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TIME TO THINK

Faça no caderno as questões de resposta escrita.

1. Take a look at the images and do the following with a classmate.

I.

II.

III.

1. Relacionem as imagens às descrições.
   • Homens escoceses usando kiltsquílts.
   • Homens judeus usando kippahsquipás.
   • Mulheres muçulmanas usando hijabsríjabs.

b. Escolham uma das imagens e pensem: se vocês pudessem pedir às pessoas retratadas mais informações sobre suas roupas, o que perguntariam?

2. Discuss the following questions with a classmate.
   1. Que tipo de comida você não deve pedir na Índia?
      1. eggs
      2. fish
      3. beefbíf
      4. pork
   2. Esse alimento não é consumido por indianos porque eles acreditam que
      1. galinhas provocam doenças.
      2. vacas são animais sagrados.
      3. peixes contêm impurezas.
      4. porcos simbolizam o nascimento.

3. Talk about the following questions with a classmate.
   1. Vocês acreditam que choques culturais acontecem apenas entre pessoas de diferentes países ou também de um mesmo país? Justifiquem sua resposta.
   2. Quais estratégias vocês adotariam para evitar interpretar erroneamente alguém de outra cultura?
   3. Na opinião de vocês, quais costumes comuns seriam motivo de estranhamento para um estrangeiro visitando o Brasil?

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4. Take a look at the image and discuss the following questions with a classmate.

1. Qual situação a imagem representa?

b. Na opinião de vocês, por que esse tipo de situação acontece?

5. Read the dictionary entry below and discuss the questions with a classmate.

MISUNDERSTANDING. In: HORNBY, A. S. Oxford Advanced Learner’s Dictionary of Current English 7. ed.sétima edição Oxford: Oxford University Press, 2005. p.página 980.

1. Qual das acepções se relaciona com a imagem da questão 4? Por quê?

2. Em português, qual palavra vocês acham que corresponde a misunderstandingmizãndersténdin?

3. Como vocês definiriam o termo cultural misunderstandingmizãndersténdin?

6. Read the definition and do the following with a classmate.

1. Com base na definição, escolham três palavras que, na opinião de vocês, podem motivar estereótipos com relação ao Brasil.
   1. Futebol
   2. Carnaval
   3. Gastronomia
   4. Praia
   5. Música
   6. Natureza

b. Verifiquem com os colegas quais foram as três palavras mais escolhidas e discutam as razões para essas escolhas.

Page one hundred and sixty

READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1

Before reading

1. Discuss the following questions with a classmate.
   1. In Brazil, when do we usually give someone a gift?
   2. What do we usually do with the gift before giving it to the person?
   3. When you give someone a gift, do you expect the person to open it in front of you? Why? What would you think if the person did differently?

2. Now read the title of the text in Read to learnríd tchu lârn and discuss the following questions with a classmate.
   1. Who do you think are involved in the incident?
      1. teachers and students
      2. school staff and students
      3. students and their parents
   2. Do you think all of them are from the same country? Why?

Read to learnríd tchu lârn

1. Read the first part of this written account with these objectives in mind:
   • to verify what event is responsible for the whole story;
   • to identify characteristics of written accounts.

Page one hundred and sixty-one

MARSHALL, L. How I Offended an Entire Class Through Cultural Ignorance. Around The World: with teacher-traveler Lillie. Boston, EUAEstados Unidos da América, 22 mar.março 2010. Disponível em: https://oeds.link/M8rYjx. Acesso em: 30 abr. abril2022.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the text.
   1. What was offered to Lillie in the beginning of the story?
   2. Who are the main characters in this story? Are they from the same country? Were your predictions in question 2 (Before readingbifór rídin) correct?
   3. Where is Lillie from?
      1. Japan
      2. Australiaóstrêilia
      3. South Africa sáufi éfrica
      4. United Statesiunáited istêits
   4. Who called her on the phone in the beginning of the story? Is this person a school student? Justify your answer.

2. Decide whether the following statements about Lillie are T (true) or F (false).
   1. She went there alone.
   2. She went there by bicycle.
   3. She was going to meet Yvonne at school.
   4. She was not far from the place where she should meet Yvonne.

3. Choose the best option to complete each sentence.
   1. The text is mainly
      1. argumentative.
      2. descriptive.
      3. narrative.
   2. The quotation marks used in the text indicate mostly
      1. fragments from other texts.
      2. speech of the characters in the story.
      3. thoughts of the person who tells the story.

Task 2 tésqui tchu

Before readingbifór rídin

1. Think about what you read in Task 1tesqui uon (Readingrídin) and discuss the following questions with a classmate.
   1. Who is telling the story?
   2. What is her occupation?

