Around the Globe: English and Its Cultures (Teacher's Book with Tests)

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Donoto Bonzoto Fiono Dolztel

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PRAVISANI MAURO

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H ENGTISH AIID ITS CUTTURES

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EI{GtI$H AND ITS

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CUTTURES

-:;;;r*,*'9 6 un nuovo testo di civiltd e culluro inglese: uno proposto oggiornoio ricco di collegomenti interdisciplinori - linguo, terrilorio, storio, culturo, multiculturqlitd, ollo e otlento ombiente e societd, mo onche orti figurotive, cinemo e Ielleroturo.

AfOUnd €fue GIObG

leocher's Book 6 un indispensobile strumento di supporlo per il docente e fornisce indicozioni di lovoro per otlimizzore l'uso del testo. ll

Conliene infotti:

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l'illuslrozione dei principi metodologicie pedogogiciollo bose deltesto le soluzioni degli esercizi e le troscrizioni dei testi registroli

schede integrotive per opprofondire lo sfondo slorico e culturole degli orgomenli proposti, con sitogrofio scelto

suppLEMENraRy tNFoRMATlou

supprEMENrARy

aclvlnEs per espondere i temi presentoti nel testo e voriore le proposte didottiche in closse

per continuore o esplorore gli orgomenli ottroverso oltre opere cinemologrofiche ollre quelle proposte nelle pogine cINEMA del teslo o M9RE FtLMs

uno sezione finole di il Video

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con chiovi 3 inoicozioni per lo volulszione

Aclivity Book fotocopiobile Around the USA ond the British lsles per lo sfrutlomenlo ottimole

dei filmoti contenuti nel DVD

Al Ieocherb BooR with fesls e ollegoto un DVD per lo closse

CAMPIONE GRATUITO FUORI COMMERCIO Fuori compo l,VA. (D.PR.26 otlo|:re \972, n.633, ort,2, lett.d)

Y&ffiLffi &F'##ruTffiroTffi INTRODUCTION

SECTION 1 A TANGUAGE AND ITS CHANGES

10

The world speaks English, but what English?

IL

English as a lingua franca

TL

GLOBAL ISSUES Fighting for English

t2

English online

13

Web 2.0

13

CINEMA The Terminal

15

What is my mother tongue? VISUAL ART An Aboriginal language

15

SUMMING UP

16

LITERATURE

SECTION 2 A COUNTRYAND ITS CITIES

The United Kingdom lreland Eire

/

The United States of America Canada Australia New Zealand

lndia South Africa The Caribbean Archipelago GLOBAL ISSUES From the city to the megacity CINEMA Monsoon Wedding LITERATURE From

the window

16

18 19

20 20 22 23 23 24 24 24 25 25 26

VISUAL ART Skywalkers

26

SUMMING UP

26

SECTION 3 A NATION AND ITS PEOPLE

People in the UK People in the USA

lndigenous populations: Native Americans lndigenous populations: Native Australasians Young people at home Young people at school Young people out and about GL0BAL ISSUES The consumer society CINEMA Super Size Me LITERATURE

The best American holiday

30 31

32 33

34 36 37

38 39 40 40

VISUAL ARTThe pope of pop

41

SUMMING UP

4t

SECTION 4 A CONTINENT AND ITS HISTORY

The British lsles and their historical landmarks North America and its historical landmarks Historical landmarks around the world CINEMA The Wind that Shakes the Barley LITERATURE The end of the war

45 45 49 53 56 c:-7

JI

VISUAL ART Going West

5B

SUMMING UP

5B

Earth

59 59

Water

62

Air GL0BAL ISSUES Global Warming GLoBAL ISSUES Fighting climate change

64 65 65 66

CINEMA An lnconvenient Truth

6B

The call of the sea

69 b9 69

SECTION 5 A PLANETAND ITS ETEMENTS

Fire

LITERATURE

VISUAL ART A romantic vision of nature

SUMMII\G UP SECTION 6 A T,VORLD AND ITS PROBTEMS

Global problems global solutions Violations of human rishts A forgotten continent

-74

l4 76

Culture clash

t6

CINEMA United 93

BO a1

LITERATURE No problem

VISUAL ART Close up on Congo

a1

SUMMING UP

6l

INTRODUCTION

OJ

SECTI0N 1 A language and its changes SECTION 2 A country and its cities SECTI0N 3 A nation and its people

B4

SECTION 4 A continent and its history SECTI0N 5 A planet and its elements SECTI0N 6 A world and its problems

92 94 96

KEYS

9B

Video Activi$ Book

86 B9

99

ffiruYffiffiffiffiffiYfiffiru Around the Globe is a clvlltd textbook for students at Scuo/a Secondaria di ll grado.lt provides information

about the most si$nificant and topical aspects of life in English-speaking c0untries, together with their history and geograPhY. Learning a language, not only through language tasks, but also through the exploration of cultural topics, is a powerful tool in enhancing students' involvement and motivation. Moreover, as experts from the Council of Europe (Byram, Gribkova and Starkey) stress, an intercultural dimension to language teaching enables

students t0 develop their intercultural competence alongside their language competence. They define learners' intercultural competence as: "their ability t0 ensure a shared understanding by people of different social identities, and their ability to interact with people as complex human beings with multiple identities and their own individuality."

