IiIHERE ARE YOU FROM, REALLY?

Knowing our roots strengthens

our own identity.
 Dcontact ffi ffi
@r Do you know what heritage is? Listen to a definition by UNESCO and discuss
with a classmate. lf necessary, go to page 46 and read the transcript.

The images below depict Brazilian assets considered World Heritage sites by
UNESCO. Can you identify them? Match the pictures to their captions.

F
z E
z
O
o ã
ê
z o
Õ
f

Cultural influences: Cultural influences: Cultural influences:

Dt*tcà / ?orl*qwese irIri ,rc',
lnà.rqenau.*

Alrican

z
€
Õ
u
F

a
F
l
I 3
!!
o §
l o
s o
Õ
E
9
o
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Cultural influences: Cultural influences: Cultural influences:
f,-,, l-l;r', ,,.

(: ) Ruins of São Miguel das MissÕes

(
' ) Discovery Coast Atlantíc Forest reserves
( -- ) Brasília
(í ) Carioca landscapes between the mountains and the sea
( i, ) Historic town of Ouro Preto
(I) Historic town of Olinda

Over time, the sites above have been suffering cultural influences by migrants
and / or locals. can you name some of the cultures influencing each one of
them? write your answers in the spaces provided under each image in activity 2.

@
 B tdeas '\* ã

Nowadays, human migration affects almost every country and region in the
world, either as point of origin, passage, or endpoint. Match the push factors
(reasons why people leave an area)to Íhe pullfactors (reasons why people move
to a particular area) for migration.

Push.Factors Pull Factors

a) unemployment )
( ,.. safer atmosphere

b) lack of services ) fertile land

c) poor safety and security ( ) greater wealth or affluence

d) high crime rates ( ) potential for emPloYment

e) crop failure (,, ) low crime rates

fl drought or flooding (, ) political securi[Y

g) poverty \- , less risk oI natural hazards

h) war or authoritarian regimes ) better service proviston

Avallable at <www.bbc.co.uk>. Accessed in July,2013. (Adapted )

a.Ím.
, &lligr*t*, e*:içreta, and inrmlgrãt* are used to express the act oÍ movtng
, from one country or part of a country to another. l...lIo gigrate is to make
: such a move either once or repeatedly.To enrigr*te is to leave a country,
, usually one's own, and take up restdence in another. [...]To immigrate is to
: enter and settle in a country not one's own.

Available at <http://dictlonary.reference.com>. Accessed in July,2013 (Adapted )

2 Are there other factors for people to migrate that have not been
exposed above? Write them down and share with a partner.

ff.
ffi*à*-**.''
P t Talk to your classmates to find out about the origins of their families
E Take notes in your notebook.
I
3
z
É
z
É * ls this the same in every classroom in the country? How might this
z
o configuration differ, and why? Discuss with two classmates.

@
Dwords in context
@@
Observe the textual cues from the piece below and answer:

a) What kind of text is it?

b) Who is it aimed at?

c) What is it about?

d) What type of language do you expect to find in the text?

( ) Formal. ( )lnformal.

