4 Growing up

These young people are facing problems

that are common among today’s youth. ~ Henry ~
In this unit … Read what each has to say and complete
a short summary of their situation. You
Reading Comprehension may refer to the problems in the
You will read box for ideas.
• a personal letter from an advice seeker
• a letter of advice addressing teen
problems
Help!

O
• a guide designed to help teens face addiction to social media
challenges anxiety about the future
• a magazine article about a book on

T
bullying at school
autism written in the first person
• a rap advising against drug abuse family issues All my friends are confident about what

S
friendship troubles they want to do when they leave school,
Vocabulary but thinking ahead makes me nervous.

I
low self-esteem
You will learn how to
• identify and use words related to outlook poor body image
Henry suffers from

R
and feelings skin problems
• identify and use idiomatic expressions stress from schoolwork .
that describe feelings

A
Grammar
You will learn how to ~ Alex ~ ~ Eric ~
• give advice, make suggestions
and talk about possibility
• talk about obligation and outcome

Task
You will
• listen to three peer counselling sessions
and complete a form
• discuss a student’s problems and
prepare advice for her
• write an email of advice in response
to a student seeking help My skin breaks out in spots all the time,
I have to keep checking my smartphone and I’m fat and ugly. I hate the way I look
Developing Skills messages, or else I feel unsettled. so I never have my picture taken.
Making inferences
  sing positive and negative idiomatic
U
expressions
Alex has an Eric is bothered by
Listening for advice and suggestions . and suffers from .
Expressing care, concern and support

78
 Note
Warm-Up

~ Ivan ~ ~ Natalie ~ ~ Sam ~

I couldn’t sleep last night because my

TO
I tried talking to Melissa, but she just I never know when some of my

S
parents were fighting again. ignored me. I want my best friend back. classmates are going to mock me, so I
can’t focus on my studies.

I
Ivan is affected by Natalie is having Sam has to deal with

R
. . .

A
~ Rita ~ ~ Louis ~ What suggestions do you have for
these young people? Discuss your
ideas with a classmate. You may
begin like this:

I think Henry should talk with the

school counsellor or his teacher
about what’s worrying him. They
should be able to help him out
given their life experience.
I feel worn out by all the work I do to I never feel good enough. I’m a loser
get good grades. and nobody likes me.

I agree. I think he could also

Rita has Louis has
get help from …
. .

79
 Note

BEFORE YOU READ READ AND UNDERSTAND

To get ready for Texts 1-5 on pages Your teacher wants you to learn more about teen concerns and gives you the
80-83, answer the questions below. information in and on pages 80-85 to study. Read the information and
complete Exercises 1 and 2 to help you understand the texts.
Text
1 (Texts 1 & 2) Skim and scan the 1
Perso
nal le
tter
texts. Which words best describe Dear Dorothy
the language used in each text? I need help! Everything about me is so average – my looks, abilities, school grades … ‘Mediocre’
Text 1 Text 2 and ‘nondescript’ are the best descriptions for me. I never get noticed in school or at home.
Recently, I discovered life on the Internet. To be exact, it was on social media that I found joy in
A. negative nondescript
5 life again.
B. positive negative
I’m fun and funny to my online buddies, and I’ve got a huge following, but I need to post
C. negative positive constantly to stay in the limelight. It wasn’t an issue at first. Gradually, it got in the way of my

O
D. nondescript nondescript regular routine. I need to check for online messages every other second for fear of missing out. I
count my likes obsessively. Fear of missing out is making me anxious and snappy. I have little

T
10 time for schoolwork or sleep and my grades are falling. I have no friends in real life.
2 (Texts 3-5) In which text is each of
the following issues mentioned? Social media is taking over my life. I know I should quit but I’m afraid I’ll be left with

S
Answer by completing the table nothing. I feel like I’m at a crossroads. What can I do?

I
below. Desperate FoMo
t2 e
Te
x vic
ad

R
f
ro Dear Desperate FoMo
tte
Issue Text (3-5) Le
First of all, thank you for writing me this letter. I am sorry to hear about your

A
autism problem. You must be feeling stressed and confused, but don’t despair. Maybe I can
balancing give you some advice and things will get better.
schoolwork and 5 Actually, you are very wise to have identified what’s giving you trouble. It’s hard
play
to lead a double life with a popular online persona while your ‘real’ life is so very
drug abuse, e.g. different. It’s understandable that you don’t want to give your new life up since it will
using ecstasy
undo those good feelings, right? However, this reliance on social media for acceptance
having a positive is problematic, because we live in the real world. What you must do is to mix and
self-image 10 mingle with real people in real time. You need to build real-world confidence and
socializing online self-esteem. You could start by signing up for some voluntary work, or a course.
You can keep your online life – it’s a good way to connect, share and learn. Just
don’t let it take over your life. To achieve that, limit your total time online. You might
ask someone to check on you, so that you don’t have to rely on self-discipline. Going
About this text type 15 offline should leave you with more time to go out and meet real people. Don’t worry
A letter of advice is written in reply to if you struggle at first – change takes time and effort. I am sure you can pull through
a request for help or advice. It usually and everything will work out in your favour.
includes a sympathetic start followed
by useful and relevant advice, and I hope my advice is helpful. Write to me again if you have any further problems.
ends on a positive note.
Yours truly
80 20 Dorothy
 Reading Comprehension