TOPIC.BASED APPROACH

Around the Glolse has a topic-based approach, rather than a countrv-based approach. Ernphasis has been placed on modern life, and the t0pics presented often relate to more than one country. This approach ensures both coherence and flexibility. First of all it makes it possible for students t0 acquire global rather than fragmentary knowled$e of the English-speaking world; secondly it guarantees a flexible use of the textbook and allows teachers t0 fit it into their cultural studies syllabus more easilY. ln addition, if a teacher wishes to focus one particular area 0r certain sectors of society, the following lists may be useful. COUNTR'ES

"

Byram, Michael, Gribkova, Bella & Starkey, Hugh, Developin! the intercultural dimension in language teaching, Council of Europe, Language Policy Division, 2002. Available at: www.coe" i nt/t/d g4l li nguistic/Source/

. The USA/Canada

- Section 2, Pages32-41 - Section 3, pages 66-71 - Section 4, pages 102-707, tl6-1,17 - Section 5, pages 120-121,, 1'28-13t,134-135 - Section 6, pages 150-151, 156-159' 160

Guide dimintercult-EN.Pdf

The Student's Book is divided into six broad sections:

. Australia/New

1. A language and its changes

2. A country and its cities 3. A nation and its People 4. A continent and its historY 5. A planet and its elements 6. A world and iis Problems As reflected in their titles, each section looks at culture from a different perspective' Taking the

textbook as a whole, students are led from a focus on the English language itself to global issues concerning not only English-speaking countries, but all nations of the world.

The UKllreland - Section 2, pages 26-31 - Section 3, Pages 62-65 - Section 4, Pages 94-L01, 1,L4, lts - Section 5, pages I22-t23, 138-139

.

. .

Zealand

- Section 7, Pages22-23 - Section 2, Pages 42'47 - Section 3, pages 72-73 - Section 4, pages 108-109 - Section 5, pages 124't25, lndia

- Section 1, Pages 12-13 - Section 2, Pages 48-49, 56 - Section 4, pages 110-111 - Section 6, page 161 South Africa - Section 2, pages 50-51 - Section 4, Pages I72-L13 The Caribbean - Section 2, pages 52-53

130-131

ffiffiYffiffiffiffiffiYilffiro Around the Globe is a clvlltd te)ftook for students at Scuo/a Secondaria di ll grado.lt provides information about the most significant and topical aspects of life in English-speaking countries, together with their history and geography. Learning a language, not only through language tasks, but also through the exploration of cultural topics, is a powerful tool in enhancing students' involvement and motivation. Moreover, as experts from the Council of Europe (Byram, Gribkova and Starkey) stress, an intercultural dimension to language teaching enables students to develop their intercultural competence alongside their language c0mpetence. They define Iearners' intercultural competence as: "their ability to ensure a shared understanding by people of different social identities, and their ability to interact with people as complex human beings with

TOPIC-BASED APPROACH

Around the Globe has a topic-based approach, rather than a country-based approach. Emphasis has been placed on modern life, and the topics presented often relate to more than one country. This approach ensures both coherence and flexibility. First of all it makes it possible for students to acquire global rather than fragmentary knowledge of the English-speaking world; secondly it guarantees a flexible use of the textb00k and allows teachers to fit it into their cultural stuciies syllabus more easily. in addition, if a teacher wishes to focus one particular area or certain sectors of society, the f0ll0wing lists may be useful. COUIVIR'ES

"

multiple identities and their own individuality." Byram, Michael, Gribkova, Bella & Starkey, Hugn, Develzping the intercultural dimension in language teaching, Council of Europe, Language Policy Division, 2002. Available at: www.coe.int/l/ dg4 / linguislic/Source/ Gu

ide_d i mi ntercu II_EN. pdf

The Student's Book is divided into six broad sections: 1. A language and its changes

2. A country and its cities 3. A nation and its people 4. A continent and its history 5. A planet and its elements 6. A world and its problems As reflected in their titles, each section looks at culture from a different perspective. Taking the

textbook as a whole, students are led from a focus on the English language itself to global issues concerning not only English-speaking countries, but all nations of the world.

.

The UKllreland - Section 2, pages 26-31 - Section 3, pages 62-65 - Section 4, pages 94-141, Il4,1L5 - Section 5, pages 122-123,138-139 The USA/Canada - Section 2, pages32-41

-

Section Section Section Section

-

Section Section Section Section

3, pages 66-71 4, pages 102-t07, tt6-tt7 5, pages 120-1,21, 128-131,134-135 6, pages 150-15i, 156-159, 160 Australia/New Zealand - Section l, pages22-23

2, pages 42-47 3, pages 72-73 4, pages 108-109 5, pages I24-L25, 130-131

lndia

- Section 1, pages 12-13 - Section 2, pages 48-49, 56 - Section 4, pages 110-111 - Section 6, page 161 South Africa - Section 2. pages 50-51 - Section 4, pages lL2-113 The Caribbean - Section 2, pages 52-53

5

sEcroRs oF soctEfY

.

. .

THE COMMON EUROPTAN FRAMEWORK

Young people

OF REFERENCE FOR LANGUAGES {CEFR)

- Section 1, pages 18-19 - Section 3, pages 74-85 Black Americans - Section L, page 21, - Section 3, pages 68-69 - Section 4, pages 104-105

The activities proposed in the book can be related to

the following CEFR descriptors. Reading A2 Can identify specific information in simpler written nraterial he/she encounters such as letters, brochures and short newspaper articles describing events, B1 Can read straightforward factual texts 0n subjects related to his/her field of interest with a satisfactory

lndigenous populations

- Section L, pages 22-23 - Section 2, pages 58-59 - Section 3, pages 70-73 - Section 4, pages 108-109, - Section 5, pages 120-L2L

11,6-117

TEXT AND TASK TYPES

From a linguistic point of view, Around the Globe provides students with the 0pportunity t0 improve their language skills in an integrated way. Furthermore many of the tasks, such as those involving comparing

and contrasting or extracting facts from tables and graphs, foster the development 0f general cognitive abilities. The texts and tasks proposed include:

.