lntersectione of Global Heritage and Migratíon
Sonfprçnca Sa*cdption:
Across ths agês, the movem*nts of peopie, Íhings, and
ideas havo shaped and reshapsd worlds; they havo buílt
communities, inCIeribed landscape*, and asssmbled
ideas and networks across the globe, ln rêc6nt times,
intoractions between tho globaland looal have inteneifisd
and diversifíed, The mobility oÍ people, which has always
been high, has bscome thoroughly globeliz*d, Sueh
intoractiono have specifie hírtoric*l csnsêqu#ncÉs in the
*ocial, politi*al, econornic, and raligious dornainr. Th*y
have always led to the produetion gf fragmented ând
hybrid forms of thor:ght, architççture, cultural practif*,
and so on, Both fragmentation and hybridization cen lead
to di$orienting etfects that reorder etruetuíês of polltieal
rÊeosnition and power,
ln the wake of such frêsrnsntâtlon end hybrídization,
people oftpn seek to strengthen their ties to ê pâ${ or
identíty, thêf$by anehoring an unçeftain pres*nt or futsre
*o lraditional w*yo and fornrs of fife. l\latione around Íh6
globe hava beoçrne moÍs eoncêrned with roçulating
m,grant flows, becides ârticulâtin# and pre*erving their
nÊturfll and cultural heritage. Soth rnigration and heritage
have thus or*orged as produets and imaginod solutions
for the dostâbílizing effeçts of globalization.
Within th,sse dis*us*ions, we examíÍxe how groups and
insti{utiCInÊ mcbilíze "hsritêS*" âs â stral*#y to dealwiÍl.t
the pressures impo*ed by Slqbai eeonornie, poljtical, and
eultural Ílows, Bringing togeÍher persBeetives from histsry,
anthrspohsy, archa*ology, thie confsrenee seeks to
highlight migration and heritage a$ two forceo implhated
in the tranEforrnâtion oÍ worldo and rslationehjps.

Available at <wwa^/.research.leiden.edu>. Accessed in July. 2013. (Adapted.)

2 Read the text and check what its main subjects are.
( ) influences of history, anthropology, and archeology over migration
( ) mobility of people and its consequences
( ) reasons for people to migrate
( ) relationship bãtween migration and heritage

How do societies react to the eflects of fragmentation and hybridization caused

by the movements of people, according to the text?

EI
 Prefixes and suffixes are sets of letters that are added to the beginning or
end of a word root.They can form verbs, adverbs, nouns, and adjectives.

4 Look for words with prefixes and suffixes in the text on the previous page. Use them
to complete the table, according to each category.

destabilizing

negation, removal, reversal

A phrasal verb is an idiomatic phrase made of a verb plus another

element, typically either an adverb (break down), a preposition (lookfor), or a

combination of both (look down on).

§ Match each phrasal verb to its definition. Use a dictionary if necessary.

a) close down ( ) to stop operating permanently

b) dealwith ( ) to give something to someone else

c) end up ( ) to become or do something unplanned

d) hand over ( ) to assume responsibility

e) look for ( ) to take the necessary action to solve a problem

f) make up ( ) to try to find

g) take on ( ) to complete an amount or number

@
 6 Complete each sentence with the appropriate phrasal verb from the previous
activity. Pay attention to the verb forms.

a) Some refugees living in camps in countries other than their own.

b) NGOs some hu manitaria n assista nce ike h unger-response programs.

I

c) | had to all of my documents for migration.

d) Maya is new job opporIunities.

e) The police a club that was hiring illegal immigrants.

f) lmmigrants now I 3% of the British population.

g) Europeans can't the large number of immigrants.

7 Read the transcript of a radio news transmission. Fill in the blanks with the correct
form ofthe phrasal verbs used above.

fi' '1 §r*ÍÁb

M:igrants Fl,ovv lnto BrazÍl'

by Lou rdes Garcia-Navarro
For decades, Brazil was an exporter of immigrants. lts citizens traveled to Europe and the United
States in search of a better life. Now, as the economy has grown, more and more of the world's
desperate people are on Brazil's shores, and the country is struggling with how
to address the problem.
Undocumented immigrants less than 1 percent of the Brazilian population. But
the number is growing, and advocates say Brazil doesn't know how to cope. There are more than 100
Haitians clustered in a dark waiting room at Our Lady of Peace Church in downtown São Paulo.They
are the newest group of undocumented migrants to come flooding into Brazil. Rev. Paulo Parise, who
runs the mission, says "Brazil doesn't have the infrastructure to actually large
influxes of migrants. lt's not enough to allow people to enter and give them humanitarian visas. They
need a place to stay, somewhere to get food, health care, and workj' he says. "ln Brazil, the church or
civil society those tasks. But it's no longer enoughJ'
Franco Bergara, who is from Bolivia, is on the street work. He talks about
how many Bolivians are lured to Brazil and Íorced to work in sweatshops. The Bolivian workers
are forced to their identification documents, he says, and then they are made
to work all day but are not paid. Recently, the government a number of these
factories, some of which were making clothes for international brands like Gap andZara.
A Haitian migrant who doesn't want his name used says he has six siblings in the U.S. However,
he says, he decided to come to Brazil because he heard it was easier to get documents and work.
But it's been almost two months now and he and his wife haven't found jobs. "lt's not easy," he
says, "but we are here now to stay."

