Touchstone 2nd Edition • Language summary • Level 3

Unit 11 • Lesson D: Making an impression

Music education
conductor (n)
cultural organization (n)
funding (n)
instrument (n)
musician (n)
orchestra (n)
pieces (of classical music) (n)
player (n)
rhythm games (n)
role model (n)
social action (n)
social service agencies (n)
violin (n)

Making a difference
appreciate (Cambodian music) (v)
benefit young people (v)
bring (children) together (v)
get involved with (a program) (v)
improve lives (v)
overcome challenges (v)
save (cultural traditions / the rainforest) (v)
start (a program) (v)
support (an organization) (v)
tackle (something difficult) (v)
volunteer (v)

© Cambridge University Press 2014 Unit 11, Lesson D Page 1

Touchstone 2nd Edition • Language summary • Level 3

Positive feelings and evaluations

committed (to) (adj)
demanding (adj)
flourishing (adj)
groundbreaking (adj)
inspiring (adj)
motivating (adj)
thrilling (adj)

Writing
Impressions, reactions, and opinions
In writing, you can use expressions like these to give impressions, reactions, and opinions:

• My impression is that . . .

My impression is that you are passionate about the project.

• It seems to me that . . .

It seems to me that you have helped many young people appreciate Cambodian
music.

• I think / believe / feel that . . .

I believe that it is important to save the cultural traditions of a country.

• In my opinion / view, . . .

In my opinion, the rainforest is very valuable.

© Cambridge University Press 2014 Unit 11, Lesson D Page 2