Department of Anglo-American Studies

English B2.1
Course Material 2024/2025

Freedom of Movement

1
 Set Books for English B2.1
You will be expected to discuss issues arising from ONE of these books as part of your B2.1
assessment process in an end-of-semester paired speaking test (20%).

Both students MUST read the same English language version of the book in order to be
paired for this speaking test. If you fail to read a book, or have clearly not read the whole
book, you will only be eligible for a mark between 0 and 8/20 for the test.

Effia and Esi: two sisters with two very different destinies. One
sold into slavery; one a slave trader's wife. The consequences of
their fate reverberate through the generations that follow. Taking
us from the Gold Coast of Africa to the cotton-picking plantations
of Mississippi; from the missionary schools of Ghana to the dive
bars of Harlem, spanning three continents and seven generations,
Homegoing tells the intimate, gripping story of a brilliantly vivid
cast of characters and through their lives the story of America
itself. Multiple awards including the American Book Award in
2017.

It's 1977 and life in Iran is becoming unpredictable. The

Shah will be overthrown and events are about to take place on the world stage.
But for five-year-old Shappi Khorsandi all this means is that she must flee, leaving
behind a mad extended Iran clan and everything she has ever known. Shappi and
her beloved brother Peyvand arrive with their parents in London - all cold
weather and strange food - without a word of English. If adapting to a new culture
isn't troubling enough, it soon becomes clear that the Ayatollah's henchmen are in
pursuit. With the help of MI5, Shappi's family go into hiding. So apart from
checking under the family car for bombs every morning, Shappi's childhood is like
any other kids' - swings in the park, school plays, kiss-chase and terrorists.

In a small town in the south-east of Ireland in the 1950s, Eilis Lacey is one
among many of her generation who cannot find work at home. So when a
job is offered in America, it is clear that she must go. Leaving her family
and home, Eilis sets off to forge a new life for herself in Brooklyn. Young,
homesick and alone, she gradually buries the pain of parting beneath the
rhythms of a new life - days at the till in a large department store, night
classes in Brooklyn College and Friday evenings on the dance floor of the
parish hall - until she realizes that she has found a sort of happiness. But
when tragic news summons her back to Ireland, and the constrictions of
her old life unexpectedly give way to new possibilities, she finds herself
facing a terrible choice: between love and happiness in the land where she
belongs and the promises she must keep on the far side of the ocean.
(Note: make sure you read the original full version in English, not the
simplified "Penguin Readers Level 5 Grade Reader" version).

It is every student's responsibility to research the themes and language used in the books
prior to making a selection, since some of the topics may provoke a strong emotional
response.

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 End of Semester Speaking Test (in pairs)

This speaking test will be conducted face-to-face in FLUP. It is based on ONE book
from the list indicated by your teacher. You should sign up online for this test with
another student who has read the same book as you. If you fail to read a book, or
have clearly not read the whole book, you will only be eligible for a mark between
0 and 8/20 for the test.

Following some brief, introductory exchanges, you will be expected to answer

questions on the salient features of the book and interact with the test interlocutor
and your partner. In effect, the speaking test is a semi-formal three-way
conversation in which the two candidates are expected to participate whenever
possible. You should be aware that this is an important component of your overall
assessment. Your speaking should reflect the appropriate register for this context;
i.e. avoid expletives, slang and the improper use of colloquial language.

The quality of your English will be assessed according to five parameters:

linguistic resources (range and accuracy of grammar and vocabulary),
pronunciation (intelligibility, individual sounds, word stress, sentence stress,
intonation, connected speech and rhythm), interactive communication
(engagement and participation, initiation of turns, appropriacy of responses,
questions asked, development of conversation, linking to other speakers' ideas),
discourse management (coherence and cohesiveness of ideas, logical
organisation, range and accuracy of linking words and discourse markers), and
content (knowledge of the book, critical analysis, originality of ideas, complexity
of thought, ability to make connections to broader themes or real-world
implications).

Dates will be arranged before the end of classes (via the Docs function on Google
Drive), so that the tests can take place in the subsequent exam period.

This assessment procedure is informed by the principles outlined in the Common

European Framework of Reference (2020) which includes descriptions of the
different levels from A1 to C2 for spoken production and interaction. See:
https://www.coe.int/en/web/common-european-framework-reference-
languages/cefr-descriptors

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Task 1: What word is missing from each of the following idiomatic phrases?

1. A _____________ truth
2. ___________ is where the heart is.
3. Close to _____________
4. Hit ______________________________
5. Bring _____________ the bacon.

Task 2: Now match phrases 1-5 with an appropriate definition.

a) Earn a wage or be successful f) Comfortable or proficient in an

b) Return to cause trouble endeavour
c) Deeply affecting one’s feelings g) An unpleasant fact
d) Make sense, cause awareness h) Uneventful
e) Emphasise often by repetition i) Where the people you love are
j) A long time

Task 3: For the remaining five definitions come up with the idiomatic phrase including
the word “home”. Use these words:

drive to till roost point at write come

nothing to come about the not cows one’s

Task 4: Complete the sentences with a phrase containing “home”:

1) The film was long and boring – it really wasn’t _____________________________

2) Now that Maria is earning a good wage, she’s really ___________________________
3) I have used this software before so I feel __________________________ with it.
4) I love travelling, but I always miss my family. After all, _______________________
5) The repeated government messages about the dangers of not wearing a mask seem to
have really ________________________.
6) Johnny’s never, ever going to change. He’ll be behaving like this _________________________

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Pre-reading - Discussion.

1) What, for you, is home? Tick three of the following:

where you are living the town where you where your family is the country where
at the moment were brought up you live

where your best Europe our planet something/where

friends are else (sate)

2) Give three reasons why people leave home.

3) Discuss your answers with a partner.

Pre-reading – Vocabulary. Complete the sentences with a word from the box.

den termites homesick thermocline sharp kinship sleepovers

boundaries

rejoiced noticed habitat vireo strangers was fading binding

1) __________ are a kind of insect. Their natural ____________ is in the ground, but sometimes they
__________ in damp wood (for example old furniture).

2) When I was travelling alone in Ecuador I felt really ___________, surrounded by ____________
speaking a language I didn’t understand. But one day I bumped into an old friend at the beach,
quite by coincidence, and I __________ at finally having company. We had gone to school together
years before, and I felt that shared experience __________ us together. We spent lots of time
together – we would often have __________ at each other’s houses - and our __________ grew. With
time, I __________ that my feeling of loneliness __________.

3) A __________ in a body of water is a layer in which there are __________ between different
temperatures in the water.

4) A ________ is a green migratory bird.

Reading comprehension.

Read the following text and discuss the questions which follow.

The Definition of Home

Be it ever so humble, it’s more than just a place. It’s also an idea—one where the heart is.

When did “home” become embedded in human consciousness? Is our sense of home instinctive? Are we
denning animals or nest builders, or are we, at root, nomadic? For much of the earliest history of our species,
home may have been nothing more than a small fire and the light it cast on a few familiar faces, surrounded
perhaps by the ancient city-mounds of termites. But whatever else home is—and however it entered our
consciousness—it’s a way of organizing space in our minds. Home is home, and everything else is not-home.
That’s the way the world is constructed.

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Not that you can’t feel “at home” in other places. But there’s a big psychological difference between feeling
at home and being home. Feeling at home on the Tiwi Islands or in Bangalore or Vancouver (if you are not
native) is simply a way of saying that the not-home-ness of those places has diminished since you first
arrived. Some people, as they move through their lives, rediscover home again and again. Some people never
find another after once leaving home. And, of course, some people never leave the one home they’ve always
known. In America, we don’t know quite what to say about those people.

Homesick children know how sharp the boundary between home and not-home can be because they suffer
from the difference, as if it were a psychological thermocline. I know because I was one of them. I felt a deep
kinship almost everywhere in the small Iowa town I grew up in. But spending the night away from home, at
a sleepover with friends, made every street, every house seem alien. And yet there was no rejoicing when I
got back home in the morning. Home was as usual. That was the point—home is a place so profoundly
familiar you don’t even have to notice it. It’s everywhere else that takes noticing.

In humans, the idea of home almost completely displaces the idea of habitat. It’s easy to grasp the fact that
a vireo’s nest is not the same as her habitat and that her habitat is her true home. The nest is a temporary
annual site for breeding, useful only as long as there are young to raise. But we are such generalists—able
to live in so many places—that “habitat,” when applied to humans, is nearly always a metaphor. To say, “My
home is my habitat” is true and untrue at the same time.

Yet our psychological habitat is shaped by what you might call the magnetic property of home, the way it
aligns everything around us. Perhaps you remember a moment, coming home from a trip, when the house
you call home looked, for a moment, like just another house on a street full of houses. For a fraction of a
second, you could see your home as a stranger might see it. But then the illusion faded and your house
became home again. That, I think, is one of the most basic meanings of home—a place we can never see with
a stranger’s eyes for more than a moment.

And there’s something more. When my father died, my brothers and sisters and I went back to his house,
where he’d lived alone. It wasn’t only his absence we felt. It was as though something had vanished from
every object in the house. They had, in fact, become merely objects. The person whose heart and mind could
bind them into a single thing—a home—had gone. by Verlyn Klinkenborg; May 2012; The Smithsonian
Magazine

1) What, for the author, is home?

2) What, according to the author,
is the difference between “home” and
“habitat”?
3) The text begins with three
questions. What is your answer to
them?
4) What do you think the author
means by “In America, we don’t know
quite what to say about those people”?
5) What is the difference
between “homesickness” and
“nostalgia”?

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Language work: a text about an unusual home.

Put the verbs in brackets into the correct tense/form.

HOME IS WHERE YOU MAKE IT!

Frank Webb has a most unusual house, a former ladies’ lavatory in Kew, south-west London.

As soon as Frank heard that someone (a)______________ (try) to sell the ladies’ loo, he wanted it.
He was sure that he could make the building which (b)_____________ (situate) next to the famous
gardens at Kew, into a beautiful home. Now he’s very busy – he (c)________________ (convert) it
into a one-bedroom house.

“It might seem rather odd to want to live in a place which used to be a lavatory,” he said, “but
I (d)___________ (think) it’s really beautiful.”

He was divorced recently, and he needed somewhere to live. He knew he wanted somewhere
small but unique. “A friend (e)__________ (tell) me about it. I think she (f)____________ (joke), but
it was exactly what I (g)____________ (search) for.”

He is 57. His 25-year-old daughter, Kathy, (h)___________ (love) the place, too. She
(i)_________________ (help) her father with the work for the past few weeks as she has been on
holiday. He advises visitors not to go into the kitchen. “It (j)_____________ (decorate) at the
moment, and it looks awful.”

Since he bought the lavatory, several ladies (k)_______________ (knock) on the door, wanting to
use it. He lets them use his own bathroom. When he first saw the building, it (l)_______________
(not use) for several years, so it was in quite a mess.

It (m)______________ (build) in 1905. It is very solid, so he (n)______________ (not have) to do any

work on the walls or roof. He (o)___________ (pay) 60,000 pounds for it a year ago, and since
then he (p)___________ (spend) an extra 20,000 pounds putting in an upper floor for the
bedroom. “I like the thought that my home has a history,” he says with great pride.

How about you? Would you like to live where Frank lives?

Have you ever lived or stayed somewhere unusual like this?

Tell your partner what you think.

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Test your grammar

1) Which time expressions from the box can be used with the sentences below? Use each
time expression only once.

a. My parents met in Warsaw.

b. My father speaks Polish. when I was born never tonight for ages
c. They were working in Germany.
d. I was born in Berlin. in the 1980s rarely for a year ages ago
e. My grandparents have lived in Hong Kong.
f. I wrote to my grandmother. the other day in a fortnight’s time recently
g. I’m going to work in Peru.
h. My brother’s flying to Rome on business. during a snowstorm always later since I was a child
i. I’ve been learning Spanish.
j. I’ll see you.

Practice. Write 6 sentences using the cue sentence and a time expression from the box:

i) _____________________________________________________________________

ii) _____________________________________________________________________

iii) ____________________________________________________________________

iv) ____________________________________________________________________

v) _____________________________________________________________________

vi) ____________________________________________________________________

2) Now write six similar sentences with time expressions to talk about yourself and/or
your family. One sentence should be untrue. Get your partner to guess which one is untrue.

a) _____________________________________________________________________

b) _____________________________________________________________________

c) _____________________________________________________________________

d) _____________________________________________________________________

e) _____________________________________________________________________

f) _____________________________________________________________________

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 Airports: Hell on the way home?
https://www.youtube.com/watch?v=87B1tz3KdOg

A. Discussion. [Before watching activity]

i. Have you ever been in a country where you didn't speak

the language? If so, what were the challenges? How did you
deal with them?
ii. What challenges do people face at airports when they are
travelling? How do people deal with language issues?
iii. What is your local airport like?
iv. What is the most important feature of a good airport?
v. Have you ever seen anyone famous at an airport?

B. Short film. Connection. [While watching activity]

1) In which order do these 12 events occur in the film?

Write 1, 2, 3, etc. next to each event:

a) Both men receive phone calls from their families. ______

b) Jude Law finds the man and gives him back his ticket and passport. ______
c) Jude Law tries to help the man, but doesn’t understand what he is saying. ______
d) Jude Law decides he can’t go home. ______
e) A man from Belarus arrives at an airport in London. ______
f) They drink whiskey together. ______
g) The man is taken away by airport officials. ______
h) The man decides he can’t go home. ______
i) The man walks away while he is talking on the phone. ______
j) The man bumps into the British actor Jude Law at the airport. ______
k) Jude Law realises he’s holding the man’s ticket/ passport, goes looking for him. ______
l) Jude Law asks an airport official if he can help the man claim political asylum. ______

2) No happy ending? [After watching activity]

The film does not seem to have a real ending. What do you think happened next? Make
some notes and be ready to tell your partner your ‘alternative ending’.

