AC_LAINCONVERS_COMPLETO

Inglês Conversação (B1/B2)

Autora Débora Sales Almeida de Oliveira Licenciada e bacharela em Letras – Português e Inglês pela Universidade Estadual Paulista – UNESP. Especialista em Produção de Livros Didáticos pela Casa Educação.

Professora de língua inglesa.

Coordenadora Pedagógica no Abraço Cultural São Paulo.

Leitura crítica Jose André Teodoro Torres Bacharel em Letras – Português e Espanhol pela Universidade de São Paulo – USP. Mestrando em Língua Espanhola pela Universidade de São Paulo – USP. Assistente Pedagógico no Abraço Cultural São Paulo.

Nour Massoud Bacharela em Tradução – Inglês e Árabe pela Universidade de Damasco, Síria.

Membro do Conselho Municipal de Imigrantes de São Paulo.

Professora de Inglês no Abraço Cultural São Paulo.

Unit 1 | Should you trust your first impression?

Image credit: Freepik

1) Before getting to know each other, think about the first impression you have just had of your classmates.

Fill in the tables below with your impression and then talk to some of your colleagues to find out the real information about them.

Colleague 1 Impression

Fact

Name:

Name:

Profession:

Profession:

Age:

Age:

Personality:

Personality:

Colleague 2 Impression

Fact

Name:

Name:

Profession:

Profession:

Age:

Age:

Personality:

Personality:

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2) Share and compare your answers from the previous activity with your class. Can you see any similarity in their opinions? Or was it too different from the reality?

LISTENING 3) You are going to watch a video about how our first impressions are formed. Your teacher will show you once and then you should do the vocabulary activity before watching it again.

Available at <https://www.youtube.com/watch?v=eK0NzsGRceg>. Accessed on December 21, 2016.

a) Match the vocabulary extracted from the listening with its corresponding definition. pattern make fun

show up judge

jerk trait

bias obnoxious



to arrive.



to make unkind insulting remarks about someone or something.



very offensive, unpleasant or rude.



the regular way in which something happens, develops, or is done.



an opinion about whether a person, group, or idea is good or bad that influences how you deal with it.



someone, especially a man, who is stupid or who does things that annoy or hurt other people.



to form an opinion about someone, especially in an unfair or criticizing way.



a particularly quality in someone’s character.

Definitions extracted from The Longman Dictionary of Contemporary English.

Available at < https://www.ldoceonline.com/>. Accessed on August 1, 2018.

b) Listen once again and choose if the sentences are True (T) or False (F).    

Research on social psychology suggests that we are not quick to form lasting impressions of others based on their behaviours. ( ) A bad behaviour might outweight a good behaviour because immoral behaviours are more revealing of a person’s true character. ( ) Bad is not necessarily always stronger than good when it comes to updating. ( ) We are not more used to people being basically good. ( ) 4

4) Do you have any interesting story about an impression you had of a person and it changed after time?

In pairs, talk about your experiences.

READING 5) Read the interview with social psychologist Amy Cuddy on a research what is behind our first impressions.

FIRST IMPRESSIONS: THE SCIENCE OF MEETING PEOPLE Wired: What have you learned about how we form first impressions?

Amy Cuddy: When we form a first impression of another person it's not really a single impression. We're really forming two. We're judging how warm and trustworthy the person is, and that’s trying to answer the question, “What are this person's intentions toward me?” And we're also asking ourselves, “How strong and competent is this person?” That's really about whether or not they're capable of enacting their intentions. Research shows that these two trait dimensions account for 80 to 90 percent of an overall first impression, and that holds true across cultures.

Why did you get into this line of research?

Since just after World War II, social psychologists have been studying prejudice, really trying to understand what drives it. And the classic social-psychological model was that it's all about love for the “in-group” and hatred for the “out-group.” The problem with this is that it assumed there's a single evaluative dimension: You either have negative or positive feelings toward a person or group. And because that's not really what's happening, social psychologists were not able to use the in-group/out-group evaluation to predict discrimination. Ultimately, what we really want to know isn't just what you think and feel about somebody but also how do you treat them. We didn't know who was going to be a target of genocide, who was going to be neglected, who was going to be mocked.

Discrimination comes in very nuanced forms these days. And we wanted to be able to predict discrimination. Our research group was interested in how people categorize each

other. When we meet somebody, what determines whether we see them as a member of a group or see them as an individual? And how do we determine if we like the other person or not? Through research we found that it really comes down to two traits: trustworthiness and competence. (…)

How do you convey trust in a first interaction?

There are a lot of things that you can do. One is to let the other person speak first or have the floor first. You can do this by simply asking them a question. I think people make the mistake, especially in business settings, of thinking that everything is negotiation. They think, “I better get the floor first so that I can be in charge of what happens.” The problem with this is that you don't make the other person feel warmth toward you. Warmth is really about making the other person feel understood. They want to know that you understand them. And doing that is incredibly disarming.