Available at <www,npr.org>. Accessed in July, 2013.

@S Now, listen to the radio program and check your answers.

@
 ô Use the information in the text to answer the questions below.

a) Why has Brazil been attracting new immigrants, according to

o the report?
z
à
I

0
I

c)

í
I b) What are some of the problems concerning undocumented
o
migrants that flood into Brazil?
o
E
o
z

c) What has the Brazilian government done so far regarding Haitian migrants?

d) Why do some Haitians choose Brazrl over the US to immigrate?

e) What do employers of Bolivians do in order to oblige them to work underpaid in

sweatshops?

t$ Check the correct meaning of the words in bold.

a) "Brazil doesn't know how to copeJ'

( )avoid the problem ( )deal with the responsibilities ( ) prevent the fact

b) 'He has six siblings in the US.'

( ) cousins ( ) sons and / ordaughters ( ) brothersand/orsisters

c) "There are more than 100 Haitians clustered in a dark waiting rooml'
( ) grouped together ( ) sick and hungry ( ) deprived of freedom
d) 'Many Bolivians are lured to Brazill'
( ) attracted, seduced ( ) disgusted, dissuaded ( ) informed, conscious

e) "They are the newest group of undocumented migrants to come flooding

into Brazill'
( ) for the first time ( ) one by one ( ) rushing, streaming

11 Think about the text you read and drscuss the questions below with a classmate.
a) What's your opinion about ihe recent lnflux of foreigners to Brazil?
b) What issues need to be dealt wiih rn order to have immigrants fully
integrated?
c) Should Brazilfreely accept immigrants and refugees, or should it control their
entry somehow, like other countries do?

en
12 Take a look at the text below and discuss with your classmates:where would you
find it?

6 6
l
o
o
ffi á
s,ffiu effim
ffi%
il il
$*í---§iH'
"ffi%
il
ú1Í-----jrntS
WHAT'S THE DIFFERENCE?

m
*'ã-
Nasty names. Shocking even in print. But all
too common if you're unlucky enough to be
-;
Wait. Why are "you"and "me"among them?
; *" ffia
And why is every figure ldentical? They're all
the samel Exactlyl
sffi-q "e$?*-
-F'jft{- dü"q
;+dtk slffi"B You see, refugees are just like you and me. 5o

ff il
*#;----_--ê;ú ;+r-§ra;

H
what's the difference?

-"#- m The'e's really only one: fear.

Whíle our homes are safe and our rights are
protected, their homes have been left behind
and the rights they once enjoyed were swept
;"
g,ffi-e
; 6 away by violence and hatred. They've been
livlng in constant fear for their lives.
effi,,e
M',ff-e, ê§Éff8-i #'ffi.B
@'dql ffis That's why they've had to leave their country.

m tautl
il m m
That's why they are refugees. Of course they
wish they were back home - wouldn't you?
But it's still too dangerous, and for now we
must continue to offer them our help.

WHAT'§ ÍIIE DITT§N=ilGE? 5o please, don't get mad at refugees.