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Anthony Bourdain, “Parts Unknown – Porto”
A. Warmer: short discussion on food.
i) Can you cook?

ii) Do you have any food taboos?

iii) Is there anything that you especially want to try for the first
time?

iv) Is food important in your life?

v) Is food important when you have family celebrations?

B. A Cook’s Tour. Making a meal memorable.

Of course, I knew already that the best meal in the world, the perfect meal, is very rarely the most
sophisticated or expensive one. I knew how important factors other than technique or rare
ingredients can be in the real business of making magic happen at the dinner table. Context and
memory play powerful roles in all the truly great meals of one’s life. I mean, let’s face it: When
you’re eating simple barbecue under a palm tree, and you feel sand between your toes, samba
music is playing softly in the background, waves are lapping at the shore a few yards off, a gentle
breeze is cooling the sweat on the back of your neck at the hairline, and looking across the table,
past the column of empty Red Stripe beer cans at the dreamy expression on your companion’s
face, you realise that in half an hour you’re probably going to be going to bed with that companion,
that grilled chicken leg suddenly tastes a whole lot better. I talk about these mysterious forces all
the time with my chef cronies. Nothing illustrates them more than the Last Meal Game. “You’re
getting the electric chair tomorrow morning. You’ve got one meal left. What are you having for
dinner?” When playing this with chefs – and we’re talking good chefs here – the answers are
invariably simple ones.

[adapted from Introduction: p.6-7]

vi) So, what are the factors that can make a meal ‘memorable?

vii) What was your most memorable meal ever?

viii) What would you order for your last ever meal?

C. Video: Parts Unknown episode (2017). [00.00 -» 14.30 minutes.]

1. How do the film-makers ‘represent’ or ‘create’ the identity of the city of Porto? What kind of
images? Sounds? Something else?
2. What is AB’s main memory of his first visit to Porto in 2001?
3. How does AB ‘define’ Portugal? Does he get it right?
4. What does the film say about the role of tourism in city life? Do you agree?
5. Tripe. What’s it all about? What’s the background of its local importance?
6. What, for AB, is the secret / magic of Port wine?
7. What does ‘saudade’ mean in English? Does AB get this right?
8. What is missing from the film? (What comes next in the episode?) Think of three distinct
cultural products/practices/perspectives/people.
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Reading

Task 1a: Organise the words and punctuation marks in the box into a newspaper headline.

international — I’m so been

demonised student Britain’s wonder losing

we’ve , us an no

Task 1b: Who is the writer of this article? What issues do you expect to be raised in this
article?

Task 2a: Now read the article and check if your predictions in 1b were correct.

By Joyce Yang could have. I am deeply grateful for my lecturers,

who encouraged me to pursue my passion and
Tue 13 Aug 2024 take the plunge into journalism. But I am not
surprised by the sharp fall in our numbers.
A new academic year is coming soon. But as
students flock back to campuses, we will The political climate for international students
probably see fewer international student faces. over the past year (I’ve been here for four years,
According to the latest statistics, the number of but I feel like the situation has been especially
work or study visa applicants fell by more than a tense since parties began their election
third compared with last July, with some campaigns) has been extremely bleak. The Tory1
institutions bracing for a 50% decline in new government and Reform leader Nigel Farage
international enrolments. This is causing a demonised international students in their bid to
severe financial crisis for many universities, win votes in the election this summer.
which can charge much higher fees for
international students, a boon for campuses that Farage and some Conservative ministers implied
find themselves running out of budget and even we are the driving force behind surging
facing closures. immigration (a byword for “bad” for all parties
this election season) – even though it is debatable
As an international student myself, I am saddened whether students actually contribute to net
by this exodus. UK higher education is amazing. migration2 to the UK. Many countries, including
Studying here gave me the best opportunity I
11
the US and Canada, choose not to count students are taking great risks protesting against
international students in their figures because their government. Sometimes it feels like who we
most of us are temporary migrants who will are as people is irrelevant: our not-so-white faces
return home after course completion. and our visa status are enough to tell the whole
story.
Senior Tories such as Robert Jenrick and James
Cleverly have repeatedly framed international When someone finally remembers that we can be
students as low-quality students abusing the useful, it’s always about money – I’m not going to
immigration system; while Farage pledged to repeat the numbers here. The point is, as the UCL
"freeze non-essential immigration”, and to provost4 Michael Spence (who was an
further restrict our right to stay in the UK after international student from Australia) wrote
graduation. earlier this year, we are losing sight of the human
perspective. In this frenzied debate on
It’s frustrating to hear these tired stereotypes immigration, we tend to forget that international
being repeated. International students bring so students are human beings. Knowing us isn’t an
many benefits aside from the fees we pay. We imposition – in fact, often the opposite: research
engage with local communities, work as hard as by the House of Commons shows 76% of home
anyone else here and break down cultural students believe “studying alongside their peers
barriers. To demonise us like this is narrow- from overseas would give them a better
minded and only does this country a disservice. worldview”, and 85% said: “It would be useful
preparation for working in a global
Even more disheartening is the recent draconian
environment”. Educating international students
policy changes: in May 2023, the then home
can also help Britain foster personal connections
secretary3 Suella Braverman announced a ban on
with future world leaders and build soft power,
international students bringing their families to
which feels much needed in this world full of
the UK during their study. It feels needlessly cruel
conflicts.
when this remains an open route in other popular
study destinations. Many international students I love the UK. Here, I met my partner and started
had lives, families and dependents before moving my dream career. The multicultural environment
here – and it’s not about resources, seeing as the I’ve studied in has helped me become more open-
old route required students to give financial proof minded and creative, and I hope my peers have
they could support loved ones. benefited in the same way. I won’t be leaving
anytime soon, and I’m glad Labour5 have vowed
It is becoming more expensive to study in the UK,
to keep the graduate visa route open. But if we
too, and I don’t just mean living costs. This
want the UK to remain a culturally inclusive,
February, the immigration health surcharge for
diverse, exciting place to study, we have to
visa applications was raised by 66%, from £624
change our conversation around international
to £1,035 a year. One second we are demonised;
students, to reflect the fact we are human too.
the next, we are a powerless cash cow, ready to
be milked. Glossary:
(1) Tory = Conservative (in UK politics)
I am also fed up with the stereotypes. Coming to (2) net migration = the number of people entering the
London from Beijing four years ago, I have country, minus the number of people leaving
learned that encountering discrimination as an (3) home secretary = in UK politics, the minister
international student is a fact of life. Most of my responsible for domestic affairs
coursemates are friendly, but assumptions (4) UCL provost = the head of a university college (in
pushed by rightwing politicians and newspapers this case, the University College of London)
(5) Labour = the Labour party (in UK politics, the
against us persist: that we are all extremely rich,
centre-left party currently in government)
don’t speak English and refuse to “integrate”.
Since the Covid pandemic, research shows how
discrimination against students from east and
south-east Asia has surged. I have a Chinese
friend who had eggs thrown at them, and another
who was punched in the face while walking
home. Many seem to think every Chinese student
is a communist spy – even though many Chinese
12
Task 2b: What do the following numbers refer to?

66
2023
four
624
85
a third
76
50

Task 2c: In the column, write the word in bold from the text which best matches its
definition.

a. (v) Hit or struck by someone through physical force

b. (adj) Unpromising or unfavourable

c. (v) Portrayed as threatening or wicked

d. (v) Promised (officially)

e. (v) Preparing for something difficult or unpleasant

f. (n) A mass departure or withdrawal of people from somewhere

g. (v) Encourage or promote the development of something

h. (n) people who move from one place to another, especially in order
to find work or better living conditions.

i. (adj) Extremely harsh

j. (adj) Frantic or turbulent

k. (n) A harmful or unfavourable action

l. (n) Something that is helpful or beneficial

Task 3: Paraphrase or simplify the following phrases:

● “we are the driving force behind surging immigration (a byword for “bad” for all parties
this election season)”
● “One second we are demonised; the next, we are a powerless cash cow, ready to be
milked.”

Task 4: Read the following readers' reactions to this article.

a) Are there any opinions you agree or disagree strongly with?

b) Which opinions sympathise with the writer of the article?

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Task 5: Summarise Joyce Yang’s experience in no more than 50 words.

14
 To Erasmus or not to Erasmus ... that is the question.

A. Think, then discuss with a partner.

1) What would be your top THREE Erasmus city destinations in Europe?

a)_________________ b)______________ c)_______________

2) Think of a different reason for each of your top three 3 city destinations.

a)__________________ b)_______________ c)_________________

B. Reasons for going. In your opinion, how important is the Erasmus exchange
regarding the following aspects? Select TEN of the reasons below.

Improve your CV
Learn about different teaching/learning methods
Improve your knowledge of foreign languages
Get to know a foreign country more thoroughly
Accompany friends who are going
Experience living independently
Enhance job opportunities after graduation
Learn about another culture
Make friends in another part of the world
Feel European
Experience life as a foreigner
Experience a feeling of adventure
For personal development
Escape from problems with the study programme at home institution
Get a higher quality study programme at the host institution
Same study programme not available at the home institution
Part of general career planning
Experience life in a new social environment

Now pair up with another student, compare your reasons, and justify your
decisions. Then do the same in a group of four.

15
 C. Discuss answers to the following questions about being an Erasmus student in
Porto:

1) What is it like to live in Porto? Why would you recommend it?

2) What is the food like? What are your favourite dishes?

3) How much does it cost to live in Porto?

4) Is accommodation difficult to find? Is there any advice you can give?

5) What is the student lifestyle like in Porto?

6) What places would you recommend visiting in Porto?

7) Is it good going out in Porto? What are your favourite nightspots?

University: Necessity or Choice?

Do you agree or disagree with the five statements below? Discuss them with your partner.
Do you think your parents would have the same opinion as you?

a) Before you take your degree, it’s a good idea to have a gap-year – a year spent travelling, working or
doing something that you have always wanted to do.
b) If you want to go travelling, it’s best to get it out of your system before you start a proper career.
c) Once young people have had a taste of freedom, it’s hard for them to live with their parents (again).
d) The more qualifications you’ve got behind you, the better your chances are of getting a good job.
e) Whether or not you succeed in life is up to you. Nobody else is responsible.

16
 Essential university vocabulary
Match the words on the left with the definitions on the right.

1 secretary a be present at an event/activity e.g. a lesson, a

meeting, etc.

2 appointment b sign up for a course i.e. put your name on the

official list of its students

3 to assist c table that you sit at to write or study

4 to inscribe d details from a lecture or book, etc. that you write

down to help you remember

5 library e numbers (or letters) that show the quality of a

student’s work or performance in an exam or test

6 bookshop f shop that sells books

7 grades g training, especially of the mind and character,

aimed at producing self-control, obedience, etc.

8 to register / enrol h write (or cut) words on metal/stone/wood, esp. as a

record of an achievement

9 discipline i a specific area of knowledge studied at school or

university e.g. maths, biology, English, history

10 to attend j someone in an office who works for someone else,

arranging meetings, answering the phone, etc.

11 desk k place where books, etc. are available for people to

borrow

12 subject l help someone who is having difficulty doing

something

13 notes m arrangement to see someone at a particular time

e.g. doctor, lawyer

1) The sentences below contain some typical mistakes a student who speaks Portuguese might
make. Can you correct them?

a) I’ve inscribed myself in English B2.3 as well. _____________________________

b) Teacher, may I assist to this class?_______________________________________
c) In the lessons I make lots of appointments.________________________________
d) I’m making a curse in Spanish. _________________________________________
e) I have six different disciplines this semester. ______________________________

2) Do you know any other false friends, in Portuguese or in other languages?

17
3) Collocations. Match the seven words in the box below with the seven verbs listed in the table
a) lectures b) an exam c) homework d) notes

e) bad/good grades f) a test g) research

1. to make

2. to do

3. to sit

4. to get

5. to attend

6. to do

7. to take

4) Fill in each line of the table with nouns formed from the corresponding verbs given.

Verb(s) A. Noun(s) (people) B. Nouns(s)

(things)

1. apply application

2. register

3. enrol enrolee

4. attend

5. examine

6. research researcher

7. graduate

4) Use at least FIVE of the words focused on in this section to describe your initial experience of
being a student at FLUP.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

18
 The value of education

Discussion Topics - Complete the quotes with an appropriate word.

1. Education is the most powerful ______________ which you can use to change the world. – Nelson
Mandela

2. Education is not a _____________ for life; education is life itself. – John Dewey

3. The aim of education is the knowledge, not of facts, but of __________. – William Burroughs

4. Education is the premise of ____________, in every society, in every family. – Kofi Annan

5. It is the mark of an educated mind to be able to entertain a _____________ without accepting it. –
Aristotle

6. The goal of education is not to increase the amount of knowledge but to create the
possibilities for a child to invent and discover, to create ________ who are capable of doing new
things. - Jean Piaget

7. You have to stay in school. You have to. You have to go to college. You have to get your degree.
Because that’s the one thing people can’t take away from you is your education. And it’s worth
the ___________. – Michelle Obama

8. In many parts of the world especially Pakistan and Afghanistan, terrorism, war and conflict
stop children to go their schools. We are really tired of these wars. Women and children are
______________. - Malala Yousafzal

9. If you educate a man, you educate an individual. But if you educate a woman, you educate a
__________. – African proverb

10. Lock up your _____________ if you like; but there is no gate, no lock, no bolt that you can set
upon the freedom of my mind. - Virginia Woolf

11. The principle of _______________ freedom is designed to make sure that powers outside the
university, including government and corporations, are not able to control the curriculum or
intervene in extra-mural speech. - Judith Butler

12. I want to promote the introduction of art ____________ in primary schools and to convince the
general public that, even in a period of economic crisis, arts funding is an absolute necessity at
the federal, state and local levels. - Camille Paglia

19
 Now compare your words with the words in the box and make any changes necessary.

rehearsal suffering remembered tool mirrors

feeling breakthrough libraries hurting truth

established theoretical investment nation history

effort weapon lazy thought academic

kingdom reflections values creation universities

forgotten people men preparation progress

Which three quotes above do you find most/least inspiring?