You can also establish trust by collecting information about the other person’s interests—get them to share things about themselves. Just making small talk helps enormously. Research proves that five minutes of chit-chat before a negotiation increases the amount of value that's created in the negotiation. What's funny about all this is that the things that you do to increase trust actually often are things that are seen as wastes of time. People say, "Oh, I don't have time for small talk." Well, you should make the time for small talk because it will really help.

Available at < https://www.wired.com/2012/11/amycuddy-first-impressions/>. Accessed on August 1, 2018.

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6) Answer the questions according to the article “First Impressions: The Science of Meeting People”. a) What are the two main trait dimensions people often use to form an impression on others? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

b) How the classic social-psychological model can be defined? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

c) What should be our actions according to the social psychologist in order to build trust in a first interaction? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

7) Find synonyms for the words and expressions that are underlined in the text. You can use an online monolingual English dictionary to help you. It is important to pay attention to their context in the article when choosing the most appropriate definition.             

warm: trustworthy: toward: overall: prejudice: hatred: predict: mocked: convey: have the floor: to be in charge: establish: small talk:

8) Now write sentences using some words from activity 8 about how you deal with impressions.

GRAMMAR Present simple, Present continuous, Past simple, Past continuous and State verbs 9) Analyse the words in bold in the following sentences:      

When we form a first impression of another person (…)

And we're also asking ourselves (…) (…) social psychologists were not able to use the in-group/out-group evaluation (…)

And we wanted to be able to predict discrimination. (…) who was going to be neglected, who was going to be mocked.

I think people make the mistake (…)

a) Put them in the correct division according to their verb tense:

Present simple

Present continuous

Past simple

Past continuous

State verbs

b) Go back to the text, find one or two more examples of each verb tense and add to the table.

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10) Which verb forms are being described in the definitions below? Write the appropriate verb tense.     

Actions that happened in the past and are finished. ______________________________ Things that are habits, happen in a regularly basis or are permanent. _________________________ Events taking place at the moment of speaking or over a period of time. _________________________ Actions that were in progress in a certain period of the past. ___________________________________ Describe states rather than actions, as emotions, thought processes, opinions and the five senses. _______________________

11) Describe the actions in the following pictures using the prompts in brackets. Follow the example.

When you finish, check your answers with a partner.

She is listening to music and dancing. (listen to / dance)

______________________________________

___________________________________

___________________________________

__________________________________

(play / twice a week)

(sleep / while / study )

___________________________________

__________________________________

___________________________________

__________________________________

(like / watch TV series)

(start / last semester) Image credits: Freepik

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12) Complete the gaps with the corresponding form of the verbs in brackets.

"Two months ago I _________________ [go] to a crush at Lady Brandon's. You know we poor artists have to show ourselves in society from time to time, just to remind the public that we ________________ [be] not savages. With an evening coat and a white tie, as you _________________ [tell] me once, anybody, even a stock-broker, can gain a reputation for being civilized. Well, after I had been in the room about ten minutes, talking to huge overdressed dowagers and tedious academicians, I suddenly ___________________ [become] conscious that someone ____________________ [look] at me. I turned half-way round and _______________ [see] Dorian Gray for the first time. When our eyes met, I ______________ [feel] that I ___________________ [grow] pale. A curious sensation of terror came over me. I knew that I had come face to face with someone whose mere personality ___________________ [be] so fascinating that, if I allowed it to do so, it would absorb my whole nature, my whole soul, my very art itself. I did not want any external influence in my life. You know yourself, Harry, how independent I ________________ [be] by nature. I have always been my own master; had at least always been so, till I met Dorian Gray. Then—but I don't know how to explain it to you. Something ________________ [seem] to tell me that I was on the verge of a terrible crisis in my life.(…)”

Extracted from The Gutenberg Project. The Picture of Dorian Gray, by Oscar Wilde.

Available at https://www.gutenberg.org/files/174/174-h/174-h.htm Accessed on August 8, 2018.

WRITING 13) “Don’t judge a book by its cover” is a popular saying in English. Its meaning suggests we should be careful when analyzing things superficially as being open to what is inside things or people, can lead us to a new perspective. Do you agree with this statement? Share your ideas writing some paragraphs about it.

Credit: Picture Quotes

SPEAKING SESSION Your teacher will show you some pictures of different people. As you have never met them, you need to make some inferences about their personality and create a profile for these individuals. In pairs, you will write about their characteristics and then describe them to the whole class. Be careful with prejudices and bias that may come up!

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Unit 2 | The world as we know 1) Look at the picture and describe it to a partner, giving as many details as you can.

Credit: The meta picture

2) What do you think this map is representing?

3) Can you think of other stereotypes based on cultures or countries? Fill in the boxes with the name of a culture or country and its common stereotypes. Then share your answers with the class.

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4) How would you define stereotype? Discuss it with a partner and write a definition. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

READING Walter Lippmann is a journalist who became famous for defining the concept of stereotype in a modern psychological meaning. Read the extracts of his book Public Opinion, published in 1922, approaching this topic.