Developing Skills: Reading Making inferences

When reading, we often need to make inferences when ideas are not clearly stated. We can
make inferences using clues from the text and our own knowledge. This enables us to
understand more than is revealed by the given facts.
E.g. Everything about me is so average … school grades … (Text 1)
I never get noticed in school or at home. (Text 1)
These statements are clues that show Desperate FoMo has poor self-esteem, and wants to be
respected by peers and family. This explains why it is hard for Desperate FoMo to give up
social media where he/she finds respect and acceptance.

TO
Exercise 1 Answer the questions below using the information in Texts 1 and 2.

S
Text 1

I
1 Based on the phrase ‘I found joy in life again’ (lines 4-5), what was life to Desperate FoMo
before?

R
Greeting Desperate FoMo probably felt .
Opening

A
(acknowledge the 2 What does the first ‘it’ in line 7 refer to?
problem(s) and show
sympathy here)

3 When something ‘got in the way of ’ (line 7) Desperate FoMo’s routine,

it was … A B C D
We can use modal verbs, A disgraceful. B disruptive. C disliked. D discounted.
such as ‘must’ to make
suggestions in letters 4 Look at the sentence ‘I feel like I’m at a crossroads.’ (line 12). How is Desperate FoMo
of advice. probably feeling? A B C D
Body A confused B assured C surprised D regret
(comment on the problems Text 2
and give suggestions here)
5 Why do you think Dorothy begins paragraph 2 with the sentence ‘Actually, you are very
We can use ‘so that’ to wise to have identified what’s giving you trouble.’ (line 5)?
express purpose in letters
of advice. Dorothy wants to .

6 Does Dorothy have a positive or negative view of social media? Support your answer with
a direct quote from her letter of reply.
Closing
(end on a positive note)
Complimentary close
81
Signature
 Note

t3
Tex
de
Gui

Teen time,
bittersweet time?
The teenage years can be the best and worst times of our lives. Hear from a
counsellor how you can help your teens through the bumpy ride to adulthood.

School and schoolwork

From that early alarm nudging them out of bed to late nights with textbooks or tutors, school and

O
5 schoolwork seem to define teenage life. What a lot of anxiety! How can parents help lighten the stress

their children are feeling?

T
An international study for the World Health Organization found that a holistic approach, one that

S
considers all of teens’ needs in life, increases teenage happiness. These needs include a wholesome

I
diet, physical activity and a reasonable amount of work (surprised?). Balance is the golden rule. You
10 should help your teens develop time management skills so they can fit study, play, connecting with

R
family and friends, healthy eating, relaxing, and sleep into their daily schedule.

A
Body image
Our society tends to judge people based on their appearance. The pressure to conform to a specific
kind of beauty, such as slimness, often takes a heavy toll on teens’ health. Help your teen develop a
15 good self-image so that they feel confident about the way they look. Spend time with them and watch

for signs of depression and unhealthy eating habits. Offer support early.

Social life
Thanks to social media, socializing is now a common and continuous process. Don’t lose it when you
see your teen ‘hanging out’ with their buddies online. By tagging friends, commenting on posts, and
20 uploading pictures and videos, teens are, in fact, honing their interpersonal skills. The Internet can help

them meet new friends, express their feelings, and sometimes build meaningful relationships. Can you
think of one
Life and Society Stories of predators with fake identities ready to pounce on innocent teens are probably flashing example of
For more information through your mind. The anxiety you are feeling is perfectly normal, for it is every parent’s natural instinct an exciting
about the use of English
in this subject, refer to to protect their child from possible harm. Such online socializing involves interaction with strangers, moment in
the resources at www. your life, and
25 which has its dangers and risks. No matter how much you want to lock them up in a padded room, it
aristo.com.hk/jse. one example
is all part of the rite of passage every teen has to go through as they cross over to adulthood. Just make of a difficult
sure that their online socializing stays in control and be supportive whenever they need advice or help. moment?
82
 Note
Reading Comprehension
t4
Tex rtic
le
z i n ea
ga
Ma
upbeat. The book has become a bestseller in several

A book that 10
countries.

