocean, so this is an enjoyable commute. After my class on environment and sustainability, I have my Spanish literature course at 1 pm. You might be wondering why I am taking a Spanish literature course as a geography and psychology major. This is because, as an arts student at UBC, I have a literature requirement to fulfil, and I’ve always been really interested in Spanish so decided to combine the two.
Complete the sentences with -ing and -ed adjectives formed from the verbs in brackets. Then answer these questions about yourself. 1 Which day of the week do you feel most (relax)? 2 What’s the most (amuse) film you’ve ever seen? 3 Do you ever feel a little (stress)? 4 What’s the most (depress) news item you’ve heard recently? 5 When do you feel most (motivate) to study? 6 Are you (worry) about the environment? 7 What do people find (surprise) about you? 8 What’s the most (puzzle) thing about the English language? Compare a typical day in your life with that of Becky. What are the different times in your day like, and how do you feel? Use words from Exercises 6 and 7. C Now it’s 1.50 pm and I am done with classes for the day … except on Wednesdays, when I have a three-hour sports psychology lecture in the evenings. At lunchtime I try to save money by bringing leftovers from dinner the night before. However, I still like to be sociable at lunch so I normally meet a friend in our student union building called the Nest. If it’s a nice enough day (not raining), my friend and I will probably eat on the grassy mound just outside the Nest. If I have left my lunch at home or was too busy (lazy?) to prepare food, I will grab a bite to eat at one of the many eateries in the Nest. D Where I study in the afternoon depends on whether I am studying in a group or not; if studying solo, I enjoy the Hogwarts- like atmosphere of our main library. However, my afternoons are not always dedicated to studying since I do have two campus jobs. As a UBC student ambassador, I give campus tours to young people interested in studying here. My other job is working at UBC’s Alumni Centre as a secretary. Because UBC is my employer, it is flexible with my academic schedule and limits my number of hours per week. Many students don’t have jobs, but I choose to work because I feel confident I can balance the time commitment with my course. E My evening schedule varies. Sometimes I go for a long gentle run in the beautiful park near my home, but most evenings involve lots of studying for my courses. And, of course, dinner, when my five housemates and I eat and talk together. It’s a chance for us to share the highs and lows of the day and feel relaxed spending time with each other. My schedule is consistent with an approximate bedtime of 11 pm. I am unlike most of my peers in going to bed this early, but sleep is crucial to my overall well-being and something I must prioritise because it impacts my day significantly.
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Look at photos 1–3. What do you think a typical day is like for each person? Think about: • when they do things like having meals • where they go and how they travel • who they see • what they do to relax • how they feel at various times of the day
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• Look at the instructions, title and layout, then read quickly through the questions. • Remember that the information you need may not be in the same order as the questions. • Be careful with words that only seem to say the same as a particular question, but in fact mean something quite different. Quick steps to Part 7
Part 7
Exam task
Look at the exam task. Answer these questions. 1 How many people are there? 2 Is it one text in sections, or is it several short texts? 3 What’s the topic? 4 What kind of information do you need to find? (e.g. Which place … ? ) 5 How many questions are there? 6 Can you use letters A, B, C and D several times each? Look quickly at the text. What are Becky’s main activities in each section A–E? Look at this Part 7 example question and the underlined words in the text. There are references to this in parts A, B and E. Why is A right? Why are B and E wrong? Example: In which section does she mention doing intensive physical exercise? A Do the exam task. Underline the words or sentences that tell you the right answers.
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You are going to read an article about a student’s daily life. For questions 1–10 , choose from the sections ( A–E ). The sections may be chosen more than once. In which section does the writer talk about something she does only once a week? 1 refer to a time when her life was less complicated? 2 explain why she sometimes has to pay for her meals? 3 state she is sure of her ability to combine study and work? 4 suggest that some may be surprised at something she chose to study? 5 remark on something about her culture that makes her proud? 6 describe a habit she feels is good for her health but unusual for a student? 7 indicate that she sometimes misses a meal? 8 express her admiration for the scenery at the university? 9 suggest that she had difficulty adapting to university life? 10
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Adjectives ending in -ed and -ing
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Read these words in the text and complete the sentences with -ed and -ing . 6
demanding (A) stunning (B) interested (B) relaxed (E)
1 We use adjectives with to describe how somebody feels about something. 2 We use adjectives with to describe the thing or person which causes the feeling.
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When you have finished, make sure you have answered all ten questions. Exam tip
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UNIT 1
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