Section One

Travel and Culture

 Unit one

Traveling to learn about other cultures

We live in a multifaceted society that has its own cultural and traditional values.
Traditions that vary from place to place are unique in their own form. These
norms and distinctive cultural values attract people to visit different places in
order to learn more which is laudable, but others believe that we live in a digital
world know where all the information is available through paper and print media
then there is no point to visit those places physically. This essay will analyses both
viewpoints to understand their merits before presenting an opinion.

People believe that culture can be best understood when one physically visit that
place. Proponents of this viewpoint argue that films and books do not cover all
the aspects and often shows only positive attributes and customs of a place.
Cultural values and traditions are best analyzed when we live with them and
participate in their festivals, religious gatherings, weddings and other events.
Moreover, they say that books and the internet give us limited information and
physical presence in instrumental to observe and understand their emotion,
feelings, sentiments and so on showcased during different occasions. For
instance, Malay culture is rich in folk music, artworks, poetry, festivals and so on
which we usually see in different videos, but there are some hidden traits like
their disliking for non-Malay which is not mentioned in any book or shown in
films. Furthermore, one can truly admire and appreciate culture when they
mingle with them.

On the contrary, others believe that one can easily learn the traditions and
cultural norms through different documentary movies, historical books or through
the digital contents available over the internet. They say that books written over
different cultures were written by authors that visited those places or heard
about them from other. Moreover, the internet is a massive repository of digital
content in the form of textual and visual information which is instrumental in
learning various cultures without the need to travel. For instance, Indian culture
got popular in western countries due to different Bollywood movies revealing the
customs and way of living of people residing in different cities like Gujarat,
Rajhistan, Kashmir and so on. Furthermore, documentary videos and movies are a
good source of information as they cover different aspects of a culture in visual
form and one gets absorbed in it while watching.

To recapitulate, the aforementioned provides plausible arguments over both view

point. However, I personally believe that one should travel to explore their
passion for learning different cultures as physical presence cannot match the
virtual information.

Exercise (1)
Write true ,false or not given for each idea:
1- We live in one type society all of use shared the same values and traditions.
 2- People could not understand the culture of any country with visiting that country.
3- Internet and books give us sufficient information about a country.
4- Anyone can easily learn the traditions and cultural norms through different
documentary movies, historical books or through the digital contents.

Exercise (2)
Discussing questions:

(1) What is culture?

(2) In this essay there are two points of view. The first one believes that
people should visit places physically in order to discover its culture, the
second one believes that movies, book and historical document are
enough to have information about the culture of a country which one of
these points of view do you agree with?
(3) What are the advantages of discovering new cultures?
(4) Have you ever experienced any culture differences among people?
(5) What is the most interesting about your culture?

Vocabulary:

Multifaceted: having many different side

Dispute: a disagreement or argument

Laudable : of an action, idea, or aim) deserving praise and commendation.
Proponents: a person who advocates a theory, proposal, or course of action

Attributes: a quality or feature regarded as a characteristic or inherent part of someone

or something.

Observe: notice or perceive (something) and register it as being significant.

Sentiments: a view or opinion that is held or expressed

Repository: a place, building, or receptacle where things are or may be stored.

Recapitulate: summarize and state again the main points of

Multifaceted: having many facets.

Unique: being the only one of its kind; unlike anything else.

Norms : something that is usual, typical, or standard

Distinctive: Unique

Laudable: (of an action, idea, or goal) deserving praise and commendation.

Proponents: supporters
 Prefixes And Sufixes
A prefix is a group of letters placed before the root of a word. For example, the
word “unhappy” consists of the prefix “un-” [which means “not”] combined with
the root (or stem) word “happy”; the word “unhappy” means “not happy.”

A short list of prefixes:

Prefix Meaning Examples

de- from, down, away, reverse, opposite decode, decrease

dis- not, opposite, reverse, away disagree, disappear

ex- out of, away from, lacking, former exhale, explosion

il- not illegal, illogical

im- not, without impossible, improper

in- not, without inaction, invisible

mis- bad, wrong mislead, misplace

non- not nonfiction, nonsense

pre- before prefix, prehistory

pro- for, forward, before proactive, profess, program

re- again, back react, reappear

un- against, not, opposite undo, unequal, unusual

Suffixes
A suffix is a group of letters placed after the root of a word. For example, the
word flavorless consists of the root word “flavor” combined with the suffix “-less”
[which means “without”]; the word “flavorless” means “having no flavor.”

A short list of suffixes:

Suffix Meaning Examples

-able able to, having the quality of comfortable, portable

-al relating to annual comical

-er comparative bigger, stronger

-est superlative strongest, tiniest

-ful full of beautiful, grateful

-ible forming an adjective reversible, terrible

-ily forming an adverb eerily, happily, lazily

-ing denoting an action, a material, or a acting, showing

gerund

-less without, not affected by friendless, tireless

-ly forming an adjective clearly, hourly

-ness denoting a state or condition kindness, wilderness

-y full of, denoting a condition, or a glory, messy, victory

diminutive

Exercise(1)
Use a prefixes to find the opposite of these verbs:
1- wrap
2- use
3- agree
4- engage
Behave
6- understand
7- fold
8- spell
9- connect
10- close

Exercise (2)
Put the words in brackets in the appropriate form (use a prefixes or a suffixes):
1. He was acting in a very____________ way. (child)
2. She looked _____________.She started to cry. (happy)
3. He passed his exam. He was ___________for the second time.
(succeed)
4. The team that he supported was able to win the ________.
(champion)
5. I couldn't find any __________in his theory. (weak)
6. He wants to be a ___________when he grows up. (mathematics)
7. There were only a ______________of people at the match. (hand)
8. The road was too narrow, so they had to ____________it. (wide)
9. I think that you should _________your decision. It may not be the
best thing to do. (consider)
 10.You need a _______of motivation, organization and hard work to
realize your dreams.(combine)

Exercise (2)
Put the word in brackets into the correct form. You will have to use
prefixes and/or suffixes.
1. He was sitting __________________ in his seat on the train. (comfort)
2. There was a __________________ light coming from the window. (green)
3. He was acting in a very __________________ way. (child)
2. 4. This word is very difficult to spell, and even worse, it's
__________________. (pronounce)
3. 5. He's lost his book again. I don't know where he has
__________________ it this time. (place)
4. 6. You shouldn't have done that! It was very __________________ of you.
(think)
5. 7. He didn't pass his exam. He was __________________ for the second
time. (succeed)
6. 8. Some of the shanty towns are dreadfully __________________ . (crowd)
7. 9. The team that he supported were able to win the__________________ .
(champion)
8. 10. There is a very high __________________ that they will be late. (likely)
9. 11. I couldn't find any __________________ in his theory. (weak)
10.12. He wants to be a __________________ when he grows up.
(mathematics)
11.13. You need to be a highly trained __________________ to understand
this report. (economy)
 12.14. There were only a __________________ of people at the match. (hand)
13.She arrived late at work because she had__________________ . (sleep)
Prefix
1st Grade

Prefix Suffix Definition Examples Origin Additional

Information

-s, -es plural, more than one hats, pigs, books, Anglo- y after a vowel (s)
plays, boxes, Saxon
wishes, dishes words end in –s, -sh, -ch, -
x, -z (-es)
cliffs, roofs, beliefs
nouns ending –f or –fe (s)
knives, leaves,
halves, selves -f or –fe change –f to –v
and add –es

consonant followed by –o
(-es)

vowel followed by –o (-s)

-ing action/process helping, skipping, Anglo- Present participle of verb

running, seeing, Saxon
thinking

-ed past tense jumped, helped Anglo- Past tense verb

Saxon
Incorporate prefix, suffix, and roots into working with words study.

