inglês 12º - manual do aluno

República Democrá ca de Timor-LesteMinistério da Educação

Manual do AlunoINGLÊS12. ano de escolaridade

Manual do AlunoINGLÊS12.o ano de escolaridade

Projeto - Reestruturação Curricular do Ensino Secundário Geral em Timor-Leste

Cooperação entre:Ministério da Educação de Timor-Leste | Camões - Instituto da Cooperação e da Língua | Fundação Calouste Gulbenkian | Universidade de Aveiro

Financiamento do Fundo da Língua Portuguesa

Este manual do aluno é propriedade do Ministério da Educação da República Democrática de Timor-Leste, estando proibida a sua utilização para fins comerciais.

Os sítios da Internet referidos ao longo deste livro encontram-se ativos à data de publicação. Considerando a existência de alguma volatilidade na Internet, o seu conteúdo e acessibilidade poderão sofrer eventuais alterações. Caso tenha sido inadvertidamente esquecido o pedido de autorização de uso de algum material protegido por copyright, agradece-se que seja comunicado, a fim de serem tomadas as providências adequadas.

TítuloInglês - Manual do Aluno

Ano de escolaridade12.o Ano

AutoresGillian MoreiraPaula FonsecaSusana PintoTim Oswald

Coordenadora de disciplinaGillian Moreira

Colaboração das equipas técnicas timorenses da disciplina Este manual foi elaborado com a colaboração de equipas técnicas timorenses da disciplina,sob a supervisão do Ministério da Educação de Timor-Leste.

Design e PaginaçãoEsfera Crítica Unipessoal, Lda.Gilda Rodrigues

1ª Edição

Conceção e elaboraçãoUniversidade de Aveiro

Coordenação geral do ProjetoIsabel P. MartinsÂngelo Ferreira

Ministério da Educação de Timor-Leste

2014

ISBN978 - 989 - 753 - 115 - 6

Impressão e AcabamentoGrasia Printing Unipessoal, Lda.

Tiragem7000 exemplares

Índice

03

MODULE

English and Intercultural Dialogue

Unit 1.1 - Diversity and Dialogue

Grammar Reference Section Grammar Box - Defining and non-defining relative clauses

Unit 1.2 - English in the World

Grammar Reference Section Grammar Box - Present Continuous for future arrangements

Unit 1.3 - Academic and Professional Opportunities

Grammar Reference Section Grammar Box - Conjunctions and Linkers of addition, emphasis and exemplification

106

18

20

30

32

46

04

MODULE

Human Rights and Democracy

Unit 2.1 - Freedom and Participation

Grammar Reference Section Grammar Box - Will for immediate actions

Unit 2.2 - Inclusion and Social Justice

Grammar Reference Section Grammar Box - Conditional Type 3

Unit 2.3 - International Organisations

Grammar Reference Section Grammar Box 1 - Prepositions of TimeGrammar Box 2 - Prepositions of PlaceGrammar Box 3 - Prepositions of Movement

248

60

62

75

78

929394

05

Travel, Tourism and Mobility

Unit 3.1 - The World in Motion

Grammar Reference Section Grammar Box - Narrative Tenses

Unit 3.2 - Migration and Opportunities

Grammar Reference Section Grammar Box 1 - Adjectives: OrderGrammar Box 2 - Comparison of AdjectivesGrammar Box 3 - Formation of AdverbsGrammar Box 4 - Comparison of Adverbs

Unit 3.3 - Tourism Products and Sustainability

Grammar Reference SectionGrammar Box 1 - The Simple FutureGrammar Box 2 - The Future Perfect

398

112

114

128130131133

134

148149

MODULE

MODULE 1English and Intercultural Dialogue

By the end of this unit, I will be able to:

• Characterisehowamultilingualcommunityworks

• Talkaboutthevalueofpreservinglinguisticandculturaldiversity

• Suggestwaysofdealingwithinterculturalsituations

• Analysehowcommunicationcanbepowerful

Unit language focus

Defining&non-definingrelativeclauses

Thisunitisaboutmultilingualcommunities,thewaylanguagebringspeopletogetherandthepoweroflanguage.Wewilldescribeamulticulturalcommunity,discusswaysofdealingwithculturaldifferencesandlookathowlanguagecanaffectourfeelingsandbehaviour.

Unit 1.1 - Diversity and Dialogue

08 | Module 1 - English and Intercultural Dialogue

A.1. Think of your local community. How many different ways can you think of grouping the people that belong to this community? Example: by gender (male or female), by town of birth (Dili, Liquiça, Viqueque, etc.) or by age (school age, teenager, middle-aged, elderly)

A.2. Joana is a student from Lospalos. She has made a list of some of the ways she describes herself and has put these into the diagram below. How many of these are the same for you?

A.3. Make a list of the social and cultural groups you belong to and then draw your own diagram. When you have finished compare your diagram with those of your colleagues. How are they similar or different?

Getting Started

I come from Lospalos

I speak Fataluku at

home

I am female

I am Catholic

I sing in a choir

I have parents from

different placesI have

relatives in other

countries

I want to go to university

I am a teenager

Unit 1 - Diversity and Dialogue | 09

A. Language groups are an important part of society. Many people these days belong to more than one of these groups and are considered to be multilingual. You are going to read a text about a city where many languages and cultures live side by side. Before you read the text below, discuss these questions with a colleague:

•Isyourcommunitymultilingual?•Ifso,whichdifferentlanguagesarespokenwhereyouliveandbywhom?

B.1. Now read the text and answer the questions that follow.

Focus on Reading

LOS AngELES: A MulTiliNGuAl CiTY

1.LosAngeles,onAmerica’swestcoast,attractsimmigrantsfromaroundtheworld, and it is one of theworld’smostmultilingual cities. Thediversityoflanguagespresentsresidentswithspecialchallenges,andopportunitiestolearnaboutothercultures.

2.FortypercentofthepeoplewholiveinLosAngelesspeakalanguageother than English in their homes. Because of the large number ofimmigrantsfromLatinAmerica,themostcommonlyspokenlanguage,afterEnglish, isSpanish.That isgoodforOscarZenteno,whomovedherefromSpain20yearsago.Mr.ZentenooperatesahairstylingsalonandsaysthatusingSpanishandEnglish,hecancommunicatewithallofhiscustomers.“Noproblem,”hesays.“It’savery,veryimportantinLosAngeles,Ithink,tospeakbothlanguages,tobebilingual.”

3.More than three-quarters of the peoplewho have homes in the LosAngelessuburbofMontereyPark,whichis10mileseastofdowntownLos Angeles, are Asian or Asian American. Signs posted outsidemostbusinesses are in Chinese or Vietnamese. Customers at one crowdedrestaurantwaitfortheirnumbertobecalledbeforetheyareescortedtotheirtable.ThenumbersarereadinEnglish,CantoneseandMandarin.Los Angeles resident Xiaohong Lu comes from Shanghai, China, andspeaksMandarinChineseaswellasher localdialectofShanghainese.While living in Japan, where she worked in sales, she also learnedJapanese.SheusesherAsianlanguageskillsinherworksellingairplanepartstoChineseandJapanesecustomers,throughtheirU.S.offices.“Ofcourse,theyallspeakEnglish,”shesays,“butwhentheyusetheirownlanguagetotalktome,Icanunderstandthembetter.Also,theyconsidermelikeoneofthem,whichmakestheworkrelationshipbetter.”


B.2. Are the following statements true or false according to the text?

a.40%oftheinhabitantsofLosAngelesspeakEnglishathome.b.Mr. Zentenoneeds touse twodifferent languages tobeable to

communicatewithallhiscustomers.c.Over75%ofthepeopleinLosAngelesareAsianorAsianAmerican.d.XiaohongLuspeaksfourdifferentlanguages.e.AjikuhySarkavagyanandBobbyBrownusethesamelanguagesin

theirwork.f.Someschoolsneedtotranslateorinterprettocommunicatewiththeirstudents.

4. One third of the people of Glendale, which is another Los Angelessuburb,areethnicArmenians.ForAjikuhySarkavagyan,anArmenianimmigrantandapostalworker, theuseofhernative languagehelpsher communicate with those of her customers that are Armenianmonolinguals.“Iftheydon’tspeakEnglish,IuseArmenian,”shesays.Anotherpostalworker,BobbyBrown,wasborn in theUnitedStatesbut has learned some Armenian from customers on his route. “I’vebeenhereinGlendaleforalmost18years,andbackinthemid-1980s,the Armenians thatwere here didn’t speak hardly any English,”Mr.Brownsays.Wehadtonsofspecialdelivery lettersfortheArmeniancommunityanditwasjustabiglanguagebarrier.Andit’sreallykindofacomplicatedlanguage,butthestuffthatIuseallthetime,Iremember.”

5.LosAngelesschoolofficialssaythatmorethan80languagesarespokenin local schools, including commonly spoken languages like Spanishand Korean and less commonones likeUrdu and Punjabi. A specialtranslation unit helps school officials communicate with parents.KlieberPalma,theunit’sdirector,saysthetaskisdifficult.

6.“There’salwaysawrinkle*inanyrequest,”hesays“whetheritbeintranslationorinterpretation,whetheritbebecausetermsdon’texistintheotherlanguagesorbecausethe[school]districtlingo*issospecialtothisareaorthisdistrict,suchaseducationalterms.”Mr.Palmanotesthat even abbreviations and acronyms used in Los Angeles schoolssometimesneedtranslationintoEnglish.

adaptedfromhttp://www.voanews.com/articleprintview/391778.html

* wrinkle = unexpected obstacle

* lingo = the vocabulary or jargon of a specific group of people

Don’t forget that you are not supposed to write in this space.

Copytheexerciseintoyournotebookanddoitthere.


B.4. The article contains a number of examples of people using more than one language to cross ethnic and linguistic boundaries. For example, in paragraph 2, Oscar Zenteno explains how he uses both English and Spanish to speak to the customers in his hairdressing salon. Can you find other examples in the text?

B.5. in groups, discuss your own community. Think about these questions:

a.Whatlanguagesdoyouseewrittenandhearspokeninyourcommunity?b.Wheredopeoplewhospeakdifferentlanguagesinteract?c.Whathappenswhenpeoplewhospeakdifferentlanguagesmeet?

Whatlanguagesdotheyuse?d.Whatare thebenefitsofhavingdifferent languages spoken inacommunity?

C.1. Read the following phrases from the text and identify the noun the underlined words refer to.

a.FortypercentofthepeoplewholiveinLosAngelesb.That is good forOscar Zenteno,whomovedhere fromSpain 20yearsago

c.Morethanthree-quartersofthepeoplewhohavehomesintheLosAngelessuburbofMontereyPark

d.MontereyPark,whichis10mileseastofdowntownLosAngeles,e.WhilelivinginJapan,wheresheworkedinsales,shealsolearnedJapanese.

f. OnethirdofthepeopleofGlendale,whichisanotherLosAngelessuburb,

g.helps her communicate with those of her customers that are Armenian monolinguals

h.theArmeniansthat were here

BobbyBrowngoesontosaythatlanguageskillsareimportanttoresidentsofLosAngeles,andtheyhavehelpedhiminhisworkandsociallife."Ihavetoknowalittlebitof,Iguess,aboutfivedifferentlanguagesjusttogetbyhereinGlendale,"hesays."Justalittlebit.Iknowalittlebitofafew.Icantalktothegirls,mainly,alltheimportantthings."Mr.BrownjokesthathislanguageskillshaveallowedhimtomakenewfriendsandresultedingiftsofArmenianpastriesfromhiscustomers

B.3. This paragraph has been taken out of the text. Where does it belong?




C.4. Combine the two sentences to define the underlined nouns.Example: The man speaks four languages. He wrote the article in the newspaper. The man who wrote the article in the newspaper speaks four languages.

a.Thelanguagehasalmostdiedout.Hermotherspokethislanguage.b.ThetwowomenwerespeakingamixtureofPortugueseandTetum.

Theystoppedtohelptheoldman.c.ThesuburbismostlyFrench-speaking.Mostoftheimmigrantslive

inthissuburb.d.Manyshopsemploymultilingualstaff.Theysellsouvenirstovisitors.

C.5. Write three sentences about the languages used in your community. Pass your sentences to a colleague who will then add a relative clause to each.

C.2. The phrases that follow the underlined words are called relative clauses and they give us information about the nouns you have just identified. There are two types of relative clause: defining and non-defining (see the Grammar Box for help on this). look at the phrases in C.1. again and decide if each one contains a defining or non-defining relative clause.

C.3. Add a non-defining relative clause to the following sentences using the information given in brackets. Example: I speak Spanish to my mother. (not speak English)

I speak Spanish to my mother, who doesn’t speak English

a.IfirstlearnedArabicinEgypt.(liveforthreeyears)b.Anetaspeaksonelanguageathome,anotheroneatworkanda

thirdonewithherfriends.(firstlanguageisDanish)c.Hestartedteaching in India in1947. (Englishbecameanofficial

language)d. Koro is spoken by nomore than 4000 people in north-eastern

India.(arecentlydiscoveredlanguage)


Focus on Writing

A. The text you read in the previous section was taken from a newspaper article. look at the list of topics from the text and decide which order you read them in.

•Ageneraldescriptionofthecity•Ethnicgroupslivinginspecificareas.•Factsaboutthelanguagesspoken•Havinganalternativelanguagewhenthefirstonefails•Languagesatschools•Multilingualstreetsignsandrestaurants•Theadvantagesofusingotherpeople’slanguagesandnotjustEnglish•Thebusinessadvantagesofbeingbilingual

B. use these topics (or any others you think relevant) as a basis for researching language use in your community. Collect some information for a similar text of your own.

C. Write your article. When you have finished, compare it with a colleague’s for similarities and differences in content.

-Talktoyourneighboursandfriends-Gotothelibrary-Readnewspapersandmagazines-Lookatadvertisements,menusandroad

signs-Listentothelanguagesyouhear

IDEAS FOR RESEARCH

TIMORFU

RAKAS

SOCIAC

AO

SERA

FIMALB

UqUER

qUE

SERA

FIMALB

UqUER

qUE

TIMORFU

RAKAS

SOCIAC

AO


Focus on Vocabulary

A.1. The table below contains a number of terms we use when talking about cultural diversity and intercultural relations. Match the terms on the left with their definitions on the right.

cultureshockTheideathatallnewcomers/immigrantswillblendintothehostcommunity

discriminationWidelybelievedgeneralisationsaboutagroupofpeople–oftenexaggeratedorwithoutevidence

diversityTheacceptanceofopinions,behavioursandcustomsthataredifferentfromyourown

equalopportunity

Elementsthataredifferentfromeachother,suchaspeopleofdifferentracesorages,combiningtomakeawhole

integration

Whenopportunitydoesnotdependonorigin,gender,appearance,ethnicity;wheneveryonehasthesamechancesinlife

meltingpotThedisorientationpeoplefeelwhenexperiencinganunfamiliarwayoflife,ofteninanothercountry

multiculturalcommunity

Anegativeattitudetowardsagroupbasedonlittleornoevidence

prejudiceTreatingpeoplebadlybecausetheybelongtoadifferentgroup,speciallybecauseoftheirage,raceorgender

stereotypeTheactionofincorporatingagroup(ofemigrants,forexample)intoacommunity

tolerance Whereseveraldifferentculturesco-existpeacefullyinasingleplace

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•




Focus on Listening

A.1. People from different cultures do things in different ways. Read this description of queuing in Britain.

InBritain,peoplequeueforeverything.Oldpeople,thedisabledandpregnantwomengo to the frontorhavea separatequeue. If youpushintothequeuesomeonewillshoutatyou.Peopleevenqueueforgettingonthebus.

http://www.anglophile.ru

/en/page/30/

A.2. in the sentences below, decide which of the alternatives best fits the gap.

a.This companybelieves in meltingpots/equalopportunities/stereotypes .Everybody canapply towork forus,whatever their age, raceorgender.

b.WhenwefirstarrivedinAustraliaeverythingwassodifferentandforafewmonthswesufferedfromcultureshock/prejudice/discrimination asweadapted.

c.Thereasonwhysomanynewcomersfinditdifficulttotolerate/ /discriminate/integrate isbecauseofthelackofprejudice/tolerance//diversity inthecommunity.

d.For many Europeans the tolerant/diverse/stereotypical Asian is a shortperson.

B. When you write down words you want to learn, it is a good idea to give them a context which will help you remember what they mean. look at the sentences and decide which one would better remind you of the meaning of the underlined word.

Stereotypes are a bad thing.He stereotyped all foreigners by saying they were only interested in making money.

As part of your vocabulary learning skills, practise writing sentences that contain new words in a context that is specific enough to make the meaning clear.


A.2. Choose three of the cultural topics from the table below. For the topics you have chosen, brainstorm what is normal behaviour in your culture. Compare your ideas with your colleagues.

gestures personalspace funerals meetingpeople

going to people’shouses givinggifts queuing mobilephone

etiquette

mealtimes punctuality birthdays dating

A.3. Talk to people in your community who are from, or have knowledge of, other cultures. Can you find examples of behaviours which are different from those in your culture? Do these differences ever cause problems?

B.1. listen to a teacher talking about her experiences in another country and decide if she is having any difficulties with the following.

B.2. Listen again and make notes on what she says about mobile phones and about homework.

B.3. Work with a colleague and discuss what the teacher should do about mobile phones in the classroom and the way students do their homework. Share your ideas with the class.

a.Theclimateb.Theoutdoorlifestylec.Visitingpeopled.Theschoolandstaff

e.Mobilephonesintheclassroomf.Disciplineintheclassroomg.Homework


Focus on Reading

A. Think of someone well-known who is a great speaker and communicator and discuss these questions with your colleagues.

1.Whatissuesortopicsdoesthepersontalkabout?2.Whodotheyspeakto?Whereandwhen?3.Whatmakesthispersonsuchagoodcommunicator?

B.1. Read this short biography of Martin luther King. Do you think he is similar to anyone from East Timor?

Martin Luther King, Jr. (1929 – 1968) was an American clergyman*, activist*, and prominent leader in the African-American Civil Rights Movement*. He is best known for his role in the advancement of civil rights using nonviolent civil disobedience*.

A Baptist minister, King became a civil rights activist early in his career and his efforts led to the 1963 March on Washington, where King delivered his “I Have a Dream” speech. There, he established his reputation as one of the greatest speakers in American history.

In 1964, King received the Nobel Peace Prize for combating racial inequality through nonviolence. King was assassinated on April 4, 1968, in Memphis, Tennessee. Martin Luther King, Jr. Day was established as a U.S. federal holiday in 1986.

* clergyman = priest

*activist = someone who fights for a social cause

*civil rights movement = a group who want equal social rights for all people

*civil disobedience = protesting without breaking the law


B.2. Read the extract from his “i Have a Dream” speech and then answer the questions that follow.

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Today, the Negro is still not free. The life of the Negro is still sadly crippled by the manacles* of segregation and the chains* of discrimination. The Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. So we have come here today to dramatize a shameful condition.I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident: that all men are created equal.”I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.I have a dream today.I have a dream that one day, down in Alabama, with its vicious racists, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.I have a dream today.This will be the day when all of God’s children will be able to sing with a new meaning, “My country, ‘tis of thee, sweet land of liberty, of thee* I sing. Land where my fathers died, land of the pilgrim’s* pride, from every mountainside, let freedom ring.”And if America is to be a great nation this must become true. So let freedom ring from the prodigious* hilltops of New Hampshire. Let freedom ring from the mighty* mountains of New York!Let freedom ring from the snow-capped Rockies of Colorado!Let freedom ring from the curvaceous slopes of California!But not only that; let freedom ring from Stone Mountain of Georgia!Let freedom ring from Lookout Mountain of Tennessee!Let freedom ring from every hill of Mississippi. From every mountainside, let freedom ring.And when this happens, when we allow freedom to ring, when we let it ring from every village, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles*, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last! free at last! thank God Almighty, we are free at last!”

*chains/ manacles = something that confines or restrains

*thee = old form of you*pilgrim = the original

English immigrants in North America

*prodigious/ mighty = great in size

*Gentiles = everybody who is not Jewish

“IHaveaDream”isa17-minutespeechbyMartinLutherKing,Jr.givenonAugust28,1963aboutracialequalityandanendtodiscrimination.ItwasanimportantmomentfortheAmericanCivilRightsMovement.Morethan200,000peopleheardthespeech.ItwasvotedthetopAmericanspeechofthe20thcentury.Byspeakingthewayhedid,heeducated,inspiredandinformednotjustthepeoplethere,butpeoplethroughoutAmerica.

FACT FILE




B.3. Answer the questions.

a.Whatisthespeechabout?b.Howareblackpeopledescribed?c.WhatisMartinLutherKing’sdream?

B.4. look at the underlined words in the text. Try to work out their meaning from the context. Then match them to the synonyms/meanings in the table.