A. Discussion work. What is your personal response to the questions below?

1. Is 18 the right age to decide what you want to study at university?

2. What are your expectations from a degree course?
3. How different is university education from secondary education?
4. If you were starting this degree again, would you choose the same degree?
5. Should students have a gap year?
6. Do you feel pressurised to go to university? If so, where does the pressure come from?
7. What does education do?
8. What doesn’t education do?
9. Can you have too much education?
10. What would you change about your education?

B. Most of the prepositions have been removed from the text below. Complete the text.

One of the highlights 1)______ the student calendar, Freshers' Week is an exciting opportunity 2)_____ ease
3)_______ student life while you meet new people and learn more about your university
Your first few days as a student can be overwhelming. Often, you've moved away 4)_______ home and don't
have your usual support network 5)____ friends and family around you.
Although it may seem daunting, you'll keep your head 6)_______ water and get the most 7)______ of Freshers'
Week by throwing yourself 8)________ everything it has to offer.
It's an incredibly busy time, filled with social events, fairs and important administrative tasks 9)______
complete. The opportunity to get to know your university and make new friends 10)________ the pressure of
lectures and deadlines is too good to miss.

How does the text above compare with how you were received at this university (FLUP)?

C. Discuss the following questions about the so-called tradition of praxe.

1. Praxe is a great way to have some fun and relax before the serious business of studying gets started.
2. Most activities in praxe lack creativity and serve to humiliate freshers.
3. If the idea behind praxe is to integrate new students, then it works very well.
4. Praxe doesn’t put any pressure on freshers to participate and there is no social stigma attached to those
who are anti-praxe.
5. Praxe is an antiquated practice and should be abolished.

20
 Evaluated presentations (in pairs)
Each presentation should last for around 8 minutes, so you and your partner should aim to speak
for about 4 minutes each. After that, there will be a few minutes for questions from the class.

You should prepare a very short Powerpoint presentation (maximum 6 slides) to aid you with
your presentation, but please do NOT read directly from your slides.

If you are in groups A, B and C, you should attend ALL the presentations for groups A, B and C,
even if you are not presenting that day, as you will be expected to participate in a short discussion
and question-and-answer session after each presentation. You do not need to attend the
presentations for groups D, E and F.

Likewise, if you are in groups D, E and F, you should attend ALL the presentations for groups D, E
and F, even if you are not presenting that day. You do not need to attend the presentations for
groups A, B and C.

Within each group (A, B, C, D, E or F), each pair of students should choose ONE of the following
topics. (Topics must not be repeated within the same group). You can use the guide questions
below to help you, but feel free to present other aspects of the topic if you wish.

Possible topics (one topic per pair):

1) Your ideal destination for Erasmus study

Why would that be the best place for you? the city? the country? the university itself? the course?
cost of living? cultural activities etc? Describe the place and the pros (and cons?) of studying there;
say why it appeals to you personally.
2) Views on immigration in your community
How do people in your community (= your village? your town? your country? your class or faculty?
your group of friends? etc.) generally view people who immigrate from abroad? Why, in your
opinion, do they feel that way? Does anything need to be done (and if so, by whom?) to change
those views, in your opinion?
3) What "home" means to us
A place? A house? Another building? A city? A country or a continent? Describe it and say why you
feel at home there. Will your answer be the same in five years from now?
4) Our best (or worst) teacher(s)
What subject did they teach? Why do you rate them your best (or worst) teacher? How did you
and the other students in the class feel? What was the impact on you and your learning? What are
the qualities of a great teacher? (Please keep teachers' names anonymous!)
5) FLUP and us
Why did you choose to study at FLUP? Why this university and this course? The course itself, the
teachers, the place, the city? What are your expectations from the course? How has your initial
experience been? How could your experience be improved?

Preparation for presentations

1) What advice would you give someone preparing to give a short presentation in English?

2) Watch the presentation by a student of tourism. What problems do you notice?

21
3) Match the problems in the presentation to the advice:

Problem Advice
1. The presenter has not practised with a) When testing equipment, make sure you check if
the technology she plans to use. slides are bright enough, from the audience’s
perspective.
2. She reads directly from the slides. b) Organise text and pictures in a way that is clear to
see.

3. She has her back to the audience. c) Avoid animations.

4. She has too much text on her slides. d) Only have key information on the slides.

5. Her pictures cover the text. e) Do not read directly from slides (the audience can
already see what they say!).

6. She reads from a script, so she has flat f) Always face your audience.
intonation, difficulties pronouncing
certain words, and reads too fast.
7. She covers her face with her script g) Do not just say “That’s it”. Give a short conclusion
(which makes her more difficult to hear). and invite questions from the audience.

8. She uses time-consuming text h) Make sure your voice volume is appropriate.
animation.

9. She has spelling mistakes in her text. i) Do not read from a script. Instead, just use notes to
help you speak spontaneously.

10.She speaks too quietly. j) Make sure you are comfortable with the technology
(PowerPoint, projector, etc.)

11. Her slides are too dark. k) Do not cover your mouth while speaking.

12. She does not have a proper l) Carefully proof-read your slides before you present
conclusion. them.

22
 Social cohesion and code-switching

Social cohesion and immigration

Discuss the following questions with a partner:

1. What do you understand by “social cohesion”?
2. How is it influenced by immigration?
3. What role does language play in social cohesion?
4. In relation to immigration, what do you think the following terms mean?
• integration
• assimilation
• separation
• marginalisation

The following is an extract about social cohesion from an article called Learning together and
social cohesion: integration not assimilation by Tony Capstick. It is from a collection of
perspectives1 about the role of language in supporting and hindering refugee integration. Read
the text, make a note of and look up any new vocabulary, and check your answers to the questions
above.

Although multiple definitions of ‘social cohesion’ exist, the following includes several key
components:

Social cohesion ... is understood, firstly, as positive interaction (exchanges and networks
between individuals and communities) and, secondly, as social inclusion (integration of
people into civil society) (Legère and Rosendal, 2015, p. 75)

Each refugee’s ability to interact and integrate is different, though most face the challenge of making
a new home for themselves and their families in unfamiliar surroundings. Learning the host language
is central to this new beginning and goes hand in hand with adapting to a new culture. This is because
language learning is primarily a social activity and must be accompanied with different levels of
support from others in the host community, the refugee community and at the policy level. It is
understanding integration at these different levels which makes it such a disputed, complex and
political concept as well as a social and individual process.

As countries all over the world try to respond to the heightened mobility of displaced communities,
they grapple with both the perceived and real consequences of forced migration. Language learning
is quite rightly central to these debates, but it is often the refugees themselves who are so seldom
listened to regarding language issues in integration. This is often because ‘integration’ means
different things to different people at different times on people’s journeys, particularly when applied
to refugees and displaced people who may not know how long their stay may last. The term is often
linked to other contested terms such as ‘belonging’, ‘cohesion’ and ‘citizenship’. A great deal of cross-
cultural research, not specifically with refugees, has focused on acculturation, which describes the
process by which people adjust to contact with a culture other than their own. Berry’s model of
acculturation includes four types of strategies (Berry, 1997):

1
If you are interested, you can read the full report and find related resources at
https://www.teachingenglish.org.uk/publications/case-studies-insights-and-research/language-resilience-cross-
disciplinary-perspectives

23
 • integration: the individual maintains their own cultural identity while at the same time
becomes a participant in the host culture
• assimilation: the individual gives up their own cultural identity and becomes absorbed
into the host culture
• separation: the individual maintains their own cultural identity and rejects involvement
with the host culture
• marginalisation: the individual does not identify with or participate in either their own
culture or the host culture.

A criticism of Berry’s model is that it sees acculturation processes as static. Alternatively,

LaFromboise et al.’s work (1993) has developed a model which addresses alternation as a strategy
in which one moves back and forth between one’s own culture and the host culture depending on the
situation and the wider context. However, the role of language within these processes is more
convincingly addressed in ethnographic research about migrants’ lived experiences and focuses on
topics such as belonging as well as the concept of community (Wessendorf, 2013) and what it means
to fit in with a new community. These perspectives provide much- needed real-world examples of
community relations which counter the discriminatory top-down discourses of anti-immigration
policies and politicians.

Discussion

Discuss the following questions. Try to use new or unfamiliar vocabulary from the text in your
discussion.

1. The text states that countries all over the world, “grapple with both the perceived and real
consequences of forced migration.” Can you think of both real and perceived
consequences of immigration?
2. How do you see the relationship between each of Berry’s four strategies and language?
3. In relation to language, what can and should refugees and host communities do to support
integration?
4. To what extent should learning a language include learning a culture?

24
Code-switching

Image from https://theweek.com/culture-life/kamala-harris-code-switching

The final paragraph of the text about social cohesion explains the strategy of “alternation”, where
“one moves back and forth between one’s own culture and the host culture depending on the
situation and the wider context”. We often switch languages, dialects and levels of formality
according to the situation we are in, or even within a conversation. This is sometimes called “code-
switching”, although the term can be used in different ways in linguistics, and can also be used to
refer to the way we dress or behave.

When people change the way they speak or dress to suit a specific situation, they are sometimes
accused of inauthenticity. Watch the video about Kamala Harris changing her accent for different
audiences and answer the questions below.

(https://www.youtube.com/watch?v=dvjWFuRvZRU up to 03.44)

1. According to the video, what is Kamala’s ethnic background? Why do you think the
presenter mentions this? In what ways, if any, do you think it’s relevant?

2. Can you see/hear any differences in the examples of Kamala Harris’s speeches?

3. Explain the following words and phrases. Discuss them with your classmates, then look
them up if necessary.
• pandering
• demeaning to voters
• shape-shifter

4. What did you learn about the broadcaster Sky News Australia by watching this?

What do you think? Was Kamal Harris simply code-switching, or was she “pandering” to the
audience?

25
Watch this video which debates the same issue and answer the questions below.
https://www.youtube.com/watch?v=_zgZ8X1E4FQ

1. What is the conclusion of the video?

2. Do you agree?
3. What might be the downside for individuals who code-switch?

Read the following extract to find out more and discuss the questions below.
(N.B some of the questions are quite personal – only discuss the ones you’re comfortable with)

The downside of code-switching

Code-switching can be problematic, especially when people feel "forced to bury elements of their
identity" to "prioritize other people's prejudices over their own comfort and/or avoid getting
stereotyped," Mental Floss said. Examples of code-switching under pressure include "cover[ing] up
traditional tattoos — like Inuit kakiniit or Maori ta moko — to fit in with others," letting people use
a nickname instead of making them pronounce your real name, avoiding wearing a hijab or
yarmulke "to avoid attracting unwanted attention" and "adjusting [your] vocal cadence to 'sound
straight,'" said the Cleveland Clinic.

For some, code-switching can ignite internal conflict because it feels like you are rejecting your
culture and background. And while it is "frequently seen as crucial for professional advancement,"
code-switching also "often comes at a great psychological cost," said Harvard Business Review. It can
also come with "social and psychological repercussions." Downplaying aspects of your identity can
"generate hostility from in-group members, increasing the likelihood that those who code-switch will
be accused of 'acting white'."

Extract from https://theweek.com/culture-life/kamala-harris-code-switching

1. In what circumstances do you personally feel the need to code-switch?

2. Do you ever realise you’ve been doing it automatically? When?
3. Do you ever feel uncomfortable or inauthentic when you code-switch? Are there elements
of your identity that you feel you need to hide?
4. In relation to language, in what context(s) do you most and least feel your authentic self?
5. Do you aim to sound like a “native speaker” when you speak English? Why/why not? If
yes, what kind of “native speaker” do you want to sound like? Why? If no, how do you want
to sound? Why?
6. Do you find the term “native speaker” problematic? Why/why not?

26
Audience and appropriacy

Think back to the texts you read and the videos you watched on the previous pages.

1. Which ones did you find…

…the most interesting in terms of content?
…the most engaging in terms of style and presentation?
…the most difficult to understand?

2. Why? What does this say about you? What assumption did the writers/presenters make
about their audience in terms of preferences and background knowledge?

3. In one-to-one communication, how do you adapt your English or other languages you
know according to the person you are communicating with? Give specific examples.

4. When you are communicating a person with a different background, whose responsibility
is it to adapt? What might affect this? How do you understand the idea of ‘hospitality’ in
communication? Is it the same as politeness?

5. How easy/necessary is it to maintain your sense of identity in different linguistic

situations? Give examples.

6. If English is an international language, should those using it follow the cultural norms of
Anglophone countries? Or should we follow the writing conventions of Portugal, since we
are in Portugal?

Writing emails

1. Consider these two situations from the point of view of the person who is receiving the
email. What assumptions can you make about what they want and need to hear? What
style would you use? To what extent is this dependent on culture and individual
preference? To what extent is your sense of identity important to you in this type of
communication?

a) You are writing to a university teacher in the UK who directs language courses for
international students to find out about details about a course. You have never met them.
b) You are writing to your English teacher to ask for permission to miss some classes. You
have been studying in their class for two months.

2. Now explore the following webpage.

https://www.remoteesl.com/newslettersandposts/formal-vs-semi-formal-vs-informal-
correspondence?fbclid=IwAR26s-pcY8P-JWt_YhRjqogBLX8mI0Mz11-
D4ehldVYKN8I62bRpMQ6fO0

According to the site, which style would be more appropriate in a) and b) above?

To what extent do you agree with the content of the webpage overall? Is it culturally specific? Did
you find anything strange?

27
 Writing: a formal or semi-formal email

The following is an email written by a university student in Portugal to a university teacher

in the UK who directs language courses for international students. This is the first contact
between the student and the teacher.

Task 1: Underline any problems you find with the style / register of the email.

Good night teacher:

Just writing to say I need some information about language courses at your university. It’s
gonna be really cool to study at your place, I bet it’s WAY better than any place I’ve studied
before, I need a bit more info (e.g. prices, dates etc.). I think 2 weeks would be good for me.

Give me a buzz on my phone number and tell me more.

MASSIVE thanks for this, teacher.

Bye for now and see you soon!!!

Danny J

P.S. Email me if you can’t get through on my phone number.