2nd Grade

Prefix Suffix Definition Examples Origin Additional

Information

un- not/opposite unlock, unsafe, Anglo-

uncover Saxon

re- again/back reread, rewrite, Latin

return

-er person connected teacher, writer, Anglo-

with, baker, bigger, Saxon
colder, taller
comparative degree

-est superlative degree biggest, coldest, Anglo- Usually an adjective

tallest Saxon

-ful full of beautiful, painful Anglo- Usually an adjective

Saxon

-less without careless, helpless Anglo-

Saxon

Incorporate prefix, suffix, and roots into working with words study.

3rd Grade

Prefix Suffix Root Definition Examples Origin Additional

 Information

in- not inactive, income Latin

im- not impossible, Latin im- used before

improper, import roots beginning with
b, m, p

dis- not/opposite of dislike, distrust, Latin

disagree

pre- before pretest, preplan, Latin

premade

tele- far, distant telephone, Greek

telegraph,
television

-ies plural, more than one parties, babies, Anglo- y after a consonant
cries Saxon

-ied past tense cried, tried, Anglo- y after a consonant

Saxon

-ed past tense stopping, hopping Anglo- doubling (CVC)

Saxon

-ing action/process stopped, hopped Anglo- doubling (CVC)

Saxon

-ly characteristic of badly, friendly, Anglo- Usually an adverb

quickly Saxon

-y characterized by/like cloudy, fishy Anglo-

Saxon
 bio life biology, biography, Greek
biopsy

graph write telegraph, Greek

photograph,
phonograph,
autograph

phon sound phonograph, Greek

symphony,
telephone,
microphone,
phonics

scope see microscope, Greek

telescope,
periscope,
stethoscope

Incorporate prefix, suffix, and roots into working with words study.

4th Grade

Prefix Suffix Root Definition Examples Origin Additional

Information

non- not nonfat, nonsense Latin

over- too much, above overdone, Anglo Saxon

overhead

mis- bad or badly misbehave, Latin

 wrong or wrongly misread, misspell

de- reduce down defeat, deform, Latin

decrease
away from

under- too little/below underfed, Anglo-Saxon

underground

bi- two bicycle, binocular Latin

tri- three tricycle, triangle Latin/Greek

quad- four quadrilateral, Latin

quadrant

oct- eight octagon, octopus Latin/Greek

-er, -or one who, that which baker, boxer, Latin Usually a noun
conductor, survivor
Use –or with Latin
roots for nouns
(inventor, elevator)

Use –er with Anglo-

Saxon roots
(heater, swimmer)

-tion act of, state of, result attention, Anglo-Saxon Usually a noun
of invitation,
restriction

-al, -ial related to colonial, biennial, Latin Usually an adjective

dental, betrayal
characterized by
-ness condition, state of darkness, fairness Anglo-Saxon Usually a noun

-ment act, process enjoyment, Latin

replacement

-en made of, to make wooden, dampen, Anglo-Saxon

tighten,

rupt break, burst bankrupt, rapture, Latin FYI: Erupt means to

disruptive explode. (The
volcano erupted.)

Irrupt means to
rush or burst in.
(The police irrupted
into the hideout.)

terr land terrain, territory Latin

geo earth, ground, soil geography, Greek

geology

photo light photograph, Greek

telephoto,
photocopy

tract pull, drag tractor, attract, Latin

subtract, traction

meter, measure speedometer, Greek

metr odometer, metric,
metronome,
thermometer,
perimeter,
diameter,
centimeter
Incorporate prefix, suffix, and roots into working with words study.

5th Grade

Prefix Suffix Root Definition Examples Origin Additional

Information

en-, em- to cause to be, to encounter, enable, Latin

put into or onto, to employ, embark,
go into or onto encircle

sub- under, beneath, subway, subsoil, Latin

below substitute

secondary

fore- before, earlier forearm, foreword Anglo-

Saxon

semi- half semicircle, Latin

semicolon

anti- opposite, against antibiotic, Greek

antifreeze

auto- self autograph, Greek

automatic

multi- many/ much multicolor, Latin

multifamily

poly- many/ much polygon, Greek

polysyllable
deca- ten decathlon, Latin/
decade, decimal, Greek
deci- decimeter

kilo- 1,000 kilogram, kilowatt Greek

milli- 1,000 millennium, Latin

millimeter
mille-

centi- 100 centimeter, Latin

centipede

-ion, - act of/ state of/ tension, attention, Anglo- Usually a noun
tion, - result of elevation, union Saxon
ation, The real suffix is –ion.
Putting s or t in front of
-ition –ion is simply
determined by the
spelling of the root

-able can be done enjoyable, Latin -able ending words

sensible, likable have roots that can
-ible stand alone.(enjoyable)

-ible ending words

have roots that can not
stand alone. (sensible)

-ive inclined/ tending festive, talkative, Latin Words that end with –
toward an action active, sensitive de (intrude) change the
-ative –de to s then add –ive
(intrusive).
-tive
Words that end with
silent e (create) drop
 the e then add –ive
(creative).

-logy, science of/ study of biology, Greek

chronology
-ology

-ence act/ condition of persistence, Latin Usually a noun –ence

excellence, and –ance sound alike
-ance assistance, because of the schwa.
importance –ence is used
somewhat more often
than –ance.

-an, -an one having a certain electrician, Latin Usually a noun

skill/ relating to/ magician,
belonging to American,
suburban

ject to throw inject, objection, Latin

project

struct to build construct, Latin

instructor

vis to see vision, evidence Latin

vid see video, evidence, Latin

provide,
providence

jur judge, oath jury, jurisdiction Latin

juris law
 log word prologue, apology, Greek
dialogue, eulogy,
logue monologue

path feeling/ suffering/ apathetic, Greek

disease pathology

ast star astronaut, Greek

astronomy,
astr disaster, asterisk

mit to send emit, transmit, Latin

admit, remit

audi hear audience, Latin

(aud) auditorium,
audiovisual

dict to say, tell diction, dictator Latin

Incorporate prefix, suffix, and roots into working with words study.