Chapter VI | Stereotypes 1. Each of us lives and works on a small part of the earth's surface, moves in a small circle, and of these acquaintances knows only a few intimately. Of any public event that has wide effects we see at best only a phase and an aspect. This is as true of the eminent insiders who draft treaties, make laws, and issue orders, as it is of those who have treaties framed for them, laws promulgated to them, orders given at them.

Inevitably our opinions cover a bigger space, a longer reach of time, a greater number of things, than we can directly observe. They have, therefore, to be pieced together out of what others have reported and what we can imagine. (…)

3. (…) The subtlest and most pervasive of all influences ere those which create and maintain the repertory of stereotypes. We are told about the world before we see it. We imagine most things before we experience them. And those preconceptions, unless education has made us acutely aware, govern deeply the whole process of perception. They mark out certain objects as familiar or strange, emphasizing the difference, so that the slightly familiar is seen as very familiar, and the somewhat strange as sharply alien. They are aroused by small signs, which may vary from a true index to a vague analogy. Aroused, they flood fresh vision with older images, and project into the world what has been resurrected in memory. Were there no practical uniformities in the environment, there would be no economy and only error in the human habit of accepting foresight for sight. But there are uniformities sufficiently accurate, and the need of economizing attention is so inevitable, that the abandonment of all stereotypes for a wholly innocent approach to experience would impoverish human life. (…)

Chapter VII | Stereotypes as Defense 1. There is another reason, besides economy of effort, why we so often hold to our stereotypes when we might pursue a more disinterested vision. The systems of stereotypes may be the core of our personal tradition, the defenses of our position in society.

They are an ordered, more or less consistent picture of the world, to which our habits, our tastes, our capacities, our comforts and our hopes have adjusted themselves. They may not be a complete picture of the world, but they are a picture of a possible world to which we are adapted. In that world people and things have their well-known places, and do certain expected things. We feel at home there. We fit in. We are members. We know the way around. There we find the charm of the familiar, the normal, the dependable; its grooves and shapes are where we are accustomed to find them. And though we have abandoned much that might have tempted us before we creased ourselves into that mould, once we are firmly in, it fits as snugly as an old shoe.

No wonder, then, that any disturbance of the stereotypes seems like an attack upon the foundations of the universe. It is an attack upon the foundations of our universe, and, where big things are at stake, we do not readily admit that there is any distinction between our universe and the universe. (…)

Excerpts extracted from The Gutenberg Project. Public Opinion, by Walter Lippmann. Chapter VI and VII. Available at < http://www.gutenberg.org/cache/epub/6456/pg6456.html>.

Accessed on August 21, 2018.

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5) Now answer the questions according to the text: a) What is the subtlest and most pervasive of all influences? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ b) According to Lippmann, why do we hold to our stereotypes? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ c) How does the disturbance of stereotypes look like? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

LISTENING 6) Listen to Chimamanda Ngozi Adichie, a Nigerian writer who has an inspiring talk on the influence of stories, and do the following activities.

Credit: TED Website

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a) Listen to the first three minutes of the talk and fill in the blanks with words from the box. characters

convinced

danger

desperate

early

four

ginger

mangoes

outside

perception

ponytails

quite

snow

stirred

storyteller

weather

I'm a ____________________ and I would like to tell you a few personal stories about what I like to call "the ____________________ of the single story." I grew up on a university campus in eastern Nigeria. My mother says that I started reading at the age of two, although I think ____________________ is probably close to the truth. So I was an __________________ reader, and what I read were British and American children's books.

I was also an early writer, and when I began to write, at about the age of seven, stories in pencil with crayon illustrations that my poor mother was obligated to read, I wrote exactly the kinds of stories I was reading: All my ____________________ were white and blue-eyed, they played in the _____________________, they ate apples.

And they talked a lot about the ____________________, how lovely it was that the sun had come out.

Now, this despite the fact that I lived in Nigeria, I had never been ___________________ Nigeria. We didn't have snow, we ate _____________________, and we never talked about the weather, because there was no need to.

My characters also drank a lot of ____________________ beer, because the characters in the British books I read drank ginger beer. Never mind that I had no idea what ginger beer was.

And for many years afterwards, I would have a ____________________ desire to taste ginger beer. But that is another story.

What this demonstrates, I think, is how impressionable and vulnerable we are in the face of a story, particularly as children. Because all I had read were books in which characters were foreign, I had become _____________________ that books by their very nature had to have foreigners in them and had to be about things with which I could not personally identify. Now, things changed when I discovered African books. There weren't many of them available, and they weren't ___________________as easy to find as the foreign books.

But because of writers like Chinua Achebe and Camara Laye, I went through a mental shift in my ____________________ of literature. I realized that people like me, girls with skin the color of chocolate, whose kinky hair could not form ___________________, could also exist in literature. I started to write about things I recognized.

Now, I loved those American and British books I read. They ____________________ my imagination. They opened up new worlds for me. But the unintended consequence was that I did not know that people like me could exist in literature. So what the discovery of African writers did for me was this: It saved me from having a single story of what books are.

Transcript extracted from TED website.