. . . .

activities aimed at lexical consolidation and development (for example: matching, categorizati0n, la belli n g pictu res, sentence completion, translati0n, synonyms and antonyms); speaking activities (for example: pair-work, groupwork, information gap, class discussion, role play, class surveys, oral reports); reading passages (for example: authentic and semiauthentrc materials, interuiews, maps, tables and graphs, lnternet sources, literary texts); readins actlvities (for example: true/false, multiple choice, listing, sentence completion, ordering); writinB activities (for example: questions, definitions, short reports, e-mails, summaries, interviews, projects); listening texts (f0r example: monologues, interuiews, conversation); listening activities (for example: true/false, fill in the gaps, labelling pictures, table completion, taking

. .

level of comprehension.

Listening B1 Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. Spoken production A2 Can give a short, rehearsed, basic presentation on a familiar subject. B1 Can give a prepared straightforward presentation on a familiar topic, within his/her field which is clear enough to be followed without difficulty most 0f the time, and in which the main points are explained with reasonable precision. Spoken interaction A2 Can interact with reasonabie ease in structured situations and short conversations, provided the other person helps if necessary. B1 Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence.

Written production B1 Can summarize, report and give his/her opinion about accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence.

Written interaction

notes);

B1 Can write personal letters giving news and expressing thoughts about abstract or cultural topics

activities based on picture description; activities based on films.

such as music, films.

I Cinema

RECURRING FEATURES

links

lnterdisciplinary 0n the opening page of each section there (CLlL, a list of possible links to other school subjects. so that activities can develop into simple forms of Content and Language lntegrated learning (CtlL).

is -\ V

Warm-up A general warm-up to each section has been proposed as a way of introducing the topic by arousing students'

interest and testing their general knowledge. lt consists of open questions and/or brainstorming activities.

What about you? These speaking activities give students the chance to

talk about themselves and their interests and to compare their lifestyles to those in English-speaking countries. The act of comparing is of utmost importance in a cultural studies textbook, as it is one of the ways in which students can increase their intercultu ral com petence. Moreover, students enj0y

talking about themselves and can thus play an active role in lessons.

CIick on By visiting the websites listed, students are

encouraged to develop the skill of carrying out individual research. The sites sometimes contain interactive activities. Curiosity flash Here students are provided with interesting and amusing facts and figures to read, These are merely intended t0 entertain students, but they may also stimulate discussion. GIobal Issues The Global lssues symbol occurs in three of the sections (2,3 and 5) to indicate a topic which broadens the scope of the section, by introducing a global dimension, lt is not present, however, in sections 4 and 6: in the former, focus is on landmarks in the history of the continents rather than the subject of history itself, while in section 6 the entire chapter deals with global problems.

Each section is accompanied by activities based on a

film, whose content is relevant to that of the main topic. The page contains a summary of the film along with pre-watching and after-watching tasks. They are all relatively new films, but 0f different genres (rornantic comedy, documentary, historical drama and docudrama) and from different countries (the USA, lndia, lreland, the UK). The Teache/s Book also gives suggestions for other films to use.

Literature Each of these pages presents a short excerpt from a poem, novel or autobiographical work, which adds a literary dimension to the section. These are often quite challenging linguistically and teacher guidance will be needed in order for students to appreciate their artistic qualities. Yet this helps to make the section more memorable for students and at the same time to enrich their cultural knowledge,

VisualArt art (abstract art, figurative art, photography) as a way of expanding the t0pic thr0ugh a different medium. No specialized knowledge of art is required on the part of the students in order t0 appreciate these works, as the activities are guided and are meant to elicit a sp0nta neous emotiona I reaction from students. However, as in the case of the literature pages, students acquire cultural knowledge and can express their own opinions. This two-page sub-section exploits

Summing up This sub-section reviews and consolidates students' lexical and content knowledge. This is achieved through the completion of exercises and free writino tasks. CD Audio

The Student's Book is accompanied by a CD containing the recordings for the listening activities. Therefore the teacher can either make use of the listening exercises in class or set them for homework.

7

More Films

--: -:::iei"s Book offers valuable supp0rt by :'r. :ing n0t 0nly the keys to exercises, but also :;drtronal rnformation and teaching resources. lt haS a certain number of recurring features.

ln addition to the fllms presented in the Student,s Book in the sub-section Cinema, the Teachefs Book gives the titles of other films related to the topic of each section, along with a brief description. This subsection includes classics and new films belonging to a wide variety of genres.

General introduction to each section of the Student's Book

Tests

This gives the teacher an overall picture of the section and its topics, underlining which aspects of cultural studies have been focused on and their relevance for

Each section is accompanied by a final test, which assesses students' knowledge of the content and the lexis acquired. For the explanation of the structure of

students.

the tests, their evaluation criteria see page g3. The keys are on page 98.

Key

to exercises

Keys are given for all those exercises which do not

require a personal answer from students.

DVD

Around the USA and the Brifisfi Isles

One particularly valuable resource is the DVD and its

Iistening audioscripts

accompanying activities.

The audioscripts of all listening activities are provided,

The DVD gives students the chance to set off on a

Supplementary lnformation Teachers are provided with interesting and up-to-date

facts about the topics dealt with to enable them t0 clarify doubts that students may have, and to feel more confident in presenting the material 0f the Student's Book. Supplementary infcrmation includes explanations of lexical items and choices, and website references, both for students and teachers.

