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UNIT

2

Warming up

1

The Commonwealth of Nations is an intergovernmental organization where countries with different social, political and economic backgrounds are considered equals. How much do you know about this organization? Discuss it with a classmate and check the correct options.

It was previously known as the British Commonwealth.

The countries in pink in the map are all part of the Commonwealth.

The man in the picture below is Mr. Kamalesh Sharma, the current Head of the Commonwealth.

The Commonwealth celebrated its fiftieth anniversary in 2009.

The Commonwealth flag consists of the Commonwealth symbol in gold on a blue background centered on a rectangle.

The objective of the Commonwealth is to promote conferences and events.

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2 06

3

07

Listen to Brian and Kate talking and check your answers for exercise 1.

4

Look at the map again and answer the questions.

1 Is there a member country of the Commonwealth in every continent of the globe?

Now listen to the second part of the conversation and circle the correct information in the paragraph below.

The Commonwealth is a voluntary association of more than fifty / sixty

2 Is Brazil part of the Commonwealth?

3 What countries can you identify as members of the Commonwealth?

independent countries which, in the past, belonged to the Roman / British Empire and now work together / individually with one objective: democracy and development.

Queen Elizabeth II / Prince Charles is Head of the Commonwealth.

Learn more about the countries in the Commonwealth.

Go to http://resources.thecommonwealth.org/ commearth/commearth2.html, click on a region and find information about the selected country.

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2 Reading and Learning

1

Which country is shown in the pictures below?

What do you know about it?

4

Choose the best answer, according to the text.

1

What is not true?

India was one of the most important nations of the British Empire.

The British didn’t understand much about the Indian religion and customs but accepted them.

The Indians didn’t have full decisionmaking power, but it was considerable.

2

Why did Indians want to go to British schools?

Because they wanted to follow a political career.

2

Because they wanted to join the Indian civil service.

Skim the text on the next page and choose the best answer.

1

Because they wanted to teach in Hindu colleges.

What kind of text is it?

3

an article

Muslims wanted to revitalize their traditions and hesitated to go to British schools.

a narrative a biography

2

The government didn’t want to include the Muslims in their educational programs.

What is it about?

It’s about Indian and British culture.

It’s about the British influence on India.

Muslims were the dominant political community.

It’s about the Indian influence on Britain.

3

Scan the article and find:

1

when the first British schools were established in India.

2

different social or religious groups in India.

3

when India got its independence.

4

the approximate number of languages in India in the 19th century.

Why were Muslims different from Hindus?

5

Read the text again and answer these questions.

1

What is the contradiction expressed in the second paragraph?

2

How did the introduction of English as the official language in India boost a ‘feeling of national unity’ (paragraph 5)?

Learn more about India at www.india.gov.in. Type ‘customs’ and ‘tradition’ in the search box and discover a different world.

Brainstorming ‘An eye for an eye makes the whole world blind.’

Mohandas Gandhi, defending the non-violence position against the British Empire

� Can you understand how the position of non-violence could make the British Empire leave India?

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India and the British Empire F

5

10

15

20

25

30

or the entire 19 th and part of the 20 th centuries Britain ruled India. This nation, which was then part of the British Empire, was considered the jewel of the British Crown, but its people, the Indians, had little influence and minimal decisionmaking power.

Because of years and years of colonialism, Britain left its marks in India, many times in the best way there is: without force. When they first arrived there, the British might have found the local hierarchical system primitive and odd.

So they decided not to interfere with Indian religion and customs. That, however, was not always the case: at times, the British didn’t take into account the social or religious status of an Indian while dealing with daily matters such as public services and employment.

British education also had its impact on Indian society. The first British schools were established by missionaries around 1820, and later Indians began to provide English education in their Hindu colleges too. As a consequence, there was an increase in the number of British-educated Indians, whose main aim for going to such schools was to attend the Indian civil service.

Education was one of the key factors in climbing up the social ladder, making it more difficult for the non-educated to move upwards. Many Hindus (especially Brahmins) studied in British schools. The Muslims, however, hesitated to do so because they wanted to revive their own traditions. The British

35

40

45

50

tried to include more Muslims in their educational programs, but eventually it was the Hindus who succeeded in political careers and became a dominant political community.