Task 2: The following features are not generally considered appropriate in formal writing.
Find at least one example of each feature in the email. Write the number below the
example(s).

1) Emoticons 8) Run-on sentences using commas (rather than

2) Inappropriate greeting / salutation linkers or other punctuation marks)
3) Contractions 9) Ellipsis
4) Repeated question marks or exclamation 10) Incorrect title of recipient
marks 11) Abbreviations
5) Capitalisation for emphasis 12) Direct language (e.g. imperatives)
6) “P.S.” section (normally only part of hand- 13) Numbers less than 10 written as numbers
written informal letters) rather than words
7) Informal vocabulary 14) Incorrect use of colon

Task 3: re-write the email to make it more formal.

Task 4: Now write an email to your current teacher, asking for permission to miss three
classes later in the course. Use the website to help you, but feel free to make your own
decisions based on your knowledge of the audience and context.

28
 Language work: Future Forms

Task 1: Match the future forms 1 – 6 to the meanings A – F.

1) Going to + infinitive A) Predictions about future events

that are not yet decided
I’ve decided I’m going to quit my job.

2) Present continuous B) To say something will be in

progress at a particular moment in
I’m seeing the doctor on Thursday
the future.
lunchtime.

3) will + infinitive C) To talk about a future event when

this is already decided / planned.
Who do you think will win the game on
Saturday?

4) Future perfect D) Events that are part of a regular

timetable, calendar or schedule.
The builders say they will have finished
the roof by Tuesday.

5) Future progressive E) To say that something will be

finished or complete by a certain
Good luck with the exam. We’ll be
time in the future.
thinking of you!

6) Present simple F) To talk about personal

arrangements and plans (e.g. those
Christmas Day is on a Tuesday this year.
in a diary)

Task 2. Put the verb in brackets in the most suitable future verb form.

A)
Ana What (a) _____ you __________ (do) for Christmas this year? Have you made any plans?
Ben Yes. My family (b) __________ (go) to my grandparents’ house on Christmas Eve. We (c) ______
______________ (stay) with them because there (d) ____________ (not be) enough room at our house. We
(e) _________ probably __________ (come) back home on Boxing Day (Dec 26th), but we haven’t
decided yet. What about you?
Ana I have decided I (f) _____________(do) something different this year. I (g) ___________ (visit) some
friends in Australia, so on Christmas Day I (h) ______________ (lie) on the beach, hopefully.
Ben How long (i) _______ you _______ (be) away for?
Ana Two weeks. The new term (j) ___________ (start) on January 6th, and I (k) ___________ (be) back in
time for that, of course.
29
 B)
Carlos How long (l) ________ you ___________ (stay) here at the university, Dolya?
Dolya Till the end of June.
Carlos And what (m) ________ you ________ (do) then?
Dolya I (n) ____________ (go) back to Bulgaria. I hope that by that time my Portuguese (o) ________
_____________ (improve) a lot!
Carlos Do you think you (p)____________ (come) back here again, some time?
Dolya Yeah, I’m sure I (q) __________ . If I have enough money, I (r) ___________ (try) to return in
August.
Carlos That’s great! I (s)_______________ (wait) for you.

Task 3: Complete these sentences using an appropriate future form and your own ideas.

1. Next Saturday I ______________________________________________________________.

2. One day human beings _______________________________________________________.
3. By this time tomorrow I _______________________________________________________.
4. _________________________________________________________________ on 1st January.
5. Hopefully I ____________________________________________________________ by 2029.

Task 4: Ana from exercise 2A describes her plans for her Christmas holiday. What about you? What
are your plans for next Christmas? Write a short paragraph of 50-60 words. Use a variety of future
verb forms.
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

30
 Moving towards the future?
Complete the gaps with what you think is the correct word from the box below.

civilisation strength walking ethnic productive

migration huge issue north tide

village thousands Africa solidarity south

organised question unity chaotic colossal

force flow discourse racial fertile

sleeping education nature hundreds America

stem community speech increase stop

expansion expression control movement management

1) Europe and __________ share proximity and history, ideas and ideals, trade and technology. You are tied
together by the ebb and ___________ of people. Migration presents policy challenges – but also represents an
opportunity to enhance human development. – Ban Ki-moon

2) Migration is as natural as breathing, as eating, as _____________. It is part of life, part of _____________. So we have
to find a way of establishing a proper kind of scenario for modern migration to exist. - Gael Garcia Bernal

3) As a global _________________, we face a choice. Do we want migration to be a source of prosperity and

international _______________, or a byword for inhumanity and social friction? - Antonio Guterres

4) Migration isn’t a one-directional process; it’s a ____________ process that has been happening in all directions
for _________________ of years. - Mohsin Hamid

5) I’m increasingly convinced that there is an ongoing attempt of ____________ replacement of one people with
another people. This is not emergency migration but ________________ migration that aims at replacing the Italian
people with other people, Italian workers with other workers. - Matteo Salvini

6) If G20 leaders are serious about sustainable growth and job creation and want to __________ migration flows
and promote long-term stability, ______________ is an essential investment. - Julia Gillard.

7) The mishandling of the migration ______________ in Europe has certainly created a very _____________ ground for
protest parties. – Sebastian Kurz

8) What, after all, is the narrative of “the American Dream”? It was a ____________ formulated between the 1880s
and the 1920s in the United States during the great waves of migration and _______________ and reforms of the
Progressive Era. – Naomi Wolf

9) What people want – and they will get – is _____________ of our own system, with a lower and sustainable level
of net migration. And, above all, that has to mean one thing: an end to freedom of ________________. – Sajid Javid

Which two quotes from above do you most agree with and which two do you most disagree
with? Prepare your reasons before you discuss in pairs.

31
 Eat, pray, love ... mozzarella in the making

[from Newsweek:22.05.2015]

A.
1) Write down five facts the text mentions about Sikhs, their culture and way of life.
2) How do you think the Sikhs have managed to adapt to life in Italy?
3) What impact have the Sikhs had on local customs or traditions?
4) In what ways has the man’s identity been taken away from him?
5) If there are 60,000 Sikhs living in the area, why are there only “dozens” of people named in the
phone directory? (Note: Male Sikhs take the name “Singh”).
6) What issues might Indians raise at the Indian migrants’ centre?
7) Why don’t Italians want to do the job the Sikhs do?
8) What work do you think is available to the Sikhs in the area who do not work in the Mozzarella
industry?
9) Is this news story a “feel good” story?

32
B. Find three examples of sentences in the text which make use of the Present Perfect.
Why is the Present Perfect used in these sentences?

Language Work: The Present Perfect

1) Complete the spaces.

The Present Perfect relates an action in the present to an action in the __________ .

It is formed by the auxiliary verb ________ and the past __________________ of the main verb.

2) Underline the correct words in the following grammar rules.

A. Present Perfect is used to express an action at a definite/indefinite time before now.

B. Present Perfect / Past Simple can express an action that began in the past and still continues now.

C. Present Perfect can express completed /uncompleted past actions whose results are felt now.

D. Present Perfect / Past Simple roots an action in the past with no explicit connection to the present.

3) Match each of the examples to A, B, C or D above.

i. He’s been a teacher at FLUP since 2009.

ii. I’ve never been to Patagonia.

iii. It rained a lot last year at Easter.

iv. Getting married? But they have only known each other for a short time.

v. I’ve lost some weight but I still need to lose a bit more!

vi. When you were in Amsterdam, did you visit the new Van Gogh museum?

viii. Have you ever ridden an elephant?

ix. “Where’s Joe?” “He’s just gone to the library.”

33
4) Error correction. Re-write the sentences in correct English. Some of them are tricky!

a. Where have you bought those shoes? They’re lovely!

_____________________________________________________________________________________________________

b. How long have you been having your car?

_____________________________________________________________________________________________________

c. Tom Hanks hasn’t made as many films as Charlie Chaplin has.

_____________________________________________________________________________________________________

d. Have you seen the Champions League game on TV last night?

_____________________________________________________________________________________________________

e. I see you had a haircut. I can’t say I like it. I much preferred it the way it was.

_____________________________________________________________________________________________________

f. Sorry. Jack isn’t in the office. He’s been to lunch.

_____________________________________________________________________________________________________

g. Since the last time we met, I went to the cinema three times.

_____________________________________________________________________________________________________

h. I haven’t already heard from Jeff. I hope he’s received my email.

_____________________________________________________________________________________________________

5) Speaking
a. What is your favourite foreign dish?
b. What makes this dish so special?
c. When and where did you first taste it?
d. What do you know about its origins?
e. Have you ever tried to make it yourself?

Prepare a mini-monologue to last a minimum of ONE minute about this dish.

Practice and time yourself before you share with a partner.
N.B: NO HESITATION! NO REPETITIONS! NO DIGRESSIONS!

34
 Race and Ethnicity Data Collection
Look at the three questionnaires and discuss the questions that follow.

A. Mayo Clinic Race and Ethnicity Questionnaire

35
B. UK NHS Ethnic Group Patient Questionnaire: Ethnic category is recorded in UK
general practice systems. Below is an example of a questionnaire given to patients
when they register.

C. Ethnicity Question on the UK Census: There has been an ethnicity question in the
UK Census since 1991. It has been updated at every new Census since then. The
Censuses in Scotland and Northern Ireland use different ethnicity classifications.
Below is an image from the UK 2011 National Census.

Source: https://history.blog.gov.uk/2019/03/07/50-years-of-collecting-ethnicity-data/ Further reading:

https://ec.europa.eu/info/sites/default/files/data_collection_in_the_field_of_ethnicity.pdf

1. Find at least THREE anomalies in questionnaire A.

2. Reviewing the three questionnaires, how do the race and ethnicity categories differ?
3. Do you think it is necessary for medical institutions to collect race and ethnicity data? What
about government institutions?
4. What are the issues or constraints involved in collecting race and ethnicity data?
5. Some European countries, such as France, ban the collection of race, ethnicity, and religion
data. What could be their reasons?

36
 A Sense of Belonging
A: Discussion work.
1. What groups or associations/organisations do you belong to?
a)________________________________
b)________________________________
c)________________________________
d)________________________________

2. Do you know any examples of associations/organisations from English-speaking

communities?
a)________________________________
b)________________________________
c)________________________________
d)________________________________

3. Which two of these do you think are the most important?

a)_______________________
Why?_______________________________________________________________________________________________
_____________________________________________________________________________________________________
b)_______________________
Why?_______________________________________________________________________________________________
_____________________________________________________________________________________________________

B. Video: Migrant challenges.

1) What were the main challenges that Jared faces in his new ‘host’ community?
a)______________________ b)____________________ c)_________________ d)__________________

2) Why do you think Jared has migrated to a new country?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
3) Jared found a way to belong in his new host community; why was this successful?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
4) What did Jared gain from his experience in this community?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

C. Writing. What is this video about? Write a text of 30-40 words that
summarises the ‘message’.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

37
Who are these people and what do they have in common?

38
 Tales from Ellis Island
A. Video. Watch the trailer for the film “The Immigrant” (2014).

1) What are the themes of the film? Identify four.

2) What is the story of the film?

B. Decide which are the most likely numbers to be correct in the short text below.

Ellis Island is a symbol of America’s immigrant heritage. For more than six decades – 1892 to
1954 – this island, about one mile south west of New York City, saw an estimated 5/ 7 / 12 million
immigrants pass through it. Today their descendants account for almost 10% / 20% / 30% of the
US population. During the peak years 500 / 2,000 / 5,000 people each day would be checked and
questioned. Ellis Island, like its neighbour the Statue of Liberty is a symbol of the American dream
of freedom and opportunity.

1. What countries do you think the migrants came from?

2. Why was the USA their favoured destination?

C. Read an extract given below written in 1907 by H.G. Wells and answer these questions:

1. Why does Wells call Ellis Island “this filter of immigrant humanity”?
2. What words and images does Wells use to illustrate the huge number of people?
3. Why does Wells repeat the word “and” five times in one sentence?
4. What do you learn about the way people were processed?
5. How would you answer Wells’ final question? What has it all amounted to?

I visited Ellis Island yesterday. It chanced to be a good day for my purpose. For the first time in its
history this filter of immigrant humanity has this week proved inadequate to the demand upon it. It
was choked with twenty thousand or so from Ireland, and Poland, and Italy, and Syria, and Finland
and Albania. Men, women, children, dirt and bags together. All day long, the long procession files,
step by step, bearing bundles and trunks and boxes, past this examiner and that, past the quick, alert
medical officers, and the clerks. It is a daily procession that would stretch over three miles that in
any week in the year could put a cordon of close-marching people around London or New York, that
could populate a new Boston. What in a century will it all amount to?

D.

Personal testimonies on arrival

Take notes on the following questions in relation to the text you have been given.

1. Who is telling the story?

2. What is the problem?
3. What is the role of the commissioners?
4. How do they treat the immigrants?
5. What do you learn about the families and background of the migrants?
6. Is there a happy ending?

39
X - Russian Girl – Aged 20

A handsome, clear-eyed Russian girl of about twenty years old, the daughter of a farmer comes in
and sits down before us. She is clean and intelligent looking. She nervously clasps and unclasps
her hands and the tears are welling in her eyes.

“That girl,” says one commissioner, “is an interesting and puzzling case. Her father is a farmer in
moderate circumstances. A young man with whom she grew up, the son of a neighbour, came here
two years ago and last year wrote to her father that the girl could come over and he would marry
her. So she came alone. But the prospective bridegroom didn’t show up. I wrote to him – he lives
somewhere in New Jersey – and last week he appeared and looked her over. Finally, he said he’d
changed his mind. He wasn’t sure whether he wanted to marry her or not. Naturally her pride
was somewhat wounded. She says she doesn’t want to go back to be laughed at by her family, and
I can’t let her land. So everything is at a standstill. She could work, look at her strong arms! A nice
girl too. Well, I don’t know what to do. You don’t know any lady who wants a servant, do you? No?
Well, I just don’t know what to do with her.”

He turns again to the girl. “Are you willing to marry Peter if he comes again?

