Reading Read the text and complete gaps 1–5 with missing sentences A–G. There are two extra sentences.
A summer away from home
Many companies organise summer programmes abroad for young people aged fifteen to twenty. 1 Travelling without your parents is a great way to become more independent, make new friends, and see a different country. But what is it really like to go on one of these trips? We spoke to three young travellers about their experiences.
Josh Tanner went to Lagos, Nigeria
I’m really good at football, so when I heard about a football volunteer programme in Africa, I was really excited. 2 But after I had shown them some information on the internet, they decided that it was safe for me to go. I was feeling tired when I arrived in Lagos, and I couldn’t believe how hot it was. 3 I stayed with the Ngembo family in an apartment in the centre of Lagos. It was very small, and I had to share a room with three boys. But everyone was really nice to me, so I soon got used to having no privacy. I worked really hard, but I enjoyed my job, too. For most of the time, I was helping a Nigerian sports coach to teach football to ten-year-old boys and girls. I had a great time there, and I really got used to living in a big, noisy African city. By the time I left, I had really started to fit in!
Rebecca Jones went to Arles, France
Last year, I spent two weeks at a summer art school for young people in Arles. Arles is a beautiful little town in Provence, in the south of France. We were staying in a campsite and sharing tents, and most of the other students were French. I was nervous at first about speaking French to them. But everyone was nice to me, and they didn’t criticise my mistakes. I really gained a lot of confidence after I’d been there for a week. The course was good too. We had drawing and painting lessons every morning. Then, every afternoon, the teachers took us out into the countryside to practise our skills. The famous painter Vincent Van Gogh used to live in Arles. 4 It’s a really beautiful place. I think I painted some good pictures while I was staying there. When Van Gogh was painting in Arles, people didn’t use to like his work. Now his paintings sell for millions of pounds. Who knows? Maybe the same thing will happen to my pictures one day.
Matt Hazelwood went to Bryce Canyon, USA
Last summer, I got a job at Bryce Canyon National Park in Utah, USA. It’s a beautiful place, but it was very difficult to get there! After I’d flown ten hours from London to Las Vegas, I had to get a bus to Cedar Springs, Utah. And after someone had met us there, it was another three-hour drive to the park. 5 Lots of young people like me were working in the park last summer. We were helping people from the US National Park Service to repair and build things like picnic tables and information signs. We also helped to repair the walking paths and make them safe. That’s important because a lot of middle-aged and elderly people visit the US national parks. I had to work really hard all summer, and get up very early in the morning. But I soon got used to that, and it was great to work outside in such a beautiful place. Bryce Canyon is famous for its red rocks and cliffs − and when the sun comes up in the early morning, they look amazing!

A When I’d finally arrived, I went to bed and slept for twelve hours!
B But it only took me a few days to get used to the weather.
C Many other artists used to visit the area too, and I can see why.
D There aren’t any big animals in these national parks, but you can see lots of birds.
E From working with children in Africa to protecting an ancient Inca road in Peru, there are lots of different
trips to choose from.
F I phoned my parents every few days, so they weren’t concerned about me.
G My parents weren’t so enthusiastic at first.

The wife of bath was considered to be .. beautiful, of high moral standing or worldly

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Itscome to our attention that someone has been taking extra supply out of the supply cabinet for some time now and this is not allowed the officer manager says if this continues to happen we will have to put up security cameras this will come out of the office budget there for our paychecks make sure that you're only using me budget for the for your department