6th Grade

Prefix Suffix Root Definition Examples Origin Additional

Information

in- not inability, impatient, Latin il-used before roots

irregular, illegal beginning with “l”
(il-, im-, (illegible)
ir- )
im- used before
roots beginning
with b, m, p
 (immature,
imbalance,
impatient)

inter- between intercept, interview, Latin

interstate

trans- across/ change/ transformation, Latin

through transportation,
transfer

super- above/ on top of/ superfine, Latin

beyond superhuman,
supersonic

micro- small/ minute microbiology, Greek

microscope

uni- one/ single unicorn, unicycle, Latin

uniform

-ent an action/ condition student, contestant, Latin Often a noun

immigrant
-ant The suffix –ant
often indicates a
person noun.

-ent causing a specific obedient, absorbent, Latin Often an adjective

action abundant, elegant
-ant -ent and –ant
sound alike
because of the
schwa. –ent is used
somewhat more
often than –ant.
 -ity state of/ quality of prosperity, equality Latin Usually a noun

-ty

-ic relating to/ energetic, historic Latin/Greek Usually an adjective

characterized by

-ize to make/ to cause to fertilize, criticize, Latin/ Greek Usually a verb

become apologize

-age result of an action/ manage, drainage, Latin

collection acreage

-ous full of/ adventurous, Latin Words that end

characterized by nervous, mysterious, with –de (intrude)
-eous courteous change the –de to s
then add –ive
-ious
(intrusive).

Words that end

with silent e
(create) drop the e
then add –ive
(creative).

port to carry portable, transport Latin

scrib to write describe, manuscript Latin Verbs usually use

scribe, as in
script prescribe; nouns
usually use script,
as in prescription.

spect to see/ watch/ prospect, respect, Latin

observe specimen
 vac empty vacate, evacuate Latin

hydr water hydrogen, hydrant, Greek

hydroplane

chron time chronological, Greek

synchronize,
chronicle, chronic

therm heat thermometer, Greek

thermostat, thermos

bene good/ good benefit, benign, Latin

beneficial

Homophones

What is Homophone:
Homophone (noun): one of two or more words with the same pronunciation but
different spellings and/or meanings (for example weakand week)
Homophones are words that have exactly the same sound (pronunciation) but
different meanings and (usually) spelling.
For example, the following two words have the same sound, but different meanings
and spelling:

hour (noun: 60 minutes)

our (possessive adjective: belonging to us)
bear (noun: large, heavy animal with thick fur)
bear (verb: tolerate, endure)
bare (adjective: naked, without clothes)
Now let's hear a sentence where we have all five words with their different
meanings:
Our bear cannot bear to be bare at any hour.
Exercise:
Fill in the blanks using the right choice given in brackets .
1. Get up my _______________ (sun / son).
2. You _______________ (ought / aught) to have said it long ago.
3. ________________ (Buoys / Boys) float on the sea to warn ships
of danger.
4. He skidded because he did not apply the ________________
(brake / break).
5. We must try our best to ____________ (caste / cast) away all
prejudices.
6. I did not have the ______________ (hart / heart).
7. The ______________ (hair / hare) has a short tail.
8. The flesh of Kangaroo sells very _______________ (deer / dear) .
9. He told me the __________________ (tail / tale) of a fox.
10. The travellers had a terrible journey through
the ________________ (torturous / tortuous) road.
11. The children have been playing for _______________ (two /
too) .
12. What is the ______________ (prize / price) of it.
13. Please ______________________ (pray / prey) for me.
14. We _________________ (peel / peal) the orange with a knife.
15. Please _____________ (pass / pause) for a while.

Exercises -2

Fill in the blanks using the right choice given in brackets.

1. Nobody can ......... what I tell ......... (hear / here)

2. ......... desires in our village to become a ......... (nun / none)

3. She brushed away her ......... when she elarnt her booking was confirmed
in three ......... A/c. (tear / tier)

4. ......... how the ......... is tumultuous

5. ......... ......... you till now? (Were / Where)

6. I have not ......... the ......... cover book till now. (red / read)

7. The house ......... was ......... to work for many hours without rest. (maid /
made)

8. They ......... at the market where they buy ......... (meat / meet)

9. Last ........., she was ......... (weak / week)

10. ......... people cannot show the ......... way to success. (idle / ideal
 Homonyms
What Are Homonyms? (with Examples)
A homonym is a word that is pronounced the same as another word with a different
meaning.

When the words have the same spelling, they are known as homographs. When they
have different spellings, they are called homophones.

Examples of Homonyms
Here are some examples of homonyms:

 bear and bare

 site, sight, and cite
 pike and pike
(the fish and the weapon)

 This is a good place to catch plaice.

 Time flies like an arrow; fruit flies like a banana. (Groucho Marx)
(flies = the verb to fly and the noun denoting small insects)
(like = conjunction meaning as though and the verb to like)
Homophones - Exercises

Exercises -1

Fill in the blanks using the right choice given in brackets.

1. Get up my ________________ (sun / son).

2. You ___________________ (ought / aught) to have said it long ago.

3. _______________- (Buoys / Boys) float on the sea to warn ships of danger.

4. He skidded because he did not apply the __________________ (brake /

break).

5. We must try our best to __________________ (caste / cast) away all

prejudices.

6. I did not have the _________________ (hart / heart).

7. The ________________ (hair / hare) has a short tail.

8. The flesh of Kangaroo sells very _________________ (deer / dear) .

9. He told me the _______________ (tail / tale) of a fox.

10. The travellers had a terrible journey through the __________________
(torturous / tortuous) road.

11. The children have been playing for ________________ (two / too) .

12. What is the _______________ (prize / price) of it.

13. Please ______________ (pray / prey) for me.

14. We ____________________ (peel / peal) the orange with a knife.

15. Please ___________________ (pass / pause) for a while.

16. The time is half ________________ (passed / past) ten.

17. Her face became _________________ (pale / pall) because of fear.

18. _____________________ (Ore / Oar) is used to row the boat.

19. __________________ (Led / Lead) is a heavy metal.

20. Every airport has a _________________ (hanger / hangar) .

21. There is a ________________-- (whole / hole) in the bucket.

22. The strength for Achilles was on his ________________ (heal / heel) .

23. If you want to reach God you have to _______________-- (forgo /

forego) worldly pleasures.

24. _________________________ (Fowl / Foul) bird does not fly in the air.

25. Shenattated series of _____________________ (descrete / descreet)

events.

Exercises -2

Fill in the blanks using the right choice given in brackets.