With a Q&A format, this book shows and explains the

opens up the many unusual ways an autistic child behaves, so readers

gain a better understanding of their closed world. For
example, autistic people are often seen as unfeeling.

autistic world
Autism affects the body and the mind, with those
15
Yet, Higashida is warm and sensitive. We must try harder
to understand what others are experiencing inside. I
know many of my teenage peers long to be understood.

O
affected having a difficult time expressing themselves. Those silently suffering from anxiety, depression and

T
Naoki Higashida could barely speak or write. Yet at other problems are often wrongly judged. It took a
the age of 13, he wrote a book entitled The Reason I book to open up the autistic world to me. I hope there

S
5 Jump. The book answers questions about Higashida’s 20 is a book that can open up the world of teens to those

I
condition using the first person point of view. Through who tend to misread their messages, so there is no
the struggles he describes, he remains caring and more misunderstanding.

Tex
t5
Rap

A R (verse 1)
Brothers and sisters
Listen up and listen well
(verse 3)
Bro’ and sis’, hear my advice
20 Be an eagle soaring over temptations

10 (Ecstasy and other bad things Take pride in your determination

Will ruin your health (Stay strong and steer clear
And sizzle your brain That’s how you stay clean.)
So it fizzles out (verse 4)
And you’re one of the walking dead.) Friends and fellow Hongkongers
(verse 2) 25 I think we have established
(chorus)
15 Don’t end up like a zombie (That drugs are oh-so-very-yesterday
Why (do it) ? Staggering through your days And no good will come out of this
Don’t (do it) (Your time on Earth is precious This ruinous escapade.)
Keep (clean) So don’t see life through a haze.) (repeat chorus)
Stay (keen)
(repeat chorus)
5 I’m not (being mean)

This is just the way I see it

(This is just the way he sees it) 83
 Exercise 2 Answer the questions below using the information in Texts 3-5.
Text 3

1 According to the introduction, describe the writer’s view on what role ‘you’ can play during teen
time.

2 The writer writes, ‘Balance is the golden rule.’ (line 9). Name THREE key elements mentioned in
the same paragraph that form part of the balance.
• •

O
•

T
3 Based on the information in the text, decide if the following statements about the writer’s opinions
on various subjects are True (T), False (F), or the information is Not Given (NG).

IS
T F NG
a. The writer does not think that teens are especially stressed

R
over school and schoolwork.
b. The writer thinks readers will be surprised to find work

A
being linked to teen happiness.
c. According to the writer, a confident teen does not judge
people by their looks.
d. To the writer, teens socializing online is normal behaviour in
the age of social media.

4 Who do you think are the target readers for the text?
Text 4

5 Complete the following notes about the book mentioned in the text and its author. You may use
more than one word for some of the blanks.

Book title: (1)

Author: (2)
Author’s age when the book was written: (3)
Subject: (4) , an illness that (5) is suffering from

84
 Reading Comprehension

6 Which of the following is probably NOT featured in The Reason I Jump?

A support for autistic travellers to Japan C autistic symptoms A B C D
B Higashida’s everyday life D autism
7 How old do you think the writer of the text is? Support your answer with information from the
text.
Answer:
Support:

O
8 Complete the short text below with words from paragraph 2. Use ONE word to fill in each blank.

T
The writer sees a parallel between (1) people and (2) – both

S
are often (3) judged and are silently (4) inside because of

I
misunderstandings caused by their inability to express themselves.

R
9 Why does the writer think there should be a book on the teenage world?

A
Text 5

10 The word ‘drugs’ is not mentioned until the final verse of the rap. Why do you think the writer
chooses to introduce the subject of the rap so late?

11 The word ‘determination’ in verse 3 refers to …

A the will to stay away from drugs.
B the power to learn new skills.
C the will to take risks. A B C D
D the right to choose.

12 In the final verse, the rapper tells the audience that they should avoid drugs because drugs are …
A illegal and old-fashioned.
B dated and will cause no good.
C anti-social and an escape from life. A B C D
D extremely dangerous to friendships.

85
Vocabulary

Outlook and feelings Look at the ‘Voice’ section of the school magazine featuring students’
descriptions of themselves. Complete their statements below using words from the Help! box.

ce
Help! V i
anti-social
confident
dissatisfied
energetic Katie Lee (3A) Joe Chan (1B) Charlie Tang (2C) Susie Chiu (1C)
inferior
I am feeling (1) I’m a lost cause. I’m never I enjoy being on my You’re unlikely to catch me
inspired
by yesterday’s youth leader’s good enough – own, and I seldom running out of steam; I

O
motivated
self-conscious
talk. I’ve learnt having a (3)
to my hang out with my peers, don’t feel tired. That’s why I
(2) positive outlook classmates in terms of so they call me can’t stop talking, and am

T
unworthy
on life is key to happiness school grades, sport and (5)
. forever (6)

S
and success. looks. I feel worthless and – as if I might bounce off

I
(4)
. the wall.