Available on < https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story/transcript>.

Accessed on September 13, 2018.

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b) From what you have heard so far, what was Chimamanda´s view of literature stories and what has changed?

Discuss with the class. c) Continue listening to the talk and pay attention to the answers she will give to these questions. Then match the questions with their appropriate paragraph.

What are the assumptions that the speaker's roommate had toward her as an African? ( How is a single story created? (

)

)

Where does this single story of Africa come from? (

1. So that is how to create a single story, show a people as one thing, as only one thing, over and over again, and that is what they become.

3. Years later, I thought about this when I left Nigeria to go to university in the United States. I was 19. My American roommate was shocked by me. She asked where I had learned to speak English so well, and was confused when I said that Nigeria happened to have English as its official language. She asked if she could listen to what she called my "tribal music," and was consequently very disappointed when I produced my tape of Mariah Carey. She assumed that I did not know how to use a stove.

)

2. This single story of Africa ultimately comes, I think, from Western literature. Now, here is a quote from the writing of a London merchant called John Locke, who sailed to west Africa in 1561 and kept a fascinating account of his voyage. After referring to the black Africans as "beasts who have no houses," he writes, "They are also people without heads, having their mouth and eyes in their breasts."

Now, I've laughed every time I've read this. And one must admire the imagination of John Locke.

But what is important about his writing is that it represents the beginning of a tradition of telling African stories in the West: A tradition of SubSaharan Africa as a place of negatives, of difference, of darkness, of people who, in the words of the wonderful poet Rudyard Kipling, are "half devil, half child."

d) The writer makes a comparison between single stories and power. What does she say about it? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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7) The following pictures were extracted from a social media campaign. Which continent is it representing? By reading the hashtag, what do you think is it about?

Images extracted from Twitter accounts. Available on: < https://twitter.com/bosiburrito/status/750102879587995649; https://twitter.com/Ellisbht/status/613675623790309376/photo/1?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E6 13675623790309376%7Ctwgr%5E373939313b636f6e74726f6c&ref_url=http%3A%2F%2Fwww.huffingtonpost.com%2F2015%2F07%2F 02%2Fthe-africa-media-never-shows_n_7714992.html>. Accessed on September 13, 2018.

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8) Read the text about this campaign and fill in the gaps with words from the box. Use a dictionary (monolingual!) to help you with the meanings. ashamed

pushing back

starving

solely

struggles

disrupt

Africa Twitter Campaign Shatters Stereotypes, Lets People Tell Their Own Stories When Africa is featured in the news, the coverage all too often consists of _________negative images.

Content focused on _____________children, humanitarian crises, poverty and illness leaves little room for a broader picture of the continent’s more than 50 different countries.

In an effort to change that, Africa’s diverse nations have taken to Twitter en masse to share images — ranging from food to fashion to architecture and landscapes. Their photos, posted under the hashtag #TheAfricaTheMediaNeverShowsYou, aim to _____________the standard stereotypes the public has come to know.

One of the hashtag’s early supporters, Diana Salah explained to Fusion that she got involved with the Twitter campaign “because growing up I was made to feel __________________ of my homeland, with negative images that paint Africa as a desolate continent.” The Seattle-based Somali-American student called the response “amazing”.

As TakePart pointed out, the campaign is a powerful tool in ___________________against countries and cultures in the region being defined solely by their_____________, rather than their traditions, innovations and day-to-day life.

Excerpt from: Joseph Erbentraut - The Huffington Post. Available on: <http://www.huffingtonpost.com/2015/07/02/theafrica-media-never-shows_n_7714992.html>. Accessed on December 21, 2016.

Extracted from Twitter account. Available on: <https://twitter.com/Nadiaalie/status/613541947395805184/photo/1?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm% 5E613541947395805184%7Ctwgr%5E373939313b636f6e74726f6c&ref_url=http%3A%2F%2Fwww.huffingtonpost.com%2F2015%2F07 %2F02%2Fthe-africa-media-never-shows_n_7714992.html>. Accessed on September 13, 2018

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GRAMMAR Present perfect tense 8) Look at the following sentences, paying attention to the words in bold: ➢ (…) Africa’s diverse nations have taken to Twitter en masse to share images (…). ➢ (…) the standard stereotypes the public has come to know.

What is the pattern on both sentences? Complete the gaps: __________ or __________ + verb in the _____________ participle form.

In English, when we want to connect past actions and its effect on the present, we use the present perfect tense. Here, it’s not important when the action took place, but the result of it now.

PRESENT PERFECT

Tip: This verb tense may sound different in your language.

Maybe you only use past tenses to express this idea, so it’s good not to make comparisons between both languages.

PAST ACTIONS

PRESENT MOMENT

10) Complete the sentences using the structure of the present perfect tense and the verbs in brackets: a) _____________ (have) you ever _____________ (be) to Jordan? b) I ____________ (have not) _____________ (visit) my parents recently. c) Malika ____________ (have) ______________ (travel) to Asia twice. d) Wassim ___________ (have) never ____________ (watch) a Bollywood movie. e) _____________ (have) you ____________ (see) Yvonne lately?