The introduction of English as the official language of higher education and of administration in colonial India reinforced the seclusion of the Muslims even more. On the other hand, having English as a common language gave the Indians the possibility to communicate with each other in a country where around 180 languages and hundreds and hundreds of dialects were spoken at the time. In a way, this boosted a feeling of national unity.

India got its independence in 1947 and today it is the largest democratic country in the world and the second most populous. It is also part of the G20, the twenty most powerful industrial nations, and is a member of the Commonwealth. Above all, its culture, traditions, architecture and history fascinate the whole world.

15 Based on S. Sanne’s essay, ‘British Colonialism in India and Its Influence on Indian Society’ and the article on www.historylearningsite.co.uk/india_1900_to_1947.htm. Accessed on June 18th, 2009.

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2 Language in Use Phrasal Verbs

1

2

Read the sentences below and discuss with a classmate. What do you think the phrasal verbs in bold mean?

1

The world’s largest and smallest, richest and poorest countries make up the Commonwealth.

2

When member countries are suspended, the Commonwealth continues to do everything possible to bring them back.

3

Important organizations such as the World Bank and the World Health Organization have taken up Commonwealth ideas.

4

The Commonwealth Secretariat sets out strategic focus, objectives and results for a four-year period.

5

The last meeting of Commonwealth Ministers of Sports took place in Melbourne, Australia.

6

About 4,500 athletes took part in the XX Commonwealth Games, in Delhi.

7

People didn’t expect that more than 2 million spectators would turn up for the event. It was a huge success.

Now match the expressions in bold in exercise 1 with their meanings. participate

appear

adopted an idea

happen

arrange, start an activity with a particular aim

form

to return something to its original place

3

Use the phrasal verbs in exercise 1 to complete the sentences below. Pay attention to verb tenses.

1 I’ve never

any sports events in my life.

2 Do you really think many people will

for the concert?

3 ‘Where are the next Commonwealth Games going to

?’

‘I think it’ll be in Glasgow, but I’m not sure.’

4 Let’s

the aims for the next project!

5 The new school principal is going to 6 What do you think about 7 The book is

our suggestions to recycle paper. the death penalty

?

of different chapters.

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2

4

Work with a classmate. Complete the table below adding suffixes to the words. Use a dictionary if necessary. * Review sufďŹ xes in the Grammar Reference, page 94.

Noun

Verb

Adjective

introduction

introduce

introductory

approve modernity global commemorate origin

5

Read the paragraph below. Fill in the gaps with a variation of the words in parentheses.

THE COMMONWEALTH LOGO The

(origin) symbol of the Commonwealth was designed

by the Gemini News Service in 1972 and met the first Commonwealth Secretary-General, Mr. Arnold Smith’s, 1989 a second logo was

(approve). In (introduce) and appeared on

official Commonwealth Secretariat publications. In 1999 a special logo was produced to (commemoration) the fiftieth anniversary of the (modern) Commonwealth.

In 2000, the then Secretary-General, the Rt. Hon. Sir Don McKinnon, approved a new design, which is now in use. This design includes the image of the

(global)

used in the original logo and the spears that form the letter C from the 1989 design.

6

Add a prefix from the box to the following words to form a new word.

There are three extra prefixes that you do not need to use. over-

un-

ex-

il-

dis-

im-

multi-

mis-

anti-

in-

priced: legal: millionaire: terrorism: wife: honesty: understanding: 19

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7

Now use the words in activity 6 to complete the following newspaper headlines.

George Obama: drug arrest ‘is a

MOTORISTS WASTE £140 ON John Key: victory for New Zealand’s political novice

Ten arrested in raids ‘linked to al-Qaeda planning’

’

CAR INSURANCE

started Kuwait wedding tent fire that killed 43 CAN DRUGS HELP DEPRESSION?

more articles at www.timesonline.co.uk and www.telegraph.co.uk

8

Work with a classmate and choose one of the headlines above. What do you think the newspaper article is about?

Listening and Speaking

1

What is the expert in the picture doing? helping poor people taking people from refugee camps

2 08

Listen to this passage about the CFTC. Where was it taken from? a radio program a news report a lecture

CFTC is the abbreviation for the Commonwealth Fund for Technical Co-operation. It is the principal means by which the Commonwealth assists and helps the development of member countries.