A R
Emily Choi (2A) Alan Yuen (2B) Sam Leung(3B)
I believe I am an able person so I I have trouble sleeping and I Acne is ruining my life! It makes me very
feel (7) . I am the always feel very tired and weak. (9)
. When I look in the
right person to be Head Girl of That’s maybe why I don’t feel mirror, I hate the way I look. Now you
the school. (8)
to study or take know how (10) I am with my
part in any activities. appearance.

Help! Some of the students that appear in ‘Voice’ seem to be experiencing problems. Discuss each student in
ask for/seek help from class and decide who you think would benefit from a little counselling or help. Also, identify the issue(s)
a counsellor
to be tackled. Make notes using the table below. Refer to the Help! box for support, if needed.
connect with others
eat nutritious meals
exercise regularly Student Need help? Issue(s)
find new challenges
get enough rest
help others
set realistic goals
talk about one’s feelings

86
 Vocabulary

Idiomatic expressions Read the information below.

Using positive and negative

Developing Skills: Vocabulary  idiomatic expressions
We learnt in Book 3A Unit 1 that an idiomatic expression has a figurative meaning that is
different from the literal meanings of the words.
E.g. I am all ears. (= I am listening carefully.)
There are idiomatic expressions of all sorts, with some having positive meanings and some
having negative meanings.

O
E.g. I’m in good shape. (positive)

T
They’re over the moon. (positive)
Calm down – there’s no need to get all steamed up about it. (negative)

S
She got all worked up about failing the exam. (negative)

I
Study the mind map below and circle the idiomatic expressions used. Fill in the blanks using the

R
idiomatic expressions in the Help! box. You may use a dictionary to help you.

A
Help!
chill out
Ignore small problems. Enjoy small pleasures. feeling down in the
dumps
(1)
recently? There is beauty all around us, in a keep your feet on the
Today’s minor worries won’t matter sunny day or in a friend’s laughter.
ground
tomorrow, so don’t sweat the small stuff. on the mend
(3)

and take time to smell the roses.

Is your glass half empty or half full?

4 ways to think more positively

Let go of the past. Look to the future.

We all make mistakes, right? Accept what you Dream BIG but
can’t change and don’t cry over spilt milk. (4)
.
Lick your wounds, and you’ll soon be Keep your eyes on the prize and you
(2)
. won’t get stuck in a rut.
87
Grammar

Giving advice, making suggestions and talking

about possibility
Giving advice and making suggestions

In Book 2B Unit 6, we learnt the use of ‘should’ to give advice. We use ‘should’ to tell others what it is
In Text 2 (p.80), modal
verbs, such as ‘must’, good/not good for them to do.
are used to make
suggestions. You should leave early for the interview.
 hat you must
W
do is to mix and We also learnt the use of ‘must’ to give advice. We usually use ‘must’ to give advice when we want to

O
mingle with real talk about what we think is right or necessary. ‘Must’ is stronger than ‘should’ in terms of obligation.
people in real time.
(lines 9-10)

T
You must arrive on time or you won’t be interviewed.

S
We can also use ‘can’ or ‘could’ to give advice in the form of possible solutions based on our own

I
knowledge. The sense of duty is weaker than ‘should’ and ‘must’. Note that we do not use ‘may’
or ‘might’ in these cases.

R
You can ask the counsellor for advice on your university application.
If she is worried about her health, she could get a full check-up.

A
Apart from the modal verbs mentioned above, we can also use the following expressions to give advice
or make suggestions:

‘It is/It’s (not) a good idea (for somebody) to …’

‘It is/It’s (not) recommended/suggested/advised that …’

It’s (not) a good idea (for you) to tell Mabel the news straightaway.
Since you don’t speak much German, it is not advised that you (should)
take the intermediate course.
Based on past experience, it is (not) recommended that you (should) walk
to the campsite.
As it is likely to rain all week, it is suggested that we (should) cancel
tomorrow’s rehearsal.

Note
When we give advice with ‘it is recommended/suggested/advised that’, we can omit the modal verb
‘should’ that comes after the expression, and use the base form of the main verb instead.
It is (not) suggested that he (should) avoid red meat in his diet.
88
 Grammar

Talking about possibility

We also learnt the use of the modal verbs ‘may’, ‘might’ or ‘could’ to talk about the possibility of
something happening. ‘May’ indicates a higher possibility, while ‘might’ and ‘could’ suggest a
lower degree of certainty. Note that we do not use ‘can’ in these cases.