1. Nobody can ......... what I tell ......... (hear / here)

2. ......... desires in our village to become a ......... (nun / none)

3. She brushed away her ......... when she elarnt her booking was confirmed
in three ......... A/c. (tear / tier)

4. ......... how the ......... is tumultuous

5. ......... ......... you till now? (Were / Where)

6. I have not ......... the ......... cover book till now. (red / read)

7. The house ......... was ......... to work for many hours without rest. (maid /
made)

8. They ......... at the market where they buy ......... (meat / meet)

9. Last ........., she was ......... (weak / week)

10. ......... people cannot show the ......... way to success. (idle / ideal)

1. ...........and ...........are related subjects. (astrology / astronomy)

2. She said, “I shall not ....... before I ....... (dye / die)

3. She ........on a ....... which was paved with flowers. (road / rode)

4. The of animals have never such a melodious music. (heard / herd)

5. A ....... teacher is always ....... of the needs of the learners.
(conscientious / conscious)

6. The ........he took ........ him. (ails / ale)

7. Japan, an ........country, has a ....... population too. (industrious /

industrial)

8. ....... people cannot show the ........way to success. (ideal / idle)

9. There was a ....... on his dying face as he ....... his will. (signed / shine)

10. ......... people, at times, have ......... fears. (imaginative / imaginary)

Conversation about 3 people travelling to celebrate Thanksgiving

Mary: Mom, are we almost there yet? I am so hungry I could eat this whole dish
of cornbread!
Mom: Not quite, Mary. We have about another hour of driving before we reach
Grandma’s house. I know both of you are very hungry, so how about some
apples? I cut some into slices before we left this morning.
Tom: What about the cornbread, Mom? Can we each have a piece? They look so
good!
Mom: Not yet Tom. Don’t you want to wait until you get to Grandma’s house and
share the cornbread with everyone? Remember, Thanksgiving is a holiday to
celebrate with family.
Tom: OK, Mom. I suppose I can wait until we get there then. Mary, do you want
to share some of these apple slices with me?
Mary: Yes, please! I am so hungry—I cannot wait to eat Aunt Grace’s yams,
Grandma Patty’s mashed potatoes, Uncle Joe’s steaks…
Tom: Uncle Tom’s turkey, or Aunt Sue’s pumpkin pie!
Mom: Stop it you two! I am getting hungry now too!
Mary: Mom, why do we always eat these types of foods on Thanksgiving? What
is so special about these dishes?
Mom: Actually, the food is not the focus of Thanksgiving. We eat these dishes
because they are traditional Thanksgiving dishes; however, the main focus of this
holiday is really to praise and give thanks to God for all our blessings. And what
better way to celebrate God’s blessings than to gather with our family, the biggest
blessing of all?
Tom: I learned in History class that Thanksgiving does not happen on a specific
date like Christmas does every December 25th. Instead, Thanksgiving is always
celebrated on the fourth Thursday of November each year.
Mary: Ahhhh! So Thanksgiving is like Tet? There is no specific date for Tet. Tet
just starts on the first day of the new moon.
Tom: I suppose you could say that Thanksgiving and Tet are similar in that
manner. But they are two completely different holidays! Didn’t you learn
anything about Thanksgiving in your class? Do you remember the Pilgrims or the
Native Americans?
Mary: Yes, I remember learning about Squanto, the Native American who taught
the Pilgrims how to grow corn when they first came to America. He was a big
help to the Pilgrims, and without him, they might not have survived.
Tom: So, to show their appreciation, the Pilgrims hosted a feast and invited the
Native Americans to eat with them. This is probably another reason why our
family comes together for Thanksgiving.
Mom: That is right, Tom. Families also come together to appreciate one another.
Mary: Does that mean that Dad will make it to Grandma’s house in time for
Thanksgiving dinner then?
Mom: Of course he will! Dad shortened his business trip a few days just so he
could make it to Grandma’s house for Thanksgiving, so you see how important
Thanksgiving is? I called Uncle Joe before we left home to ask him to pick up Dad
from the airport. He might even be at Grandma’s house already, waiting for us to
get there!
Mary: Great! I really wish we were already at Grandma’s house! I cannot wait to
see Dad!
Tom: Yeah, and then we can all eat together! What a great Thanksgiving!

Expressions used in the conversation between 3 people on thanksgiving

Are we almost there yet?
Not quite
Reach somebody’s house
I suppose I can wait until
What is so special about
Pick up somebody at the airport
Survive
Show their appreciation
Appreciate somebody
Business trip
Make it to somebody’s house on time

Unit two
Languages Dying out
It is a fact that there are a lot of languages in this world, but every year several of
the languages just disappear. A group of people believe that the extinction of
some languages is not a crucial problem since communication will be more
effective with fewer languages. Although some people think that the extinction of
some languages is not a serious problem, I do believe that the diversity of the
world languages has a lot of benefits for the individual and the society as well.
To begin with, it is undeniable that out of hundreds of languages that have
existed, few languages extinct every year. It is believed that the disappearance
was due to the globalisation and the westernisation of the European and
American, which have forced people to communicate in International languages
such as English, German or French. Other people have an opinion that the
extinction of the languages is not a serious threat to the world since most of them
that die out are minority languages which are spoken by several people.
Therefore they would not make a significant impact on the world. Besides that,
the usage of several international languages has made business interaction or
diplomatic negotiation among nations or continents become easier.
On the other hand, the uncountable number of languages that have existed
shows the uniqueness of the world cultures. It is necessary to maintain the
diversity of the world languages since each of the languages represents the
identity of a community or a tribe. Besides that, although some of the languages
might only be spoken by several people, it has an important function. Many of the
traditional myths are written or documented in the minority languages, and if
they die out, then the culture would also be lost.
In conclusion, I personally disagree with the opinion that with only several
languages that exist in the world, life will be easier. I believe that the variety of
languages shows the richness of the world civilisations and they should be passed
to the next generation.

Questions:
(1) Every year several languages die out. Some people think that this is not
important because life will be easier if there are fewer languages in the
world. To what extent do you agree or disagree with this opinion?

(2) Do you think that the diversity of languages has benefits? Why?
(3) Why do languages vulnerable to extinct?
(4) What is the most dominant languages in the world currently?
(5) Do you care about your own language? Why?
 (6) What would you do to protect your native language?

Exercise (2)
Write a sentence for each of the following word:
Word word definition

Disappear cease to be visible.

Extinction dying out

Serious major

Crucial difficult

Forced obligtory

Undeniable * denied unable to be

Westernisation is the process of adopting ideas and behavior that

are typical of Europe and NorthAmerica, rather than preserving
the ideas and behavior traditional in their culture.
Activity:
After listening to a video about Scotland answer the following questions:
Audio file: http://www.audio-lingua.eu/spip.php?article1211

1. How many countries does the United Kingdom have and what are they called?

2. True or false? Scotland is surrounded by the North Sea and the Pacific Ocean.
3. Edinburgh is on the ________ coast and Glasgow is on the ________ coast.
4. Pair the pictures with the names!
Ceilidh Kilt Loch

5. Pair the descriptions with the names!

Hoax acknowledgement of the existence, validity, or legality of something
 Recognition a humorous or malicious deception
Wrap up put on warm clothes
6. What do people not wear during the winter?
boots, caps, scarves, gloves, tights
7. What is the capital city of Scotland and what can you find there?

8. True or false? Edinburgh Castle was built on a volcano.

9. In Edinburgh, every _______ there is the Edinburgh ________, called the Fringe.
10. What kind of acts can you see at the Fringe?