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3 08

Listen again and check the correct option.

1 Many members of the Commonwealth have limited human and knowledge resources. unlimited human and knowledge resources. limited human resources and unlimited knowledge resources.

2 There are about 250 experts working with the CFTC. 450 experts working with the CFTC. 350 experts working with the CFTC.

3 If people want more information about the CFTC, they can write an e-mail to the organization. visit the website. buy books about the CFTC.

4 What is wrong about this extract?

People understood everything Mr. Wright said.

A woman in the audience didn’t understand the website address.

Some people were not 100% sure they understood everything.

4

The sentences below are used to ask for clarification. Complete them with a word from the box.

Tick the ones you heard in the listening passage. catch

say

mean

example

repeat

1 Can you

didn’t

that again, please?

2 I didn’t quite

that.

3 What do you

by...?

4 Can you give me an 5 I

, please? get it. Can you repeat, please?

6 Can you

5

the website again, please?

Work with a classmate. Follow the instructions.

1 Individually, write down: a the names of four important people in your life. b four places you would like to visit.

2 Get together with your classmate. One is student A and the other is student B. Student A: Read the information about you without stopping.

Student B: T ry to complete the information below about your partner. If you don’t understand, ask for repetition or clarification. Use the expressions from exercise 4 to help you.

The 4 most important people in his / her life are

.

He / she would like to visit

.

Student A: The most important people in my life are my mom, my dad, my brother and my boyfriend.

Student B: I didn’t quite catch that. Can you repeat, please?

3 Check with your classmate if you got everything right. Then change roles.

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2 Grammar in Use use

1

Read the following sentence and answer the questions.

‘The 53 countries of the Commonwealth have been working together with one common goal: democracy and development.’

3

Look at the pictures below and decide which sentence best describes each one.

1

a) He has painted the room. b) He has been painting the room.

1

When did the 53 countries of the Commonwealth start working together?

2

some time in the past in the present in the future

2

Are they still working together now? yes

3

no

Which sentence best describes the idea of ‘The 53 countries of the Commonwealth have been working together’?

The 53 countries of the Commonwealth started working together in the past, but we don’t know if they are still working together now.

The 53 countries of the Commonwealth started working together in the past and are still working together now.

2

Complete the paragraph below with the words past, now and been.

a) The mother has cooked a delicious meal. b) The mother has been cooking a delicious meal.

3

a) She has done an easy test. b) She’s been doing an easy test.

The Present Perfect Continuous is formed by have / has +

+ -ing verb to talk about

4

activities that started in the and are still in progress

.

The Present Perfect Continuous may be used with time expressions that indicate the duration of an action, like for many years, all my life, for hours, since 1999, recently, etc.

a) He’s traveled for nine hours. b) He’s been traveling for nine hours.

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2

4

Work with a classmate. Look at the pictures below and discuss the following questions.

1 Where do you think this actress is from?

2 Have you seen her most successful movie? If so, did you like it? If not, would you like to see it?

Why (not)?

more about the movie at www.foxsearchlight.com/slumdogmillionaire/

5

Read this short profile about Freida Pinto and choose the appropriate verb tense to complete it.

Freida Pinto stars in the Oscar-winning movie Slumdog Millionaire. She was born in Bombay, India, on October 18th, 1984. Even though this is her first movie, Freida has a vast career.

She has worked / has been working in the international travel show Full Circle and has worked / has been working as a model for four years. The Indian superstar has also appeared in several television and print advertisements for products such as Vodafone India, Airtel and DeBeers.

Since the release of Slumdog Millionaire she has traveled / has been traveling around the world to promote the movie. Recently she has worked / has been working with Antonio Banderas and Anthony Hopkins on a new Woody Allen movie to be out next year. It has also been said that she has dated / has been dating her co-star Dev Patel.

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6

Work with a classmate to discuss the questions below. What do the two of you have in common?

1 How long have you been studying English?

2 How long have you been living in your present city / town? Do you want to move?

3 What have you been trying to do recently but still haven’t done?

4 What have you been doing at school today?

5 What have you been studying at home?

Learn more about Bollywood, India’s Hindi-language movie industry.