Paula may/might/could join tomorrow’s health talk.

Note
‘May not/Might not’ is different from ‘could not’.
What Kenneth said may not/might not be true. (= Perhaps what Kenneth said is not true.)

O
What Kenneth said could not be true. (= It is impossible for what Kenneth said to be true.)

T
Grammar exercise 1 You are working on the transcript of a vlog (video blog) featuring an interview with

S
Shirley Chan, a youth counsellor, about student stressors. Complete the transcript using each expression
(A–J) once only. Write the correct letters in the spaces.

R
it’s a good idea to start preparing early
I
F could help a lot of students

A
B shouldn’t care too much about looks
G it’s a good idea for them to eat less
C might meet people meat and sugar
D it’s advised that students set strict schedules H shouldn’t think it’s the end of the world
E it’s not recommended that students cut down I may often have to stay up late
on sleep time to cram for a test or exam
J can always make

SC = Shirley Chan I = interviewer

I Shirley, as an experienced youth counsellor, your advice (1) . My first question
is: how can students deal with the stress of homework and exams?
SC Homework is a major stressor for many students. Those with poor time management
skills (2) to finish their schoolwork. This harms their well-being. (3) for
(4)
themselves to get their work done by a certain time. As for exams, . Studying
the night before a test isn't a good idea. (5) because doing so will hurt their
school performance in the long run.
I I see. So, what about social stressors for students? 89
Grammar
SC I would say peer pressure is a big one because peer acceptance is very important to
young people. However, my advice for those who feel rejected is to remember that you
(6)
as you (7) new friends. If some peers make you feel pressured
or uncomfortable, you don’t have to hang out with them. Instead, get involved in
different school clubs and activities, where you (8) who share your interests.
I What about body image? Is it a major stressor too?
SC Oh yes, because teens are often unsure about themselves. It's hard for them to
understand when they are advised that they (9) . Actually, teens should pay
(10)

O
more attention to staying healthy. , and include more vegetables in their
diet. They should also exercise regularly.

T
I Great advice. Thank you so much for your time.

S
SC My pleasure.

R
Talking about obligation and outcome I
A
We often use ‘need to’ to express obligation or necessity. ‘Need to’ is followed by the base form of a verb.
In Text 2 (p.80) ‘so that’
is used to express Daisy needs to seek help from the school’s social worker.
purpose.
 ou might ask
Y
someone to check We can use ‘in order to’ and ‘so that’ to express purpose, i.e. the reason for doing something. Note that
on you, so that you ‘in order to’ is followed by the base form of a verb, while ‘so that’ is followed by a clause.
don’t have to rely
on self-discipline. I wanted to lose weight. I decided to exercise more.
(lines 13-14) (purpose) (action)

I decided to exercise more in order to lose weight.

(action) (purpose)

I decided to exercise more so that I could lose weight.

(action) (purpose)

In spoken and informal English, ‘in order to’ and ‘so that’ are often shortened. We can use ‘to’ and ‘so’
instead.

I exercise regularly (in order) to relax.

90 I exercise regularly so (that) I can relax.
 Grammar
We can also use ‘in order not to’ or ‘so (that)… won’t/wouldn’t/need not/don’t’ to talk about something
we want to avoid.

I decided to spend less on snacks in order not to waste money.

I decided to spend less on snacks so (that) I wouldn’t waste money.

We can use the expressions ‘need to … (in order) to’ or ‘need to … so (that)’ to talk about what we think
should be done and to state what will happen as a result (i.e. the expected outcome).

Louis needs to mingle with more people (in order) to gain confidence.
Louis needs to mingle with more people so (that) he can gain confidence.

O
Grammar exercise 2 Your cousin Eve is thinking about what she can do to improve herself in the

T
coming year. Read the information below to find out what's on her mind, and make a list using ‘need
to’, ‘in order (not) to’ and ‘so that’ to talk about obligation and outcomes. When you have finished,

S
make yourself a similar 'to-do' list to help your own self-improvement.

R I
A
1. I want to feel happy and confident. For this, I need
to make major lifestyle changes.
2. A healthy person is a happy person. I’m going to eat a
balanced diet to get healthy.
3. Regular exercise will help me de-stress.
4. I plan to find an exercise buddy. With someone to inspire
me, I won’t give up so easily.
5. I also want to start an exercise blog. This will help me
keep track of my progress.
6. I'll touch base with my best friend more often.
Hopefully, our bond will remain as strong as ever.

91
Grammar
Eve’s
‘To-do’ List
1 I need to make major lifestyle changes feel happy and confident.

2 I eat a balanced diet in order to become a healthy and happy

person.

3 To de-stress, I exercise regularly.

4 I will find an exercise buddy .

5 , I plan to start an exercise blog.