WORDS In THE TExT SYNONYMS/MeANiNGSin the midst of cruel or violentrooted with a lot of curvescreed having the top covered in snowvicious insertedsnow-capped a system of beliefs or principlescurvaceous in the middle of

••••••

••••••

B.5. This speech inspired and motivated many people. This was partly because of the way Martin luther King spoke and partly because of the language he used. Find examples in the text of

a.repeatedwordsandphrases d.shortemotionalsentencesb.powerfuladjectives e.personalisationc.contrastsandopposites

C. Think of an occasion when you listened to someone speaking to an audience. Make some notes on the points below. When you are ready, present your conclusions to the class.

•Whodidyoulistento?Where,whenandwhy?•Whatwasthespeechabout?•Howlongwasit?•Whowasintheaudience?•Wasitagoodspeech?Whyorwhynot?•Whatwasthemessageinthespeech?•Whatdidyoudoasaresultofthespeech?

Choose one of the cultural behaviours that you have thought about or researched in this unit. Then do one of the following tasks.

A. Give a talk in which you explain the behaviour, its origins and its significance in the community.

B. imagine that someone has written to you to complain about this behaviour. Write a letter in reply explaining how the behaviour, and the diversity of behaviour, can be a good thing for the community as a whole.

FiNAl TASK


gRAMMAR REFEREnCE SECTIOn

Grammar Box - Defining and non-defining relative clauses

Weuserelativeclausestohelpusputextrainformationaboutthemaintopicintooursentences.Thisinformationcanhelpustoreadthetextmoreeasilyasiteitheridentifies(defining)ordescribes(non-defining)themaintopicofthesentences.Inthisunitwelookatbothofthesetypesofclause:

Defining or identifying Relative ClausesMain idea: I live in a busy streetIdentifying information: The street runs from the market to the town hall.Combining the two: I live in the busy street which runs from the market to the town hall.

Study the changes that have been made. Notice that:-Weusea relative pronoun(which)tosubstitutethesubject(orobject)ofthemainnoun.

- Other changes (such as ‘a’ to ´the’) are made because we are nowdefiningthemainnoun.

Non-defining or Describing Relative ClausesMain idea: The job is in Dili.Additional or describing information: The job is open to everyone. Combining the two: The job, which is open to everyone, is in Dili.

Study the changes that have been made. Notice that:-Weusea relative pronoun(which)tosubstitutethesubject(orobject)ofthemainnoun

-Weseparatethenon-definingrelativeclausefromtherestofthesentencebyusingcommas.

The most common relative pronouns are:

Function in the

sentence

Reference to:

People Things / concepts Places Times Explanation

Subject who, that which, that - - - - - -

Object (who, that, whom)*

(which, that)* where* when* what / why*

Possessive whose whose, of which - - - - - -

*Indefiningrelativeclausesinwhichtherelativepronounreferstotheobject,therelativepronounmaybeomitted: Example: He explained the wedding ceremony (which/that) he intends to use.

note: ‘that’ canbeused insteadof ‘who’ (forpeople) and ‘which’ (forthings)inalmostallcases. Example 1: I wanted to see a man. He is on holiday.The man (who/that) I wanted to see is on holiday


extra Practice

Sometimes we need to be careful about where we put the preposition associated with the main noun, especially when we omit the relative pronoun:

Example: I lived in this house. When I was a child I lived in a house. This is the house in which I lived when I was a child.(formal)This is the house I lived in when I was a child. (informal)

Are these sentences correct or not? Correct them where necessary:

1.IwasmovedbythespeechwhoIheardyesterday.

2.Hisbookoncross-culturalunderstanding,thathassoldalotofcopiesworld-wide,isreallyinteresting.

3.TheauthorwhomwithIco-wrotethebookonthePortuguesehasdiedattheageof84.

4.Theculturalcentre,whichhasstoodemptyformanyyears,isgoingtoberenovated.

5.Over200languagesarespokeninLosAngeles,whatisontheWestcoastoftheUSA.

6.AmyStopper,whichworkonculturalhabitshasbeenpublished inseventeenlanguages,iscomingtovisittheschool.

7.Killingwhales is illegalexceptforpeople,whosetraditionalculturerequiresit.

8.JohnlearnedGermanandSpanishinschoolwhenhewasachild.

9.Thereasonwhypeopleargueisbecausetheirculturesaredifferent.

10.NewYorkwheremanyculturesmeetisanexcitingplacetolive.


• DistinguishbetweendifferentvarietiesofEnglish

• CharacterisetheroleofEnglishininterculturaldialogue

• ExpressmyopinionabouttheadoptionofEnglishbydifferentpeoples and cultures

• ExplaintheuseofEnglishinprofessionalcontexts

Unit language focus

PresentContinuous(Futurearrangements)

InthisunitwefocusondifferenttypesofEnglish,thewayinwhichpeopleuseEnglishinIndiasocietyandtheroleofEnglishintheworldofwork.WewilllookatthedifferencesbetweensomevarietiesofEnglish,considerhowEnglishcanbeusedasatoolincross-culturalcommunicationandtalkabouttheuseofEnglishindifferentprofessionalandsocialsituations.Wefinishtheunitwithadebateaboutlanguageandculture.

Unit 1.2 - English in the World


A. There are many varieties of English in the world. Some of them are listed in the fact file. Can you find some of them on the map?

B.1. Read the description of Jamaican Patois and look at the summary notes in the table.

Getting Started

ThisisalistofgeographicalvarietiesofEnglishandsomeofthetypesofEnglishspokenwithineachvariety.

• BRiTiSh & iRiSh EnGliSh-ScottishEnglish-WelshEnglish

• AmERiCAn EnGliSh-NativeAmericanEnglish-AfricanAmericanEnglish-AppalachianEnglish

• CAnAdiAn EnGliSh- Inuit English-QuebecEnglish

• CARiBBEAn EnGliSh- Jamaican English-BarbadianEnglish

• AfRiCAn EnGliSh-SouthAfricanEnglish- Nigerian English

• SouTh ASiAn EnGliSh- Indian English-PakistaniEnglish

• EAST ASiAn EnGliSh- Singapore English- Hong Kong English

• AuSTRAliAn And nEw ZEAlAnd EnGliSh- Maori English-AboriginalEnglish

fACT filE

VarietyCountry

where it is spoken

Languages/Dialects that influence the variety

Characteristics of this variety

Jamaican Patois Jamaica

English, African, Arawak, Hindi, Portuguese, and

Spanish

Vocabulary and pronunciation are very different from

English.

Singlish

“Kiwi” English

JAmAiCAn PAToiSThe Jamaican language is an expression of the diversity of the people of the country. The official language of Jamaica is English. The Jamaican Patois, also recognized locally as Patois or Jamaican Creole, is the most typical dialect and is formed by the combination of words from several languages with English. It is the common spoken language of the country. Jamaican Patois has numerous loanwords* mostly from British and American English, but some are also adopted from African, Arawak, Hindi, Portuguese, and Spanish. The vocabulary and pronunciation of Jamaican Patois are particularly different from English, in spite of deep use of English words.

*loanwords = words in one language that have been borrowed from another language

Jamaica

Unit 2 - English in the World | 25

B.2. here are descriptions of two other varieties of English. work with a colleague. One of you reads text A and the other reads text B. Complete the table in B.1.

A. Singlish

B. “Kiwi” English

Singlish is an informal, colloquial form of English that is used in Singapore. It is a language that displays the multi-cultural character of its society. It is a unique mixture of English, Chinese, Malay, Tamil and local dialects. The pronunciation and sentence structure of Singlish are influenced by the main Chinese dialects spoken in Singapore such as Hokkien, Cantonese and Teochew. The influence of these dialects and the Malay and Indian languages are also noted in the use of certain Singlish vocabulary, such as “agak agak” (from Malay, meaning “estimate”) and “kaypoh” (Hokkien for “busybody”*). Standard English grammar rarely applies to Singlish that is why it has often been called “ungrammatical”, “poor”, “bad”, or “broken” English.

New Zealanders do speak English. But they speak their very own English, commonly referred to as “Kiwi” English. Though similar in many ways to Standard British English and Australian English, this type of English has many distinctive features. Some of these reflect the influence of the Maori language, spoken by 10% of the indigenous population of New Zealand. The pronunciation of this type of English is similar to Australian English, although it is unique in many ways. Another distinctive characteristic of this variety is the high-rising intonation at the end of sentences that many times is meant as statements rather than questions.

* busybody = someone who needs to know everything about someone else’s life

B.3. using your notes, exchange information about the varieties of English. what are the similarities and differences?


focus on Reading

A. You are going to read a text about languages in India. Before you read, try to guess the answers to these questions.

1. how many official languages are there in india?

a.2b.10c.20d.30

2. which languages are spoken in india?

a.Bengalib.Englishc.Kannadad.alloftheabove

3. where is Bengali spoken?

a.inthenorthofIndiab.inthesouthofIndiac.intheeastofIndiad.inthewestofIndia

4. English in india is used in communication:

a.betweenmembersofthesamefamilyb.betweenpeoplewithdifferentmothertonguesc.inprofessionalcontextsd.inalloftheabove


B.1. Read the text quickly and check your answers.

indiA’S nEw ‘EnGliSh onlY’ GEnERATion by Saritha Rai

SudhirNagarajandhiswife,Bidisha, live in themini-India that isBangalore.She,aBengalispeakerfromafamilyfromIndia’seast,istheheadofmarketinginasocialnetworkingcompany.He,fluentinthenativeKannadatongue*ofBangalore,runsamultinationaltelecommunicationscompany.Betweenthem,theyspeakandunderstandhalfadozenIndianlanguages.

Quite ironic then that their daughter, Ahana, six-and-a-half, growing up ina country with somany languages, speaks only one: perfect English. AndEnglish is the common tongue thatbinds theNagarajs asa family. In fact,Bidishahassaidthatshefeelsat familygatheringsEnglishhasallowedthefamilytogrowclosertogether.

In Bangalore and elsewhere in Big City India, factors like greatmobility, ademanding school system and mixed marriages* are creating a shockingconsequence:agenerationofurbanchildrenisgrowinguplargelymonolingual—speaking,thinkinganddreamingonlyinEnglish.

Thisisacountrywith20officiallanguagesincludingEnglish.Therearethreedozen languages spokenbyoveramillionnativespeakerseach,aswellashundredsofotherlanguagesspokenmorelocally.“HowdowedefineAhana’smothertongue?”asksMr.Nagaraj.HespeaksKannadawithhismother;hiswifespeaksBengaliwithhers.BothgrandmotherslivenearbyandtrytotalkwithAhanaintheirownlanguages.ButsherespondsonlyinEnglish.

Itisanissuethatmakesmiddle-classIndianshappyandworriedatthesametime.Ontheonehand,Englishhasopenedthedoorstogreatjobmobilityin the past decade andmuch economic success. In a country of somanydifferent languages,English istheonly linguisticcommonpoint.Yet,asthelanguageincreasinglybecomestheactualmothertongueinurbanfamilies,manyarediscouragedatthetrend*,statingthatitswidespreadusewilltakeawaytheirsenseofbeingIndian.

“Englishisunifyinguswiththerestoftheworldbutkeepingusfromourfamilyandculturalroots,”saysMr.Nagaraj,whostillturnstoKannadametaphorswhenheneedstomakeapoint.

LikeMr.andMrs.Nagaraj,afifthofIndia’spopulation—some250million—ismultilingual.Many Indians of their generation are polyglots*. TheymakesentencesinEnglish,butinsertwordsfrommultipleIndianlanguages.

PreetiKumar,acommunicationsprofessionalandherhusband,Nipun,whoworksintheclothingindustry,arenativeHindispeakersfromIndia’snorth.However, their two daughters, Eva, who is 8, and Inika, who is nearly 2,speakonlyEnglishathomeandoutside.“They’velearnedHindibywatchingcartoonsonTV,”saystheirmother.EventhechildrenoftheKumars’friends,coupleswhohaveacommonlanguagethattheygrewupwith,haveadoptedEnglishastheirprimarylanguageathome,shesays.

Kavita Sabharwal, who runs a number of expensive private preschools inthecitycalledNeev,saysthatEnglishhasbecomethecommonlanguageinfamilies.Thatisaseriousissueforsomeparents,includingherself.“AsbothaneducatorandaparentIfindmyselfasking, ‘WhereistheIndian-ness inIndia?’Islosingourlanguagesthefirstsignofourdyingculture?Or,isitthecause?”sheasks.

*tongue = language*mixed marriages = a marriage between people of different races, religions, languages or cultures

*trend = something that is popular now*polyglot = a multilingual person

Adaptedfrom:http://india.blogs.nytimes.com/2012/06/01/indias-new-english-only-generation/


B.2. Read the text more carefully and answer the questions.

a.WhatdoAhana’sparentsdoforaliving?b.WhatlanguagesdotheNagarajfamilyspeak?c.WhatlanguagedourbanIndianchildrenspeaknowadays?d.WhatisPreetiandNipuKumar’snativelanguage?Whatistheonly

languagetheirchildrenspeak?

B.3. write a sentence about the positive and negative side of the use of English in India and exchange ideas with your colleagues.

B.4. in the last paragraph of the text, Kavita questions the role of English in her culture. what is the role of English in East Timor? Think about the following questions.

a. IsEnglishbeingusedmoreandmore?Doyouthinkthisisagoodidea?b.WhatisEnglishusedforinEastTimor?Areotherlanguagesusedfor

these purposes?


focus on listening

A.1. English is the international language of work. look at the industries on the left and match them to the related professions on the right.

1.Travel a.DoctorsandNurses

2.HospitalityIndustry

b.Computertechnicians,computerprogrammers,computeroperator,webdesigner

3.EngineeringandConstruction

c.Hotelandrestaurantstaff(e.g.managers,receptionists,

4.Healthcare d.Engineers,architects,constructionworkers

5.Finance e.Airlinecrews,airtrafficcontrollers

6.Computing f.Stockbrokers,bankers,accountants,financialanalysts

A.2. what would you like to do in the future? do you think English will be important? why? what for?

B.1. You are going to listen to an interview with Japanese businessman, hiroshi mikitani. he is talking about his electronic commerce and internet company, Rakuten inc. based in Tokyo, Japan. he has made English the official corporate language. here are some questions he was asked. what do you think the answers were?

a.WhydidyoumakeEnglishtheofficialcorporatelanguage?b.Wasthisdifficult?c.Whatdoyousaytothebusinesspeoplewhodisagreewithwhat

you did?

B.2. now listen to the interview and compare hiroshi’s answers with your predictions.

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don’t forget that you are not supposed to write in this space.

Copy the exercise into your notebookanddoitthere.


8.00 - 9.00 am

company meeting at corpor

ate

headquarters

11.00 - 12.00 pm

talk at the Foreign C

orrespondents C

lub

of Japan

1.00 pm - 2.00 pm

lunch with German investors

3.00 pmmeeting w

ith manager in the o

ffice

7.00 pm

Flight to San Francisco

, California USA

15 Monday

B.3. listen to the interview again. what do these numbers refer to? Example: 45 - Hiroshi Mikitani’s age

a. 10b. 6,000c. 3,000d. 700to1,000

B.4. five years later hiroshi mikitani is being interviewed again. look at the questions and write the answers you think he would give.

a.HasadoptingEnglishinthecompanybeenasuccess?b.AreyouremployeesusingEnglishallthetime?c.Whataretheiropinionsaboutthischange?d.Whatadvicewouldyougiveothercompanieswhoarethinkingabout

doing the same thing?

C.1. hiroshi mikitani is a very busy man. it is now 8.30 in the morning. his secretary (S) takes a phone call from Ben Silbermann (B), the President of Pinterest. Read the conversation, look at mr mikitani’s schedule and answer the questions which follow.

S Hello.HiroshiMikitani’soffice.

B Hello.Could IspeaktoHiroshiMikitani,please?This isBenSilbermannfromPinterest.

S Oh,I’mafraidhe’soutatthemoment.He’shaving a company meetingatcorporateheadquarters.

B Isee.Whattimewillhebebackintheoffice?

SI’mnotsure.Idon’tknowhowlonghe’sgoingtostaythere.

BAllright.Whataboutlunchtime?Ishefreethen?

SJustonemoment.I’llcheck.No,he’shavinglunchwithGermaninvestors.

BTillwhattime?Doyouknow?

SWell,he’sseeingamanagerhereinhisofficeat3.00.

BAh!Sowhen’sagoodtimetotryagain?

SAnytimeafter3.30.

BAreyousure?

SDefinitely.He’llbeinhisofficefortherestoftheafternoonbeforeheleavesforSanFranciscotonight.

BOK.I’llphonebackthen.Thankyou.

where is mr. mikitani when Ben phones? what’s he doing?


C.2. Answer the questions about the underlined verbs in the conversation

a.Whattensearetheseverbsin?b.Whichverbreferstothepresent?c.Whichverbreferstothefuture?d.Whichofthestatementscontainsatimeexpression?e.Howdoweusethistensetorefertothefuture?

d.1. make a personal schedule for next weekend.

d.2. You have to meet two other students to work on a class project. in groups of three tell each other what you are doing at the weekend. find a day and time that you can meet.

Go to the grammar box to check your answer to e.

A.1. You are going to take part in a class debate about language and cultural identity. The motion is: “Everybody should have the right to choose what languages they learn or don’t learn”.

A.2. Think about the ideas you have encountered in this unit. make some notes. Decide whether you agree, strongly agree, disagree or strongly disagree with the topic in A.1.

A.3. now join other students who have the same opinion as you and exchange ideas. Decide which arguments you are going to use in the debate. Select a spokesperson to represent your group.

A.4. Each spokesperson defends their point in a class debate.

uSEful lAnGuAGE foR dEBATES And diSCuSSionS

STATinG An oPinion:•Inmyopinion…•Ithink/feel/believethat…•Thepointis…•Itseemstome…

AGREEinG wiTh SomEonE:•You’reright.•Ithinksotoo.•Icouldn’tagreemore.•That’sagoodpoint

diSAGREEinG wiTh SomEonE:•Idisagree•Yes,but…•Wellyouhaveapointthere,but…•No,Ithinkyou’rewrong.

finAl TASK


GRAMMAR REfEREnCE SECTion

Grammar Box - Present Continuous for future Arrangements

There are two main uses for the present continuous tense. it is used:

1.totalkaboutideasthatarehappeningatthemomentofspeaking(inthePRESENT).Example: At the moment, we are studying English grammar.

2.toexpressafuturearrangementbetweenpeople.ItusuallyreferstotheNEARFUTURE.Example: Maria is visiting her cousins this weekend.

Itiscommonwithverbsthatexpresssomekindofactivityormovement,suchas:go, come, see, visit, meet, have, leave, etc.Example: I’m having a birthday party this Saturday.

Fortalkingaboutfuture actionsorsituationswemustuseatimeexpressionwiththeverb.Thefollowingarecommon:

this afternoon - I’m having an extra lesson this afternoon.

tonight - The students are seeing a movie tonight.

tomorrow (morning/ afternoon/ night) - I’m going to the doctor tomorrow morning.

next week/ month/ year - Peter is visiting us next month.

the day after tomorrow - The teacher is missing class the day after tomorrow.

in (number) days/ weeks/ months - I’m leaving Dili in 3 weeks.


Extra Practice

1. Present or future? Read the sentences and indicate whether they refer to the present time or the future.

a.Sueisnothererightnow.She’sstudyinginthelibrary.b.She’sstudyingatTom’shousethisevening.c.Johnisarrivingin2weeks.d.Johnisarriving.Hejustcalledfromtheairport.e.We’redrivingtoBaucauthisevening.f.We’redrivingtoSuai.

2. Put the verbs in brackets into the present continuous tense.

a.Thetrain (arrive)inthestation.b.Someone (knock)onthedoor.c.We (leave)forDili.d.Myfather (work)late.e.I (eat)pizza.

3. make these sentences refer to the future by adding a time expression.


• Recount some experiences of academic exchange programmes

• Explain the professional advantages of being able to communicate in English

• Produce a curriculum vitae in English

• Prepare for a job interview

• Describeaninternationalcareer

Unit language focus

ConjunctionsandLinkers(emphasis,additionandexample)

Thisunitisaboutstudyingandworkingoutsideyourcountry.Wewilldiscusstheadvantagesofeducationalexchangeprogrammes,considerwhatlifeislikeforpeoplewholiveandworkabroadandlookattheskills,especiallyEnglish,whichsuchpeopleneed.Wewillalsoanalysejobadvertisements,prepareaCVandpractisejobinterviews.

Unit 1.3 - Academic and Professional Opportunities


A.1. Do you know someone who has studied abroad? Where and what have they studied? Why do people go to study in other countries? Look at the possible reasons and decide which ones are relevant to your situation. When you have finished, discuss your conclusions.

• Thecoursedoesn’texistinmycountry.• Thecourseischeaper.• Ican’tgetintothecourseinmycountry.• IwanttoimprovemyEnglish.• Thecoursehasareallygoodreputation.• Iwanttobemoreindependent.• Iwillhavetheopportunitytotravelandexperienceanewculture.• Itwillprovideabettercareeropportunityinmyowncountry.• Iwanttoleavemycountry.• Ihopetomakenewfriends.