Access www.bollywood.com and click on ‘Trailers’. See the different kinds of movies they produce.

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Project 1

The life of

IMMIGRANTS 1

2

In your opinion, what makes people leave their home and move to another country?

What kind of difficulties do you think they encounter in the country they emigrate to?

Discuss it with a classmate and write down your ideas.

Look at this picture of immigrants arriving in New York in the early 1900s. What can you see?

Research books or articles on the internet and look for information about the life of immigrants in the late 1800s and early 1900s in the USA. Some movies, such as The Immigrant (O imigrante, 1917, by Charlie Chaplin), My Girl Tisa (Anos de inocĂŞncia, 1948), Far and Away (Um sonho distante, 1992), Titanic (1997) and Gangs of New York (Gangues de Nova York, 2002), can also illustrate the life of immigrants.

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3

Do you think the lives of immigrants in the USA in the late 1800s and early 1900s were similar to the lives of immigrants in Brazil at that same time in history? Why (not)?

1

Discuss with a classmate the differences between life in the early 2000s and life in the early 1900s in the USA. Make a list of those differences, using the table to help you.

Early 1900s

Early 2000s

clothes food free time activities music work what teenagers like to do daily routine transportation dreams and ambitions cost of living other

2

Make a poster. ďż˝ Collect old photos of immigrants. Look for pictures that show scenes of how their lives

were, the places they lived in, the clothes they wore, etc. ďż˝ Write about their lives using your ideas from the table.

In the late 1800s / early 1900s, immigrants used to earn a very low salary, most people were poor, and they used to live in simple houses.

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Grammar Reference

till has a similar meaning to yet in negative S statements. It expresses an action that has not been completed yet; thus, this action is an ongoing one. Notice, however, that the position of the adverb is right after the subject and before the auxiliary verb: I still haven’t found that red bag I want so much.

To give this idea of continuity, still can also be used with verbs in the Present Continuous: She’s still working.

ever is used to indicate that an action has not N happened. This adverb is placed between the auxiliary verb have and the main verb: I’ve never seen the movie you are talking about.

It can also be used with the Simple Present to describe habits and routine: I never listen to jazz. It’s not my type of music.

Or with the Simple Past to describe actions that finished at a certain time: When he was young, he never bothered about his clothes.

ver is used in interrogative sentences to ask E whether an action has been completed or not.

It always comes between the subject and the main verb: Have you ever been to Japan?

It is also used with the superlative. In this case, ever comes between the auxiliary verb and the main verb: That’s the best food I’ve ever eaten.

2

unit

PREFIXES AND SUFFIXES Prefix is a letter or a group of letters added to the beginning of a word to form another word.

For instance, anti-, dis-, il-, im-, in-, ir-, mis-, overand un-. happy – unhappy logical – illogical honest – dishonest Suffix is a letter or a group of letters added to the end of a word to form another word. For instance, -ation, -er, ‑ful, ‑ite, -ist, -less and -ness.

happy – happiness teach – teacher biology – biologist

PRESENT PERFECT CONTINUOUS The Present Perfect Continuous is formed by the auxiliary have / has + been + a verb ending in ‑ing and it is used to talk about situations that started in the past but go on in the present. It is usually accompanied by a time expression as since, for, recently, etc.: They have been working for the same company for thirty years now. (They started working for the company in the past and are still working for it now.)

When the sentence comes without a time expression, there is an idea that the situation or action happened in a recent past and that the results can still be observed in the present: You are all sweaty! Have you been running?

My eyes are red because I’ve been crying all night long.

The Present Perfect Continuous is also used to emphasize the duration of a situation or action: How long have you been living here?

I’ve been living here for two years.

Affirmative I You We You They

have been (’ve been) living here for two years.

He She It

has been (’s been) living here for two years.

Negative I You We You They

have not (haven’t) been living here for two years.

He She It

has not (hasn’t) been living here for two years.

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Grammar Reference Interrogative

Have

Has

I you we you they

been living here for two years?

he she it

been living here for two years?

Yes, I have.

No, I haven’t.

Yes, she has.

No, she hasn’t.

PRESENT PERFECT SIMPLE X PRESENT PERFECT CONTINUOUS Although these two verb tenses are used to describe an action or situation that started in the past but has a connection to the present, there are some differences.