Supplementary Activities A number of photocopiable supplementary activities have been proposed, if teachers wish to explore any of the topics in greater depth.

journey around these two countries, admiring some of their natural wonders and urban landscapes. lt picks up on and develops some of the topics of the Student's Book, making them more memorable thanks to this visual aid. The commentary provides students with additional factual information, while helping them

to improve their Iistening skills. The activities connected to the DVD present a wide range o,f Before Watching, Watching and After Watching tasks aimed at consolidating lexical and cultural knowledge, and offer teachers the opportunity for alternative, involving and enjoyable lessons. For a more detailed presentation of the films and activities, see page 103.

i;;;;-J;lqE

ffiffiwffi &roffi g#PFLHgTtrEilITARY &#E'gWf;TEHS

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SECTION 1 A TANGUAGE AND ITS CHANGES INTRODUCTION This section deals with the changes affecting the English language and its role in the world. The fact that English has now become the world's

primary language for international communication is making the knowledge and mastery of this language an essential skill. At the same time, its global diffusion seems to be challenging the language itself, forcing it t0 adaptt0 many new linguistic settings. The use of English on the lnternet, with its specific forms of communication, has also had a great impact on the language, leading to the rapid diffusion of new words and expressions. The aim of this section is to make students aware of these important changes, from the emergence of English as a global language to the presence of many New Entlishes in the world and the influence of the language of the Net.

Warm-up page 9

$fl

suerr-TMENTARY TNFoRMATIoN

t0 answer some of the warm-up questions, the students need to understand the difference between mother tangue and official or second lanEua*e.lt may be difficult to distinguish between these terms, especially because their use is not always consistent. The following definitions

To be able

may be useful.

In some countries, 0ne or m0re Ianguages are

legally and formally recognized and can be defined as the offlcral language/s.ln lndia, for example, Hindi, English and 2l other national languages are official. South Africa has 11 official languages, including English, Afrikaans and Zulu. Neitherthe UK nor the USA have given English formal recognition; in some states of the USA, however, Engiish, French, Spanish or Hawaiian are official. ln some countries where English is the first language, there are two or three official languages: English and lrish in the Republic of lreland, English and French in Canada, English, Maori and NZ sign language in New Zealand. An official language is adopted for official purposes in such domains as government, media and education. Second language English is used as a second language in those countries where is not the primary language, but it is formally recognized as an official language or plays an important second language role in a multilingual setting. ln these countries speakers are likely to be competent, as they have a great deal of exposure to the second language. lt must be taken into consideration, however, that the number of English speakers in the world and the status of English are changing continually, as will be explained in this section. It is also very difficult to obtain precise and reliable statistics on second-language use, partly because the definition of a secondlanguage speaker varies. As regards india, for example, the estimates of the number of people who speak English (as a first or

Mother tongue

as a second language) range from 100 milllon

A language is the mother tongue or native language

people to 350 million people (the latter would make it the largest English-speaking population in the world). However, the higher figure includes people who can understand English, but not produce it. Therefore, most sources quote lndia as

when it is spoken by the majority of the inhabitants of a country. ln ihis case it can be also called the first language or primary language. With English, this is the case for the UK, lreland, the USA, some countries of the Caribbean, Australia and New Zealand. ln South Africa, about 4 million people speak English as their mother tongue, but this is still a minority of the population. lndia is thought t0 have about 200,000 firstlanguage speakers of English, but many more second-ianguage speakers (see below).

t0

Official language

being the second largest English-speaking

population in the world.

*t$x\.,

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1. Possible answers. English-speaking countries: the UK, lreland, the USA, Canada, Australia, New Zealand (here English is spoken as a first language,

official language or de facto official language); South Africa, lndia and the countries of the Caribbean (here English coexists with other officlal languages or has a special status). 2. There are different varieties of English used in these countries, For example American English has a different accent, spelling and vocabulary.

sunnlrMENTARY TNFoRMATToN

New Englishes

autonomous variety of English. British, American or Australian English are the most familiar examples of varieties, but now the term New English is used to define varieties from non-western settings, such as lndia, Nigeria, China or Singapore. These New Englishes are the direct consequence of the spread of English on a global scale. They differ from standard English in their lexis, grammar and pronunciation and can be used within a country or by ethnic communities all over the world. For example, Hinglish (lndian English) is the variety of English spoken in lndia and by lndian communities in the world. One of the m0st striking aspects 0f the New Englishes rs code switching:speakers mix English with other languages and rely simultaneously on two or more languages t0 communicate with each other. This phenomenon emerges in the examples given in the student's book, exercise 2 page 10. The exercise also ntrod uces the term I nte rn atio

xev

1. American English differs from British English in

words, spelling, pronunciation and grammar rules. 2. A pidgin is a mixture of different languages.

@

New Englislt is a term used to describe an

al Engllsh, wh ich refers to the concept of English as a global, standard means of communication. For more information about the phenomenon of the New Engiishes, see David Crystal, En$ish as a global i

r:$,

p.11

3. Pidgins develop when people from different language backgrounds communicate. 4. Because standard English is necessary for international communication. 5. To promote the command of standard English.

The world speaks English, but what English? pages 10-11

@

READI NG

n

language, Cambridge University Press, 2003.

su rrr-eM ENTARY AcTrvrrY READING AND WRITING

lf the teacher wants to provide students with additional information about the Speak Good English Movement, the reading and writing tasks on

page 77 can be assigned. These tasks could also be used as a test.

READING AND WRITING

\-S\ t.

KEY

False, The Speak Good English Movementwas

born in the 21st century. 2. False. ln Singapore 75o/o of the population speak English, but they need to improve the knowledSe of this language. .)

J.

True.

4. False, They find it difficult. 6 True.

6, False. He doesn't want people from Singapore

to speak with an artificial American or British accent. 7. True.