A.2. Can you think of any other reasons to add to the list?

Getting Started

Focus on Reading

The Erasmus Programme is a European Union student exchange programme in highereducationthatwasestablished.Its purpose is to provide foreign study experiences for students and teachers fromtheEuropeanUnion.Itispresentinmorethan416HigherEducationInstitutionsfrom36countries.Studentscanchoosethelengthoftimetheyspendabroad,fromthreetotwelvemonths.Eachstudentreceivesagrant,whichpartlycoversthecostsofthestayabroad.The Erasmus experience builds up foreign languageandinterculturalskills.

FACT FILE

B.1. If you went to study or work abroad, what personal skills or competences would be most important and why? These topics may help you to think about these questions.

English languageskills Other languages Sociability Hardwork

Ambition Open-mindedness Adaptability Maintaining

your habits

B.2. What would be the advantages and disadvantages for you if you had to live abroad? Compare your ideas with a colleague.

Erasmus Programme

A.1. Read the fact file about the Erasmus programme. Does anything similar exist in your part of the world?

A.2. Read what some students have to say about their Erasmus experience and then answer the questions that follow.

Unit 3 - Academic and Professional Opportunities | 37

Hannah from the Czech Republic

Biology

“... I went to Sweden for my final year

project. It was a really good experience

and I met loads of people from around the

world. Everyone spoke English so there

were no language barriers. The facilities

for research were excellent. For instance,

I had full computer and internet access

and there was an extensive library.

Furthermore, the atmosphere was great

because there were so many research

projects going on throughout the station

and everybody was interested in each

other’s work…”

Helen from Scotland Art

“... It was fantastic; I watched a blue

whale, saw the vivid maple tree autumn

colours, visited the country’s Parliament,

learned some French (and Canadian

English), cycled on the right hand side of

the road, met generous and interesting

people and developed my academic skills

and knowledge, as well! I have developed

in unexpected ways, for example thinking

that winter time here is not that cold!...”

Jenny is from Ireland

Meteorology

“...It’s been a life changing experience:

In fact, I’ve learnt so much about lif

e,

travelled around 12 states in America,

seen places I’ve only imagined and learnt

so much more about my subject than I

thought was possible at the same time!...”

Daniela from Portugal Computer Studies

“... I spent one year at the University of Maastricht, in Holland. Of course, I learnt a lot about the Dutch, and some of

their language, but also about many other

cultures, since I lived in the university accommodation together with other exchange students from all over the world. Besides, I managed to improve my English for free because that was the language we all used...”

Sveinn from DenmarkArchaeology“… When I arrived in Athens in Greece, I knew hardly

anything about the country which was to be my home for

the next 10 months. Indeed, I had never lived on my own

so I was quite anxious, but also excited. I spent the first

two months learning the basics of the Greek language

and getting to know about Greek culture and traditions,

and, most importantly, making many new friends. To

begin with I felt quite intimidated, especially because my

books and lectures were in Greek. However, my tutors

assured me that there was nothing to worry about.

It was only important that I felt comfortable in their

country and then went home with good memories.Although my studies were of great interest, I think

that the highlight of my Greek year was getting to know

people from almost every country in Europe. I became

close friends with people from such countries as Ireland,

Portugal, Sweden and Italy. I also began to realize how

small Europe really is…”


B.1. Which student or students speak about the following?

a.Travellingwithinthecountryvisitedb.UsingEnglishwhileabroadc.OtherErasmusstudentsd.Learningmoreabouttheacademicsubjecte.Makingfriendsf.Newculturalexperiencesg.Learninganotherlanguageh.Changingasaperson

B.2. What did the students gain as a result of their experience? Discuss your ideas.

B.3. Has anyone in your family ever studied abroad? What was their experience like? Tell the class.

C.1. Look at the underlined words/phrases in the texts. These are linking expressions which help us to understand the text better. They are used to express addition (adding something more), emphasis (making a idea stronger or more important) and exemplification (giving examples). Decide which category each linker belongs to. One example has been given for each.

C.2. Can you add any more linkers to the lists? See the grammar box at the end of the unit for help with this.

C.3. Complete the following sentences in a suitable way:

a.ThereareanumberofcountriesIwouldliketovisit,forinstance…b. I believe everyone should have the chance to study in another

country.Ofcourse,…c.Imetalotofpeoplewhoarestillmyfriendstoday.Moreover,…d.Ilearntmoreaboutmydegreesubject.Inaddition,…e.Negativeexperiencesofstudentexchangeprogrammesarerare.Infact,…

C.4. Would you go and study in another country? Why or why not? Write a short paragraph explaining your reasons. Try to use some of the linkers we have looked at.

Addition furthermore, …Emphasis in fact, …Exemplification for example, …




Focus on Listening

A.1. You are going to listen to a two part interview with a young airline pilot from East Timor called Paulo Pina. Before you listen, think about what the advantages and disadvantages of being an airline pilot would be. Compare your ideas with a colleague.

A.2. Understanding the following words will help you with the listening. Match the words on the left to their meanings on the right.

a.trainee 1.acompanythattransportspeopleand cargo by air

b.jettrail 2.uniteindividualsinagroupsotheyfeel closer to each other

c.airline 3.ameetingtodiscussaplanorprogramme

d.layover 4.thetallbuildingatanairportfromwhichflightsarecontrolled

e.Skype 5.thepeoplewhoworkonashiporplane

f.briefing 6.thewhitelineofvapouryouseebehindhigh-flyingairplanes

g.refuel 7.aperiodorplaceofrestorwaitingbeforecontinuingajourney

h.controltower 8.tofillthetankwithpetrolorgasoline or some other fuel

i.crew 9.aninternettelephoneservice

j.bond 10.someonewhoislearninghowtodo a job

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B.1. Listen to the first part of the interview and put these topics in the order that you heard them.

a.howPaulofeelsabouttravellingsomuchb.thewayPaulostaysintouchwithhisfamilyc.listenershavebeentelephoningtheradiostationtocongratulatePaulod.Pauloneedstofinishhistraininge.Paulo’sroutineonaflyingdayf.thereasonPaulowantedtobecomeapilotg.thethingsPaulolovesbestabouthisjob




B.2. Listen to the first part again and complete these sentences.

a. Hundreds of people have phoned in to say it’s wonderful that .

b.Ihavetofinishmytechnicaltrainingbefore .c.Iwouldimaginewheretheyweregoingandhowexcitingitwould

be to .d. I haveflownall overAsia and amcurrently based in Singapore,

.e.Ofcourse,ImissmyfamilybutIcanstayintouchwiththemby

.f.Ifit’saflyingday,Igetupatabout6andjoin .g.Whenwearriveatourdestinationwehavetoparktheplane,and

then .h.And,ofcourse,thepeople.Imeetpeoplefrom .

B.3. Listen to the second part of the interview and decide if these statements are true or false.

a.TomáswouldliketobeapilotjustlikePaulo.b.Paulomentions4skillsthatyouneedtobeapilot.c.PaulosometimesusesEnglishforcommunicatingwiththecontrol

towerandsometimesheusesanotherlanguage.d.AllofPaulo’strainerscamefromCanada.e.AlltheinstrumentsontheplaneareinEnglish.f.Paulo learnedhow todealwithpeoplebyhelping tomanageabasketballteam.

B.4. Listen to the second part of the interview again. Write down the ways in which Paulo says English is useful to him.

C. Work with a colleague. Think of a job that you could do in another country. Complete the table with information about this job.

Name of Job Advantages Skills

requiredUsing

English Daily

routine




Gotothe______.Wait to see if I have been includedonthe_______.

Focus on Writing and Speaking

A.1. Applying for a job. There are many different ways of finding a new job. Talk to a colleague about how you might look for a job, what you might need and what the process might involve. When you have finished, compare with another pair.

A.2. Use your ideas to complete the diagram. Use these words to help you (you will need to use one of them twice).

Curriculum Vitae (CV) / final interview / newspaper / short list /application or covering letter / job advertisements / first interview /

Preparemy_________.

Start work. Gotothe______.

Buya______andlookatthesectioncontaining______.

FindajobthatIlikeandthatIhavethequalificationsfor.

Writeandsendan_________.Includeacopyofmy________.

1 2

3

4

5 6

78


B.1. Job advertisements. Read the three job advertisements and answer the questions.

a.WhichjobsrequireyoutospeakEnglish?b.Whichjobdefinitelyinvolvesmorethanoneinterview?c.WhichadvertisementstellyouwheretosendyourCV?d.Whichjobdoyouneedauniversitydegreefor?e.Whichjobisbasedinanoffice?f.Whichjobrequiresyoutohavesomeexperience?g.Whichqualitiesandskillsdojobs1and3haveincommon?h.Whichqualitiesandskillsdojobs2and3haveincommon?

B.2. Which of the jobs do you think you would like best. Why?

English spEaking salEs

pEoplE rEquirEd

We are an English speaking telesales

office based in Barcelona. We are looking

for dynamic, strong willed, determined and

confident people that are self-motivated and

very money driven. No experience required.

The job involves calling UK residents to

offer a range of investments.

We offer:- the best products (all from the UK and

clients can make money)

- the best commissions (20%+)

- a nice office- company accommodation until you find

your own place

- a basic initial salary

- full secretarial support

Call Xavier on +34227657657 for a phone

interview

1


JoB opEningASSISTANT ENGINEER

A construction company in Pakistan is

seeking qualified applicants for the position

of Assistant Engineer (Civil). Starting

salary of 1,500 USD, monthly transport

allowance and other benefits.

1. Bachelor’s Degree in Civil

Engineering

2. Knowledge of CAD tools

and other computer design

programmes

3. Excellent oral and written

English

4. Able to work under pressure

5. Possess good interpersonal

skills, initiative, integrity,

flexibility, adaptability and must

be a good team player

At least six months post-

course professional training

Interested candidates should send their

applications along with their CV to the

Recruitment manager at C.O. Construction,

P.O. Box 1123, Islamabad by close of

business hours on 12th december or email

your application to [email protected]

MIN

IMU

M Q

UALI

FICA

TIO

NS

EXPERIENCE

CaBin CrEW inTErViEWSafra Services is one of South East Asia’s

leading airline placement companies and

the official recruitment coordinator for a

number of major airlines. We are currently looking for qualified,

confident and service-oriented individuals

to start a rewarding career in the sky as

Cabin Crew with Skystar Asia Airways

based in Singapore.APPLICANTS ShOULD POSSESS ThE FOLLOWING ATTRIBUTES:• Min. height of 1.58m for women and 1.65m for men• 18 years of age or older• Possess a degree or secondary school

qualification with at least some credits in

English• Able to communicate fluently in English

• Excellent health and fitness• Willing to work irregular hours and at

weekends

To apply, please email the following to

[email protected]:- Detailed CV in English- Passport size and a full-length photo

- Education / training certificatesSuitably qualified candidates will be invited to attend a local first interview.

Applicants who pass this will proceed to

a final interview with Skystar officials in

Singapore.

2

3


C.1. Curriculum Vitae. Read the curriculum prepared by Luciana Gomes, a student who has recently completed secondary school, and decide which would be the best job for her.


C.2. Read Luciana’s CV again and then do the following.

a.Writedownfourpositiveadjectivestodescribeyourself.

b.Makealistofyourskills(languages,computer,interpersonal,technical…)

c.Thinkofafewjobsthatyouwouldliketodowhenyouleaveschool.

d.Makealistofyourinterests.

e.Thinkofsomething(aholidayjob,ahobby,membershipofanorganisation)inwhichyoudidthingsthatanemployermightconsideruseful.Whatdidyoudo?Howdidithelpyoudevelop?

f.Writedownanyprizes,awards,commendationsorhonoursyouhavewon.

g.Thinkoftwopeoplewhocouldactasreferencesforyou(ateacher,someonewhorunsabusiness,someonefromanorganisationyouareinvolvedin…)

C.3. Compare your ideas in groups. Help each other to improve the information you have on yourselves.

D.1. Job Interview. Imagine you are being interviewed in English for a job. What kind of questions do you think you might be asked? Write five possible questions.Example: What kind of salary do you hope to earn?

D.2. Compare your questions with two other colleagues and build up a bigger list. Now, look at all your questions. Which ones would be easy to answer and which ones would be hard?

D.3. Turn the following into questions that might be asked at a job interview:

a.Can/tell/me/something/yourselfb.Why/interest/thisjobc.How/you/qualify/thispositiond.What/know/ourcompanye.How/grow/past10yearsf.Can/tell/me/what/strengthsandweaknessesg.Where/see/yourself/5years/fromnowh.Whatexperience/have/might/useful/thispositioni.Can/describe/situation/you/takeinitiativej.Have/questions/me


D.4. Now match the answers to the questions.

a. I havealwayswantedanopportunity toworkwithpeople fromothercountriesandthispositionoffersmethechancetodothat.

b.Ihavechangedfromachildintoanadult. IhavelearnedhowtoprioritisemylifeandworkhardforthethingsIwant.

c.IhavefinishedmysecondaryeducationwithaverygoodgradeandIhavealsodoneainterpersonalskillscoursewhichIbelievewillhelpmewithtasksIhavetoperforminthisjob.

d.Ihaveworkedasasportscoach–thathastaughtmealotaboutdealingwithbothpeopleandstressfulsituations.

e. IhopeIwillhavefinishedmyuniversitydegreeandmaybeIwillhavecomebacktoworkatthiscompanyagain.

f.IknowthatitisoneofthebiggestemployersinAsiaandthatthecompanyisgrowingandlookingforpeoplewithmykindofskills.

g.Iwouldliketoknowifthecompanyhasanysupportschemesforemployeesthatwanttogotouniversity.

h.Mymainstrengthsaremypeopleskillsandmyabilitytoworkinteams.OneweaknessIhaveisthatsometimesIthinkIworrytoomuchwhatotherpeoplethinkofme.

i.Well,I’vejustfinishedschoolandI’mlookingformyfirstjobtogetsomeexperiencebeforeIdecidewhichdegreecourseIwanttodo.

j.WhenIlearnedtoscubadiveIfoundtherewasnorealinformationaboutgoodplacestodiveroundhere.So,withtwoofmyfriends,Ihavemadeadivemapforthearea.


Class Project. In this project you are going to practise applying for a job.

TASk 1 Job advertisements

Chooseajob.Writeanadvertisementforthejob.Displayalltheadvertisements

TASk 2 CVLookatthevariousadvertisementsandchooseoneortwojobsyouwouldliketodo.PrepareyourCV.

TASk 3 Interview questions

Selectoneofthejobsyouarenotinterestedin.Preparesomeinterviewquestions.

TASk 4 Practice interview

Workinthrees.Oneofyouistheinterviewer,onetheintervieweeandonetheobserver.Theinterviewershouldhavethequestionsandthecandidate’sCV.TheinterviewershouldselectsomeofthequestionstoaskthecandidateandmayaddquestionsbasedontheCV.Practisetheinterview.Theobservershouldwatchandgivefeedbackattheend.

TASk 5 Repeat practiceWorkindifferentpairsbutwiththesamejob.Repeattheinterview.Trytoimproveyouranswers.

FINAL TASk


GRAMMAR REFERENCE SECTION

Grammar Box - Conjunctions and Linkers of addition, emphasis and exemplification

Whenweareconnectingourideaswemayuselinkerstoaddextrainformation(addition), emphasise important ideas or information (emphasis) or give examples of something (exemplification).

Common linkers that we use for each of these functions are:

Addition

Usuallyatthebeginningofasentence(followedbya comma): furthermore, moreover, additionally, in addition, besides, what is more

Usuallyinsidethesentence:as well, and, too, also,

Emphasisin fact, indeed, as a matter of fact, essentially, interestingly, fortunately, of course, especially, particularly

Exemplification for example, for instance, such as, including,

When we use these linkers in a sentence it is necessary to put a comma in front of, or behind, them in many cases (see examples)

Examples (addition)

Isent47applicationletters.

Furthermore, Moreover, Additionally,In addition,Besides,What is more,

I phoned all the companiestochecktheyreceivedthem.

I wrote to the company andaskedforaaninterview.

IhavepreparedmyCV.I have translated it into English as wellI have also translated it into EnglishIhavetranslateditintoEnglish,too


Extra Practice

Examples (emphasis)

Examples (exemplification)

Themanagerlikedmy CV

In fact,Indeed,As a matter of fact,Essentially,Interestingly,Fortunately,Of course,

shesaiditwasreallygood.

Ihavealwayswantedtoworkhere,especially/particularly because oftheperks.

It’sagoodideatopreparefor your interview

For example,For instance,

youshouldfindoutaboutthebusiness.

Intheinterview,tellthemaboutyourworkexperience,such as / including any holiday jobs you have had

Complete the following sentences in a suitable way.

1.TherearemanythingsIlikeaboutthisjob.Forinstance, .

2.WhenIfinishschoolIwanttostudyabroadand .

3.Weneedtofindoutsomethingaboutyou.Essentially,wewant toknow .

4.Iwasascoutleader.Inaddition, .

5.Afterthreeyearsyouwillbereadyforpromotion.Furthermore,wewill give you .

6.Telluswhatyouthinkaboutstudyingabroad,including .

7.Ididn’tspeakanyGreek.Fortunately, .

8.Ihadahaircutbeforethejobinterview. ,too.

MODULE 2Human Rights and Democracy


• Characterisedifferentformsofgovernment

• Recountastoryaboutfreedom

• Expressmyopinionaboutdifferentwaysofbeinganactivecitizen

Unit language focus

Futurewith“will”(immediatedecisions)

Inthisunit,wewillexploreideasaboutfreedomandwaysofbeingactivecitizensinourcommunities.Wewilllookatdifferentformsofgovernment,discusssettingupaschoolvolunteerprojectandcreatealeafletexplainingacommunityparticipationleaflet.

Unit 2.1 - Freedom and Participation

52 | Module 2 - Human Rights and Democracy

A.1. What is this? We talk about it, dream about it, may even lay down our lives for it.

A.2. Read the following quotes on freedom. Discuss what they mean. Which ones reflect your own idea of freedom?

Getting Started

“Freedom consists not in doing what we like, but in having the

right to do what we ought.” Pope John Paul II

“Freedom goes hand-in-hand

with mutual respect.”

Xanana Gusmão

“Freedom is the power to do,

say, think, or write whatever

one wants to, without

restrictions.”

Longman, Dictionary of English Language and Culture

“You can't separate peace

from freedom because no

one can be at peace unless

he has his freedom.”

Malcolm X (1925-1965)

“A friend is someone who gives you

total freedom to be yourself.”

Jim Morrison

Unit 1 - Freedom and Participation | 53

B.1. Look at the two pictures and read the accompanying fact files. The pictures represent freedom in Portugal and in the United States. In1974,therewasanon-violentchange

ofgovernmentinPortugalcalledthe“CarnationRevolution”.Peoplecelebratedtheendofthedictatorshipbyputtingcarnationflowersintothesoldiers’gunsandontheiruniforms.

ThepeopleofFrancegavethisstatuetotheUSAtocommemorate100yearsofAmericanindependence.LadyLibertyisholdingatorch,abookandiswearinga7-pointedcrown.Theserepresentlightintheworld,theruleoflawandthesevencontinents.

FACT FILE

FACT FILE

B.2. Choose one of these images, or find one of your own, and write a short fact file about freedom in Timor.

Voting in elections Independence celebrations

Tribute to freedom fighters in Baguia

unmultim

edia.org

newmatilda.com

pano

ramio.com


Focus on Vocabulary

A.1. There are many different types of government in our world. The major differences between them relate to who is in control. Look at the list of common types of government and match them with their definitions.

1.Democracy

a.Apoliticalandeconomicsystemrun by a communist party in whichthestatecontrolsallmajorresourcesandwealthisequallydividedamongthepeople.

2.AbsoluteMonarchy

b.Asystemofgovernmentinwhichallcitizenshavepoliticalpower,eitherdirectlyorthroughtheirelectedrepresentatives.

3.Dictatorship

c.Astatethatisruledbyakingorqueen,whohastotalauthorityoverthegovernmentandhisorherpeople.

4.Theocracy

d.Astatethatisruledbyakingorqueen,whohaslimitedpowerbecausetheyactontheadviceofelectedpoliticians.

5.ConstitutionalMonarchy

e.Asystemofgovernmentinwhichthelawsandrulesgoverningpeople’slivesarebasedonasetofreligiousideas.

6.Communism

f.Astateruledbyaleaderwhohasnotbeenelectedbutwhohastakenpower,usuallybyforce.Inthissystemthearmyisoftenincontrolandindividualrightsaregenerallyignored.

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A.2. For each form of government, indicate the idea that does not belong.

1. DEMoCrACY: rulebythepeoplegovernedbythemilitaryregularvoting

2. ABSoLUTE MonArChY: rulebyonepowerinheritedfromfamilyregularelections

3. DICTATorShIP: rulebyonereligiousorientationpoweracquiredbyforce

4. CoMMUnISM: rulebyonepoliticalpartyresourcesaregovernmentownedmostofthewealthownedbyafewpeople

A.3. What is the full name of Timor-Leste in English? What form of government does it have?