The girl nods and says, “I am”, the tears brimming over.

“Well, I’ll write to the fellow again and tell him he’s a fool. He’ll never have such a chance again.”

William William Papers, Ellis Island Commissioner, March 1910.

Y. German Boy – Aged 13

They also questioned people on literacy. My uncle called me aside.

He said, “Your mother doesn’t know how to read.” I said, “That’s all right.”

For the reading you faced what they called the commissioners – like judges on a bench. I was
surrounded by my aunt and uncle and this other uncle who’s a pharmacist – my mother was in
the centre. They said she would have to take a test of reading.

So one uncle said, “She can’t speak English.”

A commissioner said, “We know that. We will give her a siddur.”

You know what a siddur is? It’s a Jewish book. The night they said this, I knew that she couldn’t
do that and we would be in trouble. Well, they opened up a siddur. There was a certain passage
there they had you read. I looked at and I saw right away what it was. I quickly studied it – I knew
the whole paragraph. Then I got underneath the two of them there – I was very small – and I told
her the lines in Yiddish very softly. I had memorised the lines and I said them very quietly and she
said them louder so the commissioner could hear it. And that served the purpose. She looked at
it and it sounded as if she was reading it, but I was doing the talking underneath.

Arnold Weiss, 1921

40
Z. Polish Baby Aged 0

The polish wife of a Pennsylvania coal miner, both admitted a year before, had gone back
suddenly to Poland to visit her old father, who had taken sick and might soon die. The visit over,
she returned to America. She would be admitted at once, for little visits do not count against
quotas. Her husband was at Ellis Island waiting for her. We told him everything would be all right,
but he still looked extremely nervous. Then the ship came in, the Lapland of the Red Star line,
from Antwerp, and we found out why he was so nervous. On the day before the ship made port,
out on the high seas, a baby had been born to the returning mother. Mother and child were both
doing well in the Ellis Island hospital, everyone was delighted, until the inspector admitted the
mother, but excluded the baby.

“Why?” asked the father, trembling.

“Polish quota exhausted,” pronounced the helpless inspector.

They brought the case to me. Deport the baby? I couldn’t. But somebody had to act quickly, for
the mother was not doing well under the idea that her baby would soon be taken from her.

“The baby was not born in Poland,” I ruled, “but on a British ship. She is chargeable to the British
quota. The deck of a British ship is British soil.”

“British quota was exhausted yesterday,” replied the inspector. That was a blow. But I had another
shot.

“Come to think of it,” I remarked, “the Lapland hails from Antwerp. That’s in Belgium. The baby is
Belgian. Use the Belgian quota.”

“Belgian quota ran out a week ago,” said the inspector. I was stumped.

“Oh, look here,” I began again, “I’ve got it! It is clear to me that the mother was hurrying back, so
the baby would be born here and be a native-born American citizen. No immigrant business at all.
This baby had the intention to be born in America, only the ship was a day late and that upset
everything. And – under the law – the baby, by intention, was born in America. It is an American
baby – no baby Pole at all, no British, no Belgian – Just a good American baby. That’s the way I
rule!”

Henry Curran, Ellis Island Commissioner, 1922-26.

E. Speaking activity. In groups of three, take it in turns to tell each other about the personal
testimony that you read. React and interact as much as you can!

41
F. Vocabulary work. Find words or phrase that mean the following

Text X

1. plays nervously with her hands __________________________

2. her eyes are filling with tears ____________________________
3. her pride was hurt___________________________
4. no progress can be made___________________________
5. she finally starts to cry___________________________

Text Y

1. took me away from the group___________________________

2. stood opposite___________________________
3. particular___________________________
4. learnt…by heart___________________________
5. worked well___________________________

Text Z

1. shaking slightly ___________________________

2. that was a big disappointment___________________________
3. I made another attempt___________________________
4. comes from___________________________
5. I was not able to think of any answer at all___________________________

G. Read and respond. Comment on these quotes and questions, in pairs. Take it in turns to
ask & answer. Try to use some of the vocabulary from the exercise above in your
comments.

1. What is the difference between “a refugee”, “an illegal immigrant”, “an asylum seeker” and
“an immigrant”?
2. Do you think it is true that “No other country has received a more diverse variety of
immigrants than the United States”?
3. What other countries have received great numbers of immigrants and from where?
4. Why is it that “Each successive group of arrivals, however, is viewed as less desirable than
their predecessors.”?
5. Are there many immigrants in your country and where do they come from?
6. Would you consider emigrating?
7. Why is the concept of nationality a vital element of the fabric of almost every society?
8. Is the concept of nationality changing?
9. Do you feel a strong allegiance to your nationality? Why/not?
10. Can you envisage a day when the concept of nationality doesn’t exist?

42
 Listening, note-taking and summarising
When you listen to academic lectures and talks, good notes should help you to:
• record
• recall
• memorise
• summarise the content.

Two main methods of organising your notes:

1) Linear notes:
the topic is outlined one point after another using numbers or letters to organise information in
order of importance / sequence
2) Pattern notes (branch notes):
the shape of the notes shows how the main ideas are related and reflects the organisation of the
information. e.g., flow charts, arrows, diagrams, brainstorms. Look at the example of branch notes,
made during a lecture about computers and uses:

43
Abbreviations and symbols can save time and effort.
– Three types:
– Field abbreviations – from a specialised area. e.g., in economics, IMF means
“International Monetary Fund”
– Commonly understood abbreviations. examples: i.e., = is equal to, or is the
same as; e.g. = for example.
– Personal abbreviations made up by the student.

Recognising parts of lectures: overviews, sequencing, main points, examples and

digressions

Common expressions you will hear lecturers use in order to give an overview and sequence
ideas:
– Giving an overview
– As we’ll see from today’s lecture…
– In today’s lecture I’d like to look at …
– In this lecture, I’ll be focusing on…
– Sequencing points
– First, we’ll look in more detail at…
– Then, we’ll move on to look at…
– After that, we’re going to see…
– And then finally, I want to take…

Main ideas in lectures are usually cued by semantic markers such as:
– I would like to emphasise…
– The general point you must remember is…
– It is important to note that…
– The next point is crucial to my argument…

Subsidiary ideas and examples may be cued using:

– Let me give you some examples…
– For instance…
– I might add…
– To illustrate this point…

Sometimes speakers digress from their topic or add interesting or amusing ‘extras’ which may
relate to it.
– By the way…
– I might note in passing…

44
Listening, note-taking and summarising practice: Pico Iyer – Where is Home?

Pico Iyer was born in Oxford (UK) in 1957, the son of Indian parents. His family moved to
California when he was seven. His family home in Santa Barbara burned down in a wildfire in
1990. He has been based since 1992 in Nara, Japan, where he lives with his Japanese wife, Hiroko
Takeuchi and her two children from his wife's earlier marriage. He has written numerous travel
essays/articles and books as well as some fiction

A. Before watching. Discuss the two questions below with your partner.

i) How would you answer the question: “Where do you come from?” Is it simply a matter
of the place you were born? Or is it more complicated than that?

ii) To what extent is moving house (or even town or country) something ‘normal’ in your
family/community? Are some people(s) born more ‘mobile’ than others?

45
B. While watching

Listen to the first part of the lecture “Where is Home”? by Pico Iyer, until 6:17, and complete the
student’s notes by writing one word in each space:
https://www.youtube.com/watch?v=3m6dV7Xo3Vc

1) How to answer “Where do you come from?”

a. Blood / ancestry (e.g India)

b. Where educated (e.g. UK)
c. Where pay taxes / see (1) ____________________(e.g. USA)
d. Where spend most time / feel (2) ____________________(e.g. Japan)

2) Definition of word ‘home’

- different homes associated with different (3) ____________________e.g. parents /

partner
- “Home” = “Stained (4) ____________________”, work in progress, constantly adding
upgrades, improvements, corrections
- “Home” not physical; less a piece of soil, more a piece of (5) _________________ e.g.
o sweetheart
o closest friends
o (6) ___________________
- Affected by wildfire – house burnt down – “home” now everything carried inside him

3) ‘Liberation’ through being ‘international’ or through travel

- Grandparents: sense of identity / home established at (7) ____________________

- Now: sense of home, community, self goes beyond black a / white divisions (e.g.
(8)_______________ - from Kenya, Indonesia, USA?)
- (9) _________________ million people live in countries not their own
- Soon more immigrants than “native” Americans in USA
- Travel = like being in love – heightened senses, seeing world “with new (10)
____________” (Proust)

Now listen to the rest of the talk (from 6:18 onwards) and make notes on the two areas below
You can use branch notes or linear notes.

4) The advantages of being a ‘foreigner’

5) ‘Stillness’ (or silence?) as the foundation of self-knowledge or ‘perspective’.

46
 Writing a summary of a lecture
1) Find the main ideas: using your notes, distinguish between main ideas and subordinate
ideas. Your summary will contain mostly the main ideas.
2) Paraphrase main ideas: write the main ideas in your own words (you can keep the
technical words).
3) Write your summary: if you decide to include in your summary any of the subordinate
ideas, then choose only those you think are essential to the speaker’s argument

Useful tips for summary writing:

§ Paraphrase: say the main ideas in your own words – you should not just ‘lift’ whole
sentences from the lecture (but you don’t need to paraphrase technical terms)
§ Don’t write an introduction or conclusion. Introductions and conclusions are great in
essays, but unnecessary in summaries.
§ Exclude details: leave out unnecessary details like lists of examples, names, places etc.
§ Write up notes in full sentences: make sure you use complete sentences with pronouns,
verbs, articles etc.
§ Check the number of words: delete words which are not essential to the basic meaning
of the text. You may also be able to rephrase a sentence and reduce the number of words
in that way.
§ It is unwise to repeat words you do not understand. On the other hand, do not try to
replace precise / technical nouns with words of your own.
§ Do not waste space repeating details that will not affect the reader’s understanding of
the main points.
§ Linking ideas: use connectors to link your sentences where appropriate.
§ Checking: give your summary a final check, looking for possible mistakes in spelling,
punctuation etc.

An effective summary is:

1. Complete: it includes all the main ideas, but not supporting details or examples.
2. Concise: it is as brief as possible, and shorter than the original.
3. Clear: it is easy to understand,
4. Creative: it uses some key terms from the text, but mainly uses the summary writer’s
own language.
= The 4Cs of summary writing from Chazal, E. & Rogers, L. (2013). Oxford EAP: A course in English
for Academic Purposes. Intermediate. OUP.

C: Summary writing practice: Write a summary of 150-200 words that includes the main points
of Pico Iyer’s talk.

D: Further summary writing practice: The Irish Potato Famine. Listen to the talk twice, take
notes, then write a summary of 150 to 200 words about the causes of the Irish potato famine.

https://www.ted.com/talks/stephanie_honchell_smith_what_really_caused_the_irish_potato_fa
mine/transcript?subtitle=en

47
 Poem: The New Colossus (Emma Lazarus)
Task 1: Listening and pronunciation
Books closed. Listen to your teacher read the poem. Write down all the words you hear
in the poem that rhyme with fame, land, she and poor.

fame land she poor

Task 2: Vocabulary
The words below are taken from the poem. Match the words with their synonyms.

Words Synonyms

limbs (n) storm

brazen (adj) group together

beacon (n) very crowded

mild (adj) port

harbor (n) lamp

pomp (n) rubbish or other unwanted items

huddle (v) arms and legs

teeming (v) soft, gentle

refuse (n) bold, without shame

tempest (n) ceremony, splendid display

48
 Task 3: Speaking and pronunciation
With a partner, take turns reading the poem out loud, emphasising the rhyming words.

Not like the brazen giant of Greek fame,

With conquering limbs astride from land to land;

Here at our sea-washed, sunset gates shall stand

A mighty woman with a torch, whose flame

Is the imprisoned lightning, and her name

Mother of Exiles. From her beacon-hand

Glows world-wide welcome; her mild eyes command

The air-bridged harbor that twin cities frame.

“Keep, ancient lands, your storied pomp!” cries she

With silent lips. “Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tossed to me,

I lift my lamp beside the golden door!”

Task 4: Interpreting
a) From the table of adjectives pick five that can be said to describe the theme of the poem:

manipulative tyrannical inclusive insincere earnest

optimistic matriarchal patriarchal welcoming critical

b) Discuss the meaning of the following phrases:

1) brazen giant 2) limbs astride 3) Mother of Exiles 4) air-bridged

5) wretched 6) refuse 7) golden door

c) Where can this “mighty woman with a torch” be seen?

d) Where can this poem be seen?

49
Task 5: Discussion
Which of the following quotations can be said to form part of your understanding of present-
day America? Working individually, choose three.

a) You cannot spill a drop of American blood without spilling the blood of the whole world…
We are not a nation, so much as a world. – Herman Melville

b) If you are ashamed to stand by your colours, you had better seek another flag. – Author
unknown

c) Where liberty dwells, there is my country. – Benjamin Franklin

d) Sometimes people call me an idealist. Well, that is the way I know I’m an American. America
is the only idealistic nation in the world. - Woodrow Wilson

e) America is another name for opportunity. Our whole history appears like a last effort of
divine providence on behalf of the human race. – Ralph Waldo Emerson

f) This country will not be a good place for any of us to live in unless we make it a good place
for us all to live in. – Theodore Roosevelt

g) It is the flag just as much of the man who was naturalized yesterday as of the man whose
people have been here generations. – Henry Cabot Lodge, “What the Flag Means,” 1915

h) The winds that blow through the wide sky in these mounts, the winds that sweep from
Canada to Mexico, from the Pacific to the Atlantic – have always blown on free men. – Franklin
D. Roosevelt
Compare your choice with a partner. Tell your partner why you chose those three.
Now pair up with another pair to create a group of 4. Together justify your choices.

Task 6: Discussion
On Tuesday, 13th of August 2019, Mr. Ken Cuccinelli, head of Citizenship and Immigration Services,
was asked by National Public Radio whether the 1883 poem still applied. "Would you also agree
that Emma Lazarus's words, 'Give me your tired, give me your poor,' are also a part of the American
ethos?" asked NPR's Rachel Martin.

