Unit2 Introduction to the theme of the unit AA. Read the following definition about culture and the cultural aspects provided, then match each picture with the corresponding cultural aspect. Write the numbers under the appropriate pictures. An example fs given (a.2) Generally speaking, cure stands forthe way we lve It inludes T.the way we cook and ea ur food, | 4. greeting ech other, the way of celebrating our fest and how we design and build our houses, organising our families, prticulr occasions, 3. our way of dressing, xtablshing order and law, the way we expres ourselves in ats, writing and other forms of expression, 9. Our cultural beliefs and religious practices seem natural and familar in our contest which gives us a sense of belonging and secur ‘exoress lack of understanding and ask for clarification - tak about culture and values, - Wing: describe process, use cohesive devices (transtions), write an email to describe and) orate events Speaking: express lock of understanding | ask for closication, tak about culture. = Ustening: precict the topic, lsten for specific information, check understanding, cscs ideas Reading: read for main ideo, read information, show understanding of ideas in the ‘ext, discuss ideas in the text and express petsonal opinion. for spe ss and Skills Culture: Practices and products learn about and discuss cultural sues learn about man nother culture. lean about culture and globalisation in Jopon, Learner training Use effective strategies for learning vocabulary Language development practise the use of the past perfect eam vocabulary related to culture ‘make and use compound adjectives. Connections se strategies for learning vocabulary languages) learn about culture and values (philosophy)'B. Read each of the following situations and decide how you feel about the behaviour it shows. Tick the rating a {Fees Ge Bai Belew Which oproptinity rele your oeling, Chen onwpare your eawwes a Othe of yur partie |A. Match the words in column A with the words in column B to make correct compound adjectives. I.very common 2.comnion 3.nolange bunt common 4. strange. very strange =a 1 Aman wearing earings 2. brightly 2. Eating food with your fingers. aise 3. Using the Sey sng the same bath water a ter in your fa ym 5. good “4. Brpinng wi the salepen ina shop. 6. labour f. known ‘5, Sting soup ina estan. Tet @: sighted ‘6 Avwoman breast-feeding er bby in pole. 8. shor hate wl saving 7. Adults living with their parents even after they get married en bs is 10. casy J. hearted 8. Blowing your nose in publi. Your oter or seri someane fom anor county. Bilin the blanks with a suitable compound adjective from the table above. TOA mobilephone ringing during» met ee = 11. In our culture, some of the customs and traditions are 2. My brother finds it very difficult to read the newspaper. He's (With your partner sate some of the things that are considered culturally inappropriate in Morocco, = e 3. Mr Brown still has that. ‘car. I don’t think he will ever get rid of it. ‘You should not. i 2. You are not supposed to 4. ‘machines are necessary for working women. 3.Itis considered impolite to. '5.To concentrate on your homework, you should usually study in, places. 'D. With your partner, provide some ofthe things that are culturally acceptable in Morocco, then share your ‘C. Complete the compound adjectives in these sentences with one of the words from the list, ‘ideas withthe whale class, sanenies 1. There's no cultural offence to people if. ( ae etapa) 2.You may . Bel’ alright if 1, We stayed in a five hotel. 2, My father has just bought a brand-_car. ‘3 Salwa has just got a____-time job; she works three hours a day on Mondays, Wedinesdays and Fridays 4c Te was avery badly: nile, I noticed several punctuation mistakes and lots of spelling mistakes Definition: 5, Our neighbours are very wel: ‘They can afford to go to expensive restaurants 6, Mary has got a small shop in the market where she sells second. clothes and machines. ‘7.1.was astonished when the man a te next table gave the waiter ten note asa tp. ~ Compound adjectives are adjectives that are made up of two or more words usually with hyphens (-) between them. Example: a state-controlled university A compound adjective with a number doesnot take the ‘s* ofthe plural Examples a five-loor building (singular, thee five- flour buildings (plural), 24 25listening and speaking ‘A. Discuss the following points with your partner, then share your ideas with the whole class. 1. Choose the right answer: “Stereotypes”, 8. give us an appropriate image of different cultures. ‘can give an exaggerated or a wrong image about differen cultures © lead toa deep understanding of other cultures. 21s there a good culture and a wrong culture? Justify your answer. PARTI B. You are going tlisten toa radio programme about culture, what do you think tis going to be mainly about? Siee as beer ee ces Probably, the radio programme i bout. 1. stereotypes 2. the numberof exiting cultures 3 culture and race 4. cultural conor §. culture ofthe youth ‘6.calture and mass media Listen to Poet of the programme and check your answer. D. Listen to Port 1 again and complete these sentences, 1, Race refers to skin colour but culture is about r 2. After long conflict between the French culture and the British culture in Canad , PART2 E, Listen to Port 2 and say whether the following statements are true or false, then listen again to correct the false one(s). 