11) The present perfect tense is also known as the verb of the “third column”. Do you remember the form of all these verbs? forget

make

fly

meet

hear

run

hide

send

leave

understand

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SPEAKING SESSION It’s time to forget the stereotypes and learn more information about your classmates! Stand up, go around the class and ask them the questions in the bubbles. You have to write three questions for them in the last bubbles.

Have you ever eaten anything usually considered strange?

Have you ever cheated in an exam?

Have you ever borrowed anybody’s clothes without asking?

Have you ever gone swimming naked?

Have you ever travelled abroad?

Have you ever had a crush on a teacher?

Have you ever made a major change in your life?

Have you ever won anything in a contest or raffle?

Have you ever fallen asleep at a party?

Have you ever forged somebody’s signature?

Have you ever sung in a karaoke?

Have you ever danced like nobody is watching?

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Unit 3 | The workplace 1) How do you feel on Mondays before going to work? Which picture best represents you?

Credit: Freepik

2) What do you consider important in the work environment? Put the factors below in your order of preference.

Good relationship with superiors

Job security

Attractive fixed salary

Company values

Interesting job content

Good work-life balance

Companyâ&#x20AC;&#x2122;s financial stability

Learning and career development

Appreciation for your work

Good relationship with colleagues

3) What were the reasons that made you choose those factors? Write in your notebook some sentences to explain them. Then share your answers with a partner.

I think is important to have a good relationship with superiors in the work environment because they can advise me when necessary.

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SPEAKING 4) What do you do for a living? Prepare a short presentation to the class telling a little bit about your work and your main responsibilities. Explain also if your position today has the factors that you considered important in activity 2.

READING 5) Are people happy at work? What do they consider important in the work environment? Check this infographic:

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Available on: < https://www.alltop.com/viral/happiness-at-work-infographic>. Accessed on October 23, 2018.

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6) Do you think the relationship with work has changed over the last decades? Did your parents have the same expectations as you about their jobs? Discuss with a partner.

LISTENING 7) Have you ever imagined what is it like to work as an immigrant or refugee in a foreign country? Watch the video about the integration of some Syrians in the German workforce and answer the following questions.

Deustche Welle English. Available on: <https://www.youtube.com/watch?v=t19deWKqPZ0>. Accessed on November 11, 2018.

a) For how long has Salma been living in Berlin? b) What does she say about learning German and entering the workforce? c) What is she doing now? d) What is the second example of people setting up their business? Why did they create it? e) Why does Ghaith say that their situation is even harder now? f) In which space are they developing their app? g) What does it mean to become an entrepreneur in Germany?

VOCABULARY 8) The following vocabulary was extracted from the video. In your notebook, write a definition for each word. You can look up the meaning in a monolingual online dictionary if you need help. Then choose three of the words and write some sentences. business

bureaucratic

workspace

self-employment

customers

income

feedback

entrepreneur

self-reliant

loan

sales

distribution

catering

profits

orders 22

READING Read the text about the changes the world of work has faced in the past decades.

How the nature of a career has changed in the past decade

By Nokulunga Xala

The concept of a career has changed drastically over the past decade, with the notion of staying at one company throughout the majority of your working life, a foreign idea at the moment.

The common notion of a career nowadays is to have people move from company to company in hopes of advancing their career and getting job stability. (…).

The last decade The generation before us used to work for one company until they retired. This journey would start out at a junior level and advance to intermediate positions within the same company, with a focus on building lifelong relationships and stability.

Nowadays we look for career advancement from different organisations, with the sense of loyalty for one specific company slowly eroding away. If one organisation doesn’t grow you as an individual and help further your career, you move on to greener pastures.

“In the previous generations, many people worked for the same company their whole lives, a lot of them would have started out a junior level, steadily climbing the ladder over the decades, the lucky ones ending up at an executive level. (…)” notes Clarke.

Change is constant Recently we have many alternatives in finding suitable employment at a suitable organisation. Over the past generation having

one job for life was not much of an option, that is how employment look and your success depended on how well you were doing within the set organisation.

In this generation you are able to hop from one job to another, without staying with one employer. We also have the option of choosing how to work, we can now work from home or with different organisations at once.

“Now, besides the option to change jobs fairly frequently, the rise of the gig economy is empowering contractors to pick and choose where and even when to work.

Today with so many options available, remote work, freelance work, job transference and part-time employment we almost need to unlearn what it means to be employed,” adds Clarke.

Career progression Over the last decade careers have changed dramatically, job satisfaction does not only depend on having one job and growing within it, now organisations need to satisfy their employees to be able to keep them for longer. (…) Technology also plays a huge role on how to apply for jobs as there are a lot of online recruitment companies which look to hire for companies.

“What success looks like today is making yourself future fit. It means embracing life long learning to remain relevant in the marketplace and accepting that change is going to be constant,” concludes Clarke.