11. Aberdeen is also known as the ruby/emerald/granite city.

12. Aberdeen is the ______ capital of ____________________.
13. True or false? You can view the crown jewels in Edinburgh dungeons.
14. What can you not find in Edinburgh?
dungeons, an amusement park, the House of Parliament, a zoo, a castle
15. Pair the pictures with the names!
Haggis Neeps Tatties
 Conversation between three friends going to a concert

Alex: Hey Jane, John, there is a musical concert in the park. You want to go see
the band play?
Jane: I am done with my homework; I can go.
John: Me too. Let’s go.
Jane: Hey, look at that sport car. Isn’t it neat?
Alex: That is exactly the kind of car that I want once I get a good job. I bet it is
very fast. I want mine to be red though.
Jane: Keep on dreaming, Alex. That car costs a fortune.
Alex: It does not hurt to set high expectations. Maybe one day I will make a lot of
money, and I might surprise you.
John: Talking about cars, why is the traffic so heavy today?
Alex: People are probably heading toward the park for the concert. The band
does play pretty good music.
Jane: Yes, it does. For the last three years, I have never missed the concert. I have
always arranged my schedule so that I could attend the event once the band was
in town.
John: How long ago did the band start playing at our park?
Jane: I think it started this tradition five years ago before you moved into our
neighbourhood. Every year it always arrives the first week of June to play for the
whole week.
Alex: You will enjoy this evening, John. There will be good Country music, a lot of
stomping around, and definitely a lot of hollering.
John: It sounds like fun.
Jane: My favourite is Rock and Roll music; however, I have to say that country
melodies can be quite enticing. I can listen to them all day long.
Alex: John, what kind of music do you like?
John: Oh, I like all kinds of music as long as it is not Hard Rock.
Jane: Wow, look at the number of people who have already shown up for the
concert. Good thing that we are here already.
Alex: Jane, where do you want to sit? In the shade or in the sun?
Jane: In the shade, please. I have been in the sun too much lately.
John: There is a food stand over there. Do you two want anything?
Jane: Nothing for me, thanks. I already have my bottle of water.
Alex: I want a bag of chips and a soda. Are you sure you do not want any chips,
Jane?
Jane: I am quite sure. Besides, my mother is cooking a good steak dinner, and I
want to save my appetite.
Alex: Jane, you are so lucky to have such a good cook for a mother. John, you
have to taste her cream cakes one of these days. You cannot find better cream
cakes anywhere in this town.
Jane: I know we will have cream cake for dessert this evening. I will save you a
piece if you want, John.
John: I always love cake, so please save me a piece. Thanks, Jane.
Jane: How about you, Alex? A piece of cake for you too?
Alex: You know I will say yes to a piece of your mother’s cream cake any day.
Jane: OK, I will save two pieces of cream cake for both of you tonight. We can
meet at the cafeteria at lunch time tomorrow and I will give them to you.
John: Alex, you better get your chips and soda now if you still want them. It is
almost 3:00PM, and the concert is about to start.
Alex: For the last time, do you guys want anything?
Jane: I am sure I do not want anything, Alex. I am doing fine.
John: Me neither, Alex.
Alex: OK, save me a seat. I will be right back.
Expressions used in the conversation
Isn’t it neat?
Keep on dreaming
Cost a fortune
Set high expectations
Heavy traffic
Arrange my schedule
Start the tradition
It sounds like fun
Sit in the shade
Food stand
Nothing for me
Save my appetite for the steak
For the last time
I am doing fine
Save me a seat

Write an essay about finding ways to preserve the language?

 Unit Three

Australian culture and culture shock

Sometimes work, study or a sense of adventure takes us out of our familiar
surroundings to go and live in a different culture. The experience can be difficult,
even shocking.

Almost everyone who studies, lives or works abroad has problems adjusting to a new
culture. This response is commonly referred to as 'culture shock'. Culture shock can
be defined as 'the physical and emotional discomfort a person experiences when
entering a culture different from their own' (Weaver, 1993).

For people moving to Australia, Price (2001) has identified certain values which may
give rise to culture shock. Firstly, he argues that Australians place a high value on
independence and personal choice. This means that a teacher or course tutor will not
tell students what to do, but will give them a number of options and suggest they
work out which one is the best in their circumstances. It also means that they are
expected to take action if something goes wrong and seek out resources and support
for themselves.

Australians are also prepared to accept a range of opinions rather than believing
there is one truth. This means that in an educational setting, students will be
expected to form their own opinions and defend the reasons for that point of view
and the evidence for it.

Price also comments that Australians are uncomfortable with differences in status
and hence idealize the idea of treating everyone equally. An illustration of this is that
most adult Australians call each other by their first names. This concern with equality
means that Australians are uncomfortable taking anything too seriously and are even
ready to joke about themselves.

Australians believe that life should have a balance between work and leisure time. As
a consequence, some students may be critical of others who they perceive as doing
nothing but study.

Australian notions of privacy mean that areas such as financial matters, appearance
and relationships are only discussed with close friends. While people may volunteer
such information, they may resent someone actually asking them unless the
friendship is firmly established. Even then, it is considered very impolite to ask
someone what they earn. With older people, it is also rude to ask how old they are,
why they are not married or why they do not have children. It is also impolite to ask
people how much they have paid for something, unless there is a very good reason
for asking.

Kohls (1996) describes culture shock as a process of change marked by four basic
stages. During the first stage, the new arrival is excited to be in a new place, so this is
often referred to as the "honeymoon" stage. Like a tourist, they are intrigued by all
the new sights and sounds, new smells and tastes of their surroundings. They may
have some problems, but usually, they accept them as just part of the novelty. At this
point, it is the similarities that stand out, and it seems to the newcomer that people
everywhere and their way of life are very much alike. This period of euphoria may
last from a couple of weeks to a month, but the letdown is inevitable.

During the second stage, known as the 'rejection' stage, the newcomer starts to
experience difficulties due to the differences between the new culture and the way
they were accustomed to living. The initial enthusiasm turns into irritation,
frustration, anger and depression, and these feelings may have the effect of people
rejecting the new culture so that they notice only the things that cause them trouble,
which they then complain about. In addition, they may feel homesick, bored,
withdrawn and irritable during this period as well.

Fortunately, most people gradually learn to adapt to the new culture and move on to
the third stage, known as 'adjustment and reorientation'. During this stage, a
transition occurs to a new optimistic attitude. As the newcomer begins to understand
more of the new culture, they are able to interpret some of the subtle cultural clues
which passed by unnoticed earlier. Now things make more sense and the culture
seems more familiar. As a result, they begin to develop problem-solving skills, and
feelings of disorientation and anxiety no longer affect them.

In Kohls's model, in the fourth stage, newcomers undergo a process of adaptation.

They have settled into the new culture, and this results in a feeling of direction and
self-confidence. They have accepted the new food, drinks, habits and customs and
may even find themselves enjoying some of the very customs that bothered them so
much previously. In addition, they realize that the new culture has good and bad
things to offer and that no way is really better than another, just different.

Questions 1-6

Do the following statements agree with the information given in the reading passage?

Write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1. Australian teachers will suggest alternatives to students rather than offer one solution.