1, Stereotypes are used because its difficult to understand all the existing cultures, 2. Stereotypes make our understanding of other cultures difficult. ‘3. Cultural differences are negative and should not be tolerated, F. In small groups discuss the following question, then share your Ideas with the whole class. ~ How can cultural diversity empower or weaken a country? 7 ae 2a i. ‘Samir is a Moroccan university student in an American University. He is now talking tothe foreign students’ counsellor, Mr. Taylor. Read and listen to the conversation and answer the following question. Did Mr. Taylor know that burping in Morocco is not considered offensive? How do you know? ‘Samir: Good morning. Mr. Taylor! Mr. Taylor: Good moming. Please have a seat. Can [help you? ‘Samir: Yes, Mr. Taylor. I'd like to talk to you about an embarrassing experience I had this week-end, Mr. Taylor: An embarrassing experience? What do you mean? ‘Samir: Well, I was invited by a friend of mine for dinner. His family was really nice and hospitable. But thea something happened which made them stare at me. Mr. Taylor: Stare at you? I don't quite follow you. Could you be more explicit? ‘Samir: Well, actually, they didn't seem to like my burping. Mr. Taylor: Oh my dear, do you mean you burped during the meal? That's culturally inappropriate. Samir: What do you mean by culturally inappropriate? Mr. Taylor: Well, what I'm trying to say is that what you did is not acceptable in our society It's even- sory to use the word- disgusting. Samir: Oh dear! But I was taught in my family to thank God whenever I burp. “Mr. Taylor: Really? In that case all you've got to dois explain the matter to your friend Samir: Thanks, Mr Taylor. Mr. Taylor: You're welcome. ‘Rend the dialogue again and fill in the table with the appropriate expressions. With your partner, think of other expressions to add to the table, . Role play: In Pairs, choose one of the following situations and write a mini-dialogue using the directions piven ‘to practise expressing lack of understanding and asking for clarification, then share your mini-dinlogue with the whole lass. Situation 1 ‘Situation 3 Situation 2 ‘A’: You are an English teacher trying to explain the meaning of a word. B: You are student who doesn’t understand and wants more clarification. ‘ou area foreigner who wants 10 know why people takeoff their shoes when going into the mosque. + You explain to him the reason ‘why this should be done. ‘ou area doctor telling your patient what medicine to take. B: You are a patient who is abit confused and want more clarification. 27ass A. Discuss this statement and share your ideas with the whole class. ___ Reading “Some people consider globalisation as a threat to our local culture.” [B. Read the following text, then choose am appropriate title from the lis. 1, Culture and global economy, 2.Japan’s cultural problems. 3. Culture and globalisation in Japan. In thie article, I will discuss some problems about ‘Japan's culture and globalisation’ Hereby ‘culture’, do not mean ‘uch traditional culture asthe tea ceremony or Kabuki, but ‘Imean our lifestyle or our way of life in today's Japanese society. It is needless to say that Japan's culture inthis sense is ‘ound to be strongly influenced by the current trend of slobalisstion, which means greater speed and scope of movement of goods, services, people, information, et. across national boundaries. First of all, I wish to emphasize the role of commercial ‘exchange of goods and services as a basis for an active interaction and mutual understanding between two groups (nations, races, ef.) with different cultures, Because economic exchange by market rules tends to make people cher esonomially and ger psychology, people ‘may be abl to accept cultural differences more easily In this context, we need to adapt to the so-called ‘global standard’ in economic terms, and even to the American standard, if necessary. But that does not mean that we should abandon our cultural uniqueness or local values. Tnstead, we ought to participate more actively in imernational movements and organisations and contribute {a the creation ofa better global standard, which would be ‘more consistent with our own culture Its troublesome to see a reactionary movement any American standard within Japan these days. Such ‘anti-American are clea misguided and socially harmful. The difference in opinion fon this point has some resemblance to a well-known Controversy betveen Fumimaro Kopoe and Sakuzo ‘Yoshino inthe post World War I era about 80 years ago, ‘Konoe rejected any American or European standard and ‘Yoshino emphasized Japa's adaptation and adjustment 10 ‘better standard, such as democracy, while