2. Decide with a classmate whether the following statements about the text are T (true) or F (false).
   1. The fact that Lillie was honored with a gift is important to the story.
   2. The title suggests that the story is about a cultural misunderstanding.
   3. The first part of the text clearly states what caused the cultural offense.

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3. What present do you think Lillie received?

I.

II.

III.

Read to learn ríd tchu lârn

1. Read the second part of the written account with these objectives in mind:
   • to find out what Lillie did that was related to “cultural ignorance”;
   • to identify the verbs used to refer to the direct reproduction of people’s speech.

MARSHALL, L. How I Offended an Entire Class Through Cultural Ignorance. Around The World: with teacher-traveler Lillie. Boston, EUAEstados Unidos da América, 22 mar.março 2010. Disponível em: https://oeds.link/M8rYjx Acesso em: 30 abr.abril 2022.

Page one hundred and sixty-three

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the text.
   1. What is the main event in this part of the story?
      1. The teacher’s joy.
      2. The children’s reaction.
      3. The opening of the gift.
      4. The photos of the event.
   2. What was the gift that Lillie received?

2. Decide whether the following statements about the text are T (true) or F (false).
   1. Lillie opened the gift because the children asked.
   2. Lillie suspected that she had done something wrong.
   3. Oliver tried to warn Lillie not to open the present in front of the children.
   4. Oliver told Lillie that the misunderstanding could have positive consequences.

3. Who said the following lines? Use the words from the box to answer the question.

1. “I’m so sorry.” (line 30)

2. “It will be all right.” (line 35)

3. “It is the most perfect gift ever. Thank you so much!” (line 24)

d. “You should not have opened the present in front of them.” (line 29)

4. Match these expressions from the text to their meanings:
   1. to mess up (line 32)
   2. sinking feeling (line 26)
   3. to read someone’s face (line 30)
      1. to ruin things
      2. to understand a person’s expression
      3. the sense that something bad happened or will happen

Task 3 tésk thri

Before readingbifór rídin

1. Think about what you read in Task 2 (Reading) and discuss the following questions with a classmate.
   1. After opening the gift and thanking the class, what did Lillie begin to suspect? Why?
   2. Why did she open the gift?
   3. According to Oliver, what positive consequence could that misunderstanding have?

2. Choose the best option.
   1. The gift Lillie received is often used to make
      1. clothes.
      2. jewelry.
      3. furniture.
   2. What professional does it?
      1. A goldsmith
      2. A carpenter
      3. A dressmaker (or seamstress)

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3. Based on what you have read of the written account so far, make predictions about the last part of the text with a classmate.
   1. What do you think this part of the account will be about?
   2. Do you think Lillie will learn more about Ghana's culture? Why?

Read to learnríd tchu lârn

1. Read the last part of the written account with these objectives in mind:
   • to observe the “offenses” caused by cultural differences;
   • to identify characteristics of written accounts.

MARSHALL, L. How I Offended an Entire Class Through Cultural Ignorance. Around The World: with teacher-traveler Lillie. Boston, EUAEstados Unidos da América, 22 mar.março 2010. Disponível em: https://oeds.link/M8rYjx Acesso em: 30 abr.abril 2022.

Constructing meaningsconstrãquitchion minins

1. Choose the best option according to the text.
   1. Where does the last part of the story take place?
      1. At the YCC’s guesthouse.
      2. At Madam Yvonne’s school.
   2. Who is John?
      1. The director of the school.
      2. The director of YCC.

Page one hundred and sixty-five

3. What did he say about Lillie that offended her?
   1. He said she was growing fat.
   2. He said she shouldn’t have opened the gift in front of the students.

4. What was John’s intention in saying that?
   1. He tried to be funny.
   2. He meant it as a compliment to Lillie.

2. Pay attention to these excerpts from the text and answer the following questions.

1. What does “it” refer to in the question?
   1. the fabric
   2. the seamstress

2. What is implied in the use of “another”?
   1. This will be the first dress the seamstress makes for Lillie.
   2. Lillie has already had other dresses made by the seamstress.

3. Who does “me” refer to in the sentence?
   1. JohnDjón
   2. Lillie

4. What is meant by “soothe”?
   1. to calm down
   2. to defy

3. Consider the whole written account and do the following.
   1. What attitudes in the report might be examples of cultural misunderstandings?
   2. Explain Lillie’s hope (and the reasons for believing it) in the last paragraph. Is it an optimistic or a pessimistic conclusion?