The Present Perfect Continuous emphasizes the situation or action, whereas the Present Perfect Simple emphasizes the result. Compare: They’ve been reading the Commonwealth Principles for hours now.

They’ve read the Commonwealth Principles and now they know what it’s all about.

The Present Perfect Simple is used instead of the Continuous when we specify the number of times something happened: I’ve played basketball three times this week.

(NOT ‘I’ve been playing basketball three times.’)

3

unit

Affirmative

subject + had + past participle

Negative

subject + had not (hadn’t) + past participle

Interrogative

Had + subject + past participle + ?

The Past Perfect Continuous is used to emphasize the duration of an action that occurred before another, or before a period in the past: I had been sleeping for four hours when my mother got home.

The Past Perfect Continuous is formed by the auxiliary had plus the past participle of the verb to be (been) and the present participle of the main verb (-ing). The form is the same for all persons.

Affirmative

subject + had + been + verb + -ing

Negative

subject + had not (hadn’t) + been + verb + -ing

Interrogative

Had + subject + been + verb + ‑ing + ?

4

MODAL VERBS – SHOULD, OUGHT TO, MUST AND HAD BETTER The modal verbs used to give advice and suggestions are should, ought to, must and had better.

PAST PERFECT SIMPLE X PAST PERFECT CONTINUOUS The Past Perfect Simple and the Past Perfect Continuous describe actions that happened before another action or period in the past.

The Past Perfect Simple is formed by the auxiliary had plus the past participle of the main verb. The form is the same for all persons: I had already left when my sister arrived.

unit

Should and ought to are synonyms. Observe the example: You should exercise more often. OR You ought to exercise more often. (It would be a good idea to exercise more regularly.)

Attention: Notice that ought is always followed by to , whereas should is followed by the base form of the verb.

ust expresses an obligation and is stronger M than should / ought to: You must do your homework every day.

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Have you heard?

1

2

3

4

5

6

7

8

Culture

y

rugb

ls

ow wn b

la

The Commonwealth Games is an event that has been attracting the best athletes of countries from the Commonwealth since 1930. It is held every four years – like the Olympic Games – and includes unusual sports such as lawn bowls, rugby sevens and netball.

ne

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Did you know that chess was created in India?

There was a game called chaturanga, created in the 6th century, that was very similar to the modern game we play nowadays.

The Indian Railways is one of the biggest employers in the world. It employs almost 2 million people!

rs from e n n i W ) rize

India

Nobel P

ll a tb

ne

ine, 1902 y or Medic g lo o si y h P Ross ( , 1907) • Ronald Kipling (Literature 13) rature, 19 rd • Rudya nath Tagore (Lite ) ra 30 968) • Rabind aman (Physics, 19 gy or Medicine, 1 lo R o . na (Physi • Sir C. V ind Khora e, 1979) b o 3) G r a •H Peac ysics, 198 khar (Ph Teresa ( e r s e th ra o d n M • ha 8) anyan C nces, 199 ) • Subram en (Economic Scie (Chemistry, 2009 S n a a • Amarty makrishn aman Ra tr a k n e V •

Strangely, one of the most famous Indians, Mahatma Gandhi, has never won the prize, although he has been nominated 5 times: in 1937, 1938, 1939, 1947 and 1948, a few days before his assassination.

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Glossary enGlish – PortuGuese arrest: to take into custody; prender

birth: act of being born; nascimento

abroad: in another country; no exterior

ascended to: become king / queen; ascender

birthday: the day of birth; aniversário

abuse: misuse, harm, injure; abusar

ashamed: embarrassed; envergonhado

abused: treated cruelly; abusado, no sentido de usado de maneira imprópria ou lesiva

ask: inquire, question; perguntar

black hole: region in space where gravity is so strong that nothing can escape; buraco negro

A

accent: mode of pronunciation characteristic of a group of people; sotaque

assist: help; ajudar asteroid: combination of rocks and iron too small to form a planet; asteroide

accurate: precise, exact; preciso

atom: smallest part of an element; átomo

achievement: attainment; realização

attend: be present in a place; estar presente, comparecer

advertisements: what persuades people to buy things; anúncios

author: someone who wrote a book; autor

advice: counsel, guidance; conselho

awareness: consciousness; consciência

against: versus; contra

awesome: really good; incrível

aim: purpose, intent; alvo

awful: terrible; terrível

air controller: one who directs aircraft activity from a ground control center; controlador aéreo