Text extracted from Hypertext. Available on <https://www.htxt.co.za/2018/11/05/how-the-nature-of-a-career-haschanged-in-the-past-decade/>. Accessed on January 31, 2019.

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9) Answer the questions according to the text: a) What are the differences between one’s relationship with the workplace in the past decades and nowadays? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ b) What are the new possibilities of working environment available? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

GRAMMAR POINT Present perfect and Past simple 10) Analyse the following sentences extracted from the text and complete the rule:

The concept of a career has changed drastically over the past decade.

In the previous generations, many people worked for the same company their whole lives (…)  When we want to talk about actions in a finished past moment: We use the verb in the ____________ simple form. 

If we need to express an action that started in the past and influences the present moment: We use ________ or ________ + verb ___________________________________________.

Time words Normally we use the past simple with words for a finished time: I visited my friends last week.

And the present perfect with words for an unfinished time: I haven’t visited my parents lately.

TIP: Some verb tenses don’t exist in all the languages. So, try not to rely on translations of every verb tense for your native language as it may not have the same meaning.

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11) Go back to the text and look for verbs in the past simple form and in the present perfect form and write in the box below: Past Simple

Present Perfect

12) Choose if the time words are used for a finished time (FT) or unfinished time (UT): a) always (

)

d) never (

b) yesterday ( c) this year (

) )

e) now ( f)

)

g) when? (

)

in my life (

)

h) last year ( )

i)

lately (

) )

13) Underline the time words you can find in the text.

WRITING 14) Use the following time words to write a paragraph about your past and recent experience on work: When I wasâ&#x20AC;Ś.

Recently

Never

______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

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SPEAKING SESSION

Have you ever participated in a job interview in which you had to speak in English? Now it’s your chance to practice the most asked questions by a recruiter. Role play with a partner.

Then if you feel you need to rethink about your answers, rewrite them in your notebook and practice with a different partner.

How do you see yourself?

Do you prefer working in teams or individually?

What are your hobbies?

What are your strengths?

What are your weaknesses?

How do you deal with stress?

How and where do you see yourself in 5 years from now?

Why are you applying to this position?

Why should we hire you?

What value is important for you?

Give me an example of a challenging situation you have experienced and how you handled it.

Tell me something that is not on your CV / résumé.

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Unit 4 | Celebrations around the world 1) Look at the following pictures. What type of event is happening in each of them?

d.

a.

Image credits: Pixabay (a, b, c).

b.

2) Do you know all these celebrations? Match the images with their corresponding names: Holi Eid al-Fitr Carnival New Yearâ&#x20AC;&#x2122;s Eve

3) Can you guess in which countries are they celebrated? Write the name of the celebration beside the country. c.

1. Brazil: 2. Muslim countries: 3. India and Pakistan: 4. Many countries:

4) Different countries celebrate their cultures in a unique way. Ask your teacher about his/her country special dates.

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SPEAKING 5) Now it’s time to learn about those special events from the first exercise! Choose one celebration, use the internet to search for information about it and share what you find out with a partner. Stand up and talk to different classmates so you can fill in the table below. On the last space you can choose a celebration you find interesting.

Ayo: When it is celebrated?

Samira: Carnival is celebrated in Brazil. It’s one of the most famous celebrations of the country and people wear coloured costumes.

Samira: 40 days before Easter.

Eid al-Fitr

Holi

New Year’s Eve

Where?

When?

Why?

What happens?

Special Food?

WORLD FACTS Did you know? The word “holiday” originally referred to religious days and it is an inflection from “holy” + “day”.

Source: Oxford Reference and Wikipedia.

READING 6) You are going to read an article from the newspaper The Guardian about Ramadan. Answer the questions that follow.

Ramadan: a guide to the Islamic holy month The ninth month of the Islamic calendar is when Muslims fast during daylight and when the Qur’an is said to have been revealed to the prophet Muhammad

By Aisha Gani

Muslims around the world are preparing for the Islamic holy month of Ramadan. From waking up in the early hours for a quick bite and sip of water, to the waiting – date in hand – for the seconds to tick by until the call to prayer at sunset, why do Muslims fast and what is Ramadan?

What is Ramadan?

Muslims – there are 1.6 billion in the world – believe Ramadan is the holiest month in the year, when the Qur’an, the holy book of Islam, was revealed to the prophet Muhammad.

Ramadan is the ninth month in the Islamic calendar, or the Hijri calendar based on the lunar cycle, which began in AD622 when Muhammad migrated from Mecca to Medina.

When is Ramadan?

Depending on the sighting of the crescent moon, or hilal, the month begins this year on the evening of the Wednesday 17 June, which means Muslims will begin their first day of fasting at dawn on Thursday 18 June.

The month of fasting will end on either Friday 17 July or Saturday 18 July, as there are either 29 or 30 days in a lunar month.

As Ramadan begins about 11 days earlier each year, it sometimes falls in winter months when the fasts are short, and in summer months when the fasts are long.

Why do Muslims fast?