My
6  to stay bonded.
‘To-do’ List

✧ 

TO
✧ 

IS
✧ 

A R
Grammar exercise 3 Below and on the next page is a letter from a student followed by a reply you have written
Elements of this for your school newspaper. Complete the letter and reply by underlining the correct words and phrases in brackets.
exercise may help
you with this unit’s
writing task.
Dear Ada Ada’s Advice

I can’t seem to get organized, and it’s affecting my schoolwork and my social life.
I wish I (1) ( could / should / need to ) remember when I have arranged meetings
with my friends, my homework and exam schedules, but I keep messing up. What
(2)
( may / need / should ) I do?

Desperate Spacey
92
 Grammar

Dear Desperate Spacey

Organization and discipline are important life skills, but they don’t come naturally to everyone.

However, they can be acquired through training.

For example, if you often forget about your homework, you (3) ( can / might / need ) make a list

of all your schoolwork that needs to be done. Then tackle your tasks one by one (4) ( in order to /
it ’s advised that / so that ) you won't be overwhelmed. Also, (5) ( in order to / it ’s recommended

O
that / so that ) you schedule a block of time for work every evening. While working, you (6) ( can /

T
might / should ) turn off your phone, computer and other electronic devices (7) ( in order not to /

S
it ’s not advised that / so that not ) get distracted, unless you really have to use them for the task

I
at hand.

R
Staying organized is also important socially. You (8) ( must / need / should ) to show up on time

if you want your friends to stay friendly. If you are assigned work for a school club, like booking

A
a venue for a meeting, you (9) ( could / might / must ) always follow up on it. To make sure

you do, you (10) ( can / may / need ) do the following to keep track of your duties and obligations.

First, you (11)

( might / need to / should ) keep a diary of all your plans. You (12) ( must / need /
can ) actually use your student handbook to help you do this. (13) ( It ’s a good idea to / It ’s
suggested that / In order to ) also set alarms to remind you about important events. And,

every evening, gather together what you will need for the next day, for example your bag, your

homework and your wallet, (14) ( in order to / it ’s recommended that / so that ) you don’t forget

anything in the morning.

Change involves work, but you (15) ( could not / might not / must not ) let this deter you.

All the best

Ada

93
TASK Note

situation
You are training to become a peer counsellor at your school.
Your mentor is guiding you through the training.

You need to:

• listen to three peer counselling sessions and complete a form
• discuss the problems of a student and prepare advice for her
• write an email of advice in response to a student seeking help

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As part of the training, you are going to listen to three peer counselling sessions. Read the following

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information before you listen.

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Listening for advice
Developing Skills: Listening  and suggestions

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Certain expressions and grammar are used when people give suggestions. Below are
some common examples:

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• modal verbs, e.g. ‘should’, ‘ought to’, ‘must’ and ‘have to’
You should (not)/ought (not) to … You must (not)/(do not) have to …

• ‘suggest/recommend’
I suggest/recommend … He suggested/recommended (that) …

• imperatives
Stop … Consider … Always …
Try … Think about … Never forget …

Start going to the gym. Do not open this file.

• advice presented as questions

Why don’t you … ? How about … ?

• conditional sentences (Type 2)

If I were you, I would …

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 TASK

Your mentor plays you a recording of three peer counselling sessions. Listen to the recording and
complete the form.

Peer Counselling Form

Student Problem Suggestions/Advice (if given, with reasons)

Susan Appearance • Stop using (they’ll cause more

Dating )
Family • Stop (anxiety will make

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Money matters worse)
Peer pressure
• Think (this condition

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School life
)
Studying

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• Try using

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• Ask if the
situation doesn’t improve

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Appearance • Join a , e.g.

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Dating to make friends and work
Family on weaker subject(s)
Money • Download an app that enables the student to store
Peer pressure and/or revisit new learnt
School life
• Work through
Studying
after class

Alice Appearance • Always when talking to others

Dating (we all like to chat to happy people)
Family •  whenever
Money possible ( speak louder than )
Peer pressure
• Join an interest club or
School life
(can meet people and make friends who share the
Studying
same )

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TASK Note

Your mentor wants you to write an email of advice to Mandy, a student seeking help. To get prepared,
read the following information.

Developing Skills: Writing  Expressing care, concern

and support
When other people tell us about their problems, we usually respond by expressing concern
for them. There are several ways to do this:

• Show sympathy

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E.g. I understand that you must feel (very) unhappy … /
I’m sure you are (very) worried (about) …

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• Give encouragement

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E.g. Don’t lose hope. Everything will turn out okay.

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• Offer help
E.g. Don’t hesitate to ask for help./Don’t hesitate to come to me for advice.