Focus on Listening

A.1. Do you know anyone who has lived under a different type of government from the current one in East Timor? Which did they prefer? Why?

A.2. You are going to listen to a radio interview with two people (Kagan and Ilka) who lived under similar types of government but in different countries. Who has positive memories and who has negative ones: Kagan or Ilka?

workinglives friendshipfun foodfreedomofspeech youthmovementsfamilymembers mistreatment

A.3. Listen to the interview again and decide who mentioned the following topics: Kagan, Ilka or both?

A.4. Use the expressions in the box to complete the sentences from the listening text. You may need to change the form of some words.

belike control funplace regimespeakout sumup thesenseof virtuallynon-existent

a.Thegovernment everyoneandeverything.b.What growingupinHungaryintheSeventiesandEighties?c.CommunistHungarywas,infact,a tolive.d.Mybrotherdid andwaspushedinfrontofatrain.e.That’sthekindofmistreatmentyoucouldgetunderany .f.Violentcrimewas .g.Perhapsthebestthingofallwas camaraderie.h.Howwouldyou theeffectsoftheseregimes?

HungaryisacentralEuropeancountrywhichwas,atmanytimesinitshistory,amajorpoliticalpowerandculturalcentreinEurope.Itwasundercommunistrulefrom1947–1989.Sincethen,ithasbeengovernedasademocracyandtodayitispartoftheEuropeanUnion. YugoslaviawasafederationofcountriesinSoutheasternEuropewhichwasundercommunistrulefrom1946–1992.Todayitis6independentcountries–Serbia,Montenegro,Slovenia,Croatia,BosniaandHerzegovina,Macedonia.

FACT FILE




Focus on Reading

A.1. Discuss the questions.

a.WhatisaNobelPrize?Whatareasaretheygivenin?b.WhatistheNobelPeacePrizegivenfor?c.WhichtwoEastTimoresehavealreadywonthisprize?Whydid

theywinit?d.DoyouknowanyotherpeoplewhohavewontheNobelPeacePrize?

A.2. Look at the images illustrating the text. What country and which nobel Peace Prize winner do you think is represented?

B.1. read the biography of Aung San Suu Kyi, a Burmese woman who has been fighting for democracy in Burma.

A biography of Aung San Suu KyiAung San Suu Kyi, Burma’s pro-democracy leader and Nobel Peace winner, has come to symbolise the struggle of Burma’s people to be free. She has spent more than 15 years in detention, most of it under house arrest. She was released from her current third period of detention on Saturday 13th November 2010. She was born on June 19th, 1945, daughter of Burma’s independence hero, Aung San, who was assassinated when she was only two years old. She was educated in Burma, India, and the United Kingdom. She returned to Burma in 1988 to nurse her dying mother, and soon became involved in the country’s nationwide democracy rebellion. The military regime responded to the uprising with brute force, killing up to 5,000 demonstrators on 8th August 1988. Following a military coup on 18th September 1988, on 24th September 1988 a new pro-democracy party, the National League for Democracy (NLD), was formed. Aung San Suu Kyi was appointed General Secretary. She gave numerous speeches calling for freedom and democracy, and political activities continued across the country.Facing increasing domestic and international pressure, the dictatorship was forced to call a general election, held in 1990. As Suu Kyi began to campaign for the NLD, and because of that she and many others were imprisoned by the regime. She was banned from personally standing in the election.


The NLD won an amazing 82% of the seats in Parliament. The dictatorship never recognised the results of the election, and refused to hand over power.Suu Kyi was held under house arrest until July 1995. When released she faced restrictions on travel. In 2000 she was again placed under house arrest after repeated attempts to leave the capital, Rangoon, to hold political meetings in other parts of the country. In 2002, she was released from house arrest and with freedom to travel around the country. She began to travel, holding meetings at which tens of thousands of people turned out to see her. On May 30th 2003 the dictatorship was behind an attempt to assassinate Suu Kyi. Her driver managed to take her to safety, but more than 70 of her supporters were beaten to death. The attack became known as the Depayin Massacre. Following the attack, Suu Kyi was held in detention, and then placed back under house arrest. During this period, her phone line was cut, her post stopped and National League for Democracy volunteers providing security at her home were removed in December 2004. In August 2009 Suu Kyi was sentenced to 18 months imprisonment. Her release date turned out to be just 6 days after elections held in Burma, thereby ensuring that once again she was in detention during elections.She is now the Chairperson and General Secretary of the NLD. In the by elections of April 2012, Suu Kyi and many NLD members were elected to parliament. They won 43 seats out of 45. And in May of that same year, she embarked on a visit outside Burma for the first time in 24 years, in a sign of confidence that Burma's new leaders would allow her to return.

Adapted from: http://www.burmacampaign.org.uk/index.php/burma/about-burma/about-burma/a-biography-of-aung-san-suu-kyi

B.2. True or False. Justify the false answers.

1.AungSanSuuKyiisthedaughterofaBurmesedictator.2.TheNationalDemocracyLeaguewonthe1990electionsandtookoverfromthedictatorship.

3.ThedictatorshiptriedtokillSuuKyibutdidnotsucceed.4.Morethan700ofSuuKyi’ssupporterswerekilledintheDepayinMassacre.5.SuuKyiandNLDmembersheldthemajorityofseatsintheBurmese

parliamentin2012.

C. Write a text about someone in East Timor who has also had to fight for their freedom. Use the following notes to help you.

•Earlylife•Initialinvolvement•Problemshe/shehadtoovercome

•Importantevents•Summarisingconclusion




Focus on Listening

A.1. There are many ways for citizens to play an active role in society. These include:

•Votinginelections•Joiningandworkinginapoliticalparty• Participating in organisations like youth organisations, women’sgroups,environmentalorganisations

•Helpingtoeducatepeopleabouttheirrightsandopportunities•Writingletterstonewspapersorengaginginradiodebates•Encouragingdiscussionanddebate•Workingasavolunteer

A.2. List ways you can be an active citizen in your community.

B.1. You are going to listen to an after school meeting with students, parents and teachers. They are planning a school volunteer project. They want to set up a free football club for the school.

B.2. Study the words you need to know before you listen.

Funding:moneygiventoorganisationsfortheirprojectsSponsor:individualororganisationthathelpsprojectsinexchange

forpublicityFootballkit:clothesyouwearwhenyouplayfootballWhistle:theinstrumenttherefereeusestoproducesoundCouncillor:alocalpoliticianSewing:theactivityofmakingorfixingclothes

B.3. Listen to the meeting and tick off who will do what.

Things to be done: Janet Mrs. White Bob Jill Mr.

Smith Tom

Placeforpitch X

Preparingpitch

Makingfootballkit

Gettingfootballequipment

Finding coaches andreferees


C.1. read the following statements made at the meeting. Do the underlined verbs refer to the past, present or future? For more information see the grammar reference section.

“My husband is a local councillor. I’ll talk to him about finding a possible place for the pitch.”

“I’ll get volunteers to level the pitch and plant the grass. I’m a member of a gardening club and we’re always looking for new projects.”

C.2. The football club also needs people to help with the following jobs. Imagine you want to help, what would you say? remember to give a reason.

Example:Make sandwiches for the players. I’ll make the sandwiches, because my dad owns a bakery and I can get cheap bread.

a. make the match postersb. act as linesmenc. work in the club shop d. timetable training sessionse. clean the changing rooms


Focus on Speaking

A.1. You are going to discuss setting up a school volunteer project. In groups, decide on a project you would like to implement in your school. Choose one of these projects or think of one of your own.

-Settingupahomeworkclub-Helpingyoungerchildrenwithreadingskills-Keepingtheschoolclean-Organisingafterschoolactivities

A.2. In your group, make a list of all the things that need to be done. Forexample:collect books, find a space, get tools, talk to the head teacher, etc.

A.3. now discuss the division of the work. remember to use the future “will” for immediate decisions.Example: “I’ll get the tools because I know someone who …”

Create a leaflet designed to explain a specific form of community participation. here is an example of what your leaflet should look like and the kind of text you should write.

FInAL TASK


GRAMMAR rEFErEnCE SECTIon

Grammar Box - Will for immediate actions

Will is used to refer to a decision we make at the time we are speaking. Look at these examples:

We need to write this down. Hold on. I’ll get a pen.

My documents have been stolen We will take you to the police station.

That child looks lost I’ll look for her parents.

In these examples there is no previous plan or decision to do something before we speak. The decision is made when we speak.


Extra Practice

Write a suitable situation for these decisions.

Example: I’ll take him. George needs a lift to school.

1.I’llanswerit. The phone

2.I’llseewhatitis.I can hear

3.I’llgetanumbrella. 4.We’lldoitathome.

5.I’llgetheradrink.


• Argue in favour of equality of human rights and opportunities

• Defendpointsofviewrelatedtoequalaccesstoeducation

• Describe social inclusion projects in community life

Unit language focus

Conjunctionsandlinkersofcondition

Thisunitisaboutequalopportunitiesandtheimportanceofincludingdifferentsocialgroupsincommunitylife.Wewilldiscussuniversalhumanrights,andlookattherightsandopportunitiesofdifferentsocialgroupsincommunitylife.Wewillconsidertheimportanceofeducationforall,atallages,andproduceadeclarationofrightsforaparticulargroupofpeople.

Unit 2.2 - Inclusion and Social Justice


A.1. Read this definition of “rights” and the fact file on the Universal Declaration of Human Rights.

Rights are legal, social or ethical principles of freedom. Some examples of rights are: the right to life, the right to choose, the right to vote, the right to work, the right to speak freely and the right to security.

Getting Started

AtrocitiescommittedbystatesduringtheSecondWorldWar(1939–1945)led a group of government leaders to cometogetherattheUnitedNationsto create a new document designed to prevent such human rights abuses from happeningagain.TheresultingUniversalDeclarationofHumanRightswasadoptedbyUNcountriesin1948anditremainsthe most important of all human rights frameworksintheworld.Itrecognisesauniversalentitlementtorightsforallhumans,andsetstheaimofcontributingtowardsfreedom,justiceandpeaceintheworld.Humanrightsaredefinedinits30articles.Regionalgroupsofcountriesandindividual states have incorporated these humanrightsintotheirownlaws.

FACT FILE

A.2. Match the two parts of each sentence to find some statements that are part of the Universal Declaration of Human Rights.

a.Allhumanbeingsareborn 1.asyouwishwithinyourcountry.

b.Everyoneshouldhaveallthe rights and freedoms,

2.ashisorherslaveandyoushouldnotmakeanyoneyourslave.

c.Nobodyhastherighttotreat you

3.andnobodyhastherighttotakethesethingsfromyouwithoutagoodreason.

d.Nobodyhastherighttotorture

4.freeandequal.

e.Youshouldbelegally 5.andeveryoneshouldgotoschool

f.Youhavetherighttotravel 6.haveasalarywhichallowsyoutosupportyourfamily.

g.Youhavetherighttoownthings

7.inanyreligionyouwant.

h.Youhavetherighttobelieve

8.protectedinthesamewayeverywhere,andlikeeveryoneelse.

i.Youhavetherighttoworkand

9.nomatterwhatrace,sex,orcolourheorshemaybe.

j.Youhavetherighttogotoschool

10.youorharmyouinanyway.

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Unit 2 - Inclusion and Social Justice | 67

A.3. Which of these rights do you think are most respected around the world? Put them in order from most respected to least respected.

A.4. Research other rights that are included in the Universal Declaration of Human Rights. Share your information with the class.


Focus on Listening

A.1. Different groups in our communities, such as minorities, children, the disabled and the elderly, need to be fully included in society. For example, in different parts of the world there are different attitudes towards older people. In some countries they are valued as a resource, whereas in others they are seen as a problem to be solved. How are older people treated in your community? Discuss with your colleagues which of the following statements apply to old people in your community.

a.Oldpeoplearelookedafterbytheirdaughters.

b.Mostpeopleliveintheirownhomesuntiltheydie.

c.When there is a decision to bemade, the oldest person in thefamilyisalwaysconsulted.

d.Peoplemanagetosaveenoughmoneywhentheyworktohaveacomfortableretirement.

e.Therearespecialactivities/clubsorganisedfortheelderly.

f.Theolderyouarethemoreyouarerespectedbyothers.

g.Theelderlyhavethesameaccesstohealthcareaseveryoneelse.

AgeInternationalistheonlyUKcharityfocusing on older people in developing countries, as part of the HelpAge global network.ItispartoftheAgeUKfamily,andisaleading member of HelpAge, the only globalnetworkoforganisationsfocusingonageing.ItisalsopartoftheDisastersEmergencyCommittee(DEC),helpingmakesureolderpeoplearen’tforgotteninemergencies.Itexistsbecauseolderpeopleinpoorcountriesareoftenignoredandtheirneedsneglected.Despitealifespentworking,raisingfamiliesandmakingapositivecontributiontotheircommunities,olderpeoplecanbelefttocopealoneinlater life, without help from a pension and sometimeswithoutfamilysupport.

FACT FILE: AgE InTErnATIOnAL

A.2. If any of these statements are not true, rewrite them so that they are true for your community.

B.1. Julia Crowe works for the charity Age International (see box). She has been invited into a radio station to talk about her work. Listen to the first part of the conversation and answer these questions.

a.WhatisJulia’sjobtitle?b.Whichpartofherjobdoesshelikebest?c.JuliamentionsNorthernEuropean,JapaneseandChineseattitudestotheelderly.Howaretheydifferent?

d.Whatisacrossoverpractice?


B.2. Compare your answers with a colleague and then listen to part 2 of the conversation. As you listen, change the following sentences so that they are true.

a.Juliaencountersconflictinonearea.b.Sheexplainswhatshemeansby referring tomarriages inwhich

thereisagreatagedifferencebetweenthespouses.c.The82year-oldmanwantedtostaywithhisfamily.d.Thegrandfathernowstayswiththefamilyduringtheweekandin

thehomeattheweekend.e.Juliamentionsthatwecanlearnfromeachotherregardingboth

theelderlyandtheterminallyill.

B.3. Do you agree with Julia about how we can learn from each other, especially when our cultures, languages and practices are different? Find out what your colleagues think.


Focus on Speaking

A.1. You are going to take part in a role-play in groups of five. You are playing the following roles:

•Acommunitysupportofficer,likeJulia.•Anelderlyrelative•Adaughter•Ason-in-law•Ateenagegrandchild

Here is the situation you are in:You are meeting to decide what you can do to help your elderly relative who has been living on his/her own but is now finding this difficult.

A.2. Decide who is going to play each role. Read the role cards that your teacher gives you. Prepare what you are going to say. Everybody should prepare individually.

A.3. Carry out the role play. When you have finished, tell the class what the result of your conversation was – what will happen to the elderly relative?


Focus on reading

Cerebral palsy is a form of disability caused by brain injury before or during birth.Itischaracterisedbydifficultyin controlling various areas of body movement.Cerebralpalsyaffectsaboutoneinevery400children.Itaffectspeoplefromallsocialbackgroundsandethnicgroups.Thereisnocureforthecondition,but physiotherapy and other therapies canoftenhelppeoplewithcerebralpalsybecomemoreindependent.

FACT FILE

CEREBRAL PALSY

A.1. A “disabled person” is someone who is incapacitated by illness or injury and who is physically or mentally impaired in a way that noticeably limits their ability to perform normal day-to-day activities. There are many types of disabilities: physical disabilities, learning disabilities, mental disabilities, speech disabilities, blindness, brain injuries, etc.

Disabledpeoplehavetherighttotakepartinsocietyregardlessoftheirdisability.Many times they face discrimination and are confrontedwithbarriersineducation,employmentandsocialcontexts.Discusswaysinwhichdisabledpeopleshouldbeincludedinsociety.Example:Make all buildings accessible to physically disabled people.

A.2. You are going to read an article about a photojournalist who made a documentary film, “Including Samuel”, about his family’s experience of raising their physically and mentally disabled child, who has cerebral palsy. What difficulties do you think they might have had?

B.1. Read the article and check your answers.

Including Samuel by Dan HabibA CASE FOR INCLUSIVE EDUCATIONIf doctors had not diagnosed his son Samuel with cerebral palsy, photojournalist* Dan Habib would never have thought about the social inclusion of people with disabilities. Now he thinks about inclusion every day. His award winning documentary film, “Including Samuel,” chronicles* the Habib family’s efforts to include Samuel in every facet* of their lives. The film honestly portrays his family’s hopes and struggles* as well as the experiences of four other individuals with disabilities and their families. “Including Samuel” is his very personal effort to inspire the public to talk about inclusion in a more informed and innovative way. Here he shares his story.Four years ago, my son, Samuel, lay in a medically induced coma*. He was four years old and had developed pneumonia. As I waited by his bedside, one of his doctors encouraged me to photograph the experience. It was the moment that I began to move towards filmmaking. I began working on Including Samuel, a 58-minute documentary that was released nationally in 2008. As a director and as a father, my

*chronicles = tells the story

*facet = part*struggles = difficulties or problems

*medically induced coma = doctors decide to put patients into a coma


experience with making the film not only helped me face my fears, but also my biases*. We had a child with a disability.When Samuel was about one, we found out that he had cerebral palsy, which means his brain has trouble controlling his muscles. He uses a wheelchair and it is difficult for him to talk. We weren’t new parents; we had an older son, but our youngest child’s disability tested us in new ways. “How can he get a full education and go to college when he can’t hold a pencil?” his mother wondered.I made Including Samuel to record our family’s efforts to include him in our neighbourhood school, in the sports programs and social activities intrinsic to our community and in the daily routines of our family -- every aspect of our lives. Samuel’s journey is the central topic throughout the film, and I wanted viewers to learn a lot about him beyond the fact that he has a disability. He fights with his brother. He loves to play ball. He wants to be an astronaut when he grows up. Yet Samuel is only nine, and including him will likely become more and more challenging as he grows up. So I also made this film to learn from the experiences of other people with disabilities who can look back on the choices they and their parents have made.

ECHOES OF A PAST STORYThis tale* began 20 years ago when I photographed a story at one of the first local elementary schools to include kids with disabilities in mainstream classes*. If the topic had had more personal relevance to me, perhaps I would have become more involved at the time. Today, Samuel is in fourth grade at this school, and I think about inclusion every day.Being Samuel’s dad has forced me to look at my own prejudices. When I saw people who couldn’t walk or talk, what came into my head? It’s painful to admit, but I often saw them as less smart, less capable, and not worth getting to know. Now I wonder Is that how the world sees Samuel?

GETTING TO INCLUSIONAs a father, I wanted to show the general public why I felt so strongly that inclusion is the most important factor in giving Samuel and other children with disabilities the opportunity for a happy and fulfilling life. As a journalist, I wanted the film to be as complex as the reality of successful inclusion. I also hope they will get to know Samuel at the same time. Making this film helped me imagine the life we want and expect for Samuel. We have a supportive network of teachers, therapists, relatives and friends who help us work towards that goal every day. Samuel brought the disability rights movement into our home. It came

*biases = prejudices

*tale = story

*mainstream classes = regular non-special needs classes


with lots of questions: Can we continue to fully include Samuel as he goes to middle and high school? What about the times when illnesses force Samuel to miss weeks or months of school? As an adult, will he find a partner? Will he get a job that he likes? I don’t know the answers to those questions right now. But I do know that Samuel loves life. I know that he will teach a lot of people, which is good because the world has a lot to learn.

http://www.itmagazine.net/stories/feature-stories/category_family-human-services/including-samuel/

B.2. Answer the questions.

a.WhenwasDanfirstexposedtoissuesrelatedtochildrenwithdisabilities?b.WhatdisabilitydoesSamuelhave?c.WhydidDanmakethedocumentary?d.HowdoesDandescribeSamuel?e.WhatdoesDanwantpeopletogetoutofthisfilm?

B.3. Do you think disabled people are socially included in your country? What is done to include these people in society? What do you think needs to be done?

C.1. Read the following third conditional sentences that were taken from the text. The third conditional is a structure used to talk about an event or situation that did not happen in the past.

Example1: If doctors had not diagnosed his son Samuel with cerebral palsy, photojournalist Dan Habib would never have thought about the social inclusion of people with disabilities.

Example 2: If the topic had had more personal relevance to me, perhaps I would have become more involved at the time. (Dan’s statement)

C.2. Are the following sentences true or false according to the examples above?

Example1a. Dan thought about the social inclusion of people with disabilities.b. Doctors didn’t diagnose his son with cerebral palsy.

Example2c. The topic had personal relevance to Dan.d. Dan didn’t become more involved at the time.


C.3 What do the two sentences have in common? Choose the correct answer.

a.Theyrefertothepast/present/future.b.Theyrefertoareal/unrealsituation.

C.4. Look at the examples above and complete the notes below.

a.Whentalkingaboutimaginarypasteventsifisusuallyfollowedbyhad(not)+ .

b.Themainclause,whichtalksaboutimaginaryconsequencesinthepast,isusuallyformedbywould(ormay/might)+ + .