2. In Australia, teachers will show interest in students’ personal circumstances.

3. Australians use people’s first names so that everyone feels their status is similar.

4. Students who study all the time may receive positive comments from their colleagues.

5. It is acceptable to discuss financial issues with people you do not know well.

6. Younger Australians tend to be friendlier than older Australians.

Questions 7-13

Complete the table below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

THE STAGES OF CULTURE SHOCK

Name Newcomers' reaction to problems
Stage 1 7………. They notice the 8………. between different nationalities and
cultures.
They may experience this stage for up to 9……….
Stage 2 Rejection They reject the new culture and lose the 10………. they had at the
beginning.
Stage 3 Adjustment They can understand some 11 ………. which they had not previously
and reorientation observed.
 They learn 12………. for dealing with difficulties.
Stage 4 13………. They enjoy some of the customs that annoyed them before.

Traditions of different cultures

When people think of tea, they think of England. The drink is an essential part of
British culture. It is everywhere: afternoon tea, tea towels, tea gardens, tea-time and
tea breaks. George Orwell invented eleven rules to make the perfect cup of tea. He
called the drink “one of the bases of civilization.” British people drink sixty billion
cups of tea a year – 165 million cups a day.
CHINESE ORIGINS
Tea drinking began almost five thousand years ago in China. The story is that the
emperor Shen Nung was sitting in his garden one day in 2737 BC, when a tea leaf fell
into his cup of hot water. Tea arrived in continental Europe with Portugues
emissionaries in the mid 16th century. It reached England one hundred years later in
London’s coffeehouses! Tea importers said the drink made “the body active and
lusty.” Afternoon tea, the meal of tea and cakes, appeared at the beginning of
the18th century.

Activities

 Do you like all tradition that belong to your cultre?

 what would you do if you wanted to change some of your traditional
hobbits that exercised by most of people in your country?
 Write about some of your traditions that take a basic part in your culture? Use
the structure of If / would.
  In the class watch a video about different culture

similar to will but

in the past.
Miss Sara said
you would have
exam tomorrow.

Impossible
situation Polite request
If I had studied I Would you lend
would have me your book?
passed the exam.

Would

In theory
to talk about habit or repeated actions
possible to
achieve when we were telling a stroy

If I studied I When I lived in Italy we would go to a little

restaurant near our house.
would pass the
exam.

would
Would is an auxiliary verb - a modal auxiliary verb. We use would mainly to:
 talk about the past

 talk about the future in the past

 express the conditional mood

We also use would for other functions, such as:

  expressing desire, polite requests and questions, opinion or hope, wish and regret
Structure of would
The basic structure for would is:

subject + auxiliary verb + main verb

would

Note that:
 The auxiliary verb would is invariable. There is only one form: would
 The main verb is usually in the base form (He would go).
Look at the basic structure again, with positive, negative and question sentences:

subject auxiliar not main verb

y base
would

+ I would like tea.

- She would not go.

? Would you help?

Note that the main verb is sometimes in the form:

  have + past participle (He would have gone)
 be + -ing (He would be going)
The main verb cannot be the to-infinitive. We cannot say: He would to like coffee.
Be careful! Note that would and had have the same short form 'd:
He'd finished = He had finished
He'd like coffee = He would like coffee

Use of would

would for the past

We often use would as a kind of past tense of will or going to:
 Even as a boy, he knew that he would succeed in life.
 I thought it would rain so I brought my umbrella.
Using would as as a kind of past tense of will or going to is common in reported speech:
 She said that she would buy some eggs. ("I will buy some eggs.")
 The candidate said that he wouldn't increase taxes. ("I won't increase taxes.")
 Why didn't you bring your umbrella? I told you it would rain! ("It's going to rain.")
We often use would not to talk about past refusals:
 He wanted a divorce but his wife would not agree.
 Yesterday morning, the car wouldn't start.
We sometimes use would (rather like used to) when talking about habitual past
behaviour:
 Every weekday my father would come home from work at 6pm and watch TV.
 Every summer we'd go to the seaside.
 Sometimes she'd phone me in the middle of the night.
 We would always argue. We could never agree.
would games for past habit
would for the future in past
When talking about the past we can use would to express something that has not
happened at the time we are talking about:
 In London she met the man that she would one day marry.
 He left 5 minutes late, unaware that the delay would save his life.
FREE Podcasts 🔈 Many of these listening exercises have transcripts, vocabulary notes
and comprehension questions.

would for conditionals

We often use would to express the so-called second and third conditionals:
 If he lost his job he would have no money.
 If I had won the lottery I would have bought a car.
Using the same conditional structure, we often use would when giving advice:
 I wouldn't eat that if I were you.
 If I were in your place I'd refuse.
 If you asked me I would say you should go.
Sometimes the condition is "understood" and there does not have to be an "if" clause:
 Someone who liked John would probably love John's father. (If someone liked
John they would probably love John's father.)
 You'd never know it. (for example: If you met him you would never know that he
was rich.)
 Why don't you invite Mary? I'm sure she'd come.
Although there is always a main verb, sometimes it is understood (not stated) as in:
 I'd like to stay. | I wish you would. (would stay)
 Do you think he'd come? | I'm sure he would. (would come)
 Who would help us? | John would. (would help us)
would for desire or inclination
 I'd love to live here.
 Would you like some coffee?
 What I'd really like is some tea.

would for polite requests and questions

 Would you open the door, please? (more polite than: Open the door, please.)
 Would you go with me? (more polite than: Will you go with me?)
 Would you know the answer? (more polite than: Do you know the answer?)
 What would the capital of Nigeria be? (more polite than: What is the capital of
Nigeria?)

would for opinion or hope

 I would imagine that they'll buy a new one.
 I suppose some people would call it torture.
 I would have to agree.
 I would expect him to come.
 Since you ask me I'd say the blue one is best.

would for wish

 I wish you would stay. (I really want you to stay. I hope you will stay.)
 They don't like me. I'm sure they wish I'd resign.
Note that all of these uses of would express some kind of distance or remoteness:
 remoteness in time (past time)
 remoteness of possibility or probability
 remoteness between speakers (formality, politeness)
would for presumption or expectation
 That would be Jo calling. I'll answer it.
 We saw a police helicopter overhead yesterday morning. | Really? They would
have been looking for those bank robbers.

would for uncertainty

 He would seem to be getting better. (less certain than: He seems to be getting
better.)
 It would appear that I was wrong. (less certain than: It appears that I was wrong.)

would for derogatory comment

 They would say that, wouldn't they?
 John said he didn't steal the money. | Well, he would, wouldn't he?

1. I knew he would _____ famous one day.

to be
be
will
2. He said that ________ help me.
he'd
he would to
he woulded
3. I asked him to walk faster but he ________ at first.
would
wouldn't
'd
4. As children we would _____ together every day.
 playing
to play
play
5. Nobody knew that one day he _____ be rich.
will
would
would to
6. If you asked me _____ say you were crazy.
would I
I'd would
I'd
7. Would you _____ to go?
like
liked
to like
8. Do you think he'd help? | I'm sure _____ if you asked.
he help
he'd
he would
9. He would _____ to be improving.
seem
seems
seem'd
10. We want to play tennis. I wish _____ stop raining.
it would
it had
it will
Exercise 1
Write sentences about yourself. Imagine things you would
like or wouldn’t like.
1 (a place you’d love to live) …………………….
2 (a job you wouldn’t like to do) …………………….
3 (something you would love to do) …………………….
4 (something that would be nice to have) …………………….
5 (a place you’d like to go to) …………………….
 Always true
If you heat water it
boils.