Instead, save your breath for the situation
N*ry .o6. Shocking *ra i{ b} iiolence ând haüsd. 'Íl!!'e€ been 'lhâr's whl &ey ârc ftíuges. Of
Fdnt. Büt all te côl)@o itroü'rc liüns trr consht íe ã ,âÍ rl1cir Ires. ffie drey *ish ttel §"rs b&ck homc that's made them refugees. lf you want to
§nluckJ- 3mugh rú b. . ftli:gcc. "l'l»fs !,n) úct\c had ro lsie
§ air. § h, e. "yoo" and "m€" Bur ias sd]1 rô. dú$rcus, and iilt support the efforts ol UNHCR, log into www.
rm6g Ánd vh, is §,s ,igüe âN v€ rnlsr co.tlme ro oíter rhen
idwi.d?'h§?
The/rc iü r§e $âwl unhcr.org or our local site www.unhcr.orq.au.
l];art§l So plcâse, dont Sd sâd .i
You sec, ftttrss e jus üLe ,ou Íc{§geêr.
índ rc. dif{trn.e:
So vhnr',s rhe insmd, sa* lour btorh for ik
There\ really mlv onc Ícu.
\\lliile oúr hmer de sâr! «ü «» sdêdo, rhâr5 ,,/, theD *nse\.
our dghn are prote*ed, theit hoocs
hnve ben leti !*!ind âôd dÉ ,ighs
UilHCB Ií ycr wrt to ;uppot rhe eflorr
of UàIHC& log ir6 wr.§nlü.oÍg
Thê úN
aheÍ ônc. diaved rv*ê Hen greÂsqcy

Available at <http://unhcr.org.au>. Accessed in July, 2013.

I3 Based on your general comprehension of the piece above, write the reason why
all characters have the same image, but different captions.

l4 Answer the question expressed in the headline:What's the Difference?

I5 Observe this sentence from the text:'They've been living in constant fear for their
lives.' What verb tense does it express?

@
 ) roundation
PÂ57

FftESEI'lT

They have been waiting

in line Íor four hours.
The immigration ofÍicer
has been working a lot.

One can say that the illustration above expresses:

( ) finished actions that took place at a non-specific time in the past.
( ) current actions that took place over a period of time in the past and are still
going on.

The verb tense used rn the comrc strip captions is:

( ) Present Perfect Simple.
( ) Present Perfect Continuous / Present Perfect Progressive.

Complete the sentences below using the same verb tense used in the comic strip
ca ptions.

a) People with Japanese origins in Brazil for over a

hundred years. (work)

b) German rmmigrants to Brazil since 1824. (come)

c) Many of the indigenous peoples of the Americas

here since their genesis. (live)

d) Gold miners and lumberers deadly diseases to

the Yanomami tribes in Brazil. (transmit)

e) The ra rnforest since Éuropean colonists first

came to Brazil. (disappear)

Due to the internatronal crisis in the Euro Zone, the number of immigrants in
Brazil . (increase)

e) Cu ba ns to the US for decades. (flee)

ED
lmmigrants have been coming to Brazil, bringing their cultural heritage and
creating what people call the "Brazilian melting pot.'ldentify their influences by
answering the following question:What have Brazilians been doing since these
immigrants first came to BrazilT The first one is done for you.

eat b) celebrate
Ther4 h"ave 6een eatinq sushi anâ sashimi

c) cook d) play

lmagine you have migrated to a different country. Look at the list below and
make sentences about your new experience regarding each of the items.

a) TRANSPORTATION:

I hav e been using p,rb[i. tr anspor tation.

b) JOB:

e) FOOD:

f) FRTENDS:

q)
 6 Complete the text with the correct form of the verbs in parentheses.

The artist lrss been painting a picture The artist has painted a picture

&11 +
* '=;"";
i'i-!,-:.,;,,=.:.=:::-..j.!::..,:,,:::::-r,::.:a,ii::.:.::=i=,,=,.,:ijr;4;-,iiir;rl.ji;i +;r:i:.;..ri..:.:a,.+i".-i.;i1,' 1*@

Available at <http://blog.psjd.org>. Accessed in July, 2013.

Doctors Without Borders / Médicins Sans Frontlàres

(MSF) works in nearly 70 countries providing medical
aid to those most in need regardless of their race,
religion, or political affiliation.
Avai able at <www.doctorswithoutborders.619>. Accessed in July, 2013.