8, True. 9. True. 10. False. There are similar projects in other countries.

VOCABULARY

--*gfu,

p. 10

English as a lingua franca pages 12-t3

KEy

l. a.,2.9.,

3. i., 4. b., 5. f., 6. c.,

7.

e., 8. h., 9. d.

@

sunnleMENTARY TNFoRMATToN

ln this and other sections school subjects are written without capital letters. Although both alternatives are possible, there now seems to be a 11.

C

o P

O C)

a

general tendency towards the lower case. The book English Next by David Graddol, which is qu0ted on this page and which coniains a great

GL0BAL ISSUES Fighting for English pages 14-15 SUPPLEMENTARY INFORMATION

deal of information about the role of English today, can be accessed online at the following site: www.britishcou ncil.org/learning-research-

Lynne Truss is a writer, journalist and broadcaster. Her book on punctuation, Eats, Shoots & leaves:

englishnext.htm

The Zero Tolerance Approach to Punctuatian

qffi-

p'12

M r-g[5,

KEy

(2003) was very successful. David Crystal is one of the foremost writers anci lecturers 0n the English language, with a worldwide reputation and over 100 books to his name.

1. a. an international language: outer circle

----tN-

will be explained in the passage, the title Eats, Shoots & leaves is an exampie 0f mispunctuaflOn, and it can give rise to different interpretations. Tlre addition of the comma after the verb eals transforms two nouns into verbs, making the panda seem like a serial killer rather than a bamboo eater! As

KEY

The USA

p. 12

READING

$gs, xrv 1.8,2. A,3.

D, 4. E, 5. B, 6.

m

--ifu,

rrv

the author, people don't seem to be able t0 use punctuation as they did in the past. 2. Because punctuation can change meaning (students find examples in the passage).

p. 13

xrv

WRITING

Suggested answers 1. A

p. 14

1. According to

C

WR ITI NG

rrg$,

p. 14

PRE-READI NG

b. a native language: inner circle c. a foreign language: expanding circle 2. I,120-1,880 million users

p.

first language is the mother tongue spoken by KEY

most inhabitants of a country. 2. A second/official language is one which has a special status in a country; for example it is used for official purposes. 3. A working language is a lingua franca for particular

I watched this film expecting the usual character l've come to expect over the years. This filrn was great, one of the best films I have seen in a long time. The film focuses around one man who doesn't have a

types of work. 4. Standard English is a comprehensible language used for international communication.

child...

---.,jN p. 13

LISTEN I NG

r-d\

KEY

$tracxz

4.30, 2. call centre, 3. maths, 4 Californian, 5. 20,000, 6. support 1.

KEY

men's coats, men's t0ilets, trousers reduced

$fl

sunrr.eMENTARY TNFoRMATToN

The ierms Received Pronunciatian and

[sfriary

Engtish describe different kinris of accents.

Received Pronirnciatic,n was the formal accent

72

t4

!v.,!ieh was.once- cbnsi.d+red',,Bre$lgiqHs

jn Biitain-

a

was',used.b,ythe upper etapse$and Coilld'.reveal

',lofaliqutthe edueutional hackgrotind qfils'

lt . ,'

-l

speaker. Estuary English is the name given t0 the

'Ingli$tl wji1ely.speken tle$e rky9.in'soutfi-€a$t' ,Englan{,aq'd,thq.e€st sf Eng}and;,espeqia!,y aloflg',, iti,estuar$ ,Estuary English is ' :" "theTfiar,ae+alrrl :.:eofinmnly:de$erihed as a hy.brid:of ,Reeeived,,,: ., , Prsn$rciation {kPJ. Errd S6uth' Ea€lern.A$os.ttts;. it ii .**rqeiveil,,as'bss"formll''and, more.frier*.dg+rd,is .

p*pulQ$mongyoul g'.p0spl'e-'i':' 1'--",:,::

m @,

;-.'

to keep in touch because they can communicate when they are in different parts of the world. 4. 0n a website you can find texts, images, hyperlinks

3. The Net helps relatives

and videos. 5. Weblish is characterized by abbreviations,

acronyms, lower case letters and spelling mistakes.

ffi @, reffi6

xgr

1..W,2. R,3. R, 4.?,5. W,6. ?

p.t7

p.1s

1. Early manuscripts had no punctuation; people capitalized all nouns in the 17th century; people left

Clearly this exercise is just intended as a bit of fun, giving students a taste of the creative use of language on the part of young people. ln most cases, the choice of the answer will have to rely on pure guesswork. lt is

out the capitals in the 18th century. 2. Sometimes they change quickly, sometimes they

not expected that the students should learn and use these words themselves.

xev

-@, rrv

change slowly.

3. Because there is a lot of social change.

1.

p. 15

"S,

2. educated, 3. form, 4. way, 5. mobility,

6. used in, 7. heard on, B. modern

English online pages L6-L7

READING GRAPHS

-i-H,

p. 16

sunrrrmENTARY rNFoRMATtoru

Web 2.0 ln 2006, TIME magazine's Person of the Year was "YOU", a refleciion of the fact that "individuals are changing the nature of the infornnati0n age" (see www.ti m e. co m / lirne I cov ercI 0, 1 6 641, 2 C 0 6 1225,4

350/0.

ffi

ru

p'16 KEy

t. ffrere is an uneven distribution of web users in the world, because the so called digital divide stiil exists. 2, The role of English 0n

2.0 does not refertc a

ner,v

type of

software, but to the fundamental role of ordinary people in creating the content cf the W0rld Wide

3. The percentage of web pages has declined from

--sS_,

$fi

The terrn Web

2. Six.

Io

Web 2.0 pages 18-19

0.html). KEy

1. The highest: New Zealand; the lowest: lndia.

75o/o

c.