"They certainly are," Mr. Cuccinelli responded. "Give me your tired and your poor - who can stand
on their own two feet and who will not become a public charge." (a "public charge" = an immigrant
who relies on state benefits in order to survive)

"That plaque was put on the Statue of Liberty at almost the same time as the first public charge
[law] was passed - very interesting timing," he added. (a "public charge law = a law refusing entry
to immigrants who are likely to become a public charge, first created in 1882, and amended several
times).

What are the implications of Mr. Cuccinelli’s amendments to the poem?

50
 Eveline
James Joyce (1882- 1941)

First published in 1904 in The Irish Homestead and

later in 1914 in The Dubliners

Audiotrack:
https://www.youtube.com/watch?v=7soqMb0Hub0

1 She sat at the window watching the evening invade the avenue. Her head was leaned against the
window curtains and in her nostrils was the odour of dusty cretonne. She was tired.
2 Few people passed. The man out of the last house passed on his way home; she heard his footsteps
clacking along the concrete pavement and afterwards crunching on the cinder path before the new red houses.
One time there used to be a field there in which they used to play every evening with other people's children.
Then a man from Belfast bought the field and built houses in it—not like their little brown houses but bright
brick houses with shining roofs. The children of the avenue used to play together in that field—the Devines,
the Waters, the Dunns, little Keogh the cripple, she and her brothers and sisters. Ernest, however, never
played: he was too grown up. Her father used often to hunt them in out of the field with his blackthorn stick;
but usually little Keogh used to keep nix and call out when he saw her father coming. Still they seemed to
have been rather happy then. Her father was not so bad then; and besides, her mother was alive. That was a
long time ago; she and her brothers and sisters were all grown up, her mother was dead. Tizzie Dunn was
dead, too, and the Waters had gone back to England. Everything changes. Now she was going to go away like
the others, to leave her home.
3 Home! She looked round the room, reviewing all its familiar objects which she had dusted once a
week for so many years, wondering where on earth all the dust came from. Perhaps she would never see again
those familiar objects from which she had never dreamed of being divided. And yet during all those years she
had never found out the name of the priest whose yellowing photograph hung on the wall above the broken
harmonium beside the coloured print of the promises made to Blessed Margaret Mary Alacoque. He had been
a school friend of her father. Whenever he showed the photograph to a visitor her father used to pass it with
a casual word:
4 “He is in Melbourne now.”
5 She had consented to go away, to leave her home. Was that wise? She tried to weigh each side of the
question. In her home anyway she had shelter and food; she had those whom she had known all her life about
her. Of course she had to work hard, both in the house and at business. What would they say of her in the
Stores when they found out that she had run away with a fellow? Say she was a fool, perhaps; and her place
would be filled up by advertisement. Miss Gavan would be glad. She had always had an edge on her,
especially whenever there were people listening.
6 “Miss Hill, don't you see these ladies are waiting?”
7 “Look lively, Miss Hill, please.”
8 She would not cry many tears at leaving the Stores.
9 But in her new home, in a distant unknown country, it would not be like that. Then she would be
married—she, Eveline. People would treat her with respect then. She would not be treated as her mother had
been. Even now, though she was over nineteen, she sometimes felt herself in danger of her father's violence.
She knew it was that that had given her the palpitations. When they were growing up he had never gone for
her like he used to go for Harry and Ernest, because she was a girl; but latterly he had begun to threaten her
and say what he would do to her only for her dead mother's sake. And now she had nobody to protect her.

51
 Ernest was dead and Harry, who was in the church decorating business, was nearly always down somewhere
in the country. Besides, the invariable squabble for money on Saturday nights had begun to weary her
unspeakably. She always gave her entire wages— seven shillings—and Harry always sent up what he could
but the trouble was to get any money from her father. He said she used to squander the money, that she had
no head, that he wasn't going to give her his hard-earned money to throw about the streets, and much more,
for he was usually fairly bad on Saturday night. In the end he would give her the money and ask her had she
any intention of buying Sunday's dinner. Then she had to rush out as quickly as she could and do her
marketing, holding her black leather purse tightly in her hand as she elbowed her way through the crowds
and returning home late under her load of provisions. She had hard work to keep the house together and to
see that the two young children who had been left to her charge went to school regularly and got their meals
regularly. It was hard work—a hard life—but now that she was about to leave it she did not find it a wholly
undesirable life.
10 She was about to explore another life with Frank. Frank was very kind, manly, open hearted. She was
to go away with him by the night-boat to be his wife and to live with him in Buenos Ayres where he had a
home waiting for her. How well she remembered the first time she had seen him; he was lodging in a house
on the main road where she used to visit. It seemed a few weeks ago. He was standing at the gate, his peaked
cap pushed back on his head and his hair tumbled forward over a face of bronze. Then they had come to know
each other. He used to meet her outside the Stores every evening and see her home. He took her to see The
Bohemian Girl and she felt elated as she sat in an unaccustomed part of the theatre with him. He was awfully
fond of music and sang a little. People knew that they were courting and, when he sang about the lass that
loves a sailor, she always felt pleasantly confused. He used to call her Poppens out of fun. First of all it had
been an excitement for her to have a fellow and then she had begun to like him. He had tales of distant
countries. He had started as a deck boy at a pound a month on a ship of the Allan Line going out to Canada. He
told her the names of the ships he had been on and the names of the different services. He had sailed through
the Straits of Magellan and he told her stories of the terrible Patagonians. He had fallen on his feet in Buenos
Ayres, he said, and had come over to the old country just for a holiday. Of course, her father had found out the
affair and had forbidden her to have anything to say to him.
11 “I know these sailor chaps,” he said.
12 One day he had quarrelled with Frank and after that she had to meet her lover secretly.
13 The evening deepened in the avenue. The white of two letters in her lap grew indistinct. One was to
Harry; the other was to her father. Ernest had been her favourite but she liked Harry too. Her father was
becoming old lately, she noticed; he would miss her. Sometimes he could be very nice. Not long before, when
she had been laid up for a day, he had read her out a ghost story and made toast for her at the fire. Another
day, when their mother was alive, they had all gone for a picnic to the Hill of Howth. She remembered her
father putting on her mother’s bonnet to make the children laugh.
14 Her time was running out but she continued to sit by the window, leaning her head against the
window curtain, inhaling the odour of dusty cretonne. Down far in the avenue she could hear a street organ
playing. She knew the air. Strange that it should come that very night to remind her of the promise to her
mother, her promise to keep the home together as long as she could. She remembered the last night of her
mother's illness; she was again in the close dark room at the other side of the hall and outside she heard a
melancholy air of Italy. The organ-player had been ordered to go away and given sixpence. She remembered
her father strutting back into the sickroom saying:
15 “Damned Italians! Coming over here!”
16 As she mused the pitiful vision of her mother's life laid its spell on the very quick of her being—that
life of commonplace sacrifices closing in final craziness. She trembled as she heard again her mother's voice
saying constantly with foolish insistence:
17 “Derevaun Seraun! Derevaun Seraun!”
18 She stood up in a sudden impulse of terror. Escape! She must escape! Frank would save her. He would
give her life, perhaps love, too. But she wanted to live. Why should she be unhappy? She had a right to
happiness. Frank would take her in his arms, fold her in his arms. He would save her.

52
19 She stood among the swaying crowd in the station at the North Wall. He held her hand and she knew
that he was speaking to her, saying something about the passage over and over again. The station was full of
soldiers with brown baggages. Through the wide doors of the sheds she caught a glimpse of the black mass of
the boat, lying in beside the quay wall, with illumined portholes. She answered nothing. She felt her cheek
pale and cold and, out of a maze of distress, she prayed to God to direct her, to show her what was her duty.
The boat blew a long mournful whistle into the mist. If she went, tomorrow she would be on the sea with
Frank, steaming towards Buenos Ayres. Their passage had been booked. Could she still draw back after all he
had done for her? Her distress awoke a nausea in her body and she kept moving her lips in silent fervent
prayer.
20 A bell clanged upon her heart. She felt him seize her hand:
21 “Come!”
22 All the seas of the world tumbled about her heart. He was drawing her into them: he would drown
her. She gripped with both hands at the iron railing.
23 “Come!”
24 No! No! No! It was impossible. Her hands clutched the iron in frenzy. Amid the seas she sent a cry of
anguish.
25 “Eveline! Evvy!”
26 He rushed beyond the barrier and called to her to follow. He was shouted at to go on but he still called
to her. She set her white face to him, passive, like a helpless animal. Her eyes gave him no sign of love or
farewell or recognition.

A. Review the meaning of the words and expressions in bold. Discuss any other words you
are unfamiliar with.

B. After reading the short story ‘Eveline’, answer the following questions:

1. How would you describe Eveline’s life in Dublin?

2. This short story explores the relationship between the past and future. What did Eveline
consider when she tried to weigh each side of the question of leaving?
3. Who else in the story had already moved or gone away?
4. Do you think Eveline made the right choice?
5. What social and political events were occurring in Ireland during the late 19th and early
20th Century? How might these events be relevant to the short story?
6. Imagine that Eveline boarded the ship to Argentina with Frank. Describe what her new
life as an Irish émigré might be like.

53
 Angel Island
1. Read the following poems:

Poem 2
Because my house had bare walls, I began rushing
all about. The waves are happy, laughing "Ha-ha!"
When I arrived on Island, I heard I was forbidden to
land. I could do nothing but frown and feel angry at
heaven.
Angel Island park bench photographed on June 2022

Poem 70
Being idle in the wooden building, I opened a window.
The morning breeze and bright moon lingered together.
I reminisce the native village far away, cut off by clouds and mountains.
On the little island the wailing of cold, wild geese can be fairly heard.
The hero who has lost his way can talk meaninglessly of the sword.
The poet at the end of the road can only ascend a tower.
One should know that when the country is weak, the people's spirit dies.
Why else do we come to this place to be imprisoned?

Poem 110
A thousand sorrows and a hatred ten-thousand-fold burns between my brows. Hoping
to step ashore the American continent is the most difficult of difficulties. The
barbarians imprison me in this place. Even a martyr or a hero would change
countenance.

a) In the first poem, what happened to the author?

b) In the second poem, how does the author feel about his current situation?
c) In the last poem, who are the barbarians?
d) Could the above poems have been written in Ellis Island? Why/Why not?
e) The above poems have been translated to English. Considering what you already
know about Ellis Island and American immigration, guess the language of the
original poems.
f) Below you have an extract of a poem. Complete it considering the context of the
previous ones.
(1) _________ has power, but not justice.
In prison, we were (2) _________ as if we were guilty,
Given no opportunity to (3) _________, it was really brutal.
I bow my head in (4) _________ but there is
nothing I can do.

g) Add a verse to the above poem.

Source of poems: https://artsandculture.google.com/story/chinese-poetry-of-angel-island/IAIShePLsXDCIg

54
 2. In groups of 3, create a KWL chart indicating what you know about Angel
Island, what you would like to know and what you learned. Each column
should feature two items.

What I would like to

What I know What I learned
know

1) 3) 5)

2) 4) 6)

3. Read the text.

The Overlooked History of Angel Island, Where the U.S.

Enforced Rules Designed to Keep Asian Immigrants Out
BY ARPITA ANEJA AND OLIVIA B. WAXMAN

For the last year, Russell Jeung, an Asian American Studies Professor at San Francisco State
University, has been tracking the rise in discrimination and harassment facing Asian
Americans during the COVID-19 pandemic.
His work on the database Stop AAPI Hate has made the extent of those recent incidents better
known to the general public, but they’re also part of a history that goes much further back than
the last year—and for Jeung, that history is personal.
“A lot of what happened in Asian American history, and the exclusionary policies targeting Asian
Americans, my family had to endure,” says Jeung, whose family has been in the United States for
six generations. Jeung’s grandfather was born in the U.S. but met his grandmother in Hong Kong;
when he wanted to bring his wife to join him in his homeland, he needed three white witnesses to
submit testimony at the American Railway Express Co. in Monterey, Calif., to confirm he was
indeed born in the states. “My family faced exclusion, faced segregation, faced being quarantined,
faced being detained, faced being deported, faced being separated, having their family separated
by the government.”
Jeung’s family has another link to that history, too: when his grandmother entered the U.S. in the
1920s, it was via Angel Island in San Francisco Bay. Few places better illustrate the depth and the
details of the Asian American past, and its stories—by turns inspiring and troubling—are key for
understanding the present-day challenges faced by Asian Americans, the nation’s fastest growing
racial and ethnic group in the first two decades of the 21st century, per April 2021 Pew Research
Center data.
Though it’s less frequently discussed in history classes than its New York counterpart, Angel
Island in San Francisco Bay was often described as the “Ellis Island of the West”—and it was there
that thousands of would-be immigrants of Asian and Mexican descent were turned away, and
where life in the U.S. began for the few who did enter.
A history of immigration that includes not only Ellis Island but also Angel Island can provide a
better understanding of the complicated subject, and of the long U.S. tradition of welcoming
certain—predominantly white—immigrant groups and making others feel unwelcome.
The immigration station created on Angel Island in 1910, which replaced detention prisons on
steamships in the San Francisco harbor, became the central enforcement area for rules that were
designed to keep people of Asian descent out of the United States. That effort dated back to laws