7 Pedro has decided to join Doctors Without Borders. Form questions for him about
his experience, based on the prompts. Use the Present Perfect Continuous orthe
Present Perfect Si m ple.

a) He's living in Malawi now.

Horu lonq
'ftl.v( rar!.6een trvl-nq ,.nllalaw,-?,

b) He's a medical student.

How long a medical student?

c) He sometimes travels to rural Malawi.

How many times to rural Malawi?
d) He writes emarls to his friends rn Brazil

e) He's learning English.

a
 Dvoices ffiffiffi
Have you watched the movie TheTermÍnal? what is it about? share vour ideas
with a partner.

viktor Navorski, the main character of TheTerminal, becomes a stateless person

when a revolution breaks out in his native country, which then is no longer
recognized as a sovereign nation. Checkthe things a stateless person probably
cannot do.
( ) attend school ( ) haveajob
( ) have a valid passport ( ) be homeless
( ) have an lD ( ) use the health system
( ) buy an apartment ( ) haveachild

@S
z
Listen to an extract of a radio interview with António Guterres, UN .<

High Commissioner for Refugees, about some basic citizenshi6r

ô
rights that are denied to stateless people. Underline the items in
activity 2 that he mentions.

@* Now, listen to another extract of the same interview.

Decide if the statements are true (T) or false (F).
a) Most countries have laws that protect stateless people. ( )

b) The United Nations is working to help solve the problem of stateless people. ( )
c) For the interviewer, stateless people are pretty much like second-class citizens. ( )
d) The situation of stateless people is usually more dramatic in regrons where
there has been a state break up. ( )

5 Read the lines of two different scenes from The Terminal. Pay attention to the
quest"ions in bold.

z
P

z
o
Ê

o
L

Sales clerk: Do you live nearby? Viktor: I will go home.

Viktor: Yes. Gate 67. Frank l'm sorry. What did you say?
Sales clerk: Because we are very Viktor: lwill go home. Leave them
particular about punctuali. . alone. I will go.
Did you say Gate 677
Viktor: Gate 67.

6 The questions in bold in the dialogues above are used to:

( ) ask for clarificatron (check information or ask for repetition).
( ) ask for new rnformatron.

@
 aillllltll.
Askin g Íor çlarifJcatiçn
Askingfôr r*petition Clearingupdoubts
. Exçuse me? What was that you said? . Sorry, but what do you mean by
. l'm sorry, I didn't catch that. Could you say .
"-- ? Do you mean
thatagain? . lsthat-or-?
. Couldyourepeatthat,please? . Sorry,didyousay_._._--or-?
. Sorry? -?

7 Work Ín pairs.
StudentA: Listen to Student B in order to complete some facts about
immigration in Brazil. lf you do not understand, or need him / her to
repeat anything, use the language from the box above.
StudentBl Read the facts about immigration in Brazil. Help Student A
understand them, if necessary.

t Now switch roles.

Student Al Read the facts about refugees and stateless people at the bottom of
the page. Help Student B understand them, if necessary.
Student B: Listen to Student A ín order to complete some facts about refugees
and stateless people around the world. lf you do not understand,
or need him / her to repeat anything, use the language from the
pop-up box right before activity 7.

I Were there any facts that were particularly interesting or surprising? Share with
your classmates.
'sreaÍ g I souile rotr rodrlv allneg êp sêlrpqf
êql ul pa ll aH'986L ul pêruap êrue.ll ur útrua slq peq'uell uro.U uêzlill palledxe ue'ljêsseN rur!le) uprqarú (q
'ueq61y s; êptmpl.lor
saa6nlat tnol Átara ul óuO plJoM aqt u1 sea6n;ar rô raqunu rsa6tel aq1 Árrunor aqt s1 uetslueq6;y 1e
qrgrvr