Gtracre

xrv

1. attention,

d.,2. e., 3. a., 4. b., 5. f., 6.

the Net is changing because

other languages are being used more and more.

Web these days. The large number of socialnetworking sites and blogs, sites such as Wikipedia and YouTube, and services like eBay, have made it easier foi' people tc cOntribute t0 the Web, t0 interact via the Web, t0 share information, to

collaborate and t0 create online ccmmunities. As expressed in the passage 0n page 19, Web 2.0 has been criticized for being very "amateur" in nature. However, its supporters claim that it is "democralic", giving ail people the chance to air theimiews. Recently, strlcter c0ntrols of Wikipedia were proposed in order to make it more reiiable,

13

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places. The great branch appearing beside the women is the symbol 0f the spirit of the Lord of Trees and is at

VISUAL ART An Abori$inal language

pages 22-23

LOOKING

SPEAKING

,

p.23

..@, xrv Suggested answels Here follows a description of the two works, which should be useful in order for the teacher to help the students interpret them. The following descriptions are based on those found inThe dreamtime by Luca Faccenda and Marco Parri (Edifir edizioni). Women's Bush Tucker Twenty women, the U-shapes, are sitting around five great concentric circles, four around each circle. The

the same time an iilustration of a broom used by the women t0 sweep the ground before the beginning of

the ntual.

SUMMING UP page 24

A I VOCABULARY

W,

are symbolically represented in the picture.

p-za

xrv

1. 1. skill, 2. influence, 3. field, 4. sharp increase, 5. mistake, 6. obtain, 7. native language, B. status, 9. diffusion, 10. blog 2. 1. pidgin, 2. mixed language, 3. lingua franca, 4. vogue word, 5. review, 6. di$ital divide, 7. edict,

8. abstract art, 9. mispunctuation, 10. weblish

circles symbolically describe the meeting point, the

points where the Aboriginal Australians conduct fertility rites. Different colours are used to describe different plants: wild tonlatoes, wild plums and wild bananas. The bushes and the flowers that colour the desert and places rich in water live together here, and

)

B I CONTENT -\rs r€**'

p.24

KEY

2. t.,3. e., 4. b., 5. d., 6. a.,7. g. 4. 1. Because it can hinder the acquisition of standard

3.

1. c.,

English.

Umari Rockhole Site This work describes a sacred rite conducted by women in the Umari cave. The path leading to the cave entrance and the gentle sandy hills around Umari are described by lines that join six concentric circles, the meeting places, and that serve as frame for the 'prOtected territory, the Umari cave. Within the landscape there appear seven women, indicated by the seven U-shapes, seated around three magic

16

2. The ability of interpreting and translating.

3.They criticize these changes. 4. Yes, it can. 5. We do a lot of skimming when we read and when we write we use abbreviations and make mistakes with punctuation (weblish). 6. People write wikis. 7. Web 2.0 is created by ordinary people. 8. 0n slave plantations.

;

(-) C')

a

C

.; U

a

@ ffi$

ffiffi$ffiffituffiffiffiffidwffiffiw ffiffiwffiwffiffi

neaO the intervlew with Professor Koh Tai Ann,

the director of the Speak Good English Movement, and decide if the following sentences are True (T) or False (F). Then correct the false ones.

1.

2. 3.

century. tr tr well. tr tr

competitive.

tr tr

grammar.

tr tr

4. Americans understand Singlish easily. tr tr 5. Singlish uses incorrect forms of English " 6.

The professor thinks it is important to

7.

The media affects a country's

speak with an American or British accent,

8. 9.

language.

"

Workers are encouraged to attend

Englishcourses.

tr tr tr LE

trtr

Knowledge of English is defined

tr tE skitt. 10. Singapore is the only country t0 promote _ the use of correct English. tr tr as

a

ffiffiffiffiffiffiffi ffiffiffi wffiffiwffiffidffi

and watch a lot of American TV programmes, but we can't export ours if actors speak Singlish! Journalist: Can you explain the characteristics of Singlish?

The Speak Good English Movement

was born in the 20th ln Singapore 750/o of the populatlon speak English Prof Koh Tai Ann thinks that knowledge of English makes a country more

-

tife

Journalist: Good Morning Prof Koh Tai Ann. Prof Koh Tai Ann: Good Morning. Journalist: We know that now y0u are organizing the Speak Good English Movenent campaign for next year, s0 could you teli me s0mething ab0ut the origin of ihis Movement?

Prof Koh Tai Ann: Well, the Speak Good English Movement started in 2000, to improve the knowledge of English among the population. Journalist: But people generally speak English in your country, don't they? Prof Koh Tai Ann: Well... !t depends. Three quarters of Singaporeans speak English, but they need to improve their knowledge of standard English. You know, we are a multiracial society, and it is inevitable that people use some non-English words or slang, but we are against the massive use of 'rhe dialect called Singllsh. English has become the language of international commerce and we want 0ur people to be competitive in the global ecOnomy. Just one example... we import

Prof Koh TaiAnn: When people speak Singlish, they cut 0ut verbs or adjectives, d0n't use plural forms and the language is often unclear, lt is a dialect that Americans or Australians 0r other foreisn people don't understand. Journalist: And what about the accent? Prof Koh Tai Ann: Speaking good English is not about accent. We don't want our people to speak with an artificial British or American accent. We just want our people to be able to speak with a neutral accent and use correct, comprehensible English in all everyday situations, 0ur slogan is: be understood not only in Singapore, but all over the world. Journalist: S0... what are your initiatives t0 promote good English? Prof Koh Tai Ann: We promote the use of good English in the media, as it plays an important role in

influencing the language. We encourage the use of good English at lvork and we organize special training courses for workers.