C.5. Here are some facts about the past. Write sentences using the third conditional to say how things would have been different.

Example:I didn’t pass the exam because I didn’t study enough. If I had studied more, I would have passed the exam.

a.MyparentspunishedmebecauseIcamehomelatelastnight.b.Theteenagersdidn’tgotoclassyesterdaysotheymissedthegrammar

explanation.c.TommethiswifeataNewYear’sEveparty.d.Ididn’tgetthejobbecauseIwasn’tdressedappropriately.e.Themoviedidn’thavegoodactorsthat’swhyitdidn’tdowellatthe

boxoffice.




Focus on Speaking

A. Look at the rights to education in the diagram. Which of these rights do you have in your country?

Same education for men

and women

Equal access to university

whatever your background

Adults can go back and

complete their education

The right to lifelong learning

Education up to the age of

18 for all

Free primary

school for everyone

EDUCATIOn

B.1. Lifelong learning includes any learning we do throughout our lives where the aim is to improve our knowledge, skills and competences. It can be personal, community, social and/or employment related. Can you think of any examples in your community?

B.2. Read the following statements and decide if they are arguments against or in favour of lifelong learning.

•Lifelonglearnersfinditdifficulttomanagestudyingwithworkandfamilyresponsibilities.

•Lifelonglearningallowspeopletokeepupwithchangesinsociety-especiallyintheareaoftechnology.

•Lifelonglearningisveryexpensiveandgovernmentshavedifficultiesfundingthistypeoflearning.

•Lifelonglearningenablespeopletounderstandthemselvesbetter.•Lifelonglearningsupportstheeconomybyhelpingpeopleimprovetheirjobprospects.

•Lifelonglearningisrecognisedasanimportanttooltoreducesocialexclusion.


B.3. Hold a class discussion on the following topic: Lifelong learning should be a top priority for all governments.

FInAL TASK

A.1. Work in groups. You are going to design a declaration of rights for a specific group of people in your community. Choose one of the groups below or select one of your own.

-singleparentfamilies-theelderly-thedisabled-childrenwithlearningdifficulties-orphans-women-theunemployed-foreignworkers-speakersofotherlanguages

A.2. What rights do you think the people in your group should have?

Example:Single parents.Single parents should have the right to …- childcare facilities while they go out to work;- training in childcare techniques;- flexible working hours;- ...

A.3. Exchange your ideas with colleagues who have selected the same group of people.

A.4. Design and produce a declaration of rights for your group of people.


Grammar Box - Conditional Type 3

The third conditional (also called conditional type 3) is a structure used for talking about unreal situations in the past.

Example:Unreal situation: If I had studied harder, I would have passed the exam. Real situation: I failed the exam, because I didn’t study hard enough.

FormLike the other conditionals, a third conditional sentence consists of two clauses, an “if” clause and a main clause:

grAMMAr rEFErEnCE

SECTIOn

If clause Main clause

If I had studied harder, I would have passed the exam.

if+subject+pastperfectverb* subject+would(ORcould,ORmight)have+pastparticiple

*Thepastperfectisformedwiththeauxiliaryverb“had”,andthepastparticipleoftheverb.

If the “if” clause comes first, a comma is usually used. If the “if” clause comes second, there is no need for a comma: I would have passed the exam if I had studied harder.

UseThe third conditional is used to talk about situations in the past that didn’t happen and their hypothetical consequences. It is often used to express criticism or regret:

Example Explanation

IfJohnhaddrivenmorecarefully,hewouldnothavehadanaccident.

Criticism: Johnhadanaccidentbecausehedidn’tdrivecarefully.

IfIhadtoldmymotherthetruth,Iwouldhavefeltmuchbetter.

Regret: Ididn’ttellmymotherthetruth,soIfeltreallybad.


Extra Practice

Exercise 1 Fill the gap using the verb in brackets. Think very carefully about the meaning of the phrase before deciding whether to use a negative or positive verb form.

a.Iwouldn'thavebeenangryifyou mychocolate.(eat)b.Ifhehadknownyouwereinhospital,he you.(visit)c.Wewouldn'thavecomebytaxiifwe therightbus.(find)d.WewouldhavevisitedtheTategalleryifwe time.(have)e.Ifyouhadn'tbeenaskingmequestionsallthetime,I the film.(enjoy)

f.IfI yournumber,Iwouldhavephoned.(know)

Exercise 2Answer the questions about yourself. What would have happened if you …?

a.…hadgotupanhourearlier?b.…hadbeenbornfiveyearslater?c.…hadn’tstudiedEnglish?d.…hadgrownupinadifferentcountry?e.…hadn’tcometoEnglishclasstoday?

Exercise 3Write sentences explaining to your teacher what went wrong in the following situations using the 3rd conditional.

a. You were late for school.

Examples: I would not have been late for school if I had not missed the bus. (I was late for school, and I did miss the bus)

I might have been on time if my brothers had not taken so long to get ready. (I was not on time, my brothers did take a long time to get ready)

b.Youdidnotdoyourhomework.c.Youforgotyourdictionary.d.Youruniformisdirty.e.Youfellasleepinthemiddleoftheclass.f.YoudidnotgotothemeetingoftheEnglishClubyesterday.


Exercise 4a. Think of 5 things you would have liked to have done but didn’t and

write a sentence for each one using the 3rd conditional.

Example: (take ballet classes) I would have taken ballet classes if there had been a ballet school in my town.

b. Think of 5 things you did but wished you hadn’t and write a sentence for each one using the 3rd conditional.

Example: (have an argument with your best friend) If I hadn’t been so tired, I would not have got into an argument with José Maria.


• Describetheactivitiesofsomeinternationalorganisations

• Characterisetheimpactofinternationalorganisationsonmy community

• Reportanexampleoftheworkbeingdonebyaninternationalorganisation

Unit language focus

Prepositionsreview(time,place,motion)

Thisunitisaboutinternationalorganisationsandtheirroleincommunitylife.Wewillexploredifferentorganisationsandtheiractivities,talkabouttheorganisationsthatworkinourcommunitiesandtheimpactofwhattheydo,andmakeapresentationaboutoneofthem.

Unit 2.3 - International Organisations


A.1. Do you know any international organisations? What are they called and what do they do?

A.2. Look at the logos and names for some well-known international organisations. Why do you think the organisations have chosen these logos ?

Getting Started

1. TheOxfordCommitteeforFamineRelief(OXFAM)

3.TheUnitedNationsChildren’sFund(UNICEF)

5.DoctorswithoutBorders

2.HandicapInternational

4.TheInternationalMonetaryFund

Unit 3 - International Organisations | 83

A.3. Match the organisations to their main purposes and functions. There are two for each organisation.

a. The organisation also works to protect children from violence,exploitationandabuse.

b. The organisation works directly with communities to ensure thatpoorpeoplecanimprovetheirlivesandhaveasayindecisionsthataffectthem.

c. This organisation has projects in six areas: disasters, landmines,rehabilitation,inclusion,healthanddisabledrights.

d. TheoriginalnameofthisorganisationisMédecinsSansFrontières.e. Thisisaninternationalconfederationof17organisationsthatworks

toensurethatpoorpeoplearoundtheworldhaveenoughtoeat.f. Thisisaninternationalmedicalorganisationthatworksinmorethan

60countriestohelppeoplewhoarethreatenedbyviolence,neglectorcatastrophe.

g. Thisisaninternationalorganisationof188countriesthatworkstopromoteglobalmonetarycooperation.

h. This is an international organisation that provides long-termhumanitariananddevelopmentalassistancetochildrenandmothersinover200countries.

i. This is an international organisation thatworkswith disabled andvulnerablepeopleinover60countriesworldwide.

j. This organisation facilitates international tradeandpromoteshighemployment.

A.4. Which of these organisations are found in East Timor? Where do they work and what problems do they work with?

UNICEF in Congo.


Focus on Listening

A.1. UNICEF works in over 200 countries and territories. It works in many different ways to support children. Look at the images illustrating the areas it is involved in. Write the missing vowels to complete the words and match them to the pictures.

Example:a. Immunisation and Health = picture 3

a.Imm_nis_ti_nandHe_lthb.Ed_c_ti_nc.W_ter,S_nitationandHygi_ned.N_tr_tione.H_V/A_DSf.Ch_ldPr_tect_ong.Em_rgenciesandN_turalDisast_rs

RUFO

US

1

2

3

45

6

7


A.2. Read the short text about a girl from Dili who is being helped by a UNICEF programme for teenagers. What does the programme offer her?

InáciaAletaGo

mesFernandes,

whois15year

sold,

dreamsofbeingapro

fessionalbaske

tballplayer.She

oftenplaysata

basketballcou

rtatayouthce

ntreon

thewesternedg

eofDili,Timor-Leste

’scapital.Throu

gh

sport,Ináciaa

ndotherteens

findanoutlet

fromthe

pressuresofgr

owingupinan

eighbourhoodk

nown

for gang fights

and youth vio

lence.She tak

es part

in a UNICEF-su

pported progra

mme thatpromotes

peace-building

throughsports

activitiesandlif

e-skills

classesthat he

lp teenagers b

uild knowledg

e and

healthyattitudest

ofacethechal

lengesoflife.

http://www.unicef.org/infobycountry/Timorleste_58579.html

B.1. Listen to Inácia talking about the programme. Why is she happy?

B.2. Listen again and put the descriptions of Inácia’s life in the order she talks about them.

a.Familyinfluenceb.Movingforward–educationasapathtoabetterfuture.c.ReasonsforlikingtheUNICEFprogrammed.Goingtoschoolandapositivechangefromthepast

B.3. Are there any UNICEF programmes or youth centres in your own community? What do they do? Have you ever been to one? Tell the class.

C. Imagine UNICEF has decided to support a youth centre in your community. What type of activities would you like to see at that centre? Select a few activities and decide what the benefits would be.

Example:a book club we could read about other people’s lives; we would spend less time watching television


Focus on Vocabulary

A.1. Working in organisations often involves teamwork. To be able to

work well with other people, certain characteristics and qualities are useful. Look at the definitions of some of these characteristics.

Self-fulfilledsatisfied with the way you lead your life and the things you have achieved

Self-reliantdoing things for yourself without needing much help from others

Supportivegiving help and encouragement to others

Responsibleacting correctly and being trusted to do the right thing

Committedloyal and happy to give your time and energy to something you believe in

Cooperativeworking with others to achieve a common purpose

Constructivecontributing in a useful or helpful way

Hardworkingworking a lot and putting a lot of effort into the work

Goal-orientedworking towards specific objectives

A.2. Choose some of the people you know well and select adjectives to describe their characters. Explain why you have chosen these adjectives.

Example: My mother is self-reliant because my father works in another country and she has to look after the family by herself.

LINO

BOR

GES

LINO

BORG

ES

LINO

BOR

GES


Focus on Reading

A.1. The World Scout Movement is an international youth organisation that supports young people in their physical, mental and spiritual development so that they can play an active part in society. Find 7 words in the word search puzzle that can be used to describe a scout.

T R U S V N R E T HR C E E F A F U L EU B A D E S U O H LS K R A C I S L B PT I L O Y A L O R FW N O G V E W O A UO D Y E V A L F V LR N A U G H T Y E DT F R I E N D L Y IH E L T S T E A L SY O B E D I E N T R

A.2. Use the words above to complete the sentences.

Example: Scouts are trustworthy because when they agree to do something they always do it.

a.Scoutsare ordedicatedtoScouting,theirfamily,friendsandwork.

b.Scoutsare notonlywiththeirfriendsbutwithothersaswell.

c.Scoutsare andobeytheordersoftheirparentsandscoutleaderwithoutquestion.

d.Scoutsare whenevertheyseesomeoneinneedofhelp.e.Scoutsare whenothersmightbeafraid.f.Scoutsare andgeneroustoothers.


B.1. Read the text and place the headings in the spaces.

A. A movement for youthB. Scouting's mission is... C. A social forceD. Meeting real needsE. Education beyond school



Scouting Is... A leading global youth movementThe World Scout Movement is a worldwide, non-profit organisation of over 30 million members, male and female, operating through a network of local groups supported by National Scout Organisations in 161 countries. East Timor is one of 29 countries where scouting exists but where the national organisation which is not yet a member of the World Scout Movement. The União Nacional dos Escuteiros de Timor-Leste (National Scout Union of East Timor) is a member of the Community of Lusophone Scouting. Dom Ximenes Belo, former Bishop of Dili and Nobel Peace Prize winner, used to be a scout and is active in supporting scouting.

______________________________ (1)

To contribute to the education of young people through a value system based on the Scout Promise and Law, and to help build a better world where people are self-fulfilled as individuals and play a constructive role in society. This is achieved by:

• Involving them throughout their formative years in a non-formal educational process

• Using a specific method to make sure that each individual develops as a self-reliant, supportive, responsible and committed person

• Assisting them to establish a value system based upon spiritual, social and personal principles.

______________________________ (2)

Scouting complements school and the family, filling the needs not met by either. Scouting develops self-knowledge, the need to explore, to discover, to want to know. Scouts discover the world beyond the classroom, using the skills of others to learn, and passing that knowledge on to others.


______________________________ (3)

Scouts are involved in a vast number of issues facing the communities where they live. Scouts work with others in the community to achieve mutual objectives. They work with friends, neighbours, community leaders and other organisations.

______________________________ (4)

Scouting is a Movement...on the move. Scouting is constantly evolving and adapting according to local conditions and serving according to local needs. Young people are expected to create the activities they are involved in and to learn to live and work together. They are involved in decision-making, accepting responsibility, developing cooperation and leadership.

______________________________ (5)

Scouting develops a sense of personal responsibility for one’s own development. Scouts and leaders are volunteers and choose to join Scouting. Scouting seeks the spiritual value of life beyond the material world. The Scout Movement is independent and governed by its own democratic decision-making processes. While constructively involved in society, Scouting is a non-partisan movement, which does not identify with any political party.

http://www.scout.org/en/about_scouting/facts_figures/fact_sheets


B.2. Are the following statements true or false according to the text?

a.TheWorldScoutMovementisonlyforyoungboys.b.DomXimenesBeloisascout.c.Themaingoaloftheorganisationistoteachyoungpeoplevaluesandmakethembetterpeople.

d.Scoutingactivitiesonlytakeplaceintheclassroom.e.Scoutsworkwithmanyotherpeopletohelpbuildabettersociety.f.Youngpeoplearetoldwhattodoandhaveahardtimeworkingwithotherpeople.

g.TheScoutMovementisgovernedbythepoliticalsystemofeachcountrywhereitisfound.

C.1. Imagine you are going to interview a scout leader in your community. Choose 5 of the 8 questions and decide how the scout leader might answer. Write one or two sentences for each answer.

a.Howdidyoubecomeascoutleader?b.Whatworkdoyoudowithscouts?c.Whichpartsofyourworkdoyoulikebest?d.Whatqualitiesdoyouthinkagoodleadershouldhave?e.Canyoutellmeaboutonememorableexperience?f.Whatisdifficultaboutbeingascoutleader?g.Canyounameapersonwhohashadanimpactonyouasaleader?

Whyandhowdidthispersonimpactonyourlife?h.Wouldyourecommendbeingascoutleader?Whyorwhynot?

C.2. Compare your answers with colleagues.




Focus on Listening

A. What world organisation does this symbol represent? What does it mean to you?

B.1. Listen to a radio documentary about the work of the Red Cross. Complete the table by ticking the box that corresponds to the area that each country received helped in.

Areas of Help

Country Disaster Health Reconnecting Families Education

Pakistan

Japan

USA

Tanzania




B.2. Listen again and answer the questions.

a.WhatyearsdoestheRedCrossreportreferto?b.Whatisthemostcommontypeofdisasterintheworld?c. How did the Red Cross help Japanese families after the 2011

earthquakeandtsunami?d.HowlongdidittakeOnesphoreNdaribitsetobereunitedwithhis

family?e.HowdoRedCrosshealthcareprovidershelpTanzanianswithHIV

AIDS?

C.1. A preposition describes a relationship between other words in a sentence. Read these sentences taken from the listening text, paying close attention to the underlined prepositional phrases.

Down the street, across the country and around the globe, the Red Cross helps people …In 2011, the Red Cross responded to powerful earthquakes and tsunamis ...(…) the Red Cross located his family in Rwanda …When the Tanzanian refugee camp where he was living closed on the 25th of January 1996 …Many of these sick people live far from villages …

C.2. The prepositions may indicate time, location and movement. Put the underlined prepositional phrases from the exercise above in the table. Follow the example.

Time Location/ Place Movement

down the street

C.3. What other prepositions of time, place or movement can you remember? Add them to the table and write a sentence using them.

Example:at(prepositionoftime)People give more to charities at Christmas time.


FINAL TASK

A.1. You are going to make a presentation in pairs about an international organisation working in your community or region. First choose the organisation you want to talk about and carry out research on some of these topics.

•Background(theorganisation’sorigin,history,mission)•MainareasofworkinEastTimor(health,education,youth,women’srights,etc.)

•Peopleinvolved(workingfortheorganisation,localvolunteers,thepeopleitishelping)

•Organisationalstructure(whoisincharge,howisitorganised,thedifferentresponsibilitiespeoplehave)

•Financial(wheretheygettheirmoneyfromandwhattheyspenditon)•Activities(events,projects,programmes,theworktheydo,individualstories)

•Opinions (reactions fromthecommunity, fromtheworkers,youropinion)

•Benefits(whatitbringstothecommunity,howithelpsindividuals)•Future(plans,newproblems,etc.)

A.2. Here are some useful tips to help you prepare your presentation using a computer with multimedia presentation tools.

•First,prepare theslides foryourpresentation.Chooseasuitablebackground.

•Makeawelcomeslidefortheaudiencetolookatbeforeyoubegin(includeatitleandyournames)

•Yoursecondslideshouldlistthetopicsyouaregoingtotalkabout.•Putonetopiconeachslide.Trytoincludeapicture.Don’tputtoomuchtextontheslide.

•Decidewhoisgoingtotalkaboutwhichtopic.•Prepareyournotesforeachtopic.Expandontheinformationyouhaveontheslides.

•Practisegivingyourpresentationtoeachother.Don’tspeaktoofast.•Askyouraudienceforquestionsattheend.

Ifyoudon’thaveaccesstoacomputerwithpresentationtools,youcanfollowthe

sameprocedureandgiveyourtalkusingtheblackboardforlistingthemainpointsand

cardsoryournotebookforyournotes.Don’tforgettoillustrateyourtalkwithpictures,

maps,graphs,orothervisualsupport,wheneverpossible.



Grammar Box 1 - Prepositions of Time

Extra Practice

Preposition USE EXAMPLES

IN PartsofthedayMonths,seasons,years

inthemorning/afternoon/evening

inMay/inspring/in2014

ON SpecificdaysDates

onMonday/onNewYear’sDayonthe10thofMay

AT

Timesandtimeperiodsoftheday

Time expressions

at10am/atlunchtime

attheweekends/atthemoment/atChristmas(duringaperiodoftimearoundChristmas)

DURINGduring + noun to say whensomethinghappens

duringthefilm/duringtheday

FOR for+quantityoftime for6years/fortwohours

UNTIL until+tosayhowlongasituationcontinues Istayedinbeduntil9am.

SINCEsince+specifictimewhensomethingstarted

since2010/sinceSundayevening

Fill in the spaces with the prepositions of time.

a.Shewasborn 1999.b.Inevergoout Fridays.c.Callme 8o’clock.d.I’vebeenwaiting anhour.e.Heworks thenight.f.Ihavebeenwaitingforyou 10o’clock.g.Westayedintherestaurant 11o’clock.


Extra Practice

Choose the right preposition for each space.

AfewdaysinDiliprovidetheopportunityforanenlighteningtourofsomeofthehistoricalsitesthecityhastooffer.Anumberofmuseumsandexhibitions a.in/on Dilidetailthecountry’spoliticalstruggle,includingtheChega!Exhibition.Fortunatelyfortourists,thephotographsfeaturewithEnglishcaptionsandit’sthesameatthenearbyResistanceMuseum.ThePaláciodeGoverno–theGovernmentPalace-dominatesDilicitycentreandishardtomisswithitshighwalls,impressivearchitectureandtheopengardens b.between/infront ofit.Not c.farfrom/behind thecitycentreistheCathedraloftheImmaculateConception,oneofmanychurchesin thecity. ThepredominantlyRomanCatholicpopulationbecomesapparent in two large scale statues setaboutfivekilometres d.in/on eithersideofDili.AstatueofPopeJohnPaulIIstands e.in/on aheadlandwestofthecity,butit’stheCristoRei,a27mtallsculptureofJesusChristhigh f.above/below thecity,thatistheessentialdestinationwith itsspectacularviewoftheWetarStraits g.above/below . Don’t misstheopportunitytovisitthelocaltaismarket,asmalloutdoorprecinctquite h.near/next theHotelTimor,whichissetupentirelytosellthetraditionalhand-wovenfabric.

Grammar Box 2 - Prepositions of Place

We use prepositions of place and location to identify the spatial relationship between nouns. Some of the most common prepositions of place are:

Theballison

thebox.

