Teenagers having exams may feel stressed for different reasons. Their future may depend on their exam results. And many of them will probably be afraid that their performances will not be as good as their friends’ and may feel worried about being (26) ______ negatively to them. They may feel so (27) ______ by the amount of studying which they need to do. To obtain a good result, they may have to give up (28) ______ leisure activities such as doing sports and listening to music. Teenagers (29) ______ suffer from exam stress may show a variety of symptoms including loss of appetite, being unable to sleep and a lack of motivation to study. (30) ______, it is important for teachers and parents to watch out for these signs and to be as supportive and encouraging as possible.
(Adapted from Complete First for Schools by Brook-Hart, Hutchison, Passmore and Uddin)

Teenagers having exams may feel stressed for different reasons. Their future may depend on their exam results. And many of them will probably be afraid that their performances will not be as good as their friends’ and may feel worried about being (26) ______ negatively to them. They may feel so (27) ______ by the amount of studying which they need to do. To obtain a good result, they may have to give up (28) ______ leisure activities such as doing sports and listening to music. Teenagers (29) ______ suffer from exam stress may show a variety of symptoms including loss of appetite, being unable to sleep and a lack of motivation to study. (30) ______, it is important for teachers and parents to watch out for these signs and to be as supportive and encouraging as possible.
(Adapted from Complete First for Schools by Brook-Hart, Hutchison, Passmore and Uddin)

Teenagers having exams may feel stressed for different reasons. Their future may depend on their exam results. And many of them will probably be afraid that their performances will not be as good as their friends’ and may feel worried about being (26) ______ negatively to them. They may feel so (27) ______ by the amount of studying which they need to do. To obtain a good result, they may have to give up (28) ______ leisure activities such as doing sports and listening to music. Teenagers (29) ______ suffer from exam stress may show a variety of symptoms including loss of appetite, being unable to sleep and a lack of motivation to study. (30) ______, it is important for teachers and parents to watch out for these signs and to be as supportive and encouraging as possible.
(Adapted from Complete First for Schools by Brook-Hart, Hutchison, Passmore and Uddin)

Teenagers having exams may feel stressed for different reasons. Their future may depend on their exam results. And many of them will probably be afraid that their performances will not be as good as their friends’ and may feel worried about being (26) ______ negatively to them. They may feel so (27) ______ by the amount of studying which they need to do. To obtain a good result, they may have to give up (28) ______ leisure activities such as doing sports and listening to music. Teenagers (29) ______ suffer from exam stress may show a variety of symptoms including loss of appetite, being unable to sleep and a lack of motivation to study. (30) ______, it is important for teachers and parents to watch out for these signs and to be as supportive and encouraging as possible.
(Adapted from Complete First for Schools by Brook-Hart, Hutchison, Passmore and Uddin)

Teenagers having exams may feel stressed for different reasons. Their future may depend on their exam results. And many of them will probably be afraid that their performances will not be as good as their friends’ and may feel worried about being (26) ______ negatively to them. They may feel so (27) ______ by the amount of studying which they need to do. To obtain a good result, they may have to give up (28) ______ leisure activities such as doing sports and listening to music. Teenagers (29) ______ suffer from exam stress may show a variety of symptoms including loss of appetite, being unable to sleep and a lack of motivation to study. (30) ______, it is important for teachers and parents to watch out for these signs and to be as supportive and encouraging as possible.
(Adapted from Complete First for Schools by Brook-Hart, Hutchison, Passmore and Uddin)

Since the 19th century, companies have looked for better and cleaner ways of creating electricity. One UK company has created a special type of floor made of square tiles. Under each square, there is a system that can create electricity very cheaply when someone steps on it!
The design of the floor works very well when it is used in very busy areas. And the reason is that a lot of energy is created simply because of the large numbers of people walking across the floor.
The floor can have other uses too; one of them is to record how many people visit a shopping centre. This kind of information is very useful for shop owners because very often they want to know at which times of days they have the highest numbers of customers. So the next time you visit a big shopping centre, have a careful look at the floor that you are walking across!
(Adapted from Preliminary for Schools Trainer)