Think a little morethink a lítol mór

1. Discuss the following questions with a classmate. Then share your conclusions with the whole class.
   1. Como vocês definiriam “cultura”? Procurem definições em dicionários e na internet ou verifiquem com seu professor se precisarem de ajuda.
   2. Que relação existe entre cultura e o relato que vocês leram em Read to learnríd tchu lârn?
   3. Algumas pessoas consideram, equivocadamente, que existem culturas melhores que outras. O que vocês pensam sobre essa atitude?
   4. Vocês acham que a mídia também contribui para disseminar essa crença? Por quê?
   5. Quando se discute sobre outras culturas, é comum reduzi-las a estereótipos. O que pode ser feito para ajudar a superar esse comportamento?

Page one hundred and sixty-six

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listeningbifór listenin

1. Read the synopsis of the movie whose scene you will hear in Listen to learn and answer the following questions with a classmate.

OUTSOURCED. Direção de John Jeffcoat. 2006. (103 minminutos), DVDdêvedê, color.

1. What do you imagine you will hear?

b. Is it possible to attribute a characteristic or behavior to an entire population? Why?

2. Answer the following questions.
   1. What is telemarketing?
   2. How do telemarketing operators usually contact customers?
      1. Through direct mail.
      2. Through telephone calls.
      3. Through face-to-face interaction.

Page one hundred and sixty-seven

3. Take a look at the image and answer the following questions with a classmate.

1. What do you think the purpose of this product is?

2. In what country do you think this product is popular?

c. Do you think this product could be popular in India? Why?

Listen to learn

1. Listen to this movie scene with these objectives in mind:
   • to verify the nationalities of the speakers;
   • to identify characteristics of movie scenes.

OUTSOURCED. Direção de John Jeffcoat. 2006. (103 minminutos), DVDdêvedê, color.

Constructing meanings

1. Listen to the movie scene carefully and choose the best option.
   1. The scene presents part of
      1. an English as a Second Language class.
      2. a university lecture about multiculturalism.
      3. a training course for telemarketing operators.

1. American; India
2. Australian; Jamaica
3. British; South Africa

3. The instructor’s explanation of item A221
   1. reveals his knowledge about cattle breeding.
   2. causes perplexity and resentment in his audience.
   3. shows that he understands and respects the culture of his audience.

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2. Listen to the movie scene again and choose the false statement.
   1. People keep track of cows in the US through branding.
   2. Americans use A221 to burn letters or words into their food.
   3. Asha suggests that the instructor teaches them more about his own country.

3. Answer the following questions about the text.
   1. Why is this interaction an example of cultural shock?
   2. What is implied in Asha’s suggestion?

Think a little more

1. Discuss the following questions with a classmate.
   1. O que vocês acham da atitude do instrutor com relação à cultura de seus alunos?
   2. Na opinião de vocês, o problema de compreensão que acontece no diálogo foi causado por ignorância cultural ou por desrespeito a outras culturas? Justifiquem sua resposta.
   3. Comparem a situação apresentada com a história de Lillie (Readingrídin). O que vocês acham da atitude de cada protagonista?
   4. Na opinião de vocês, o poder econômico e político de um país influencia a formafórma como sua cultura é vista pelos outros? Justifiquem sua resposta.

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read the excerpts from the written account by Lillie Marshall and choose the correct answers.

a. The words in bold are used to refer to

1. the voice of the narrator of the story.
2. the dialogue between the narrator and the reader.
3. the speech of a character or of a group of characters.

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2. Those words are called
   1. passive voice.
   2. direct speech.
   3. reporting verbs.

c. In the excerpt “‘No!’ saidsaíd some of the students. ‘Yes!’ said others.”, it is possible to replace the words in bold with

1. claimed.
2. answered.
3. describeddiscraibed .
4. questioned.

2. Complete the excerpts of the written accounts below with the words from the box.

a.

ZINNI, Stefano. Travel stories. [s. l.]: Uccio, 2018. 448 p. páginaE-book.

b.

HOSTELWORLD Blog. Real travellers’ stories that will fill your soul with wanderlust. 2016. Disponível em: https://oeds.link/0XAgVf Acesso em: 30 abr.abril 2022.

3. Read the excerpts from Lillie’s written account and do the following.

1. The words in bold are called
   1. conjunctions.
   2. prepositionspréposíchiâns.
   3. phrasal verbs.

2. Match the words in bold to what they express:
   1. inside a place
   2. on the surface of
   3. relationship between effect and cause
   4. surrounding or on all sides of something
   5. movement in the direction of someone or somewhere

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4. Complete the excerpt of the written account below with the words from the box.