B

bleed: discharge blood; sangrar blind: one who cannot see; cego blood: fluid which flows in the veins and arteries; sangue body: physical form of a person; corpo bonnet: engine hood of an automobile; capô boot: shoe which extends over the ankle; bota boring: uninteresting; chato, maçante borrow: take on loan; pegar emprestado boss: employer; chefe both: this and that together; ambos

allow: permit; permitir

background: pertaining to a setting; fundo, experiência

always: all the time; sempre

battled: fought; lutou, combateu

among: amid; entre, em meio a (mais de duas coisas)

be able: to be capable of; ser capaz

breast: chest; seio, peito

anger: fury; raiva

beach: shore, seaside; praia

answering machine: a machine that stores messages when there is no one home; secretária eletrônica

behavior: the way someone acts; comportamento

bridge: a passage over a stream of water; ponte

anxiety: fear, worry; ansiedade

believe: have faith in; acreditar

broadcast: transmit over the radio or television; transmitir (rádio ou TV)

appointed: nominated; nomeado

below: at a lower position; abaixo

broom: tool used for sweeping; vassoura

apprentice: trainee; aprendiz

better: in a superior way; melhor

buried: placed in the ground and covered with earth; enterrado

arguments: rationale; argumentos army: military force; exército

beheaded: decapitated; decapitou

binge: period of excessive indulgence; farra

brain: main organ of the central nervous system; cérebro breed: reproduce; procriar

bright: shiny; brilhante, claro

buy: purchase; comprar

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Glossary

PortuGuese – enGlish

A

atropelar: run over

chefe: boss

autoestima: self-esteem

chuveiro: shower

abaixo: below

autor: author

abusado (no sentido de usado de maneira imprópria ou lesiva): abused, misused

avaliar: evaluate, rate

cidade (não muito grande): town

aves de criação para consumo humano: poultry

cinema: movie theater

abusar: abuse

avestruz: ostrich

acenar: wave

coercivo: coercive

avô: grandfather

coerente: coherent

acontecer: take place acreditar: believe açúcar: sugar

colega de trabalho: colleague

B

adolescente: teen, teenager

barraca: tent

agricultura: farming

barulho: noise

ajudar: assist

benfeitor: benefactor, patron

alguma vez: ever

biblioteca: library

alvo: aim, target

boa vontade: goodwill

ambos: both

boiar: float

ameaçar: threaten

bondoso: kind, nice

amigo: friend

bota: boot

amor-próprio: self-esteem

brilhante: bright

anão: dwarf

buraco negro (astronomia): black hole

andar: walk

colocar em funcionamento: trigger comércio: trade cometa (astronomia): comet comida estragada: rotten food comparecer: attend compilar: compile completamente: fully comportamento: behavior comprar: buy comunidade: community confiante: confident conhecimento: knowledge

aniversário: birthday ansiedade: anxiety

cinto de segurança: seat belt

C

conjunto: set

caminhão: truck

consciência (condição de quem está cônscio ou desperto): awareness, consciousness

caminho: path

consciência (ética): conscience

campainha de porta: doorbell

conselheiro: counselor

campo: field

conselho: advice

cantor: singer

contra: against

capítulo: chapter

controlador aéreo: air controller

argumentos: arguments

capô: (UK) bonnet, (US) hood

contudo: however

ascender: ascended, rise

carne: meat

copo: glass

assalariado: employed, hired

caro: expensive

coração: heart

assassinato: murder

carreira: career

coroa (astronomia): corona

assédio: harassment

caso de amor: love affair

corpo: body

assuntos de interesse público: public affairs

cedo: early cego: blind

corpo de bombeiros: fire brigade

asteroide: asteroid

cérebro: brain

cozinhar: cook

ataques (incursões): raids

céu: sky

criança: child, kid

átomo: atom

chato: boring

curso: course

anterior: previous anúncios: advertisements, ads apesar de: despite apreciar: enjoy aprender: learn aprendiz: apprentice apropriado: fit, appropriate, suitable

cadeia: jail

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