preserving Tapan's own cultural identity. [Also there seems to be a misconception that globalisation would lead to excessive homogenization and elimination ‘of local values, Ths Kind of view is often expressed in mass media by those who do not know what is realy happening in Joeal towns § and. villages ‘Ther isa wid discrepancy between to change much even now, especialy in Japan In this kind of situation, we need t9 keep our human contacts inthe Intemet age. Even with diferent cultural backgrounds, we ean understand each other through face- ‘o-face contacts, Ii important to think of virtual contacts {through the Internet nota a substitute for human relations Dut ather a complement with real contacts In the Intemet age, more localised and individualised information canbe disseminated, but that is only possible if Wwe keep our human contact as closely as pssibe. Through Face-torface communications, we ean make sue that our ‘own beliefs and cultural values. are-more visible and recognised in the age of globalisation. Ina sense, it js a Japanese tendency as a pat of Japan's culture, to. be realistic rather than idealistic, and fommunity-minded rather than globally-minded, ‘Therefore, we only need to go back to our cultural roots to preserve and promote our cultural traits while adapting to the global standard, especially in the market place, for ‘ecooomic prosperity and cultural permissiveness Japan's young generation seems to be not only better ‘equipped for globalisation, but also more independent finde and Bae in te-vating Tapanes clue including traditional practices, contrary 0 some mass media reporting. If young people are better educated in School and beter trained in their community and society, ‘Tapan will beable to co-exist with neighbours and prosper inthe age of information and glob (C. Read the text again and say whether the following statements are true or false. 1, Business and trade boost understanding of other cultures. 2, Konoe-Yoshino controversy is a current issue 3. The young Japanese generation i biased, 1D. Answer the following questions. 1, Why is it important to adapt wo global standards? 2, What view about culture is expressed in mass media? |3. According to the writer, are face-to-face and virtual contacts of equal importance? Justify your answer. “4, What isthe key to prosperity in the era of information and globalisation?” E, Re-read paragraph § and say whose view do you share, Konoe’s point of view or that of Yoshino. - Use this chart in your answer, share your ideas with your parner, then with the whole class Positive points Res Seen I strongly share the view of Konoe’s view ise Yoshino's ( ‘Grammar: Past perfect simple and continuous) |. Past perfect simple ‘A. Read and listen to the following text and answer the question below. How did Karim feel about his English? Karim is telling his classmates about his experience in an exchange visit to UK. “Before I wont to England, [had always thought that I would never adjust tothe new culture, But my host family were very nice people and did everything to ‘make me fel at home. They iad redecorated and refurnished my room and had | planned visits to different areas round the country before Farived. On my first | evening, my host family sac) they has invited Some neighbours for dinner to ‘celebrate my arrival. I really had a kind of dream-come-true feeling. When the neighbours had arived, dinner was served and we had a very pleasant evening, But [discovered that the English I had leart at school was not enough to fully understand what British people say; however, the litle English had leamedEE OCR Tes Whiting: Describing process, Cohesive devices (transitions) ‘A. Read this jumbled text and choose the correct answer. ‘The text is about aa love marriage ba pre-arranged marriage. «both a love mariage and a pre-aranged marrage. ‘C.Match each part of the sentences in Column A with an appropriate one in Column B. 1 before he left for his tip. I had never travelled by plane before. the party had already begun. 1. The children had already done their homework 2. My wife didn't watch the film with me, 3, It was my fst light. Anat ftcen mints ar, hy al came ot ofthe howe, Her mum and ber beoe weot beck ome sight ava. Before thy ot in the a, pad at hed pepe aver nes eed a ped ey le | inte house She sui woh, "Don't won.’ a good tig. You wil find ot | soon’. She gave my girlrend and mea smile and then drove of. ne . because she had already seen it €e. when their mother arrived. ‘When Tom arrived, 5, Jimmy had phoned his girlfriend at work D. Read the grammar summary on page 33, then put the yerhs in brackets ino the simple pastor the past perfect. 1.1(g0) 10 bed as soon as I (finish) my homework, 2,Sam (turn) ‘on the TV after he (wash. eves the dishes. 3. Maria (fed/already) the cat when she (go) wr to work 4. By the time we (get) tothe cinema, the film (star already) 8..We (play) _ cards for several hours before we (80) to bed. E. The following adverbials are used with the past perfect: as soon as -until- when -afler- by the time, CCirele the appropriate adverbial from the provided lists. 