IF
Possible Impossible(hypothticl)
If I study I will pass If I had studied I would
the exam. have passed the exam.

In theory possible to
achieve.
If I studied I would pass the
exam.

Complete the following sentences using an appropriate verb form. Choose your answers from the
given options.

Exercise (1)

1. I will come if I ………………. time.

will have

had

have

2. If you ……………… into Peter, tell him that he owes

me a letter.
ran

run

had run

3. If he is late, we …………………. without him.

will start

would start

would have started

4. If you ………………. me, I would have told you.

asked

will ask

had asked

5. Will it be all right if I ………… a friend tonight?

bring

brought

had brought

6. If he ………….. a bit faster, he could have won.

has run
had run

ran

7. If I hadn’t been so tired, I ……………… up.

would not give

would not have given

will not give

8. If you ………………… to learn a musical instrument,

you have to practice.
want

wants

wanted

Exercise 2
Match the numbers with the letters to form conditional sentences:
a. if I finish early.
1. If I were a millionaire,
b. I would buy a beautiful car.
2. She wouldn't have had an accident c. if she had driven carefully.
3. I’ll watch the film,

Exercise 3
Conversation
Countries, Nationalities and Languages

 Ask your partner about the languages s/he speaks

 Ask your partner about the things s/he uses in her/his life which come from different
countries
 Ask your partner about the countries s/he has travelled to
 Ask your partner about the countries s/he would like to travel to
 Write a small text using the third person singular (‘he’ or ‘she’) about your partner. Use
countries, nationalities and languages in your description
 For example;

→ She is a teacher. She teaches English. She is a New Zealander. She likes to
watch English and American films. She enjoys listening to French music.
She drives a Japanese car. She uses a Chinese computer. She loves Italian
pizza, pasta and ice cream. She speaks Spanish. She would like to go to
Russia to study Russian. She would like to travel to Greece and Morocco,
and try Greek and Moroccan food.
 Below is a list of possible questions you can ask your partner;
→ What is your nationality?
→ What type of films do you like to watch?
→ What type of food would you like to try?
→ What countries have you travelled to?
 → What type of music do you like to listen to?
→ What type of car do you drive?
→ What countries would you like to travel to?
→ What type of food do you like to eat?
→ What type of computer do you use?
→ What languages do you speak?
 You can ask any other questions related to countries, nationalities or languages
 You will read your text about your partner to the class

Unit Four
Travel Books
There are many reasons why individuals have
travelled beyond their own societies. Some travelers
may have simply desired to satisfy curiosity about the larger world. Until recent
times, however, travelers did start their journey for reasons other than mere
curiosity. While the travelers' accounts give much valuable information on these
foreign lands and provide a window for the understanding of the local cultures and
histories, they are also a mirror to the travellers themselves, for these accounts help
them to have a better understanding of themselves.

Records of foreign travel appeared soon after the invention of writing, and
fragmentary travel accounts appeared in both Mesopotamia and Egypt in ancient
times. After the formation of large, imperial states in the classical world, travel
accounts emerged as a prominent literary genre in many lands, and they held
especially strong appeal for rulers desiring useful knowledge about their realms. The
Greek historian Herodotus reported on his travels in Egypt and Anatolia in
researching the history of the Persian wars. The Chinese envoy Zhang Qian described
much of central Asia as far west as Bactria (modern- day Afghanistan) on the basis of
travels undertaken in the first century BCE while searching for allies for the Han
dynasty. Hellenistic and Roman geographers such as Ptolemy, Strabo, and Pliny the
Elder relied on their own travels through much of the Mediterranean world as well as
reports of other travelers to compile vast compendia of geographical knowledge.

During the post-classical era (about 500 to 1500 CE), trade and pilgrimage j? emerged
as major incentives for travel to foreign lands. Muslim merchants sought trading
opportunities throughout much of the eastern hemisphere. They described lands,
peoples, and commercial products of the Indian Ocean basin from East Africa to
Indonesia, and they supplied the first written accounts of societies in sub-Saharan
West Africa. While merchants set out in search of trade and profit, devout Muslims
travelled as pilgrims to Mecca to make their hajj and visit the holy sites of Islam.
Since the prophet Muhammad’s original pilgrimage to Mecca, untold millions of
Muslims have followed his example, and thousands of hajj accounts have related
their experiences. East Asian travelers were not quite so prominent as Muslims
during the post-classical era, but they too followed many of the highways and sea
lanes of the eastern hemisphere. Chinese merchants frequently visited South-East
Asia and India, occasionally venturing even to East Africa, and devout East Asian
Buddhists undertook distant pilgrimages. Between the 5th and 9th centuries CE,
hundreds and possibly even thousands of Chinese Buddhists travelled to India to
study with Buddhist teachers, collect sacred texts, and visit holy sites. Written ac-
counts recorded the experiences of many pilgrims, such as Faxian, Xuanzang, and
Yijing. Though not so numerous as the Chinese pilgrims, Buddhists from Japan, Korea,
and other lands also ventured abroad in the interests of spiritual enlightenment.
Medieval Europeans did not hit the roads in such large numbers as their Muslim and
East Asian counterparts during the early part of the post-classical era, although
gradually increasing crowds of Christian pilgrims flowed to Jerusalem, Rome,
Santiago de Compostela (in northern Spain), and other sites. After the 12th century,
however, merchants, pilgrims, and missionaries from medieval Europe travelled
widely and left numerous travel accounts, of which Marco Polo’s description of his
travels and sojourn in China is the best known. As they became familiar with the
larger world of the eastern hemisphere - and the profitable commercial opportunities
that it offered - European peoples worked to find new and more direct routes to
Asian and African markets. Their efforts took them not only to all parts of the eastern
hemisphere, but eventually to the Americas and Oceania as well.

If Muslim and Chinese peoples dominated travel and travel writing in post- classical
times, European explorers, conquerors, merchants, and missionaries took centre
stage during the early modern era (about 1500 to 1800 CE). By no means did Muslim
and Chinese travel come to a halt in early modern times. But European peoples
ventured to the distant corners of the globe, and European printing presses churned
out thousands of travel accounts that described foreign lands and peoples for a
reading public with an apparently insatiable appetite for news about the larger
world. The volume of travel literature was so great that several editors, including
Giambattista Ramusio, Richard Hakluyt, Theodore de Biy, and Samuel Purchas,
assembled numerous travel accounts and made them available in enormous
published collections.