Theballisabovethebox.

Theballisbetweenthe boxes

Theballisnext tothebox.

Theballisin front ofthebox.

Theballisin / insidethebox.

Theblueballisnear close to/bythebox.Theredballis far from the box

Theballisunderthebox.

Theballisbehindthebox.

The broom isleaning against

thebox.

Theballisbelowthebox.


Grammar Box 3 - Prepositions of Movement

We use the following prepositions to describe the movement of people and objects.

up the ladder

towards the house away from the house

past the school

down the ladder

onto the table off the table


into the box

around the tree

through the trees

along the tightrope

out of the box

over the wall

across the bridgeunder the bridge


Extra Practice

Fill in the blanks with the prepositions of movement.

a. Cut the paper the line.

b. The golf ball went the hole.

c. The athlete ran the stairs.

d. Columbus sailed the Atlantic Ocean.


Extra Practice - All prepositions

e. They are looking the window.

Complete the following sentences in an appropriate way. Extend the sentence as much as possible.

1.Unicefissettingupanewprojectin…

2.TheHandicapInternationalprojectfocusesonmakingsurethatpeopleinwheelchairscangetinto…

3.TheIMFofficeisopposite…

4.Thecommitteehasagreedtomeetat…

5.TheRedCrosscamphasbeeninoperationsince…

6.Thescoutgroupmovedawayfrom…

7.Therefugeeshadtoescapeacross…

8.Myfavouritescoutactivitywaswhenwehadtoclimbup…

9.Ourscoutgroupmeetson…

10.Thecharityhasitsofficesonthethirdfloor,above…

11.InaRedCrosscampallthetentsareplacednear…..

12.Wehavebuiltanaccessrampinfrontof…

13.Thescoutsbuiltafireinfrontof…

14.Ihaveacommitteemeetinginthe…,followedbyaninspectionvisitduringthe…

15.TheWWFprotectsaspeciesuntil…

16.Thesecurityguardsforthecamppatrolaround…

17.Thedoctorstookthemedicalsuppliesthrough….

MODULE 3Travel, Tourism and Mobility


• Give my opinion about the advantages of travelling

• Characterisewaysoftravellingandmotivationsfortravelling

• Report a trip

Unit language focus

Reviewofnarrativetenses(Pastsimple&Continuous;PastPerfectSimple&Continuous)

This unit is about travelling, journeys and trips. We will begin by looking at the reasons people have for travelling and then moveontoaspecialkindoftravelling:exploration.Wewillwrite a story about a special trip we have made with our families. We will read about another special kind of journey, the gap year between school and university and discuss differentwaysofgettingaround.Wewillfinishtheunitbywritinganopiniontextonthebenefitsoftravel.

Unit 3.1 - The World in Motion

102 | Module 3 - Travel, Tourism and Mobility

A.1. A traveller is someone who travels. Look at the different types of travellers. Can you add any more?

Getting Started

T R A I N D R I V E R

R A M B L E R

Y A C H T S M A N / W O M A N

N A V I G A T O R

C O M M U T E R

P I L G R I M

E X P L O R E R

E M I G R A N T

T O U R I S T

1

2

3

4

5

6

7

8

9

A.2. Match the travellers above to the definitions.

a. This person travels to a special place for religious purposes. b. This person operates a train.c. This person visits a place for pleasure usually while they are on holiday.d. This person regularly travels from one place to another, especially

between home and work.e. This person travels by water using wind power.f.Thispersongoesonalongandsometimesdangerousjourneytofind

new things. g. This person enjoys long walks in the countryside.h. This person uses maps to help a ship or plane take the right course.i. This person leaves their country permanently and goes to live in

another one.

Unit 1 - The World in Motion | 103

A.3. Fill in the gaps with the correct traveller.

a. Many Arab go to Mecca because it is the holiest city in the religion of Islam.

b. A enjoys nature and appreciates the plants and animals during their hikes.

c. John is an .He leftBritain in2010andhas settled inAustralia.

d. Many have to get up very early to travel into the city.

e.Traditional use the sun and the stars to calculate the positionoftheirship.

f. Christopher Columbus was a famous from Genoa who wasprobablythefirstEuropeantoreachAmerica.

g. A is responsible for making sure hundreds of rail travellersgettotheirdestinations.

h.Whenvisitingothercountriesonholiday, must dress and behave appropriately.

i. Jessica Watson is an Australian , who was the youngest person to sail around the world on her own.


Copy the exercise into your notebook and do it there.


Fernão de Magalhães (known as Ferdinand Magellan in English) was a 16th century Portuguese explorer who led the first expedition to sail around the world.

In March of 1521, the ships anchored in Guam. Magalhães and his crew became friends with a tribal king who had been fighting another tribe, the Lapu-Lapus. He helped the tribe kill their enemy on Mactan Island but he himself and around forty of his men were killed in the battle.

Focus on Listening

A.1. Look at the pictures of two travellers. What differences can you see? Where do you think they travelled to? When do you think they travelled?

A.2. Read the four short extracts about the travellers. Then, match the sentences a - f with the correct person.

FERNÃO

MAGALHÃES

FREyA StARk


Freya Madeline Stark was a 20th century British explorer and travel writer. She wrote more than two dozen books on her travels in the Middle East and Afghanistan.

She died in northern Italy on 9 May 1993, a few months after her hundredth birthday. In her obituary, Freya Stark was called ‘the last of the Romantic travellers’, who had lived a long life full of adventure.

a. This traveller’s parents were members of the Portuguese nobility.b.Thistravellerwasoneofthefirstnon-Arabianstotravelthrough

the southern Arabian deserts.c. This traveller learned Arabic and Persian, and studied history in London.d. This traveller set sail with over 270men and five ships to find

anotherroutetoEasternAsia.e. At the age of 86 this traveller went to Annapurna in the Himalayas. f. This traveller devised a plan for circumnavigating the globe that

KingCharlesVofSpainaccepted.

B.1. Listen to some more information about these travellers and check your answers.

B.2. Listen again and write down other information you have learned about the two travellers.

C.1. Both these travellers were explorers from the past. Read the following sentences taken from the listening text. Underline all the verbs that refer to the past time.

Fernão de Magalhães As Magalhães’ ships were sailing south the weather turned bad and cold. On top of that, they had not brought enough food, so many died of hunger and disease. During this time of despair Magalhães found out that some of the sailors had been planning to revolt but he managed to control the situation.

Freya Stark:She wrote more than two dozen books on her travels in the Middle East and Afghanistan. (…) In 1930, Freya Stark, who had also been learning Persian for a number of years, set out for Iran. the goal of her trip was to visit the Valleys of the Assassins, which at that time had still been unexplored by Europeans.



Copy the exercise into your notebook and do it there.

C.2. The verbs you underlined are in different tenses but are used to talk about the past. We call these past tenses, narrative tenses, because we use them to tell stories. Complete the “Example” column in the table below with one example of each verb tense taken from the texts you have just read.

Tense Example Use/ Meaning

Past Simple (regular verb) died

Past Simple (irregular verb)

Past Continuous

Past Perfect Simple

Past Perfect Continuous

C.3. Now, read the four uses and meanings and match the correct one with each tense in the table above. Note that Past Simple regular and irregular have the same use/meaning. If you need help, go to the grammar box.

a.Todescribealongercontinuouspastactivitythatwasinprogresswhenanotheractionhappened–thebackgroundandcontextforactionsinastory.

b.Totalkaboutalongercontinuousactivitythatwasgoingonbeforethemainactionsinthestory.

c.Totalkaboutconsecutiveactionsinthepast–themainactionsina story.

d.To talkaboutactions thathappenedatanearliertimethanthemainactionsinastory.

C.4. Read this personal story.

One day my father woke us up early and told us that he had planned a special trip for us. We got into the car. We left the city and drove into the countryside. While my father was driving, my mother told us stories to keep us amused. After we had been driving for about two hours we stopped for a meal at a roadside café. After lunch, we got back in the car and travelled for two more hours. We arrived at a beautiful house, where some people were waiting for us at the door. I jumped out of the car and ran over to greet my uncle and aunt, who I hadn’t seen for years because they had been living abroad. We had a lovely family reunion.

Using this story as a model, write about a special trip you made with your family.


Focus on Reading

A.1. One of the reasons people travel is to experience things they haven’t experienced before. Tell a colleague about something you did for the first time when you were travelling somewhere.

Example: The first time I tried a McDonald’s hamburger was when we went to Jakarta. I slept in a hotel for the first time when I went to Dili with my father.

A.2. You are going to read a text about Lauren’s gap year experience in Africa, India and Thailand. Here are some of the activities she did. Would you enjoy any of these? Tell a colleague.

Agapyearisaone-yearbreakstudentstakefromformaleducationtotravel,volunteer, study or work. Typically it istakenbetweenfinishingschoolandstartinguniversity.ThispracticeoftakingtimeoutdevelopedintheUnitedKingdominthe1960s.Many parents think a gap year is a good idea because it helps their children to grow up and become more independent, while giving them the experience of a lifetime.

FACT FILE: GAP YEAR

Trekking in the jungle

Skydiving

Quad biking in game reserve

Riding a jeep in lion enclosure

Riding a camel

Sailing in a boat


Adapted from: http://www.maryhare.org.uk/my-gap-year

B.1. Read the text and answer the questions that follow.

LAUREN AUSTIN’S GAP YEAR IN AFRICA, INdIA ANd THAILANdIn 2008, after finishing my A levels*, I waited a year before going to University and spent this year travelling. Taking a gap year was the best decision I've ever made and I'm so happy that I gave myself the opportunity to visit Africa, India and Thailand.

My first stop in my travels was Africa. We did too much to list in this article so I'll tell you some of the best parts! Our time in Africa was split between working and doing activities, but the work was strangely fun as well! We took care of a sick deer every morning and got to play with lion cubs! We went on a jeep trip to a lion enclosure to see the lions.

It was the rainy season while we were there, so we got caught in a lot of rainstorms. One day, half of the group went quad-biking through the game reserve* and a thunderstorm started! Four of us got separated from the rest of the group so we carried on along the path that we thought was the right way. We ended up ‘quadding’ about two miles in the wrong direction past two huge rhinoceroses that were about twenty metres away from us! Extremely scary!

We were all given the opportunity to go to Cape Town by bus for a long weekend and most of us went. Sara and I went sky-diving. It was a 12,000 feet jump and we both got very excited when our plane took off. As we got higher and higher, the view of Cape Town got more and more breathtaking. Unfortunately, we were told that the wind had become too strong and we could no longer jump. I was really disappointed but we got a free flight around Cape Town and an afternoon to go shopping!

After a quick stay at home in England after Africa, I went to India. It was definitely a unique experience. We spent our first week working in a cow sanctuary and the second week in a zoo. Cows are considered holy to many people in India.

Our weekends were free time so one weekend Harriet and I rented a car and went to Pushkar, a city about two hours away from where we were staying in Jaipur. We were very excited about the expedition. We were going to ride a camel! However, after three hours on the camels we were very excited about getting off because they were so uncomfortable! We camped in the desert that night and it was surprisingly cold.

The experience only got better when I went to Thailand. When we arrived, we spent a week trekking in the jungle, which was such hard work. We went through caves and up a VERY steep hill. It took two hours of constant uphill climbing to get to the top but the view we got from up there was so worth it.

After a very exhausting week of trekking we got to spend our last week in Thailand relaxing at the beach and travelling to an island called Koh Samet by boat. It was a beautiful little island.

Travelling has been the greatest experience of my life and I can't wait to do more. I strongly advise everyone to consider travelling, even if you only do it for a summer. It'll be the best time of your life and you'll probably end up wanting to do more!

*A levels = Final year exams at school in the UK

*game reserve = a protected area for wild animals


B.2. Answer these questions about the text.

a. What work did Lauren do in Africa and in India?b.What“scary”situationhappenedtoherinAfrica?c. Why was Lauren disappointed in Cape Town?d.WhywasLaurenexcitedaboutherexpeditiontoPushkar,India?e.HowwasLauren’sexperienceinThailandbothexhaustingandrelaxing?f. What is Lauren’s opinion about travelling?

B.3. Lauren used many forms of transportation on her travels. Make a list of all these forms of transportation. How many of these have you experienced? Which forms of travel do you enjoy or not enjoy?

C.1. Would you like to take a gap year? Why or why not? Where would you like to go?

C.2. Interview someone who has travelled to another country. Write down 5 questions you would like to ask this person about their travelling experience. You may want to ask them:

-theirreasonsforgoingonthetrip.-informationabouttheplacetheyvisited.-thethingstheydidwhiletheywerethere.-whatformsoftransportationtheyuse,etc.

Carry out the interview and report your findings to the class.


Focus on Speaking

A.1. In this unit we have looked at different ways of travelling (e.g. by car, by plane, by bus, by quad bike, by boat, on foot, etc.). Here is a list of other ways of travelling. Match the pictures to the form of transportation.

A

B

D

C

E

F

G

HorsebackHelicopterCruise shipFerry

TaxiCable carHot air balloon


A.2. With a colleague, order the list above from most expensive to cheapest way of travelling. Try to come to an agreement.

Example: I think the most expensive way of travelling is by cruise ship. What do you think?

B.1. different ways of travelling are more suitable than others in different situations. Take a look at the situations below. What would be the best way of travelling in each? Give your reasons.

a. You want to be in contact with nature. You want to travel in the countryside where there are no roads.

b. You are in a city you have never visited before. You want to get to your hotel as soon as possible to check in.

c. You are willing to go wherever your travels take you and you are interested in new experiences. You would like to see the city from adifferentperspective.

B.2. There are advantages and disadvantages to travelling on different kinds of transportation. Work with a colleague and choose a type of transportation. List the advantages and disadvantages.

Example: Cable carAdvantages Disadvantages

It’s a convenient way of getting around a city.

It only travels where there are cables.

It’s not very expensive. It can get too crowded.

B.3. Report your findings to the class.


Focus on Reading

A.1. A website called ‘Open Travel Info’ asked its users why they travel. Read the two posts and make a list of the advantages of travelling.

Answers(10)

REASONS FOR TRAVELLING Travellingisalifechangingexperienceanda‘onceinalifetime’experience!Nomatterhowbroke*youare,whenyoureturnhomeyouwillhavememories,friends and experiences that no one can take away from you.Andthatisexactlywhypeoplesetoffontripsaroundtheworld.Theywanttoseenewthings,meetnewpeople,learnaboutdifferentcultures,exploretheworld and actually experience what others only dream about their whole lives. Sure,itrequiresserioussavingandplanning.Sure,therewillbepeoplearoundyou who don’t understand or want you to go. These are some of the purposes of travelling. What about you? What is your main reason for travelling?

REASONS NOT TO TRAVELIdon’tneedareasontotravel.IfIhadmoneyandnocommitments*,Iwoulddoitallthetime.IthinksomeoneneedstogivemeastrongreasonNOTtotravel.ThefirstthingIwouldsayisthattravelisgettingawayfromeverythingandbeingabletospendsometimeNOTworkingonsomething.Thenthereis the chance to see places that are new to me, places where I can meet peoplefromdifferentculturesandexchangelaughs.OnethingIalwaystrytodoissample*thingslikefoodthateachcountryhastoofferandisoftensodifferentfromwhatIamusedto.Idon’tparticularlylikestayinginahotel,especially if it is part of a global chain that are all the same. The other thing I hate when travelling are schedules. I love it when the only thing to worry about is what to see, where to go and where to eat.Hope this is enoughAndre

Helen

Andre

Joined2006-05-20

Points1580

Joined2005-09-26

Points20894

REPLY QUOTE

REPLY QUOTE

REASONS FOR TRAVELLING

Adapted from: http://www.opentravelinfo.com/node/835

*commitments = obligations

*sample = try out

*broke = without money, bankrupt


A.2. Compare your list with your colleague’s. do you agree with these reasons? Can you think of any other reasons?

FINAL TASK

Why do people travel? Using the guide below, write a text giving your opinion about reasons for travelling, different forms of travel, and the richness as well as the challenges of the traveller experience.

Paragraph Content

1.Thejourney Background/reasonsfortravelling;formsoftransport;peopleanddestinations

2.Theexperience Newexperiences;peoplewemeet;thingswecanlearn;howwecanchange

3. My opinion Advantages; disadvantages; things toremember;recommendations



Grammar Box - Narrative Tenses

We use narrative tenses to tell a story or to talk about past events.

The Past SimpleThePastSimpleisusedtonarratepasteventsinchronologicalorder.Itisusedfortheactionsinastory.

Example:Our last holiday at the beach was a horror. The car broke down. We didn’t have money to fix it, so we had to travel by bus.

The Past ContinuousThePastContinuousexpressestheideaofanactivityinprogress,orrepeatedactivity,duringaperiodoftimeinthepast.Itexpressestheideathatanactivitywastakingplaceatthesametimeasanactioninthestory.

Example:I knew what I wanted to do for the rest of my life while I was travelling in my gap year.

The Past PerfectThePastPerfectisusedtoexpressanactionthathappenedbeforeaspecifictimeinthepast.Itcanbeusedtore-ordertheeventsofanarrativefordramaticeffect.Itisimportanttoshowthatthefirstactionwascompletedbeforethesecondone began.

Example:It happened last August at the airport. A few weeks before, a group of us had decided to go to Thailand together for a holiday.

The Past Perfect ContinuousThePastPerfectContinuousis:had+been+verb-ingItexpressestheideaofanactivityinprogress,orrepeatedactivityinthepastbeforeanotheractioninthepast.Itdescribeslongercontinuousactionsthattookplacebeforethemainactionsin a story.Itissometimesusedtoexplaintheconditionofpeopleorthingsatthetimeof the main events in the story.

Example:Freya Stark went to Iran because she wanted to visit the Valley of the Assassins. A number of years before her trip she had been learning Persian to help her communicate with the local people.


Extra Practice

The text is about a famous British explorer, dr. david Livingstone. Complete the text below by placing the verbs in brackets into the correct narrative tense.

Dr. David Livingstone was a missionary who 1 (send) to Africa in1841.HesetouttoexploretheAfricaninteriorwhentheKolobengMission, where he 2 (work), closed. He discovered Victoria Falls and 3 (become)oneof thefirstwesterners tomakeatranscontinental journey across Africa. He then wanted to find thesourceoftheNile,amysterymorethanthreethousandyearsold.Hisjourney 4 (take) him from Zanzibar toUjiji. By the time hereachedUjijihewaspracticallyalone,mostofhissupplies 5 (steal) and he had become sick. He sent word to Zanzibar for more supplies and continued to Lake Mweru and Lake Bangweulu. He 6 (find) the Lualaba River and, believing it was the source of theNile,he 7 (return)toUjiji.Bythenrumoursofhisdeath 8 (spread) throughout Europe and America for a few yearsand 9 (catch) the attentionof a youngAmerican journalist,HenryMortonStanley.Stanley 10 (find)LivingstoneonOctober27,1871inUjiji.He 11 (stand) in the middle of a group of Arab slavetradersandStanleyapproachedhimandsaidthefamousgreeting“Dr. Livingstone, I presume?”

Adapted from: http://www.toptenz.net/top-10-famous-expeditions.php


• Describedifferenttypesofmigration

• Argueforandagainstmigration

• Recountexperiencesoflivinginanothercountry

Unit language focus

AdjectivesandAdverbs(comparison,wordorderandformation)

Thisunitisaboutaspecialkindofjourney–theonewemakewhenwegotoworkorstudyforsometimeinanothercountry.Wewilllookatwhypeopleleavetheircountries,howtheyfeelaboutlivinginotherplacesandwhathappenswhentheycomeback.Wewillfocusonreportingfactsandfigures,interviewpeopleweknowwhohavelivedabroad,debatethebenefitsofmigrationandpreparealeafletexplainingwhatitisliketocomeandliveinEastTimor.

Unit 3.2 - Migration and Opportunities


A.1. People leave their country and migrate to other countries for a variety of reasons. These reasons fall into four categories:

economic migrationpeoplemovetofindemploymentorfollowaspecificcareer.

social migrationpeoplemove to improve thequality of their lives or to benearertheirfamilyorfriends.

political migrationpeoplemovetoescapefrompoliticalpersecutionoravoidconflicts.

environmental migrationpeoplemovebecauseofnaturaldisasterssuchasanearthquake.

Do you know anybody who has left East Timor to live in another country? Which of the four types of migration were involved? What about people who migrate to East Timor?

A.2. In migration, the ‘push’ factors are those that cause people to leave their own country and the ‘pull’ factors are those that cause them to go to another country. Which of the reasons in the table are ‘push’ factors and which are ‘pull’ factors? There are eight of each.

Getting Started

agoodclimate discrimination familyconnections flooding

highcrimerates

highunemployment

fewmarriageopportunities

jobspaybetter

salaries

politicalstability

religiousfreedom

thecropsfailed

theeconomyisdoingwell

thelandisfertile

thestreetsareunsafe

therearegoodhealthservices

waterisscarce

A.3. What reasons do people have for leaving East Timor? What reasons do people have for coming to live in East Timor? Discuss your ideas with a colleague.