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• Show interest in the outcome

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E.g. I hope you feel better soon. Let me know how it goes.

Your mentor, Mr Lee, forwards you a note, an email from Mandy and some guidelines on giving
advice as a peer counsellor. Read the information. As you read, underline any useful information
for your email.

lly
ail fr om a tro ub led stu de nt. Read her message carefu
Here is an em nc in g. Then draft an email
ob lem s sh e is ex pe rie
and identify the pr e su ita ble suggestions to help
e. Re me mb er to giv
giving her some advic
in your reply.
solve each problem identified

Thanks.

C W Lee

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 TASK

From Mandy Li

Subject I can’t take this any more!

Dear Counsellor

I’m so frustrated! I don’t think I can take the pressure any more! My parents want me to get
into a good university and so they are putting me under a lot of pressure to get good grades.
They make sure I attend after-school cram classes for at least three hours every day. I have no
free time to speak of, and since I have to spend so many hours studying in the evening, I find
it hard to get to bed. That’s why I’m tired and can’t even concentrate in class, which affects

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my grades. It’s a vicious cycle that has no end!

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I also have no time for hobbies and fun things, and no extracurricular activities to speak of.
I would like to join the school Music Club and the badminton team, but I don’t even have

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time to meet my friends. I feel so lonely and stressed.

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Another issue that bothers me these days is my weight. I tend to eat a lot of sugary food
when I feel tense or unhappy – and I can’t seem to stop chewing on candies at the moment.

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My school uniform is getting tight and I hate the way I look.

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I know my parents just want what’s best for me, but this is really stressful. What should I do?

Regards
Mandy Li

Guidelines for peer counsellors

1 Be a good listener Hear out the advice seeker’s troubles. Tell them you
are here to listen to
everything they need to say.
2 Do NOT judge Try to understand the problems presented from the advice
seeker’s point
of view. Avoid beginning your advice with ‘You should …’ or ‘Why didn’t you
… ?’. Try ‘It
might help to think about/consider … ’.
3 Be honest Give facts the advice seeker needs to know or think about, e.g.
the problems or
issues facing a school dropout. Try to present the information in a soft tone.
For example,
you can ask, ‘Have you thought about … ?’.
4 Offer support and encouragement This is important for the advice seeker
who may need
to find courage to make a tough decision or to get through a bad phase. 97
TASK

Your mentor wants you to go over the two pieces of advice in each box in the table below. Put a tick (✓)
against the advice that is appropriately delivered, referencing the counselling guidelines on the previous
page, and make comments. When you have finished, discuss and explain your answers in class.

Advice

That’s a dumb decision to make. I wouldn’t Just do exactly what I say. I don’t want to
do it if I were you. hear you whining again.
You are hurt and confused. So maybe it’s I’m all ears. Tell me everything you need to
not a good time to make a decision that and we’ll sort things out together. Okay?

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you might regret later.

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Comment: Comment:

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Here’s some information about what it’s
like to quit school, which you should think
I don’t have all the answers, but I would
love to help you find out what’s right for

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about seriously. you.
Note

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You want to drop out of school and start Oh, this is an easy problem to solve! Why
When carrying out a an online business? Come on! couldn’t you work it out?
discussion, you may
need to rephrase your
questions: Comment: Comment:

• to clarify
information, e.g.
when others don’t
understand or
misunderstand what Do you think you are ready to put what you have learnt into practice? Pair up with a classmate. Based on
you are asking the information in Mandy’s email, discuss her problems. Decide what advice to give and make notes to help
• to narrow down the you plan your email of advice using the table on the page that follows. Read the Note box before you start.
scope of discussion,
e.g. when others find You may begin your discussion like this:
the information you
are asking for to be
too general or broad First, shall we make a list of
*Refer to the Help! box
Mandy’s problems as the Okay. I think we should also include
on page 99 for some basis for our discussion? what impact these problems on the
common words and list have on Mandy to make it easier
phrases used in to come up with suitable advice for
rephrasing one’s Great idea. So, here’s Mandy’s
questions.
her. What do you think?
first problem, which is
demanding parents who …
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 TASK

Mandy’s problems Your advice Help!

 Rephrasing questions
to:
• clarify information
Okay, let me
rephrase my
question …
Let me explain (my
 question) …
Actually, what I’m
asking is/what I
want to know is …
• narrow down the

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scope of discussion
Shall we just focus

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 on the first part of
the question?

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Would you find it
easier to talk

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about …?
How about if I ask
you …?

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It is time to write your email of advice. Refer to all the useful information in this unit and the notes you
have made to help you. You may also go back to pages 80 and 81 to revisit the features of an email/
letter of advice.
When you have finished writing, exchange your work with a classmate. Give each other feedback with
the help of the checklist below. Make improvements to your email of advice if necessary.