During the 19th century, European travellers made their way to the interior regions
of Africa and the Americas, generating a fresh round of travel writing as they did so.
Meanwhile, European colonial administrators devoted numerous writings to the
societies of their colonial subjects, particularly in Asian and African colonies they
established. By mid-century, attention was flowing also in the other direction.
Painfully aware of the military and technological prowess of European and Euro-
American societies, Asian travellers in particular visited Europe and the United States
in hopes of discovering principles useful for the organisation of their own societies.
Among the most prominent of these travellers who made extensive use of their
overseas observations and experiences in their own writings were the Japanese
reformer Fukuzawa Yu-kichi and the Chinese revolutionary Sun Yat-sen.

With the development of inexpensive and reliable means of mass transport, the 20th
century witnessed explosions both in the frequency of long-distance travel and in the
volume of travel writing. While a great deal of travel took place for reasons of
business, administration, diplomacy, pilgrimage, and missionary work, as in ages past,
increasingly effective modes of mass transport made it possible for new kinds of
travel to flourish. The most distinctive of them was mass tourism, which emerged as
a major form of consumption .for individuals living in the world’s wealthy societies.
Tourism enabled consumers to get away from home to see the sights in Rome, take a
cruise through the Caribbean, walk the Great Wall of China, visit some wineries in
Bordeaux, or go on safari in Kenya. A peculiar variant of the travel account arose to
meet the needs of these tourists: the guidebook, which offered advice on food,
lodging, shopping, local customs, and all the sights that visitors should not miss
seeing. Tourism has had a massive economic impact throughout the world, but other
new forms of travel have also had considerable influence in contemporary times.

Questions 27-28

Choose the correct letter A, B, C or D.

Write your answers in boxes 27-28 on your answer sheet.
27. What were most people travelling for in the early days?

A. Studying their own cultures

B. Business
C. Knowing other people and places better
D. Writing travel books

28. Why did the author say writing travel books is also “a mirror” for travellers
themselves?

A. Because travellers record their own experiences.

B Because travellers reflect upon their own society and life.
C Because it increases knowledge of foreign cultures.
D Because it is related to the development of human society.
Questions 29-36
Complete the table on the next page.
Choose NO MORE THAN TWO WORDS from Reading Passage 234 for each answer.
TIME TRAVELLER DESTINATION PURPOSE OF
TRAVEL

Classical Herodotus Egypt and To gather

Greece Anatolia information for
the study of
(29) ………………..
Han Zhang Qian Central Asia To seek
Dynasty (30) ………………..

Roman Ptolemy, Strabo, Pliny The To acquire

Empire the Elder Mediterranean (31) ………………..

Post- Muslims From East For trading and

classical Africa to (32) ………………..
era (about Indonesia,
500 to Mecca
1500 CE)

5th - Chinese Buddhists (33) ……………… To collect

th
9 Centurie .. Buddhist texts
s CE and for spiritual
enlightenment

Early European explorers The New World To satisfy public

modern curiosity for the
era (about New World
1500 to
1800 CE)

During Colonial administrators Asia, Africa To provide

19th information for
century the
(34) ………………..
By mid- Sun Yat-sen, Europe and the To study the
century of United States (35) ………………..
Fukuzawa
the 1800s of their societies
Yukichi

20th People from Mass tourism For

century (36) ……………….. countri entertainment
es and pleasure

Questions 37-40

Choose the correct letter A, B, C or D.

Write your answers in boxes 37-40 on your answer sheet.

37. Why were the imperial rulers especially interested in these travel stories?

A. Reading travel stories was a popular pastime.

B. The accounts are often truthful rather than fictional.
C. Travel books played an important role in literature.
D. They desired knowledge of their empire.

38. Who were the largest group to record their spiritual trips during the post-
classical era?

A. Muslim traders
B. Muslim pilgrims
 C. Chinese Buddhists
D. Indian Buddhist
39. During the early modern era, a large number of travel books were published to

A. meet the public’s interest.

B. explore new business opportunities.
C. encourage trips to the new world.
D. record the larger world.

40. What’s the main theme of the passage?

A. The production of travel books

B. The literary status of travel books
C. The historical significance of travel books
D. The development of travel books

Vocabulary:
Massive : vast: very big
Mass: a large body of matter with no definite shape

Peculiar : strange

Consumption : the action of using up a resource

Flourish: an impressive and successful act or period

Emerged: move out of or away from something and become visible.

Witnessed : see (an event, typically a crime or accident) happen.

Explosions: a sudden outburst of something such as violent emotion, especially
anger.

Reliable : able to be trusted.

Insatiable: impossible to satisfy.

Missionaries: a person sent on a religious mission

Conquerors: "a people ruled over by a foreign conqueror

Ventured: travel or journey.

Devout: having or showing deep religious feeling or commitment.

Prominent: important/ wellknown.

Sacred: religious, spiritual

Counterparts: a person or thing that has the same function as another person.

Enlightenment: understanding/learning/ the act of getting wisdom.

Invention: the act of creating a new device.

Envoy: a messenger or representative, especially one on a diplomatic mission.

Realms: a kingdom.

Compile: produce (a list or book) by assembling information collected from other

sources.

Dynasty: a line of hereditary rulers of a country.

Allies: a state formally cooperating with another for a military or other purpose

Pilgrimage: religious journey

Incentives: a thing that motivates or encourages someone to do something

Devout: having or showing deep religious feeling or commitment./faithful.

At the Airport conversation between 3 people English lesson

During this lesson you will be learning a brief conversation between the person at the
checking in desk and Mr and Mrs Jones who are checking in.
Airport conversation between 3 people
Checking in desk: Welcome. Please can I see your tickets?
Mr Mrs Jones: Yes here you are.
Checking in desk: Is it just you two traveling or is there anyone else?
Mr Mrs Jones: No. It's just the two of us.
Checking in desk: Do you both have your passports with you?
Mr Mrs Jones: Yes. Here they are.
Checking in desk: I will be going to ask some questions. Just answer with a simple yes
or a no.
Mr Mrs Jones: OK, no problem.
Checking in desk: As anyone you don't know asked you to take anything on the plane
for them?
Mr Mrs Jones: No.
Checking in desk: Have you have sole possession of all your luggage since you
packed?
Mr Mrs Jones: Yes.
Checking in desk: Have you at any time left your luggage unattended while being in
the airport?
Mr Mrs Jones: No.
Checking in desk: Do you have any weapons or firearms in your possession?
Mr Mrs Jones: No.
Checking in desk: Have you any flammable material in your luggage?
Mr Mrs Jones: No.
Checking in desk: Do you have any perishable food items in your bags or suitcases?
Mr Mrs Jones: No.
Checking in desk: That's good. Can you put your luggage here please
Mr Mrs Jones: OK.
Checking in desk: What seat would you like an aisle seat or a window?
Mr Mrs Jones: Can I have 2 seats near the emergency exit.
Checking in desk: Wait I will check for you. Yes that's OK, I am placing you two in 21A
and 21B. The gate number is A22. You can start boarding the plane in 30 minutes and
the plane will take off in 1 hour.
Mr Mrs Jones: Can you tell me how to get to gate A22?
Checking in desk: yes, go straight ahead and turn left at the end turn right and A22 is
there follow the signs for your gate number on the bottom of ticket
Mr Mrs Jones: Thank you for all your help.