appnppo6eldood ssqalels pue seaôn;ag lnoqv slleJ

v luapnls
'006t pue 0gB t uaa^,\]aq panure sluer6rruur! isour rnq '§1gl ul llzerg ut peaup sluer6luJtul ueltell Jo sdno$ rstg aq1 (q
'sÁep 7g palsel dul aq1'nrerrl olese) aq] plpoqe '906 L'q]B I aunr uo ltzprg ul paaure sluef luurl êsãuedpr ]s.4 aql (e

llzprg ur uoltprblurul lnoqv spel

g luâpnts

E)
@ oevelopment

§ How has your area been changing? Discuss with a partner the changes in your
local area as a result of migration. Take notes in your notebook. Below are some
aspects to consider.
a .,,:,:. ..i-1r:,
P o
Ê o
a uu#.'*k,l3.'"'.-F:,'$:l
=
-
E
t
E
l
T
l-
q
à ô o
ô
z ',".-#
."d!d*+**"

,lâ
t.
&'- I

Religion Housing / Jobs / Services

Architecture

Do one of the tasks proposed below.

*pti*n &
The items above represent different aspects of migration in your region. Choose
one of them to write a smalltext about, providing as much detail as possible ín
your description.

*pÉr*at §
Pretend you are a migrant and wrte a letter to a friend. ln your text, lay out the
reasons why you have chosen this place to immigrate to, what you have been
doing in terms of job, education, and relatronships, the reasons that have pulled
you there, and the things you mrss about your origins.

E!
 A Melting Pot

'l lmmigration and colonization have promoted the globalization of sports. Many
sporti have become very popular tn countries other than the ones where they
originated. Look at the pictures below and match each sport to its nation of origin.
a) Great Britain b) United States of America c) Japan d)Thailand e) Greece
à!ô
o o
ts
liu o
ts

: = If
E ã F
l
o
o
I I
Ê
-oo
I

I o o
z
=
o
T Í
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ô

() () ()(']
2 Write some reasons why these sports have become popular in foreign countries.

3 List other sports you know that became popular away from their places of origin.
Mention the name of the sport, its origin, and where it has become popular'

Write five sentences, each one commenting on a different sport from activity l.
Use used io, the Simple Past, and the Present Perfect.

BaseLall wa: orl$irialliu plaueâ ln.. hut VenezLtete'ns hmve Ptauaá basebaiil s'L]'lce

@
 Brazil is a multicultural and multiethnic country. Look at the pictures representing
some oí the cultures that make up the Brazrlian mosaic and do the activities that
follow

o
::': : :rt§6ffi'w:
; &..
:..:::: à

I àh
'1â.",%
%
'ru,-.à'-P
é" a.§t:-. _ á
' i:'

.. ':'' ,ij
:.á*4*:
-- : :t;- . '.1Í Í
+.::Êi,:.- ..É::
,.. ,..,;::
-,, -.-r:r_liii--.

o o
Ê

o i

z
ô
o

a) Which cultures can you identify in the pictures? Write a caption under
each image. One is done for you.
b) Are you familiar with the ancestry of your family? Do you have special
traditions (food recipes, ceremonies, fest rrals, etc.) that have been passed
on from generation to generation? Research your background and write
below a recipe, a celebration, or another ianrlliar tradition, providing
details of its origins and about how rt has been clranging overtime.

@
 6 Read the charts below to understand the aspects that constitute cultural heritage.

Built Environment Natural Environment Artifacts

o
E
o
o

?
=
o

à
E

Oral History Values Tradition,s

7 What about your region? Fill in the tables above with examples of items that
make up your local culture. Write as many examples as you can.

@
Choose one of the options below and work on your final project.