1. By the time / Until / After we went tothe cinema, the film had already started. 22. We had prepared the meal after / until / before children came. ‘3. Maria went to work after / before / until se had fed the baby. 4. The employees had stopped smoking as soon as / until / aftr they saw the boss coming into 5.1 had stayed inthe hospital when / by the time / until I recovered, |. Past perfect continuous F. Read the grammar summary on page 33 and put the verbs between brackets in the correct form (past perfect simple or continuous). 1, Sarah was exhausted. She (wash) the dishes for more than three hours. 2, We (walk) .. for several hours before we reached the summit of the mountain 3, Mary decided to buy a new watch with the money her father (give) her for her birthday. 4, Sue (vateh) het favourite TV programme when the light went off 5. The children (already/g0) ... to bed when their mother came from work. 'b, About a week ago, my grandma invited my girlfriend’s mum to her house to hhave achat about us. My girlfriend was very excited that her mum was coming. ‘So was I. We helped each other clean our room so that it would look nice when ther mum came, After we had finished, her mum arrived with Tai's brother. We followed them into the house to pay respect to her mum and then we went back outside to wait ‘¢. As soon as they had left, we quickly walked back to my grandma and asked her. She said, "Calm down, calm down. I will tell you now what we talked about.” Then she went ost ona chair in the garden, We sat down too and waited for her to tell us. My heart was banging very fat. Iwas very excited to know. 4 Finally, her brother came out and asked us to come back in, We went in and sat on the floor while they were siting on the chairs. Then my girlfriend's mum asked Tai how much she could trust me. My girftiend looked at her mum's face and then at my face and then she replied, “I would say that itis more than 80 percent." Her mum asked me the same question and replied the same as my gilfiend. Then my grandmum told ust go back outside, |, A few minutes after that, she started to tellus. She said, "We both decided that you should get marred before |, having @ baby and then we also talked about the sin sot (dowry) that we have to give to Tai’s mum and the date forthe wedding. But we couldn't decide about the exact amount of money forthe dowry and the date yet because ‘Tai's mum needs to think about it first. We were very happy to bear that we were going to get marred, but I was «bit worried about the dowry. Ldon't know how much people normally asked or paid forthe dowry. I hoped tha her mum was not going to ask us for too much. [B. Reread the text and rearrange the paragraphs in the correct order, ae 2 x 4 s (C. What transitional expressions have helped you to arrange the text in the correct order? ais 30 = 7 —1D. "The following are transitional expressions that you will ned to write the email in E. See ‘iso, and then, besides, fist (second, thi, ete), Furthermore, in ation, moreover next add ‘ih (neither) in the same way, similarly. ompare ‘although, but, even though, however, onthe contrary, on the other hand, ye, whereas ‘contrast Tor example, for instance, in particular. iMustrate as, Because, for, since ve a reason Deca OF Is, aa result, consequently, fortis reason, hence, s0, Therefore, THUS show a result Tinally. in brief, in conclusion, in other words, on the whole, to Sum Up ‘summarize E. Write an e-mail to your e-pal in which you describe a wedding ceremony you attended lately. ‘Make use of the following tips: 1, Use some transitional expressions from the table above 2, Try to focus more on transitions ‘Make sure you include the most important events that happened during the ceremony, 4. Make sure the events are in a chronological and logical order. q Leamer Training: Learning vocabulary = A. Introduction, ‘One of the problems that many leamers of English face is how to effectively expand their vocabulary and more importantly how to retain the vocabulary they lear. Here are three main ways of learning and retaining vocabulary: 4. memorising, using, 3. recycling 'B, Match each of the following vocabulary strategies with the corresponding technique from the list in A. Use M for memorising , U for using and R for recycling. 1. Play audio-tapes or video-tpes repeatedly. 2, Put the words into sentences. 3. Organise the vocabulary you write dow in your note-book in some way’ 44. Watch movies or read particular books or magazines on the sme topic. §5. Write story using the words you have Teared, ‘6: Have a discussion or a conversation with a partner using appropriate words, 7. Use your knowledge of the parts or roots of the new words (C. Think of other vocabulary strategies to add to thelist in B, 'D, With your partner, discuss your own strategies and decide on the best ways of learning vocabulary. |. The past perfect simple USE ‘We ase the past perfct simple to talk about what happened before a point inthe pas. It looks back fom a peint {nthe past to Further inthe pas. Example: The secretary had already told the boss before I got a chance to give him my version. bb. The past perfect simple is often used when we report what people had saidthought/beieved. Examples: «Peter told me he had already paid the bill. rah believed that John hiad moved to Italy. “= T thought we had already decided on a name for this product. FORM 4. Affirmative sentences: [Thad prinied my project] You had printed your project. 