Checklist
Put a tick (✓) against the information that applies.
The writer has …
used an appropriate greeting and complimentary close in their email of advice.
shown understanding and offered support and encouragement to readers.
used a friendly and sympathetic tone in their writing.
used positive language to give advice.
ended the message with a note of encouragement and/or shown interest in
the outcome.
used the grammar introduced in this unit correctly.
used the vocabulary introduced in this unit correctly.

Suggestions for improvement:

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 Progress Check•Consolidation
HOW DID YOU DO?
You have completed the unit. Rate how much you agree with the following statements
by circling an appropriate number (1 = strongly disagree, 5 = strongly agree).*
I am familiar with the typical features of a letter/email of advice and can write my own. 1 2 3 4 5
I understand how to make inferences with contextual clues and/or prior knowledge. 1 2 3 4 5
I can recognize and use words related to outlook and feelings. 1 2 3 4 5
I can identify and use idiomatic expressions that describe feelings. 1 2 3 4 5
I know how to give advice, make suggestions and talk about possibility. 1 2 3 4 5
I can talk about obligation and outcome. 1 2 3 4 5
I can listen to advice and suggestions and follow them to do tasks. 1 2 3 4 5
I can discuss problems with other people and come up with advice. 1 2 3 4 5
I can express care, concern and support when I write. 1 2 3 4 5
* If you have rated 3 or lower on any of the above statements, you may review the relevant section(s)
of the unit.

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Vocabulary

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Below are some conversations between the school counsellor and different students. Complete the

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conversations with the vocabulary you learnt in this unit.

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Help!
A I don’t feel (1) . What’s the point of all this schoolwork?
chill out
I have three exams this week alone! It seems like school is a mad race for

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confident
connect with others good grades. Why can’t I just relax and (2) ?

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eat nutritious meals
exercise regularly Taking on all that work at once can be overwhelming. Break your work into parts and do
feeling down in the
dumps one thing at a time. (3) for what you’ll accomplish each night.
inferior
motivated B
self-conscious I feel (4) about my body. I can’t stop thinking about how
set realistic goals I look, especially compared to the people I see on TV. What can I do?

For a healthy body, food and activity are important – everyone should (5)
and (6) . Develop a good self-image so that you feel
(7)
about yourself. Chasing perfection will just make you unhappy.

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No one wants to hang out with me, as though I’m not good enough
for them. It makes me feel (8) . What can I do?

That must feel pretty bad. But you can’t give up on making friends just because
you’re (9) . Cheer up – there are friends out there
for you! Look for clubs and meet-up groups for your hobbies. Shared interests
100 are a great way to (10) .
 Progress Check•Consolidation

Grammar
Your friend Charlie has been spending too much time on his phone recently. You are trying to give
him some advice. Complete the conversation by underlining the correct words/phrases in brackets.

Charlie: I spent far too much time on my mobile phone during the summer and I’m worried
that I (1) ( cannot / might / can ) be addicted to it now.

You: I can see that. Your eyes were glued to the screen when we had dinner last month.

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You (2) ( shouldn’t / don’t / needn’t ) spend so much time on your phone in my opinion.
(3)
( It should / It’s suggested / It’s a good idea to ) limit your phone time to, say, an hour

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or two a day. (4) ( You could / In order to / It’s recommended ) even turn off your phone

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for most of the day, and just use it when you need to make a call.

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Charlie: Yes, I know what you mean. I know I (5) ( needn’t / shouldn’t / couldn’t ) leave it on
during the day, but those games are really exciting.

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You: No matter how exciting they are, I don’t think you (6) ( should / can / must ) spend so

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much time playing them. (7) ( It’s a good idea to / It is recommended that / You need not )
spend no more than 20 minutes at a time twice a day playing games, so the chance
of developing eye strain is reduced. Oh, and look at what it says in this article, Self-check
‘(8) ( Students are suggested / It is suggested that students / Students are advised ) should Check your answers for
exercises and , and
not download games at all if they feel that they (9) ( may / must / should ) become write your scores here.
addicted to them.’ I think you (10) ( need to / might / should not ) pay urgent attention
to this advice. Vocabulary
/ 10
Charlie: I know! I (11)
( must / need / want ) try to exercise more self-restraint.
I think this problem is also affecting my sleep patterns. Grammar
/ 14
You: It (12) ( can / should / might ) be, especially if you are playing games
If you got more than
late at night. Perhaps you (13) ( will try / are required to try / could try ) half the questions
wrong, you should
reading a book instead, (14) ( so that / so / to ) help you relax before revisit the relevant
section(s) of the unit.
you sleep?

Charlie: Well, thanks for the advice. I’ll do my best to follow it!
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