Option A
Taking into consideration the various aspects that make up one's cultural heritage,
make a digital presentation about your region. Display your tangible and intangible
heritage, including images of some or all of the following:
. historic buildings;
. natural beauty of your region;
. objbcts of cultural interest;
. traditions;
. values;
r oral history.
lnclude text to guide the reader's attention and comment on the images. Produce
your piece having in mind not only your objectives, but also your target audience.
Who do you want to reach: adults? Kids? Tourists? Scholars? Sketch the layout of
your presentation in the space provided at the bottom of the page.

layout - a plan or sketch indicating the arrangement and relationship of the

parts, such as type and artwork

Option B
Produce a short video about your local environment, selecting one aspect of your
cultural heritage: architecture, local traditions, oral history, etc.
It should be a video documentary, so there must be a voice narrating the aspects
you want to highlight in your work. Think about your audience when planning your
work. Use the space below to plan your production and / or design a storyboard.

storyboard * a panel on which a sequence of sketches depicts the significant

changes of action and scene in a video to be produced

@

London: Multicultural Capital of the World
London is one ol the most muhicultural
cities in the wor1d. with about 300 dlflerenr
cultures living side by srde. Forget tea and
sandwiches, now it is more common for a
Londoner to drlnk cappuccino lor breakfast and
eat Thai lood for lunch in the loca1 pub. Let's
see how life has changed in Britain's capital.
India
N4ost people lrom lndia arrived in London
in the i950s and 60s. Norv there is a s[rong
Asiân presence here - in rhe shops, markets,
and, of course, the restaurants. In lact, curry
is Bntarn's favorite takeaway mea1.
Greece
The bars and calés near Finsbury Park in
northeas[ London are a clear sight that \rou are
in "Little Athens". Here, there is a rea1h,
cosmopoii[an atmosphere - people are alu-ar-s
in the sireets and some ol the shops stay open
all night. People with a sr,veet tooth love the
traditional cakes and pastries - they're delicious.
1 Check the ideas we can infer from the text.
( ) Londoners are open-minded in relation
,1950s
( ) ln the and 60s, Indian people were homesick and went back to the
cou ntry.
( )Onecan havetraditionalGreekfood in England,and itfeels like being in Athens
( ) There are people from a parts of the Afrícan continent in London.
EI
West Africa
West Alricans - mainly from Ghana and
Nigeria - have brought a wealth of languages,
music, and culture to the Britlsh capital.
Many London markets se11 their tradrtional
loods 1itrre yams and different types ol rice. _
China
Chinese people first came to Bntain in
1885. The lirst arnvals were mostly seemen.
They worked on steamships. In the 1950s,
many Chinese people settled rn the central
Soho area of London and opened restalrran[s.
This area is cailed Chinatown. Here, you can
find the best Chinese restaurants rn London
and you can buy C1-unese vegetabies, herbal
medicines, and gifts.
The Caribbean
Dunng the 1950s, people lrom the
Caribbean islands (for example, Jamarca and
Barbados) arrived rn London to start a new
1ife. Their reggae music, steel drums, and
culture are all now part of the capltal's
atmosphere, especially during the Notting
Hill Carnival.
Ireland
The lrish communlty is the largest in
London. They come from all over lreland -
north and south. The largest neighborhood is
Kilburn in northw-est London. London has
alr,vavs attracted artists and musicians, and
lnsh bands and lolk singers perform in pubs
all or.er the cit1,.
Framework 2. São Paulo: Richmond Publrshing, 2005. pp B-9.
to multicultural influences.
r
2 Besides food, what else can you buy in Chinatown?

3 Which communities have influenced London in artistic aspects?

"Roller Derby'is a roller skating competition played by two teams of 5 players on

a circuit track. Read the cartoon below related to this competition.

z
0

«§Qr re!!«r der§ §*xts l§ ,Wâl§ str§&â'b*caa,s* o

at'§ thsltliss wh*rx IJxrxr\ §rffy wkex I fall, ô
z
and *rery<rrrs ssts hurt ãrhên I cra*lrt§

Available at <www.glasbergen.com>. Accessed in Aug., 2013.

we can infer that the girl uses the nickname "wall street'to play roiler derby:
a) ( ) because her name is too complicated to spell.
b) ( ) because it's the easiest way to explain to the reporter the roller derby
maneuvers.
c) ( ) because it's an important financial district in New York City, and it causes the
same feelings as the sport does whenever the world economy changes.