During this month, observant Muslims do not eat or drink during daylight hours. This is because fasting is one of the five pillars of Islam. The other acts of worship are the shahadah, which is the declaration of faith; salat, the five daily prayers; zakat, or almsgiving; and the hajj, the pilgrimage to Mecca.

Fasting in Ramadan is obligatory for Muslims, and in the Qur’an it states. Fasting, or sawm in Arabic, literally means “to refrain” – and not only is it abstaining from food, drink and sex, but also actions such as smoking cigarettes, talking about others behind their backs, or using foul language.

Fasting does not mean Muslims retreat from their daily routine, rather they are encouraged to continue as normal in their work and usual activities. In fact, this is where the challenge of patience and endurance comes in.

Muslims believe fasting is not merely a physical ritual, but is primarily a time for reflection and spiritual recharging.

During the fast, Muslims believe (…) that they can gain understanding of how those who are less privileged than them feel. It is considered to increase one’s patience, closeness to God and generosity towards others.

The month is also a time of community; it is the custom for Muslims to invite their neighbours and friends to share their evening meal – (…). It is also a time when Muslims try to reconnect with the Qur’an, which they believe is the word of God. Who fasts?

Healthy Muslim men and women are required to fast during the month according to Islamic teachings.

Who is exempt from fasting?

Children, people who are sick or who have mental illness, elderly people, travellers and women who are menstruating, postnatal, pregnant or breast-feeding do not have to fast. (…)

Excerpt from The Guardian. Available on <https://www.theguardian.com/world/2015/jun/17/ramadan-guide-toislamic-holy-month-muslims-fast>. Accessed on January 10, 2017.

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Answers the following questions according to the article â&#x20AC;&#x153;Ramadan: a guide to the Islamic holy monthâ&#x20AC;?. a) What is the meaning of fasting? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ b) Why do Muslins refrain from some activities? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ c) Is everybody obliged to fast? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ d) When Ramadan is celebrated? Does it have a fixed date? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

7) What other doubts or curiosities do you have about Ramadan? You will have the opportunity of asking some questions to your teacher.

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GRAMMAR POINT Passive voice 8) Analyse the following sentences, extracted from the article:  (…) when the Qur’an, the holy book of Islam, was revealed to the prophet Muhammad.  Healthy Muslim men and women are required to fast during the month (…).

When we want to talk about an action, there are two ways of saying it: using active and passive verbs.

We use active verbs if we want A to be the subject. We use passive verbs if we want B to be the subject.

A

B

Muslim countries celebrate Ramadan according to lunar calendar. (Active) Ramadan is celebrated by Muslim countries according to lunar calendar. (Passive) Now that you have analysed the structure, complete the rule: We make passive voice with: (

) do /does + part participle form / (

) be + part participle form.

Adapted from: Oxford English Grammar Course. Michael Swam and Catherine Walter. 2011.

9) Change the sentences into passive voice: a) Latifa made all the food for our party. __________________________________________________________________________________ b) The mayor of the city substituted parking lots for parklets. __________________________________________________________________________________ c) Someone told my mom I was not attending school. __________________________________________________________________________________ d) Syrians speak Arabic. __________________________________________________________________________________ e) A family built this house in 1932. __________________________________________________________________________________

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10) Passive verbs can be used with many verb tenses. Complete the sentences with the correct form of the verb to be and the verb in brackets.

Mohammed was invited (past simple / invite) to the Embassy party. a) Citizens ____________________________ (present simple / request) not to smoke in closed spaces. b) The girl ____________________________ (past simple / award) the Nobel Prize. c) Countries __________________________ (present perfect / ask) to show commitment to the new environment laws. d) Teenagers _______________________ (future simple / affect) by the amount of time they spend on gadgets.

LISTENING 11) What other ways can one celebrate its culture? With a partner, think of some ideas.

12) The Migrant Kitchen is an awarded food series that shows how immigrants celebrate their culture through food when living abroad. Listen to a part of one episode and do the following exercises.

a) Complete the gaps according to the introduction of the video: Los Angeles, from the early _________ century all the way till today, is a city defined by ____________________ arriving here __________ after ___________. We’re a city of immigrants. It’s all coming in a human _______________, a human journey, ultimately. That’s how ____________ gets around the world. We carry it with us in our _________________ and our bodies and in our ________________. Those kinds of journeys, those kinds of migrations, are very Los Angelino. So, stuff starts to shift culturally in all kinds of _________________ ways. People start learning the language… But it’s not just the immigrants that are ________________. The immigrants are changing the __________________. And you can literally track people’s history and the history of a city and the culture they’re bringing from the old country, how it’s transformed here, and how it transforms the _______________.And you know that’s how great cities are _____________.

b) Find and circle in the previous activity examples of passive voice.

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WRITING In your notebook, write a composition saying how celebrating the food of country can help preserve its culture.

SPEAKING SESSION You and a classmate are going to a street market where you can taste food from all over the world. Look at some fair flyers and choose which one you prefer. Then prepare a description of the food, saying what did it look / taste like and the cultural experience you had and share with the whole class. There are some vocabulary you can use It’s..... hot and spicy | salty | fried | sweet |

It tastes…. /

It is a kind of…

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UNIT 5 | A Sustainable Future 1) How do humans affect the environment? Have you ever thought about it? Take a look at the picture and the sentence below.