KENYA: a trip to remember.Disponível em: https://oeds.link/lUXsMo. Acesso em: 21 jul.julho 2018.

5. Read this other excerpt from the same written account used in question 4 and match the prepositions in bold to what they express. If you have any doubts, check with the Eyes on grammaráison grémer section.

KENYA: a trip to remember. Disponível em: https://oeds.link/lUXsMo. Acesso em: 21 jul.julho 2018.

1. on the subject of

2. accompanied by someone or something

3. by a specified means of transportation

4. in the middle of or surrounded by other things

e. the relationship between a general category and the thing specified

WRITINGráitin

Faça no caderno as questões de resposta escrita.

Hit the road

In pairs, you are going to produce a written account of a misunderstanding you were involved in or heard about. The misunderstanding may or may not have happened because of cultural differences. It is important that the story revolves around a misunderstanding of some kind. Remember you have already seen an example of a written account in Reading.

1. Before preparing your written account, pay close attention to the following chart.

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Toolbox

1. Follow these steps. They will help you prepare your written account.
   1. Façam um levantamento de algumas histórias envolvendo mal-entendidos que vocês consideram adequadas à tarefa. Vocês podem se valer das próprias lembranças, recorrer a familiares ou pesquisar na internet.
   2. Decidam que história vai ser relatada, considerando o que poderia ser mais interessante para os leitores.
   3. Organizem os fatos da história em ordem cronológica e usem palavras e expressões para sinalizar o encadeamento temporal dos eventos: first, then, after that, later, finallyfârst, den, áftâr, dét, lêirer, fáinali etcetcétera.
   4. Façam uma revisão dos tempos verbais adequados ao relato de uma história.
   5. Identifiquem nestas frases, retiradas do texto lido na seção Readingrídin, os verbos utilizados para se referir a falas de personagens.
      1. “‘We would like to present you with a gift,’ said Madam Yvonne breathlessly over the phone [...]”
      2. “‘Shall I open it right now?’ I asked dramatically [...]”
      3. “‘Am I supposed to open it in front of them?’ I whispered desperately to Oliver [...]”
   6. Pesquisem outros verbos em inglês que, como os identificados, costumam ser utilizados para expressar a fala de pessoas que participam de uma conversa; depois, decidam quais vocês vão usar no relato.
   7. Escrevam uma versão inicial do relato e troquem o texto com outra dupla para uma apreciação crítica e possíveis sugestões.

Step back

1. After getting your classmates’ feedback, check if your written account has the following characteristics:
   • conta a história de um mal-entendido;
   • encadeia de formafórma coerente os acontecimentos da história;
   • sinaliza a sequência temporal com marcadores adequados;
   • utiliza os verbos nos tempos apropriados a um relato;
   • indica adequadamente a reprodução das falas de personagens, as quais aparecem entre aspas;
   • emprega verbos como ask, say, tellésk, sêi, tél etcetcétera. para introduzir ou retomar as falas de personagens;
   • apresenta linguagem, grafia e pontuação adequadas.

2. Now write the final version of your written account and share it in the school newspaper or on the school board.

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PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (156-157) and answer the following questions with a classmate.
   1. What can you say about the image, considering what you have discussed in this unit?
   2. How would you explain the statement “we are all different”?
   3. In your opinion, what does it mean to live in a multicultural world?
   4. From your point of view, what is the main cause of misunderstanding between people from different cultures? What could be done to avoid these misunderstandings?
   5. Why is it important to talk about multiculturalism when we study other languages?

THINK IT OVERthinkirôver

Faça no caderno as questões de resposta escrita.

1. Think about everything you studied in this unit and consider the following questions. Give examples and explain your answers.
   1. O que você achou mais interessante nesta unidade?
   2. O que você aprendeu sobre diversidade cultural?
   3. Depois das discussões feitas ao longo da unidade, o que você pode falar sobre estereótipos e sobre maneiras de desconstruí-los?
   4. Como você fez para lidar com eventuais dificuldades de compreensão dos relatos escritos?
   5. Você ficou satisfeito com o relato escrito que produziu?

EYES ON GRAMMARáison grémer

Read the examples extracted from this unit’s texts, as well as the highlighted words and expressions. Pay close attention to the notes that follow them.

Example 1 egzâmpol uan

(p.página 160)

(p.página 162)

(p.página 164)

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• Os reporting verbsripórtin vârbs são usados para indicar a fala de alguém em uma narrativa.

Example 2

(p.página 160 e 161)

(p.página 162)

(p. 164)

(p. 167; Movie scene - Part IumIum)

• Em outros contextos, as preposições podem ter sentidos diferentes.