Journalist: When do students start studying English at school?

Prof Koh Tai Ann: We are trying to introduce the study of Engiish in the first years of education, when children are three or four years old. And we want 0ur older students to understand the benefits of speaking English weil, especially if they want better j0bs and better pay. English is a vital Iife skill all Singaporeans should have. Journalist: Are there similar initiatives in other countries in Asia? Prof Koh Tai Ann: Yes, I know that there are projects in China, Korea, Thailand and Taiwan. Journalist: Thank you very much, Prof Koh Tai Ann" hope your plan will be successful.

L

tjt)

E.

O

a o Z. o O

z = x. m

= E. oZ.

o a x.

I

Prof Koh Tai Ann: l'm sure it will be.

LJJ

o-

@

o O N

o 11iii

Singllsh is an example oI a New Englfsh. What else do you know about this topic? Are there many other New Englishes? How do they develop?

L! J

m

n o (J O

F-

T L

17

C

.;o o o

a

SECTION 2 A COUNTRY AND ITS CITIES

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an

.grAst' omestic prgduci gives ,i..:,:rl ccono,my,'fficBltjt .,'in:dicatioil-ofthe'tt tomX tqliid ,oi'al,,l gooOs and se_rvlces, produced;-

INTRODUCT!ON

:of

within a country.

This section focuses on English-speaking c0untries: it

provides interesting political, economic and social indicators, it gives information ab0ut the land and the climate, and it presents 0ne or more significant cities. The section is the longest in the book, and it is very rich in factual information. For this reason the teacher may well decide not t0 present the section in its entirety, but to select certain countries or cities, according to the syllabus being followed.

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,,,', ,' ',Th$is a'measuFe'ofirell-being and quality oJ [ife- lt. takes into consideration life expectancy, literacy, educatioa'and'sfanda{d oi living, afld can help to .determine if a csilntry isdeVeloped or,deldfcping. :i{iit[ be The topir of HDl indicato,rs,qnd, -' taked up agqin in Sectio$ 6. F+r ., Development lndex rankings see: ,

The pages devoted to the cOuntries open with profiles providing vital background information which serue as

an important reference tool. ln addition, throughout the section there are exercises based on the facts and figures contained in them. This has been done in order

t0 enc0urage familiarity with the profiles, and to help students develop the important skill of gleaning factual information from tables. Then attention is focused on the urban realities of the English-speaking world, because cities are increasingly at the centre of global flows of people, capital, culture and information. Over the last 30 years, the r0le 0f cities as financial centres has expanded, creating new types of urban agglomerations. The cities describecl in this section epitomize the peculiar cultural features of the English-speaking world and give students the opportunity to develop the essentlal skill of comparing and finding similarities and differences. Lastly, particular attention has been paid to the phenomenon of megacitles, which 0riginated in such countries as Britain and North America, and now is continuing in

the developing world.

$[

sunnlrMENTARy TNFoRMATToN

Country profiles Much of the information in the country profiles has been taken troni The Economist Pocket World in Fisures (2008). This annual publication provides

world rankings on 200 different tcpics and detailed statistical profiles of over 65 countries. The country profiles include the following categories, which require extra explanation.

18

railri -fl' h

http

://

hd

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nd p. o

rgle n/statistics

:: .1.,.',,,' ,;,.,.,r,,

:

Energ consumption per head 'lhe lalggttoveralt sumer of engrry in the wortd. .is tfl$ .USA, brlt,'ifl tefiils of consumption per head, Knwalt ig.in flrst p1ace. Cana{a ties.in,fot11th,ptsee followed immediately by the USA in fifth place. To

,

..

find information about the quality of life in cities

around the world, see;

wwucitymayorseomT.teaturesjquatrty:;unrey*tml,

Warm-up page 25

--fu.

KEY

To help students with the two

Section

first questions, see

1,

3. ln terms of size, the biggest country is Canada and the smallest country is Jamaica (unless you count all the small islands of the Caribbean). ln terms of population, the USA is the most populated and Jamaica is the least populated. 4. London: south east UK; Dublin: north east lreland; Washington DC: north east USA; ottawa: south east Canada; Canberra: south east Australia; Wellington: North lsland New Zealand; New Delhi: northern lndia; Pretoria: northern South Africa; Kingston: eastern Jamaica.

United Kingdom pages 26-27

VOCABULARY

":$,

$fl p.26

xrv

:

high density offices,and residential compleles have developed, Barticularfy almg the riyer Thames.The emerging shaBe of the ,cityk skyline is an ongoing:

p. 26

topic of debate, with :new clusters of taller buifdings being planned in the financial district of the City of Londgn and around trans ort sefitres sLlch,as Victoria and London Bridge stations. London is still growing and many qrchitects think that, given the dimension of the,city, it cannot expafid horizontally any more, and that the expansion 0f the city must continue verticallf

L. ln urban areas"

2. No, they use the pound. 3. Mobile phones.

4, Four: England, Scotland, Wales and Northern lreland.

5, Hiily. 6. ln Scotland, Wales and in the north 0f England. 7. Scotland because of its mountains, lochs and islands; the coasts of England and Northern lreland because of cliffs and the Giant's Causeway, 8. The Gulf Stream,

.

r Loadon's grcwtfi for:an animation of,the growth'of London, including

wwu gearthblog.comlblog/archivesl200

mation_of*london.htmt www. newlondonarchitectu re.