Since the 19th century, companies have looked for better and cleaner ways of creating electricity. One UK company has created a special type of floor made of square tiles. Under each square, there is a system that can create electricity very cheaply when someone steps on it!
The design of the floor works very well when it is used in very busy areas. And the reason is that a lot of energy is created simply because of the large numbers of people walking across the floor.
The floor can have other uses too; one of them is to record how many people visit a shopping centre. This kind of information is very useful for shop owners because very often they want to know at which times of days they have the highest numbers of customers. So the next time you visit a big shopping centre, have a careful look at the floor that you are walking across!
(Adapted from Preliminary for Schools Trainer)

Since the 19th century, companies have looked for better and cleaner ways of creating electricity. One UK company has created a special type of floor made of square tiles. Under each square, there is a system that can create electricity very cheaply when someone steps on it!
The design of the floor works very well when it is used in very busy areas. And the reason is that a lot of energy is created simply because of the large numbers of people walking across the floor.
The floor can have other uses too; one of them is to record how many people visit a shopping centre. This kind of information is very useful for shop owners because very often they want to know at which times of days they have the highest numbers of customers. So the next time you visit a big shopping centre, have a careful look at the floor that you are walking across!
(Adapted from Preliminary for Schools Trainer)

Since the 19th century, companies have looked for better and cleaner ways of creating electricity. One UK company has created a special type of floor made of square tiles. Under each square, there is a system that can create electricity very cheaply when someone steps on it!
The design of the floor works very well when it is used in very busy areas. And the reason is that a lot of energy is created simply because of the large numbers of people walking across the floor.
The floor can have other uses too; one of them is to record how many people visit a shopping centre. This kind of information is very useful for shop owners because very often they want to know at which times of days they have the highest numbers of customers. So the next time you visit a big shopping centre, have a careful look at the floor that you are walking across!
(Adapted from Preliminary for Schools Trainer)

Since the 19th century, companies have looked for better and cleaner ways of creating electricity. One UK company has created a special type of floor made of square tiles. Under each square, there is a system that can create electricity very cheaply when someone steps on it!
The design of the floor works very well when it is used in very busy areas. And the reason is that a lot of energy is created simply because of the large numbers of people walking across the floor.
The floor can have other uses too; one of them is to record how many people visit a shopping centre. This kind of information is very useful for shop owners because very often they want to know at which times of days they have the highest numbers of customers. So the next time you visit a big shopping centre, have a careful look at the floor that you are walking across!
(Adapted from Preliminary for Schools Trainer)

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?
It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?
People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.
Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.
(Adapted from Strategic Reading by Richards and Eckstut-Didier)

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?
It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?
People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.
Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.
(Adapted from Strategic Reading by Richards and Eckstut-Didier)

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?
It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?
People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.
Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.
(Adapted from Strategic Reading by Richards and Eckstut-Didier)

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?
It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?
People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.
Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.
(Adapted from Strategic Reading by Richards and Eckstut-Didier)

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?
It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?
People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.
Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.
(Adapted from Strategic Reading by Richards and Eckstut-Didier)

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?
It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?
People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.
Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.
(Adapted from Strategic Reading by Richards and Eckstut-Didier)

Today, text-messaging has probably become young people’s most common form of communication. Some teachers think that because of this, young people are not writing correctly at school. They fear that once students get used to it, they will find it hard to switch back to using correct grammar and spelling. How did things begin this way?
It all began with e-mail, online chat-rooms, and games. Then step by step young people made sentences, phrases and words shorter. As text-messaging continued to become popular, people invented more and more words. Today, it is like a real language with its own grammar and vocabulary. The growth of text-messaging has raised an important question: As students become fluent in text-messaging, do their writing skills suffer?
People have different ideas about the effects of text-messaging on students’ writing skills. Some say that students are losing the ability to write long, correct sentences. Others say that text-messaging is having a good effect on the language students use in their schoolwork. It shows that they are creative and good at expressing themselves. And if students can keep the two systems separate - one for text-messaging and one for school - this will help students appreciate reading and writing more.
Some people suggest that one way to reduce the bad effects of text-messaging is to find ways to use technology as a positive learning tool. For example, students can be allowed to type their assignments in a cell phone message and send them to their teachers, but they must type correctly. In this way, students are using the technology that they are familiar with to communicate in a form of language suitable for schoolwork. It shows students that text-messaging is fine for social communication, but correct grammar and spelling are necessary for communication in school.
(Adapted from Strategic Reading by Richards and Eckstut-Didier)