Unit 2 - Migration and Opportunities | 119

Focus on Reading

A. You are going to read a text about migration from East Timor to other countries. Before you read, discuss these questions with a colleague.

a.WhichcountriesdoEastTimoreseemigrateto?b.HowmanypeopleborninEastTimorliveinAustralia?c.WheredoEastTimoresegotostudymedicine?d.Domoremenorwomenemigrate?

B.1. Read the text and find the answers to the questions you have been discussing.

Migration from East Timor

During the period of Indonesian occupation (1975-1999) and UN transitional administration (1999-2002), more than a quarter of a million people are estimated to have fled from East Timor to West Timor, Indonesia, Australia and Portugal to escape fighting and persecution. Many of these people have now returned, but by no means all. For example, Australia’s national statistics show that roughly 9,000 people from East Timor are living there and that, since the early 1990s, around 1,600 East Timorese have applied for asylum. Many of these claims were eventually unsuccessful as the Australian government argued that, as a group, East Timorese were no longer at risk of persecution.

Portugal is also home to a small number of East Timorese. The first group arrived in the mid-1970s, with the assistance of the Red Cross, and another group arrived after the mid-1980s. In total, about 2.6% of East Timorese have emigrated.

Main Destination Countries Number of Emigrants

Percentage of Emigrants

Australia 9,389 41%Philippines 7,380 32%Portugal 2,241 9.7%Italy 1,044 4.5%Indonesia 829 3.6%Total number of emigrants from East Timor 23,001




Today, there is also much international movement amongst students, government officials and businessmen. Most students travel to Portugal, Indonesia, Australia, Brazil and Cuba to study on scholarships. These include the 650 medical students studying in Cuba as part of a bilateral agreement between the two countries.

More than 60 per cent of the population in East Timor is under the age of 25 and unemployment rates in 2007 were 8.5 per cent, for the general population, but 23.1 per cent for young people. An estimated 15 to 17,000 youths enter the job market each year, surpassing the number of jobs created (9,500 in 2008) and increasing the unemployment rate.

There is a significant gender disparity in the migrant workforce, with men constituting nearly 90 per cent. Over 80 per cent of remitters have unskilled jobs and only 14 per cent were employed in skilled categories. The fact that the majority of people sending money (remittances) back to East Timor migrated after independence in 2002 suggests that migration is economically driven, a response to persistent unemployment, and not a result of the violence during the struggle for independence.

Inward remittances received from migrant workers overseas are estimated to be around USD 5 million per year, or around 1.4 per cent of 2006 non-oil GDP, making labour the second largest export of the country after coffee. Remittances have contributed to improving living standards and financial security in many households, which are spending more money on education, food, household improvements, clothing and increasing their monthly savings. Remittances re also used to migrate or to invest in local businesses.

Adapted from: http://www.acpmigration-obs.org/sites/default/files/TLFIN.pdf & http://www.migrationinformation.org/feature/display.cfm?ID=213

B.2. Now answer these questions about the text.

a.Whichofthefourtypesofmigrationarementioned?b.Isthereanymentionofpushorpullfactorsinthetext?c.Whatdopeople inEastTimordowiththeremittancesthat

aresenthome?

B.3. Go through the text and underline all the numbers you can find. Make sure you understand what they refer to.


B.4. The numbers in the table below have been taken from the text you have just read. Choose one of the columns and explain the numbers to a colleague. The first two have been done as examples.

Student A Student B23.1% 25

250,000 9,0001,600 2.6%8.5% 9,50090% 5,000,000

Twenty-three point one percent of young people in East Timor were unemployed in 2007.

Sixty percent of East Timorese are under the age of twenty-five.

C.1. Try to find some more recent information, in the newspaper, in the library or on the internet, about emigration from East Timor or immigration into East Timor. Make a note of some of the numbers and then tell your class what they mean.


Focus on Listening

A. When we move to another country, we find that people behave in different ways from what we are used to. Look at the information about the Philippines and its culture. Which of these cultural features seem the most similar to those of your own community? Compare your ideas with a colleague.

-TherearetwoofficiallanguagesinthePhilippines,EnglishandFilipino.Filipinoisbasedonanativelanguage,Tagalog.

-Englishisgenerallyusedforofficialpurposesandisusedtoteachallsubjectsatschool.

-Familymeansthenuclearfamilyandalsoaunts,uncles,grandparents,cousinsandhonoraryrelationssuchasgodparents.

-Itiscommonformembersofthesamefamilytoworkforthesamecompany.Manycompanieshaveagreementstogivepreferencestomembersoftheiremployee’sfamilies.

-MostFilipinosareCatholicsandgotochurchregularly.

-Initialgreetingsareformalandtheeldestormostimportantpersonisgreetedfirst.

-IfyouareinvitedtoaFilipinohomefordinnerbringsweetsorflowerstothehosts.

-Aforkandspoonarethetypicaleatingutensils.

-TheFilipinowaytogreetsomeonetosmileandnodupwards.

B.1. Listen to Alex, who is from Scotland, talking about his experience of moving to live in the Philippines. Were any of the topics you looked at in A. mentioned?

B.2. Listen again and decide if the following statements are true or false.

a.ThePhilippineswerenotAlex’sfirstchoiceofdestinationb.AlexwashappywithhiscareerinScotland.c.Thefirstthinghenoticedwhenhearrivedwasthedifferentclimate.d.Tuyoisakindofham.e.IttookalongtimeforAlextogetusedtoTuyo.f. Alex has had a lot of problems integrating into the local churchcommunity.

g.AlexfeelsbothpositiveandnegativeaboutdrivinginthePhilippines.h.SometimespeopleconfuseAlexforaFilipino.i.Alextellsthestoryabouthiringnewemployeestoshowhowdifficult

itcanbetointegrate.j.AlexfeelsthathewillfullyintegrateandbecomejustlikeallotherFilipinos.

PHILIPPINES


B.3. Do you think Alex’s life is better or worse now that he is living in the Philippines? Are you surprised or not?

C.1. Do you know anyone who has moved to another country? Or someone who has moved from another country to East Timor? If you do, interview the person and ask them about the advantages and disadvantages of migrating to another country. Ask about some of these (or other) topics:

learningnewhabits familyathome earningmoneylanguages discrimination learningnewthingsfeelinglikeastranger tolerance climatehealthandeducation friends livingconditions

C.2. When you have done your interview, tell the class about some of the things you discovered.


Focus on Vocabulary

A.1. Look at the excerpts from the listening and underline all the adjective and adverb forms.

a.IwasmoreboredthanIhadeverbeen,livinginasmalltowninScotland.b.Iwantedsomethingmoreexciting,moreexoticbutalsocalmerandeasier.

c.IwasworkingharderthanIeverhadbefore.d.Iwasworkinglongerandlongerhours.e.ItstartedwhenIgotofftheplaneandwashitbytheheatandhumidity,muchhotterandwetterthananythingIhadeverexperiencedbefore.

f.ManyNon–Asianssayitisthesmelliestfoodtheyhaveevercomeacross.

g.Ifoundmyselfhavingtoadapttosomanythings,someeasierthanothers.LuckilyformeCatholicismisabigthinghere,soIintegratedwellonthereligiousfront.

h.IgoregularlyandhappilytomassinFilipino,eventhoughittookmequiteawhiletolearntheresponses!

i. I am now amember of my local church’s committee for helpingpoorerpeopleinourarea.

j.Everyonedrivesmuchfasterhere.

A.2. Adjectives and adverbs. Put the words in brackets into the sentence. You may need to change the form of the words. The first one has been done as an example.

a.My company hired six employees. (new/recent). –My company recently hired six new employees.

b.Adaptingto life inanothercountrywasaprocess that Ienjoyed(long/full)

c.Wewaited fornewsofmyson’sarrival in thePhilippines cityofCaloocan.(anxious/safe)

d.Ifyouworkyoucanmakealifeforyourself inaforeigncountry.(hard/good)

e.Thehabitsofthepeoplearesimilartoours.(most/local).f.Iadaptedtotheaspectsoflifeinmynewcountry.(slow/unusual)g.Irefusedthefood.(polite/strange-looking)

A.3. Complete the following sentences in a way that makes sense to you.

a.Livinginyourowncountryiseasierthan...b. Themost important thing to dowhen you first arrive in a new

countryis...c.Thebiggestadvantageofgoingtoliveinanothercountrywouldbe...d.Youwillfindyouadaptmorequicklyifyou...e.Oneofthemostannoyingdrawbacksoflivingabroadis...


A.4. Adjective order. Decide if the adjectives in the following sentences are in the correct order. If they are not, rearrange them.

a.EastTimorisanAsianyoungsmallcountry.b.Itisasmallsmellyfish.c.IvisitedtheCatholicoldchurch.d.ManilaisalargebusyFilipinocity.e.Theoldangrytrafficenforcergavemeafine.

See the grammar box for help with forming and using adjectives and adverbs

Manila is a large busy Filipino city.


Focus on Speaking

A.1. Alex has an opinion about the way people can adapt to and integrate into a community that they have moved to. Look at the following statements and decide if you agree or disagree with them and then compare your ideas in small groups.

Peoplewhogotoliveinanothercountryshould…•learnthelanguageofthatcountry.•maintaintheirowntraditionswhilelivinginthehostcommunity.•bringuptheirownchildrenasmembersofthehostcommunity.•sendmoneyhomeiftheycan.•trytobehavelikethepeoplelivingaroundthem.•makefriendsmostlywithintheirownexpatriatecommunity.

A.2. Work in the same small groups to make a list of all the advantages and disadvantages of leaving your home to emigrate to another country.

A.3. You are going to hold a debate on migration. The proposition for the debate is:

“Normally,itisbettertostayathomeratherthanemigratetoanothercountry.”

Your group will either be in favour of or against this motion. Look at your list of advantages and disadvantages and prepare your arguments. Then hold the debate.


Focus on Reading

A.1. Imagine you are going to interview someone who has lived in another country but has now returned to East Timor. Write some questions to ask this person about their experience. These ideas may help you.

-Wheretheywentandwhy-Howtheirfamilyfeltwhentheywent-Whattheydidintheothercountry-Thingstheylikedanddidn’tlikeabouttheothercountry-Whattheythoughtaboutthepeopleandtheirhabits-Whytheycamehome-Howtheyfeltaboutleavingthecountry-Iftheywouldgobackortoanothercountry-Whattheydonow-Whattheylearnedfromtheexperience-Howtheyfeelnow-Wouldtheyrecommendemigrating

A.2. Compare your questions with your colleagues in a group. Select five of your questions using these criteria.

-oneeasytoanswerquestion-onequestionwithafactualanswer-onereallyinterestingquestion-onequestionthatmightgetasurprisinganswer-onequestionaboutcomingback

B.1. Now read the text about Socorro Morales who lived in Switzerland but then returned to her native Nicaragua. When you have finished reading, discuss with a colleague any of your questions from A.1. that have been answered by the text.

TheInternationalOrganizationforMigrationisanintergovernmentalorganisation.Itwasinitiallyestablishedin1951tohelpresettlepeopledisplacedbyWorldWarII.IOMworkstohelpensuretheorderlyandhumanemanagementofmigration,topromoteinternationalcooperationonmigrationissues,toassistinthesearchforpracticalsolutionstomigrationproblemsandtoprovidehumanitarianassistancetomigrantsinneed,betheyrefugees,displacedpersonsorotheruprootedpeople.TheIOMConstitutionrecognisesthelinkbetweenmigrationandeconomic,socialandculturaldevelopment,aswellastotherightoffreedomofmovementofpersons.IOMworkscloselywithgovernmental,intergovernmentalandnon-governmentalpartners.

FACT FILE: IOM


A Returnee’s StoryNicaragua. With a shy smile, Socorro Morales, a 54-year-old slight*,frail woman, hesitantly begins to tell her story. Surrounded by sewingmachines*,pilesofcarefullyfoldedfabrics,half-madegarments*andallher other sewing equipment, Socorro confesses that dressmaking wasneverherthing,butsaysbusinessisthriving*."Workcomesalongeachday.Godhashelpedme.EverydayIgetnewclients. I'mmovingalong,movingrightalong,"saysSocorro,asshestartstogainconfidence,andadds:"Iamsohappytobewithmysonagain."

In2006,SocorrowasapproachedbyafriendwhohadrelativesinGeneva,Switzerlandandwasthinkingofgoingthereinsearchofwork.MigratinghalfwayacrosstheworldmayseemaveryriskypropositionforthequietandshySocorro,butsheshakesherheadandsays:"Necessity,that'swhatpushedmetomigrate.No,IwasnotafraidtoleaveNicaraguaandtraveltoSwitzerland."

Onemonthafter landing inGeneva shegotherfirst jobas adomesticworker. She worked from dawn to dusk* cleaning, cooking, andbabysitting.HerideawastostayinSwitzerlandforsixyears,saveasmuchaspossibleandreturnhometoherteenageson.However,fouryearsintohermigrationexperience,shewasdiagnosedwithcancer."Luckily,Ihadhealth insuranceandwasoperatedonandreceivedallof thecareandtreatmentsIneeded,"statesSocorro.

Overthosefirstfouryearsshehadworkedfulltimeandmanagedtosavea little, although rent, health insurance, food, transportation and USD150inmonthlyremittancestohersonandparents-in-lawateupthevastmajorityofher1,200to1,500SwissFrancsalaryeachmonth.Butafterherillnessshecouldonlyworkpart-timeandcouldnotmakeendsmeet.AndsoshestartedplanningherreturntoNicaragua.

ShereturnedtoNicaraguainApril2011andimmediatelybeganworkingon her reintegration plans with IOM . The Swiss-funded programmeprovides 3,000 Swiss Francs for each returnee to set up a business orreturntoschool."ThefirstcontactisveryimportantbecauseIOMisjustanametothereturnee.Theyneedtoseeourfaces,wemustearntheirtrust.Thismakestheentireprocesssmoother*andmoresuccessful,"saysEleonoraPuddu,ProjectAssistant,IOMNicaragua.

OnceSocorro'sbusinessplanwasdesignedandagreedupon,IOMassistedherwiththepurchaseofequipmentandotherneeds.Nowthatshehasanemployee,shesayssheiscarefulnottokeepherassistanttoomanyhoursbecause"shehasafamilytotendto*."

Sheliveswithherin-laws,whotookcareofhersonwhileshewasaway."Myson'sgrandparentsprovidedthespaceformysewingroom,andtheytreatmeliketheirdaughter.Butmyplansforthisyearincludebuildingahomewithaseparateplaceformybusinessonasmallplotoflandclosetothishouse,"saysSocorro.

Her 15-year-old son Abel says he would leave Nicaragua and look forbetteropportunitieselsewhere.Doesthismakehernervousafterwhatsheexperienced?"No,notreally.Forayounghealthyperson,migrationisalwaysagoodoption.Anyways,humanbeingsneverbelievewhattheyhear;wehavetoliveourownexperiences.ButIwillnotleaveNicaraguaagain.Myplansforthefutureareherewithmypast,"saysSocorro.

Adapted from: http://www.iom.int/cms/en/sites/iom/home/news-and-views/feature-stories/feature-story-listing/back-to-the-future-returning-home-to-a.html

*slight = small in size

*sewing machine = a machine used in making clothes

*garments = clothes*thriving = being very successful

*dusk = the time at the end of the day when the sunlight begins to disappear

*smoother = with very few problems

*tend to = look after


B.2. The following information has been extracted from the text. Can you write questions for these answers? The first two have been done as examples.

a.BecausesheiswithhersonagainWhy is Socorro so happy now?

b.In2006When did Socorro go to Switzerland?

c.Quietandshyd.Fromdawntoduske.Shewasdiagnosedwithcancer.f.USD150g.Becauseshecouldnotmakeendsmeet.h.April2011i.SheisaprojectassistantforIOMinNicaragua.j.15

B.3. Now answer these questions about Socorro’s return to Nicaragua.

a.InwhatwayshasSocorro’sreturnbeenasuccess?b.WhatdoyouthinkgivesSocorrothegreatestsatisfactionnow?c.HowhasSocorrobeenabletocontributetohercommunitysincereturning?

d.HowdoesSocorrofeelabouteconomicmigration?e.WhatdoyouthinkSocorrolearnedfromhertimeinSwitzerland?

C. Make a list of ten questions to ask someone you know who has lived abroad. Use your questions from A.2. and ideas you have gathered from reading about Socorro’s experience. Report your findings to the class.

FINAL TASK

You have been asked to prepare a leaflet to be used in East Timor’s diplomatic missions around the world. The aim of the leaflet is to explain the advantages of coming to live and work in East Timor. The following steps may help you.

-UseanA4pieceofpaperfoldedtogiveyou4sides.-Putapictureandatitleonthefrontcover.-Writesomegeneral informationabout life inEastTimorontheinsidefrontcover.Includeasmallpictureifyoulike.

-WritetheadvantagesoflivinginEastTimorontheoppositepage.Includeasmallpictureifyoulike.

-Putsomecontactinformationontheback.

inside front cover

opposite page



Grammar Box 1 - Adjectives: Order

Whenweusemorethanoneadjectivetodescribeanoun,wewritetheseadjectivesinacertainorder,dependingonwhatkindofadjectivestheyare.Thetableshowshowweorderdifferenttypesofadjective.

Opinion or quality Size Age Shape Colour Nationality Material Purpose Noun

expensive small German racing car

pretty antique gold mirror

tiny round yellow flowers

long blonde hair

medium square checker board

little blue cardboard doll house

strong young American baseball player

tasty Italian food

noisy 4-year-old white Siamese cat

Here are some example sentences with adjectives in the correct order:

a.AnexpensivesmallGermanracingcarb.Aprettyantiquegoldmirrorc.Sometinyroundyellowflowersd.Longblondehaire.Amediumsquarecheckerboardf.Alittlebluecardboarddollhouseg.AstrongyoungAmericanbaseballplayerh.SometastyItalianfoodi.Anoisy4-year-oldwhiteSiamesecat


Extra Practice

Exercise 1Find 10 adjectives from any of the texts in this book and decide which category they belong to.

Exercise 2Substitute some of the adjectives in the example sentences in Grammar Box 1 with other adjectives. Then check with your teacher that you have the adjectives in the correct order in your sentence.

Exercise 3Choose the best answer to complete the sentences.

1)Susanhas car.a)anoldblueb)ablueoldc)anblueold

2)Thereisa vaseonthetable.

a)cheapplasticoldb)plasticcheapc)cheapplastic

3)Jillianis student.a)aChineseyounginterestingb)aninterestingyoungChinesec)anChineseinteresting

4)Sheismy friend.a)oldnewb)olddearc)dearold

5)Thereare picturesinthismagazine.a)interestingcomputer-generatednewb)interestingnewcomputer-generatedc)computer-generatedinterestingnew

6)Laragoestoa templeeveryweek.a)historicJapanesebeautifulb)Japanesebeautifulhistoricc)beautifulhistoricJapanese

7)Theteachertaughtmany thingstothestudents.a)factualinterestingb)interestingfactualc)newfactualinteresting

8)Iliketolistento musicafterdinner.a)softrelaxingorchestrab)relaxingorchestrasoftc)orchestrasoftrelaxing


Grammar Box 2 - Comparison of Adjectives

Adjectives are compared using one of these grammatical forms:

Comparative form:adjective+erORmore+adjective

Examples:East Timor is hotter than Portugal. Economic migration is more prevalent in poorer countries.

Superlative form:adjective+estORmost+adjective

Examples:South Sudan is the newest country in the world. Australia is the most popular destination for social migrants

Use this diagram to help you choose which of the forms to use:

START HERE Hastheadjectivegotonesyllable?

Doestheadjectiveendin-e?

Doestheadjectiveendin-y/-ow/-le?

Doestheadjectiveendin-y?

Change“y”to“i”

Doestheadjectiveendintwoconsoants?

Hastheadjectivegottwovowels?

Double the last letterAdd -R/-ST to theadjective

Add -ER/-EST totheadjective

PutMORE / MOST before the adjective.