6/

t0 I ani'

:

org

London's East End

London: a wild city pages 28-29

-T1J\"

.

today. These are some o{ the newes-t buildings London. The'crty is renovating its skyline|,high rise,

xrv

TI M ELI NE

an infor-mat name for the Swiss RE

in

2. consumer goods 3. currency 4. life expectancy 5. Human Development lndex (HDl) 6. Gross Domestic Product (GDP)

-+$,

Ghe*in,

ENTARY TNFoRMATToN

designed by Norman Foster, one of the leading architects in the United Kingdom and inthe world

1. unemployment rate

READI NG

The

sunrr-rM

To read about

p. 28

the development of the East End,

click on:

httprll en.wikipedia.o rglwiki/East-End-:ot-London

KEY

Suggested answers 1. Roman rule. 2. The Saxons settle in London and the city prospers.

3. Norman invasion; William the Conqueror establishes his royal palace in London" 4. Growth continues under the Tudor monarchs" 5. London is the largest city in Europe. 6. London is the centre of the industrial revolution and the capital of a vast empire. 7. lmmigrants from the Caribbean and other excolonies move to London, B. London becomes one of the most important financial centres. 9. London is an ever-growing multicultural city.

The London Eye When the Eye was built it was the tallest obseruation wheel in the world, but talter wheels 'have since been built in China, and there are ptans to build eve{r taller ones in Las Vegas, Bertin and

The

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For a virtual tour of the Tower, click on:

www.towerof londontour. com

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1. neo-gothic, 2. obseruation wheels, 3. power station,

4. blade, 5. wooden, 6. Gherkin, 7. armour

LISTENING AUDIOSCRIPT

p. 29

Stracts

Londinium was the Roman name for London' 2. The Saxons built the Tower of London. 3. The West End was the poor part 0f London. 4. There were docks in the East End. 5. ln the 1950s immigrants arrived from East Africa. 6. The City is London's political centre. 7. You can celebrate the New Year at the London Eye.

8. The New Globe Theatre is 400 years oid' 9. The Gherkin is an art gallery. 10. You can see an armour collection at the Tower of London. KEY

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Eire page 30

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Suggested answers Land and climate: Both countries are green and hilly. Both countries have beautiful c0asts with cliffs. Both countries are influenced by the Gulf Stream and have changeable weather. Forms of government: The UK is a constitutional monarchy, while lreland is a republic. Population: Ihe population of lreland is much lower

than that of the UK. The urban population is much lower in lreland. People speak English in both cou ntries.

HDI: lreland has a higher HDI than the UK. Economy: The GDP growth rate is hifher in lreland than in the UK. Tourism is an important industry in both countries.

True.

2. False,

the Normans built the Tower of London'

3. False, the East End was the p00r part 0f the London 4. True.

the 1950s immigrants arrived from the Caribbean and other ex-colonies. 6. False, the City is London's financial centre'

Dublin: the silicon valley of Europe page 3t

5. False, in

Z True.

the New Globe Theatre is a replica. lt was built nearly 400 years after ihe original Globe and

8. False,

p. 31

READI NG

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5. boom, 6. lCT, 7. immigrants

it opened in 1996. 9. False, it is a skYscraPer. 10. True.

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READING AND SPEAKING

The passage on page 29 in this book can be used to provide more information about the city of Dublin'

READING AND WRITING

The passage on page 28 in this book can be used to present another famous British city, Bath.

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The United States of America pages 32-33

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F,6. F,7.F,8.T,9.1 10.

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New York: the city

that never sleeps

3. Because people enjoy activities Iike walking, sailing

pages 34-35

and swimming. 4. Cinemas, theatres, art galleries and bookstores.

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Las Vegas: the Entertainment City

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1. longest, 2. largest, 3. avant-garde, 4. tallest,

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Las Vegas was initially a stopover 0n

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p.35

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1. New York is the most densely populated city in

4

Spanlsn lfali, a trade route between Santa Fe in Itlew Mexico and Los Angeles. This trail was used from :829 to 1848 and passed through six states: New Merico, Colorado, Utah, Arizona, Nevada and Caiifornia.

North America. 2. The original inhabitants 0f the area were Native

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Americans.

READI NG

3. The Dutch called the place New Amsterdam.

4. Greater New York was born at the end of the 19th century.

5. NewYork had a population of 7 million in 1930. 6. The skyline is what most people associate with New York.

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1. Las Vegas was initially used as a stopover because it was situated on the pioneer trall. 2. The construction of the Hoover Dam and the entertainnrent industry led to the growth of this city because they attracted workers and tourists.

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to leave his little town. 2. Shoes that make him want to move. 1. Because he wants

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Climate: Seattle is mild and rainy, while Las Vegas is

Answer these questions. 1. Have you ever been to New York?

2. lf not, would you like to visit this city? 3. What do you think is its most interesting attraction?

Seattle: the Emerald City page 36 p. 36

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hot and dry. History: Seattle attracted people at the end of the 19th century when gold was discovered. Las Vegas was a stopover on the pioneer trail. Attractions: Seattle attracts people because of its cultural life, while Las Vegas attracts people because of its casinos and hotels. Life style: Seattle is one of the most liveable American cities and it is famous for its social activism; Las Vegas is considered by many people an unreal city.

1. Because of its green landscape. 2. Jet City because of its aircraft factories and Rainy

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Suggested answers Geographical location: Seattle is situated between mountains and the Pacific Ocean, while Las Vegas is Iocated in the middle of the desert.

3. An exciting life.

READING AND WRITING

p.37

Economy: The software industry is very important in Seattle, while Las Vegas depends on the gambling and entertainment industry.

Cliy because of its climate.

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