55
passed in 1862 and 1875 and continued for decades after. The Chinese Exclusion Act of 1882 also
led to efforts to keep out Japanese, Korean, Filipino and South Asian laborers, and the 1917
Immigration Act’s Asiatic Barred Zone aimed to deny entry to about 500 million Asians from India,
Burma, Siam (now Thailand), Arabia, Afghanistan and most Polynesian islands.
According to historian Erika Lee, co-author of Angel Island: Immigrant Gateway to America and
professor of History at the University of Minnesota, about 20% of immigrants arriving at Ellis
Island were detained. On average, examinations there took about a day or two and then generally
the applicants were permitted to enter the country. Overall, almost everyone who came through
Ellis Island (around 98% by some counts) was admitted. By contrast, 60% of the immigrants who
arrived at Angel Island—most of whom were Chinese—were detained, and it took weeks or
months to be released; the longest detention Lee found was 756 days. Some of the questions that
Angel Island officials posed to detainees were meant to stump them, like how many feet were
between the home they came from and the house next door. Therefore, those allowed entry to the
U.S. tended to be those who had resources and education to handle appeals.
Poems in Chinese calligraphy on the walls of the barracks today provide a glimpse at what it was
like to be detained on Angel Island. One reads, “How was I to know that the western barbarians
had lost their hearts and reasons? / With a hundred kinds of oppressive laws, they mistreat us
Chinese,” while another reads, “Imprisoned in the wooden building day after day…My freedom
withheld; After experiencing such loneliness and sorrow, / Why not just return home and learn to
plow the fields?” […]
In its 30-year existence, from 1910 to 1940, Angel Island processed about half a million
immigrants from 80 countries, people coming to and leaving from the U.S., before it closed when
a fire broke out. Over the next 30 years, restrictions to Asian immigration and naturalization
slowly loosened. In the 1940s and early 1950s, federal laws allowed South Asian immigrants to
become U.S. citizens again, and the Immigration Act of 1965 got rid of a 1920s-era system of
discriminatory national origins quotas and replaced it with one based on a set of preferences
favoring family members and workers with certain skills, which many still see as unfair.
Though Angel Island is no longer a functioning port of entry, there have been various efforts over
the last five decades to make sure that the stories of what happened to detainees are not forgotten.
In 1970, the building was slated to be demolished, but Mississippi Freedom Rider-turned-park
ranger Alexander Weiss discovered poems written in Chinese calligraphy in the detention
barracks. In 1976, California Governor Jerry Brown signed into law a bill to fully restore the
barracks and preserve the poems. The site opened to visitors in 1983, and since then has been
adding to its exhibits. It became a National Historic Landmark in 1997 […].
Source: https://time.com/5954114/angel-island-aapi-immigration-history/

4. Complete the KWL chart.

5. Compare your chart with another group. Which topics were the same and which
were different?
6. Considering the two topics that you added on the last column of the KWL chart, write
a text where you reflect on what you have learned (minimum of 100 words).
a. Remember to use linking words to begin your text, present your point of view and
conclude.
b. Use tenses consistently throughout your text.

56
 Windrush Generation

Task 1: Video
You will watch a short BBC video about the Windrush Generation:
https://www.bbc.com/news/av-embeds/43782241/vpid/p064k462

A. Before Watching: Discuss the two questions with a partner.

1. If you were to move to a new country, what would you hope the new country would
have?

2. What challenges do you think you would face?

3. What would you do to make the new country home?

B. While Watching: Based on what you see and hear, answer the following questions:
1. Where does the term ‘Windrush Generation’ come from?

2. According to the narrator, what industry benefited and was dependent on the Windrush
Generation?

3. What were some expectations the Windrush Generation had before coming to the UK
and what notable differences did they experience?

4. What limited migration from former British colonies? What effect did this have on new
migrants from the Commonwealth?

5. What issue are some members of the Windrush Generation facing in the UK?

Task 2: Reading

A. Read the article on the following page about the Windrush Generation. Put the eight headings a)
– h) in the correct spaces 1-8.
b) What did the c) How is the d) Are they here
a) Where are they legally?
government Windrush
now?
do? celebrated?
e) Who are the f) What happened g) What was the h) What were
Windrush about Windrush they facing?
generation? compensation? scandal?

57
 1.

The scandal, which broke in April 2018, saw the UK government apologise for deportation threats made to
Commonwealth citizens' children. Despite living and working in the UK for decades, many were told they
were there illegally because of a lack of official paperwork. A scheme to compensate victims of the
Windrush scandal has been strongly criticised by MPs. The Home Affairs Committee says that the vast
majority of those affected have yet to receive any compensation for being wrongly classed as illegal
immigrants and threatened with deportation.

2.

People arriving in the UK between 1948 and 1971 from Caribbean countries have been labelled the
Windrush generation. It refers to the ship MV Empire Windrush, which docked in Tilbury on 22 June 1948,
bringing workers from Jamaica, Trinidad and Tobago and other islands, to help fill post-war UK labour
shortages. The ship carried 492 passengers - many of them children.

It is unclear how many people belong to the Windrush generation, but they are thought to be in their
thousands. They are among more than 500,000 UK residents who were born in a Commonwealth country
and arrived before 1971, according to University of Oxford estimates. The influx ended with the 1971
Immigration Act, when Commonwealth citizens already living in the UK were given indefinite leave to
remain. After this, a British passport holder born overseas could only settle in the UK with both a work
permit and proof of a parent or grandparent being born in the UK.

3.
Many of the arrivals became manual workers, cleaners, drivers and nurses - and some broke new ground
in representing black Britons in society. Jamaican-British campaigner Sam Beaver King, who died in 2016
aged 90, arrived at Tilbury in his 20s and became a postman. What was life like for first-generation
Windrush migrants? Later he was the first black Mayor of Southwark in London. Labour MP David Lammy,
whose parents arrived in the UK from Guyana, describes himself as a "proud son of the Windrush".

4.
The Home Office kept no record of those granted leave to remain and issued no paperwork - making it
difficult for Windrush arrivals to prove their legal status. In 2010, it destroyed landing cards belonging to
Windrush migrants. Because they came from British colonies that were not independent, they believed they
were British citizens.

5.
"My whole life sunk down to my feet" - Windrush migrant Michael Braithwaite
Those who lacked documents were told they needed evidence to continue working, get NHS treatment, or
even to remain in the UK. Changes to immigration law by successive governments left people fearful about
their status. A review of historical cases found that at least 83 individuals who had arrived before 1973 had
been removed from the country.

58
 6.
In April 2018, then-prime minister Theresa May apologised for their treatment. An inquiry was announced
and a compensation scheme established. The inquiry, which released its report in March 2020, said that
the scandal was "foreseeable and avoidable". It criticised "a culture of disbelief and carelessness" in the
Home Office. The inquiry made 30 recommendations including :
• setting up a full Home Office review of the UK's "hostile environment" immigration policy
• appointing a migrants commissioner
• establishing a race advisory board

The inquiry report author, Wendy Williams, warned there was a "grave risk" of similar problems
happening again if the government failed to act. The government accepted the recommendations in full and
began working on a plan to implement them.

7.
The Windrush Compensation Scheme was established in April 2019. About 15,000 people were thought to
be eligible. However, the Home Affairs Committee - a cross-party body of MPs which examines immigration
and security - says that by the end of September 2021, only a fifth of these had come forward, and only a
quarter had received compensation. More than 20 individuals died before receiving any money.
The MPs argue that the compensation scheme has itself become a further trauma for those applying, with
a "litany of flaws" in its design and operation. Their report highlights excessive burdens on claimants,
inadequate staffing and long delays - and says many of those affected "are still too fearful of the Home Office
to apply." They want an independent organisation to take over responsibility for the scheme, to "increase
trust and encourage more applicants".

Campaigners have also criticised the size of the payments being handed out. For example, an individual
would receive £10,000 for being deported, or £500 for denial of access to higher education. Individuals
would receive £250 for every month of homelessness. The government has said that the flat payment for
deportation of £10,000 would also be combined with other payments such as loss of earnings. It adds that,
including other schemes in place, more than £1m has been handed out to victims. Responding to the Home
Affairs Committee's report, the Home Office said the department was "steadfast in our commitment to
ensure that members of the Windrush generation receive every penny of compensation that they are
entitled to". It said that it would continue to improve the scheme.

8.
Events are held annually to commemorate the Windrush's arrival, and the subsequent wave of
immigration from Caribbean countries. Windrush Day is commemorated on 22 June - the first being
observed in 2018. The lead-up to the event is marked with exhibitions, church services and cultural events.
A model of the MV Empire Windrush, featured in the London 2012 Olympics' opening ceremony, while in
2019, the National Theatre put on a production of Andrea Levy's Small Island, a story of first-generation
Jamaican immigrants. In June 2020, the BBC broadcast a feature-length drama inspired by the Windrush
scandal.

The Windrush was recreated during the opening ceremony of the London 2012 Olympic Games
Source: https://www.bbc.com/news/uk-43782241

B. Vocabulary
Each section above has at least one word or phrase in bold. In your own words, write a definition for
the word or phrase. When you’ve finished, discuss these words with a partner.

59
 Remember the Ship
By John Agard

As citizen for is not each member

of the English tongue of the human race –
a ship on two legs
I say remember
the ship charting life’s tidal
in citizenship rise and fall

for language as the ship

is the baggage of the sun
we bring – unloads its light

a weight and the ship

of words to ground of night
and give us wing – its cargo of stars

as millennial waters again I say remember

beckon wide the ship
in citizenship
and love’s anchor
waiting to be cast and diversity
shall sound its trumpet
will the ghost of race outside the bigot’s wall
become the albatross
we shoot at our cost? and citizenship shall be
a call
I’m here to navigate – to kinship
not flagellate
with a whip of the past that knows
no boundary
but again I say remember of skin
the ship
in citizenship and the heart
offers its wide harbours
for Europe’s new voyage

to begin

60
 Linguistic and National Identity
A. Read the following quotes made by individuals from the Windrush Generation, taken from
“Imagining Home: Gender, Race and National Identity, 1945-1964” by Wendy Webster.
1
2
When we were in school
we were taught that
England was the
mother country. It When I came here I didn’t have a
supports its own, it status as a Jamaican. I was British,
and going to the mother country was
3 looks after us.
like going from one parish to
another. You had no conception of it
being different.

We grew up under the colonial 4

system and we knew everything
about England- everything. And
we came here, nobody had ever When we came here we swore we were
heard of Jamaica. I mean few, few, English because Guyana was British
people. And it was funny, the few Guiana. We were brought up under the
who had heard of Jamaica treated colonial rule. If you don’t have a new
you differently. Those who had uniform to go and sing ‘God Save the
never heard, they all had the King’, you hurt. When you come here,
opinion that we lived in trees. you discovered it’s a different thing. If
you’re English, you have to be white.

Answer these questions with a partner:

i. What do these quotes say about the migrants’ national identity before coming to the UK?
ii. What do you think the term ‘Mother Country’ means?
iii. Based on the quotes, what experiences did they encounter in the UK?

B. The English-Speaking World

The spread of English around the world is part of the history of the Windrush Generation.
Jamaicans and other people who came from the West Indies were British passport holders. These
countries were once British colonies and their inhabitants were encouraged to think of Britain as
the 'Mother Country'. The colonies are now independent nations, but many continue to use English
as their main language or second language.
1. List all the countries where you think English is spoken.
2. Do you know anything about them?
3. Which one would you like to visit?
4. What is the difference between a de jure and de facto official language?

Review the charts that show where English is a de facto working language or de jure official
language and answer the following questions:
https://en.wikipedia.org/wiki/List_of_countries_and_territories_where_English_is_an_official_lan
guage
5. Is there anything that surprises you about the distribution of English as a de jure
or de facto language?
6. Is English an official language in the UK, USA, Australia and New Zealand?
7. What connections can be drawn from these maps and the history of colonialism?

61
 Do you agree with the statement above? Why/Why not?

You are going to read a short story, but first…

Student A. Here are five words and/or phrases from the story: gunpoint,
helicopter, barbed wire, national hero, pop stars.

Student B. Here are five words and/or phrases from the story: hotel, buses,
disputed territories, limousine, chocolate.

Student C. Here are five words and/or phrases from the story: neighbours,
second hand designer clothes, food, harvest, rabbits.

• In small groups develop a narrative using the words specific to your

group.
• Form new groups (A+B+C) and tell each other your stories.
• In the same groups, use all 15 words to develop another narrative.
• Go back to your original groups (As or Bs or Cs). Tell each other your
stories.

What is different?
_____________________________________________________________________________________________

The same?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Missing?

_____________________________________________________________________________________________
_____________________________________________________________________________________________

62
Now read the story. What are the similarities and differences with your
own story?

They came at night. Our neighbours. The ones we’d invited around for supper the
previous evening. Only this time they were armed and led by a general from the city. At
gunpoint he took us to the beautiful baroque hotel next to the railway station, tied a large
pig to the marble pieta in the ballroom, and slit its throat. Then he did the same to our
young men. Our women, of course, were raped. The rest of us were loaded onto buses –
carefully monitored by international officials – and driven to the border.

That was ten years ago. Today we live in a snow-covered No Man’s land between two
countries. Or is it three? The guards keep changing their uniforms and their flags and
moving the border posts. We hug the ever-changing but narrow strip of land between
these disputed territories, struggling to keep ourselves in full view of the aid helicopters
that sometimes get through with packets of aspirin and bundles of second hand designer
clothes. The worst things happen in the forest at night. We can hear the machine guns and
see the dark shapes of the soldiers tip-toeing into the pines.

The general visits us occasionally in his limousine, accompanied by well-dressed

foreigners who ask us the usual questions. Are we being treated properly? Do we get
enough food? The general watches and smiles, patting the children on the head and
distributing small pieces of chocolate to the dying. When the foreign officials leave in their
Land Rovers he waves them off. Then he shoots anyone who’d dared to complain. “Soon”
he yells, “when you are all under the earth we will breathe untainted air!” this thought
never fails to cheer him up. His men slap each other on the back and kick in a few of our
heads. They drink a fiery liquid made of goat’s blood and resin.

Each year passes we seem to be increasingly ignored. The guards are beginning to view
us as part of the landscape. But, secretly, we are acquiring a history. With the coming of
spring we plant a few vines on the barbed wire, trap rabbits and birds, and tend small
patches of damp leaves. The Land Rovers are getting through more often. There’s even
talk of leasing us this strip of land. The general is looking tired. There are rumours he may
be named as a war criminal, made a national hero and asked to retire. In the meantime,
his wife wants him back in the city so she can attend civic dinners and meet visiting pop
stars. The general always has to remember that there were other generals before him and
that younger fitter generals are waiting in the wings. His bodyguards are becoming
increasingly nervous.