Hastheadjectivegottwosyllables?NO

YES YES

YES

YES

NO

YES

YES NO

YES

NO

NO

NO

NO


Some adjectives form irregular comparatives and superlatives:

adjective comparative superlative

good better bestbad worse worstmuch more mostmany more mostlittle less leastlittle smaller smallest

far(distance) farther farthestfar(moreofsomething) further furthest

Extra Practice

Exercise 1 Write the comparative and superlative forms of these adjectives:

Exercise 2Choose three people, three places, three favourite objects and three sports. Write sentences comparing these.

heavy tight little lazy widecheap exciting clever good attractivefine strong delicious nice bad

important many intelligent deep fathigh tough far bright slow


Grammar Box 3 - Formation of Adverbs

In general, adverbs are formed like this: adjective + -ly

Examples:slow – slowly; quiet - quietly

There are some special spelling rules for forming adverbs

rule examplesilenteisdroppedintrue,due,whole true→trulyy becomes i happy→happilyleafteraconsonantisdropped sensible→sensiblyafterllonlyaddy full→fullyAdjectivesendingin-ic:adjective+-ally fantastic→fantasticallyAdjectivesendingin-ly:use‘ina…way/manner’

friendly→ ina friendlyway/manner

Exceptions

adjective adverb (meaning) adverb (meaning)good well

difficult withdifficulty public publicly deep deep(place) deeply(feeling)direct direct directly(=soon)hard hard hardly(=seldom)high high(place) highly(figurative)late late lately(=recently)

most most mostly(=usually)near near nearly(=almost)pretty pretty(=rather) prettilyshort short shortly(=soon)

Extra Practice

Exercise 1 What are the adverbs for these adjectives:

accidental angry bad busy calmcareful famous fast general responsibleextreme good stupid static sensitive


Grammar Box 4 - Comparison of Adverbs

One syllable adverbs and adverbs that have the same form as the adjectives are compared using -er/-est

Examples:hard - harder - (the) hardestfast – faster – (the) fastestearly – earlier – (the) earliest

Adverbs ending in –ly are usually compared using more/most

Examples:carefully – more carefully – (the) most carefullyslowly – more slowly – (the) most slowly

Irregular Adverbs

adverb comparative superlativewell better best

badly worse worstmuch more mostlittle less leastlate later last


• Describedifferenttypesoftourism

• Defendmyviewsonsustainabletourism

• Describetouristactivitiesandprofiles

Unit language focus

Futuretensereview(will,goingto,PresentContinuous,FuturePerfect)

Thisunitisaboutbeingatouristandinteractingwithdifferentdestinationsandtheircultures.Wewillresearchdifferenttypesoftourism,makeaplanforasustainabletourismprojectinEastTimor,writeatouristprofileandworkoncreatingatourismwebpageforEastTimor.

Unit 3.3 - Tourism Products and Sustainability


A.1. Where have you seen tourists in East Timor? What were they doing? Make a list and compare it with your colleagues.

Example:I’ve seen tourists lying on the ‘Areia Branca’ beach in Dili.

A.2. Why do you think tourists come to East Timor? Choose some reasons from the table or add your own.

Getting Started

theweather the cost the hotels thefood

restandrelax the beaches the crocodilesmuseums

and monuments

scuba-diving shopping travel around the country

religiousreasons

concerts, showsandspectacles

Carnival the Nino Konis NationalPark

trekkingin the

mountains

Did you choose the same reasons as your colleague?

A.3. What about you? Have you ever been a tourist? Where did you go and why? Tell the class.

Unit 3 - Tourism Products and Sustainability | 139

Focus on Reading

A.1. Here are pictures of different types of tourism. Match the pictures to the names.

Adventure tourismCulturalTourismSpaandWellnesstourismHuntingtourismReligioustourismRural tourismWinetourism

A.2. Which of these types of tourism exist in East Timor?

1

4

5

6

7

2

3


B.1. Read the descriptions of four types of tourism. Complete the table which follows.

Cultural Tourism

Cultural tourism involves leisure travel for the purpose ofseeingorexperiencingtheuniquecharacterofaplace, itspeople, and its products. Many destinations and culturalactivities are considered cultural tourism: visits to UNESCOWorld Heritage Sites (e.g. China’s Great Wall, The GreatBarrier Reef in Australia, etc.); tours of historic cities,architecturalsites,cathedrals,andbattlefields*;excursionstomuseums;tripstotastetypical regional foods; travel tolocal music festivals and cultural performances; visits toindigenous villages or distinctive cultural landscapes (e.g.-themountainsattheheartoftheparkhaveculturalandreligiousmeaning for theMaori*people).Cultural touristswant to experience an “authentic” cultural landscape, areinterestedinothercultures,andareinterestedinthepast.

Adventure Tourism

Adventuretourisminvolvestripswiththespecificpurposeofexploringanewexperience,oftenassociatedwithpersonalchallenges, inanaturalenvironmentorexoticsetting.Theadventurerscanchoosefromanumberofpossibleactivities:hiking*andwalkingtours,mountainclimbing,white-waterrafting*,mountainbiking,bungeejumping*,kayaking*andother activities. Such excursions are available for all ages,worldwide,butcountriessuchasNewZealand,Nepal,KenyaandTanzaniaareamongthepopularadventuredestinations.Adventuretravellersdeterminetheirownlevelofcomfort,butmanyarelookingfornew,uncertainoutcomesandenjoysomelevelofrisk.

Adapted from: http://www.encyclopedia.com/topic/Cultural_Tourism.aspx

Adapted from: Encyclopedia of Tourism, by Jafar Jafari

*battlefield = a place where a battle has been fought

*Maori = the original people of New Zealand

*hiking = going for long walks in the countryside

*white-water rafting = being moved quickly in a small boat filled with air along rivers where the flow of the river is very strong

*bungee jumping = jumping off a very high place, with a long elastic rope tied to your legs, so that the rope pulls you back before you hit the ground

*kayaking = travelling in a light narrow canoe


Rural Tourism

Rural tourism can be defined as the ‘country experience‘ thatincludesawiderangeofattractionsandactivitiesthattakeplacein agricultural or non-urban areas. Its essential characteristicsincludewide-openspaces,lowlevelsoftourismdevelopment,andopportunitiesforvisitorstodirectlyexperienceagriculturaland/ornaturalenvironments.Ruraltouristsmayvisitnaturalareasforthepurposeofenjoyingthescenery, includingplantandanimalwildlife.Theycanalsovisitafarmoranyagriculturalbusinessforthe purpose of enjoyment, education, or active involvement inthe activities of the farmor business. It includes taking part inmanydifferentfarm-basedactivities,includingfarmers‘markets,petting‖ farms*,pick-your-own‖ fruitsorvegetablesoperations;visiting agriculture-related festivals, museums, and other suchattractions.TherearemanyruraldestinationsfoundintheUnitedStates,Europe,Indiaandmanyothercountriesallovertheworld.

Religious Tourism

Religioustourismusuallyinvolvesfollowersofparticularbeliefsvisitingholysites.Inmanyinstances,religioustouristsjourneytothesesitesontheanniversariesofeventsthatareofimportanceto followers of specific religions. Many people involved inreligioustourismarealsoknownaspilgrimsbuttherearealsomanynon-religiousindividualswhoalsogoontripstoholysitesfor cultural or historical reasons. These tourists go on trips totemples,churches,siteswherereligiousfigureswerereportedlymartyred*,andvariousother locationsthatholdsomekindofhistorical or mythical significance. These trips often take theformofguidedtours,sometimesvisitinganumberofsitesinonedayorduringone tour.Manysites in Israelareof significancetoChristians,JewsandMuslimsalike.ManysitesinJerusalem,Bethlehem and elsewhere are linked to historical figures oreventsassociatedwithjustoneofthesethreemajorreligions.

Adapted from: http://www1.agric.gov.ab.ca/$Department/deptdocs.nsf/all/csi13476/$FILE/Rural-Tourism.pdf

Adapted from: http://www.wisegeek.com/what-is-religious-tourism.htm

*petting farms = a farm that has small or young animals which children can hold, touch and sometimes feed

*martyred = a person who has been killed because of their religious beliefs




B.2. Complete the table with information from the four texts. An example has been done for you.

Type of Tourism

Tourists’ motivations Activities Common

Destinations

Cultural Tourism

Adventure Tourism

Rural Tourism

To directly experience agricultural

and/or natural environments in non urban

areas

Visiting farms; visiting farm

markets; picking

fruits and vegetables;

visiting agricultural

festivals

Rural areas in countries such as USA; India;

European countries

Religious Tourism

C. Choose another type of tourism. Research information about this type (on the Internet, in books, encyclopaedias, magazines, etc.). Write a short descriptive paragraph like the ones above. Include the tourist’s motivations for doing this type of tourism, the activities that are normally done, and indicate some popular places tourists go to practice this type of tourism.

Report your findings to the class.


Focus on Listening

A.1. What are the advantages and disadvantages of having tourists visit your community? Compare your ideas with a colleague.

A.2. Read the fact file on sustainable tourism. Why is this type of tourism increasingly important these days?

A.3. What do you think the benefits of this type of tourism might be to East Timor? Discuss your ideas with a colleague. The ideas in the table might help you.

environmental resources pollution money local

businesses

jobopportunities training typeoftourist thefuture

local investment

protectionoffloraandfauna

competitiveadvantage infrastructure

Where did it start?Likeallformsofdevelopment,tourismcanalsocauseitsshareofproblems.Theseincludesocialdislocation,lossofculturalheritage,economicdependenceandecologicaldegradation.Learningabouttheimpactsoftourismhasledmanypeopletoseekmoreresponsibleholidays.Theseincludevariousformsofalternativeorsustainabletourismsuchas:‘nature-basedtourism’,‘ecotourism’and‘culturaltourism’.

What Is Sustainable Tourism?Sustainabletourismistraveldesignedtominimisetheimpactofhumansontheplacestheyvisit,encourageprotectionofbothculturalheritageandtheenvironmentandprovidelong-term,sociallyfaireconomicopportunitiesforlocalresidents.

SUSTAInABLE TOURISM

Adapted from: http://seniortravel.about.com

B.1. You are going to listen to an interview with Jaime Santal, who works for KOPI Sustainable Tours, a holiday business that specialises in sustainable tourism in many different parts of the world. Jaime has been speaking to a group of school children about sustainable tourism and a project that his company has for the local area. He has just finished his talk and is now answering questions at the end of his talk. Which of the topics from A.3. are mentioned as benefits by Jaime?


B.2. Listen to the talk again and correct the sentences. The words you need to change have been underlined.

a.Studiesindicatethatsustainabletouristswilluselessgas, less foodandgeneratelessmoneythannormaltouristsatmostdestinations.

b.Myorganisation,forexample,isgoingtoputwaterandelectricitymeters in our restaurantssothatguestscanseehowmuchtheyareusing.

c.Manyexpertspredictthatbytheyear2070, 50%oftoday’smostpopulartouristdestinationswillhaveuseduptheirlocalresources,both virtualandphysical.

d. First of all, being sustainable is onewayofmaking yourself the same asthecompetition,showingpeoplethatyourbusinessandthe holidayyouareofferingisdifferent.

e.Nextwinter,hereatKOPItours,weareopeninganewsustainableresortontheedgeoftheocean.

f.Forinstance,wearesending44ofourcateringpeopletoFrance nextyeartolearnmoreaboutsustainablecooking.

C.1. Look at the sentences in B.2. again. Five of these sentences contain verbs in the future and one doesn’t. First identify the sentence that doesn’t contain a future verb and then identify the future forms in all the other sentences. Refer to the Grammar Box if you need help with this.

C.2. Listen one more time to the text. Can you hear at least one other example of the future forms that you identified in the previous exercise?

C.3. Select a suitable future form to complete the following sentences. In some cases, more than one answer is possible. Check the Grammar Box again, if necessary.

a.We (open)anewhotelnextyear.b. By the endof theholiday seasonover 6,000people

(visit)oursustainablemountainholidaycamp.c.Wehavelotsofplansforthenewsite.Forexample,we (build)awaterrecyclingplantsothatwedon’tuseanyofthelocalsupply.

d.I’msorryIcan’tcometothemeeting.I (collect)agroupofnewguestsfromtheairportatthreeo’clock.

e.Our study predicts thatmore than 1million tourists (book)asustainableholidaynextyear.

f.We (install)water-savingshowers,energyefficientlightbulbs and traditional cooling in our new complex. It should bereadytoopennextyear.

g. Ifwedon’t changeourways now tobecomemore sustainable,we (exhaust)thepossibilitiesfortourismdevelopmentwithin5years.

h. Sustainable tourism (eventually become) the norm,replacingothertypesoftourismandhelpingtosaveourplanet.


D.1. You heard Jaime answering questions at the end of his talk on sustainable tourism. Jaime was supposed to come to your school to give the same talk, but unfortunately he can’t come. You have offered to give the talk in his place. In groups, prepare what you are going to say about the following topics.

AsuitableprojectforyourareaThetypeoftouristwhowillcomeThechangesthatwilltakeplaceintheareaTheadvantagesforthelocalpopulationandbusinessesThewaysinwhichthisprojectisbetterthanothertypesoftourismproject

D.2. Divide the topics between the members of your group and practice giving your talk. You will need to decide the best order to speak in.

D.3. Give your talk to the class.


Focus on Reading

A.1. Hong Kong is one Asia’s top tourist destinations. Read the introduction to the website Discovering Hong Kong. Would you like to visit this city? What interests you most?

HongKongisacitythatalwayslookstothefuturewhileneverlosingsight of its past. Ancient traditions live on in thismodern society,whichblendstraditionandinnovation,asmuchasitdoesEastandWest.TakeawalkthroughthestreetsofHongKongtodiscoveritsamazing history, culture, people and soul; or learn the secrets offengshui.TherearesomanywaystoexperienceHongKong’slivingcultureupclose.

A.2. You are going to read about three different tours that tourists can take in Hong Kong: The Hong Kong Traditional Lifestyles Tour, The Feng Shui Tour and The Heritage Tour. Look at some activities that are done in each tour. Which tour would you match each activity to?

Example:Learninghowtomaketeaandhowtodrinkitproperly.The Hong Kong Traditional Lifestyles Tour

a.Touringaplacethatissaidtohavealotofenergy.b.Goingonatourofa19thcenturyextravagantresidence.c.Takingpartinatai-chiclass.

B.1. Now read about the three different tours of Hong Kong and check your answers.

Hong Kong Traditional Lifestyles Tour

Discover how traditional Eastern values live in harmony with the fast-paced Western influences of metropolitan Hong Kong on this tour of some of the city’s most enthusiastic daily traditions. And you can see just how surprisingly relaxing life in fast-paced Hong Kong can be by beginning the day with a slow-motion tai chi class along the Tsim Sha Tsui waterfront. Then, you'll visit Lantau Link View Point where you will see wonderful views of the Tsing Ma Bridge. The tour then wraps up at a local teahouse for a tea-making demonstration and etiquette session where you can try Hong Kong’s famous Kung Fu tea.


Feng Shui Tour

Translated as ‘wind and water’, feng shui follows the principle of humans living in harmony with nature. Learn all there is to know about this ancient philosophy on this tour and how it has directly influenced the landscape of Hong Kong’s major commercial areas. The tour begins with a stop at Lung Cheung Road lookout, where you’ll be shown the place with the highest concentration of dragon energy that’s believed to have created Hong Kong’s amazing wealth, known as the ‘dragon's den’. Then, explore the feng shui principle of destroying negative influences on environments at Nine Dragons Wall in Wan Chai. Finally, you’ll head into Central, where your guide will explain feng shui's influences on important buildings as well as the energy that has driven Asia’s world city to become a leading international centre of prosperity.

Heritage Tour

Downtown Hong Kong gives a view of Asia’s world city that’s very different from what it once was. But as soon as you take a step into the New Territories, you’ll find much of the city’s rich heritage still stands as it once did, offering an amazing look into a unique past that serves as a contrast to the towering city you see today. Take a time-trip back into the mid-1800s as you enter Tai Fu Tai, a luxurious residence. Extravagant details and beautiful Chinese wood carvings adorn its majestic interior, while similar exquisite design can also be seen inside the Tang Chung Ling Ancestral Hall. The nearby walled village of Lo Wai offers fascinating insights of what village life was like in the new Territories. You’ll then discover the roots of ancient beliefs inside the Man Mo Temple, dedicated to the God of Literature (Man) and the God of War (Mo). Another beautiful tradition comes from the enchanting Lam Tsuen Wishing Trees, where local villagers burn sticks and incense papers hoping their wishes will come true. During Chinese new Year, many Hong Kong people make a pilgrimage to this spot to make their wishes for the new lunar year ahead. If you participate in this same tradition, you may be able to make your own wish come true!

Texts adapted from: http://www.discoverhongkong.com/eng/see-do/tours-walks/guided-tours/living-culture/index.jsp


B.2. True or false?

a.EventhoughthepeopleinHongKongrunaround,theyareabletofindwaystorelax.

b.NineDragonsWallinWanChaicreatesalotofnegativeenergy.c.FengShuiprinciplesarefoundinmanybuildingsincentralHongKong.d.TheNewTerritoriesarethemodernpartofHongKong.e.ManyHongKongpeoplemakeapilgrimagetoManMoTempletomaketheirwishesforthenewyear.

C.1. Read the profile for three different travellers. Which person should go on each one of the tours? Explain your answer.

Profile #1 Profile #2 Profile #3

This tourist loves tovisitplacesofhistorical interest and photographthem.Whengoingtoanothercountry,hethinksyoucan understand its presentbylearningaboutitspastandthechangesthathavetakenplace.

This tourist is a spiritualpersonandisfascinatedbyorientalphilosophy.Sheisparticularlyinterestedintherelationshipbetweenpeople’sspiritualwell-beingandtheplacestheylivein.

These tourists love to diveinandparticipateinthelocallifestyle.Theywanttofeelliketheyarereallylivinginaplacedoingthethingsthatthelocalsdoandeatingwhattheyeat.Thismakesthemfeelthattheytrulyunderstandwhattheyareseeing.

C.2. Choose an activity tourists can do in your area. Write an imaginary profile for the type of tourist that would most enjoy this activity.


FInAL TASK

You were asked to develop a webpage of your local area in the East Timor Tourism website. Work in groups of three. Use all the information from this unit to help you.

Keepinmindthattouristsvisitothercountriestodiscovernewcultures,eatdifferenttypesoffoodandseehistoricalanduniqueplaces.Awell-designedtourismwebpageshouldencouragepeopletothinkaboutdoingalloftheseactivitiesinaplacetheymaynothavethoughtaboutbefore.

Steps for planning and devising your webpage.1.Decidewhatyourlocalareahastooffertourists(e.g.beaches,countryside,history,etc.).Whattypesoftourismcouldbedevelopedinyourarea?

2.Chooseonetypeoftourismandcreateatourfortouriststogoon.Thetextshouldbeeasytoreadandspecifictoyourlocalarea.Emphasisethebestfeatures.

3.Decideonthepicturesyouwould liketouse.Agoodpictureshouldbringtomindthedestination.Useimagesassociatedwithyourlocalareaand typeof tourismyouhavechosen.Haveamixofphotosofpeople,activitiesandplaces.

4.Decideonhowyouwanttoorganisethetextwiththeimages.Layoutisveryimportantwhentryingtoselladestination.


GRAMMAR REFEREnCE SECTIOn

Grammar Box 1 - The Future Simple

InEnglish,thereisnooneverbtenseusedtorefertofutureevents.Instead,differentverbformsareuseddependingonhowthespeakerseesthefutureintermsofcertainty.Therearefourmainwaysoftalkingaboutthefuture.

Used for TimetablesSchedules

ArrangementsFixedPlans

GeneralPlansPredictions

PredictionsGuesses

Verb forms

PresentSimpleTense + Time

PresentContinuous

Tense + Time

‘Goingto’+Verbinfinitive

‘Will’+verbinfinitive

Examples The train leaves at six o’clock

I’m meeting him at lunchtime tomorrow.

We are going to build a new

hotel.

The planet is going to run out of water.

Space tourism will

become very

popular.

Certain future Arranged future

Less certain future

Unknown future

In many cases, more than one of these forms can be chosen to express an idea. It depends on the speaker’s attitude to the future. This is particularly true for ‘going to’ and ‘will’

Example:Sustainable tourism is going to be a success in East Timor = The speaker is quite sure about this prediction.

Sustainable tourism will be a success in East Timor = The speaker is less sure about this prediction.


Grammar Box 2 - The Future Perfect

Extra Practice

Sometimes, when we speak about the future, we want to speak about events that happen between now and some future time and how these events will look to people at that future time. This idea can be expressed in this way:

The Past

The Future

x x xx

now themomentof

speaking

A future timethetimereference

To talk about the ‘future in the past’ in this way, we use the Future Perfect Tense: will + have + past participle.

x = events

Examples:By this evening, 12 new guests will have arrived.In 10 years time, many new resorts of this type will have been built.By the time I am 25, I will have completed by course in sustainable tourism management.

Exercise 1. Decide if the following sentences are correct or not. If they are not, change the future verb form.

1.Bythistimenextyear,thecompanywillcompleteitslatestdevelopment.2.Thevisitorsarecomingonthesixo’clocktrain3.Wewilldoublethenumberofvisitorsnextyear.4.Ourflightwillleaveat10pm.5.Thehotelisgoingtoinstallitsownelectricitygenerationsystem.6.OurnewhotelopensnextMonday.

Exercise 2. Use some of the verbs in the table to make predictions about tourism in East Timor. Remember to use ‘going to’ when you are more sure and ‘will’ when you are less sure. When you have finished, compare your sentences with a colleague.

build double visit spend travelspoil discover employ open closestay enjoy save work return

Cooperação entre:Ministério da Educação de Timor-Leste | Camões - Ins tuto da Cooperação e da Língua | Fundação Calouste Gulbenkian | Universidade de Aveiro

inglês 12º - manual do aluno

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