1d printed my project. | You'd printed your project. . Negative sentences: [Thad not printed my project. | You had not printed your project. 1d not printed my project [hadn't printed my project. Had you printed your project? 4 Adverbials with the past perfect ‘You'd not printed your projec. ‘You hadn't printed your project. Questions: ‘The following adverbials are used with the past perfect. Il The past perfect continuous FORM: had + been + verb + ing USE: ‘The past perfect continuous is used 1.0 refer to an action in the past which continued until another action took place. Example : The miners had been digging al night long when an explosion occurred, to explain why an activity or feeling in the past occurred. Example : My heart was beating (oo fast. had been running for miles. «to emphasise that something occurred for a long time before another event in the past. Example : Bob had been teaching in that school for more than twenty years before he became a headmaster. 32 33Review: Units 1 and 2 A. Fill in each blank with one of these cllocations cultural backgrounds! school uniform/ equal opportunites! private lessons/ gender gap! educational system. 1, The school staff do not allow us to get into the classroom if we don't wear the 2. Some of my classmates do not listen attentively tothe explanations of our teachers which makes them resort to if they want to succeed. ‘tis important to provide children with . in informal education wherever they live. 4, Moroceo’s has been reformed to respond tothe new needs and challenges of the 21st century. 5. Participants from different. _ attended the last conference on “Dialogue between different 1, My elder brother decided (pursue) 2.1 spend most of my time (éraw) time to my studies. 3. Would you mind (rewrite «this exercise on your notebook? 44 Texpect my friend Bob (help) .-rveuse+ me i this project on “Cultural differences”. 5, Our favourite team has begun (recruit). ‘international football players lke other teams. 6, Students enjoy listen) nto English songs in class from time to time ‘which intates my parents. They want me (devote)... all my 7. Due to compelling circumstances, our association gave up help). some villages. C. Choose the right answer from the given lists. 1. When Tom (wake up)...» in the morning, his mother (already/prepare) ..... breakfast. ‘a. woke up /had already prepared. had woken up/ already prepared. woke upy prepared 2. Laura (already/type) her project when the computer (Crash) ...rnevssrn already typed/ had crashed already typed! crashed «had already typed/ crashed 3. Our headmaster (study) .....-r-- the problem before calling for that urgent mecting. a. ad studied ». was studied studying. 4. Tom told us that he (received) two awards before he... (leave) to Canada, had received left received! had left «had received! had let 5. They (announce) svn thatthe minster (resign). for health reasons. 1, announced! had resigned bo.had announced/ had resigned. had announced! resigned D. Choose the right answer from the given lists. 1. sacs 8 envionmental association, our neighbourhood has become # mode! of cleanliness. 8. Because Thanks to ‘Consequently 22, We have heard of global warming for more than thee years... ‘a, Moreover >, However 6. Consequently {3 Avoiding eye contact in font of ou elders i a sign of respect in our culture; itis asign of indifference. nothing serious has been done sofa. nother cultures , Match the sentences in Box A in Box B, coy co ', Would you mind sending me mor iver a Expressing lak of understanding. eee = b,Asking fr caifation. Gey Ped jue oration you wd on ae Making a request. es Ad. Responding to request Interpersonal Communication = make and respond to complaints - tak about youth isves. Presentational Communication = Wing: wite about cause and effect - Speaking: make and respond to complains talk about ciferent youth issues. Interpretive Communication - Uistening: check information, lsten for main Culture: Practices and products lear about Canadian youth. Learner training - learn how to read effectively - leam how fo prepare an action plan. Language development Ideas, ston for specific information, cscuss from | ‘petsonal experience, explain from context - Reading: read a poem and infer meaning, ‘redict main idea ofthe tex, survey the fen, ead for specific information, locate referents, spectty wile’ atitude, dscuss ideas ond provide personal opinion. -leam vocabulary related to youth - lear about phrasal verbs and idiomatic ‘expressions - leam expressions of cause and effect. Connections - leam how to read effectively (all subjects) leam how to prepare an action plan {el subjects).