Credit: Designed by Freepik

LISTENING 2) Your teacher will show you two animations that represent the interaction between the human being and the environment. As you watch them, take some notes in your notebook about the impacts from this interaction.

Divide them into negative and positive actions.

3) Share your notes with your classmates. Have you done the same comments? Add to your list any extra point you may find interesting.

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VOCABULARY 4) See the following word cloud. Do you know all these words?

Can you match the words above with the correspondent definition below? Write the words beside the sentences. *an increase in the success of a business or a countryâ&#x20AC;&#x2122;s economy, or in the amount of money invested in them. *something that you try to achieve. *to succeed in doing or having what you planned or intended, usually after a lot of effort. *a situation in which someone does not have enough money to pay for their basic needs. *the satisfactory state that someone or something should be in, that involves such things as being happy, healthy, and safe, and having enough money. *the fact of being either male or female. *a relationship between two or more people, groups, or countries involved in an activity together. *an area of ground, especially one that is used for a particular purpose such as farming or building. *the process of buying or using goods, or the amount that people buy or use. *using methods that do not harm the environment. *something that you hope to achieve. * a lack of food that can cause illness or death, especially among large numbers of people.

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5) The United Nations created a set of goals to end poverty, protect the planet, and ensure prosperity for all as part of a new sustainable development agenda. Read the text explaining about this project and fill in the gaps with words derived from the word given.

On 1 January 2016, the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development —_____________by world leaders in September 2015 at an __________ UN Summit — officially came into force. Over the next fifteen years, with these new Goals that universally apply to all, countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ___________that no one is left behind.

The SDGs build on the success of the Millennium Development Goals (MDGs) and aim to go further to end all forms of poverty. The new Goals are unique in that they call for action by all countries, poor, rich and middle-income to promote prosperity while protecting the planet. They recognize that ___________ poverty must go hand-in-hand with strategies that build economic growth and addresses a range of social needs including education, health, social ___________, and job opportunities, while tackling climate change and environmental protection.

While the SDGs are not legally binding, governments are expected to take ownership and establish national frameworks for the ____________________of the 17 Goals.

Countries have the primary _______________ for follow-up and review of the progress made in implementing the Goals, which will require quality, accessible and timely data collection. Regional follow-up and review will be based on national-level analyses and contribute to follow-up and review at the global level.

Adopt history

ensuring

end protect

achieve responsible

Extracted from: http://www.un.org/sustainabledevelopment/development-agenda/

GRAMMAR POINT Linking Words Take a look at these sentences from the text above:

While the SDGs are not legally binding, governments are expected to take ownership and establish national frameworks(…).

The new Goals are unique in that they call for action by all countries, poor, rich and middle-income to promote prosperity while protecting the planet.

In both writing and speaking it is important to organize what you want to communicate. In English, there are some words that can help you join sentences, clauses and paragraphs together. They are called Linking Words. On the next page, you will find a list with several examples.

Analyse the two sentences in the example and complete the rule: The position of linking words in a sentence can: ( ) not be changed ( ) also vary

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Listing

Giving examples

Generalising

first, second, third

for example

in general

first, furthermore, finally

for instance

generally

to begin, to conclude

as follows:

on the whole

next

that is

as a rule

Reinforcement

in this case

for the most part

also

namely

in most cases

furthermore

in other words

usually

moreover

Result/consequence

Highlighting

what is more

so

in particular

in addition

therefore

particularly

besides

as a result/consequence

especially

above all

accordingly

mainly

as well (as)

consequently

Reformulation

in the same way

because of this/that

in other words

not only ... but also

thus

rather

Similarity

hence

to put it more simply

equally

for this/that reason

Expressing an alternative

similarly

in that case

rather

correspondingly

under these circumstances

on the other hand

in the same way

Deduction

the alternative is

Transition to new point

then

another possibility would be

now,

in other words

Contrast

as far as x is concerned

in that case

instead

as for ...

this implies that ...

on the contrary

it follows that

if so/not

in contrast

Stating the obvious

in comparison

Summary

obviously

Concession (sth unexpected)

in conclusion

clearly

however

to conclude

naturally

even though

to summarise

as can be expected

nevertheless

overall

surely

still

therefore

after all

yet

Adapted from Birmingham City University. Centre for Academic Success. Study Guides: Writing. Available: http://library.bcu.ac.uk/learner/writingguides/1.33.htm. Accessed in January 2017.

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SPEAKING SESSION You are part of the United Nations Youth Leadership and is your duty to draw some strategies to put all the 17 sustainable goals into practice. Each group should choose 5 to 6 goals and write down the actions you will adopt to achieve them. Analyse the picture below and make your choice!

Important! You have to use some linking words during your explanation.

Check the list from the previous page.

Credit: United Nations

Use this space to take notes, write sentences, choose the linking words you want to use etc.

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