It will be a good harvest this year. We planted some rice and dug irrigation ditches. Even
the new lot of border guards are relaxing and throwing us the odd scrap of food. Our
children have begun to play hide-and-seek in the ruins of last year’s watch towers. We
pray that, finally, we are beneath contempt.

Peter Bland

Taken from “The Third century: new New Zealand short short stories”

63
 Song: Indefinite Leave to Remain
1) Order these steps in the UK immigration process.

a) You apply for indefinite leave to remain.

b) You can stay in the UK permanently.
c) You travel to the UK.
d) The government gives you “settled status” (the same as indefinite leave to
remain)
e) You apply for and receive a temporary visa.
f) You spend a certain number of years in the UK e.g. five years.

2) Think of more words with the same sound and write them in each column.

long sane saw proceed

/ɒ/ /eɪ/ /ɔ:/ /i:/

3) Here are the lyrics to the song “Indefinite Leave to Remain” by British group Pet
Shop Boys. Complete each gap with a word that rhymes with the previous word
in bold, and which makes sense in the context.

I was lost for so long

Feels like it's taken half my life to find where I _______________

Seeing you here, you're my nation

This is my _______________
Give me hope, keep me sane
Give me indefinite leave to _______________

All the worlds that I saw

I went so far away and still wanted you _______________

64
It may sound superficial
But can we make it _______________?
Give me hope, keep me sane
Give me indefinite leave to _______________

Tell me where I stand, what do you envision?

One way or another, give me your ________________ now

Is it time to proceed?
Will you give me a chance and the status I _______________?

Seeing you here, you're my nation

This is my ________________
Give me hope, keep me sane
Give me indefinite leave to _______________

4) Listen and check if your guesses were correct:

https://www.youtube.com/watch?v=TyNbfju16Rw

5) Discuss these questions:

1) The UK has had several migrant celebrities, including Freddie Mercury, Mo

Farah, Karl Marx and José Mourinho. What do you know about these
people?
2) Why do you think they were accepted by British culture?
3) Are there any famous immigrants in your country?
4) How do the following characteristics of an immigrant (famous or not) affect
the extent to which they are accepted (or not) in society?

• Linguistic ability
• Physical appearance
• Fame
• Religion
• Professional success

65
Danny Nedelko – Idles https://www.youtube.com/watch?v=QkF_G-RF66M

My __________ brother is an ___________

A beautiful _____________

My ________ brother's _________ ___________

A ___________ mother of three

CHORUS

He's made of __________, he's made of __________ IDLES and Danny Nedelko (far right)
He's made of ___________, he's made of __________
He's made of _________, he's made of __________
__________

__________ leads to _________, _________ leads to __________

___________ leads to _________, ___________ leads to _________
Yeah, yeah, yeah, yeah, ah, ah, ah, ah
Yeah, yeah, yeah, yeah, ah, ah, ah, ah
Danny Nedelko

2nd VERSE

My best friend is an ___________ (I know _________, and he is)

My best friend is a ______________
He's ____________, he's ___________, he's ____________

My ___________ brother is ___________

A Polish ____________, he's Mo ___________

CHORUS

The ____, the ____, the ____, the ____, the ____
The ____, the ____, the ____, the ____, the ____
The ____, the ____, the ____, the ____, the ____
The ____, the ____, the ____, the ____, the ____
The ____, the ____, the ____, the ____, the ____
The ____, the ____, the ____, the ____ and the ____
And you, and you, and you

Yeah, yeah, yeah, yeah, ah, ah, ah, ah

Yeah, yeah, yeah, yeah, ah, ah, ah, ah
Danny Nedelko

66
 EXTRA ACTIVITIES

Welcome to Newcastle!

Find the errors in the texts below and write the corrected versions in
the spaces provided.
International students at Newcastle University
A. Many overseas students are coming in Newcastle for their whole degree, but it is possible
to study here for one or two semesters just. Some students who come for one semester decides to
stay with us to complete their undergraduate degree or return for their postgraduate studies. For
an foreign student, a British degree gives worldwide recognition, an assurance of quality and a
chance to study and becoming fluent in English. European and international employees are valuing
the benefits that you gain by having a british degree.

B. If you are from a Commonwealth country and will be studying for one complete academic
year, we garantee accomodation if you will to accept one offer of a place by june of your year of
entry. If you are studying for a more shorter time period, our Accomodation Service will still assist
you with providing suitable accomodation. Living in student accomodation was a great way to
make friends and experience all of the best that the city of Newcastle has to offer.

C. If you do wish to take your hole undergraduate degree with us, then you should make apply
through the IJCAS service. You may find it helpfull to check the web pages of the most near british
council office. Please be remembering that all undergraduate non-britsh students are classed as
international students and paid higher tuition fees than British Nationals who is born in the UK.

[adapted from Newcastle University website]

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Correct the mistakes in the following two letters.

Dear Ken,

Is now just two weeks and I will be with you. I can no belief it! I looking forward very
much stay with you and your family and see London the first time. I’m very exciting.

My city, São Paulo is biggest and noisiest city in Brasil. Is not very well for tourists is more
commercial city. Also it have very much traffic and pollution. Maybe London have the
same. I like best here in São Paulo the entertainment. You can find good bars and
restaurants, who no close until the latest customer leave.

My friend João he came in London the last year and he has gone to the theatre see “The
Buddy Holly Story.” He say me it was wonderfull. I like to see also.

My plane arrive Heathrow, Terminal 3 at 6.30 am. Is very kind you meet me so early
morning! Thank you.

I hope very much improve my english when I come to London.

See you soon and Happy New Year!

Fernando

Dear Sophie,

In just one week you are here with me in Switzerland. I want that you meet my family and
I will show you my city. I hope you like. Basel is not a big city as London but it’s everything
very clean and very close the mountains, wich are beautifull. I am worry that you will find
Basel a little bored. It is not excited as London becaus the street are very quiet after six
o’clock the night. The people live in flats so they don’t can do a lot of noises. There exists
a museum but perhaps that isn’t very interesting to look.

We have finished school the last week and I enjoy the holiday. My family don’t speak
English so you will practice a lot your german. I like also practice my English with you.

See you the next week! I come to the airport to meet you.

Love, Liliane

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Translate the false friend in the following sentences.

1. Mr Holdall went on a formação course to improve his social skills. __________

2. I had to revise from my apontamentos for the test. _____________
3. Miss Prism had a strict educação from her parents. ____________
4. My brother has always been a very compreensivo person. _____________
5. Dr Devil’s destino was sealed after he admitted he wasn’t a doctor. __________
6. Mr Lovebucket’s destino was the South of France. ___________
7. Mrs Littlefall has been suffering from a constipação for more than a week.
___________
8. Mr Goodboy asked if he could assistir Professor Bumblecrumb’s lecture.
___________
9. I have real problems decorar new phone numbers. ___________
10. Mr Cooker soon became chefe of the Human Resources Department. __________
11. I went to the livraria to see if there were any books on ostrich farming. __________
12. The government has decided to apostar in free bicycles for the under fives.
__________
13. I have a compromisso next Wednesday so I won’t be able to meet you. ___________
14. I’ve got a reunião with the bank manager to discuss my finances. ___________
15. There are moves to improve health and segurança in the workplace. ____________
16. England’s gastronomia is one of the best in the world. ___________
17. The company’s política on employing one-legged individuals has yet to be
defined. ___________
18. “Pass me that pen.” “Como?” “I said, pass me that pen.” _____________
19. Actualmente the building is used as an insurance company. _____________
20. Mrs Dronewearily wanted to have particular lessons to improve her French.
_____________

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Are the following statements True or False about how to behave in England?

1. When you order a drink in a pub, payment for all drinks purchased is made
when you leave the establishment.
2. You have to be 18 to drive a car legally on the Queen’s highway.
3. If you are driving you are obliged to stop at a zebra-crossing to let pedestrians
cross the road.
4. When ordering a cup of coffee, ask for a black one if you don’t want milk.
5. If invited to dinner, it is a sign of good manners to eat with your elbows on the
table.
6. Soup should be slurped to show that it meets with your approval.
7. On the first day of the month, you should say, “white rabbits, white rabbits,
white rabbits” for good luck.
8. Umbrellas shouldn’t be unfurled indoors.
9. You are required to carry a warrant to show that you are 21 when entering pubs.
10. A cuppa is always served with a dash of milk.
11. When going on an escalator on the underground, you must stand on the left.
Failure to do so will result in irate commuters.
12. You should cross your knife and fork on the plate to indicate that you have
finished eating.
13. There is no need to apologise if somebody accidently touches you.
14. National Service is obligatory at the age of 17.
15. You shouldn’t leave your shoes under a table. It is considered bad luck.
16. You can only spit in designated spitting areas known as “spitfires”.
17. People under the age of 18 are not allowed to buy cigarettes.
18. You should say “what”, if you want somebody to repeat something.
19. You must drive on the left.
20. You must be at least 15 to get married.
21. The age of consent is 18.

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 For each of the following select the correct spelling

1. a) adress b) addres c) address

2. a) recommend b) reccomend c) recomend

3. a) wich b) whitch c) which

4. a) accomodation b) acommodation c) accommodation

5. c) typical b) tipycal c) tipical

6. a) Portugues b) Portuguese c) portuguese

7. a) character b) charachter c) caracter

8. a) technical b) techniqual c) tecnical

9. a) diferent b) differrent c) different

10. a) bycicle b) bicicle c) bicycle

11. a) seperate b) separete c) separate

12. a) arcitecture b) arquitecture c) architecture

13. a) milennium b) millennium c) millenium

14. a) bureaucracy b) burocracy c) buroucracy

15. a) coleague b) colleage c) colleague

16. a) psicology b) psychology c) psicology

17. a) weather b) wether c) wheather

18. a) chronological b) cronological c) cronalogical

19. a) advise b) advice NOUN

20. a) practise b) practice VERB

21. a) Mediterranean b) Meditteranean c) Mediteranean

22. a) Carribean b) Caribean c) Caribbean

23. a) aggressive b) agressive c) aggresive

24. a) exagerrate b) exaggerate c) exagerate

25. a) writing b) writting c) writtting

26. a) writen b) written c) writtten

27. a) responsible b) responsable c) responseble

28. a) antidisestablishmentarianism (Is this right or wrong?)

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 Exam Practice Tasks

A) Read the text below and complete each blank with one word. All the missing words are
auxiliar verbs.
My life (1) ____ improved a lot since last year. You see, before that I (2) ____ been working
in the same job for five years and I (3) ____ beginning to feel rather bored. I (4) ____ getting
ready to apply for another job when one day my boss called me into her office. "Our company
(5) ____ planning to expand overseas," she said. "We (6) ____ thinking of starting with
Spain, therefore we will (7) ____ needing some of our best employees to support our new
branch there. (8) ____ you think you would be interested in a transfer?" Naturally I accepted,
although at the time I (9) ____ not know that they (10) ____ also going to promote me
to assistant manager.

By the end of this month, I will have (11) ____ living in Madrid for a year. You can't
imagine how exciting my life (12) ____ become.

B) Complete the second sentence so that it has a similar meaning to the first sentence, using the
word given unchanged. You must use between two and five words, including the word given.

1. We last went abroad a long time ago.

not We _________________________________________________ a long time.
2. When did they start living in the suburbs?
have How ______________________________________________ in the suburbs?

3. It’s the first time she has ever had problems with the authorities.
trouble She ______________________________________ with the authorities before.

4. When Carl was young, he went to a holiday camp every summer.

used When Carl was young, he __________________ a holiday camp every summer.
5. After the earthquake, the government supplied food and medicine to the homeless.
provided after the earthquake, the government __________________ food and medicine.
6. Lucy hasn’t visited me since February.
was The last _____________________________________________ in February.

7. I haven’t caught a cold for ages.

down I last _________________________________________________ ages ago.

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 C) Read the text below and think of the word which best fits each space. Use only one
word in each space.
There is no doubt that money, in the form that we know it today, (1) _____ what keeps
modern economic life functioning. Yet, throughout history, money, in whatever form, has
provided people (2) _____ the ability to buy (3) _____ sell goods.

Thousands of years (4) _____, civilisations (5) _____ to rely on the barter system as a way of
exchanging goods. Within this system a person had to exchange one thing for another. This
meant that the two parties involved had to (6) _____ an agreement as to what they thought
their products were worth. Items such (7) _____ wheat, tobacco and livestock have all been
used as money at one time or another. It was not until much later that humans came up (8)
____ the idea of money in the form of metal coins. So why (9) _____ the barter system
come to an end? The answer is simple. Coins were much easier to handle and carry
around. Since then, the use of coins has become widespread. It has made commerce
simpler and has given countries an opportunity (10) _____ development by doing
business with other countries further afield, which they (11) _____ never done business
with before.

In recent years, paper money has become more common all over the world, as it is easier to
use. It (12) _____ not be long, however, before plastic cards take over completely, replacing
coins and paper money.

D) Read the text below. Use the word given in capitals at the end of each line to form a word that
fits in the space. There is an example at the beginning.
In the early 1960s, a new craze swept through the (COAST) costal of the United States.

Being (PHYSICS) _______________ fit, the surfers wanted some fun while the surf was low. That's when
an (ENERGY) _______________ new pastime called skateboarding was born. The skateboard was
(ORIGIN) _______________ originally developed by attaching a plank of wood to roller-skates.

However, skateboarding has undergone (DRAMA) _______________ dramatic changes since then.
(PROFESSION) ______________ skateboarders now use plastic and fibreglass, which make the boards
more durable and flexible. Nowadays, skateboarders spend (END) _______________ hours performing
tricks and stunts many of which are (DANGER) _______________, so experts (ADVICE)
_______________ skateboarders to wear protective gear such as helmets and elbow and knee pads,
especially if they are not (SKILL) _______________ many falls before becoming proficient, so it is (SENSE)
_______________ accidents.

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74
Source: Moutsou, E. (2009). Use of English B2 for all exams. MM Publications

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