What does the girl mean by'êveryone gets hurt when I crash'?
a) ()When she crashes, the stock investors lose their money.
b) ()when she crashes, she falls on the other competitors and they end up
getting hurt too.
c) ( )When she crashes, the audience gets hurt too.

B
t

1 Read the cartoon and then answer the questions below.

a) One can say that'diving header"is:
( ) a soccer foul in which the opponent is
violently hit in the head.
( ) a ball struck near ground level by the
head of a diving player.
b) 'He hasn't quite mastered the art of the
diving header" means that the player:
( ) could not do a diving header in the
past, but now he can.
( )cannot do a dlving header in the
present, but used to do it in the past.
( ) cannot do a diving header now, and Available at: <www.cartoonstock.com>.
couldn't do it in the past either. Accessed in Aug., 2013.

2 Do the crossword puzzle about soccer terms. I

Across
1 Person whose role is to help
retrieve balls that go out of play.
2 A way of starting a game.
3 Player in charge of keeping the
other team from scoring a goal.
4 Period when the game is stopped
and the ball is not moving.
5 Action in which the referee stops
the clock.
Down
6 Either of the sidelines bordering
the playing field in soccer.
7 When no goals are scored during
a game.
B Move in which the player kicks the
ball over his / her own head.

@
Read the artÍcle and answer the questions.

a) Christopher Dickey is:

( ) a fitness researcher who has developed ã new workout methodology.
( ) a spCIrtsman who is attracted to the painful feeling one has after an
effective workout.
( ) a wr;ter for The NewYorkfrmes specialized in sports and mediclne.
( ) a journalist who hates sports and only practices them when absolutely
necessary.
( ) not too fond of spending time practieinE sports, despite his,conscious
need.

"l've been doing it for a weêk" means that the writer:

( ) started practicing this high-intensity circuit training one week ago and is
sti.ll praeticinü lt.
( ) is practicing thê cirÇuit ffaining while he is writinq the article,
( ) has no intention of continuing to practice this high-intensity circuit in the
future.
( ) started practieÍng the circuit in an indefinite tirne in the pasr, wnh a
consequence in the present time.
( ) intends to keep p,racticing the circuit during an indefinite,time in the
futu re.

,c) The underlined phrasal verb in '(...) The New YsrkTlrnes ptçke_d_up_pn tlre
authürs'paper in the Arneriean College of Sports Medicine's Healttt and Fitness
Jaurnal(. , ,)" means:
( ) to eri:ticize severely. ( ) to touch or handle. ( ) to select carefully.
( ) to take notiee ol ( ) to atternpt to find.

@
 Present Pedect Continuous
FORTtf,

. have / has + been + -ing form . have / has + nat + been + -inqform . have / has + subject + been + -ingform

I have not been feeling well.

I have heen working. Have lbeen doing this correctly?
She has not been handling this in a good
The problem has been going on for Has it been raining?
way.
two years now. How long have you been writing this
You have not been doinE enough
They have been studying for hours. book?
exercise.

U§AGE
. To refer to an action over the period of time leading up to the present:
have not = haven't
You've been studying for three straight hours. Why don't you take a break?

has not = hasn't The kitchen floor is wet. The sink has been leaking,
. To refer to an action that can be continuing in the present or that may have ended recently:
My car is broken, so l've been riding the bus to work.
l'm hot because l've been running.
. To refer to repeated actions in a period up to the present:
l've heen taking driving lessons after school.
How long have you been working in New York?
. Often used with for and since:
We've been living here for six months / since April.

1 Complete the sentences below using the Present Perfect Continuous,

a) The ministers of the five BRICS nation s lravebeen meeting (meet) on

a regular basis.

b) The five counrries (discuss)

how to cooperate in the future and be more involved in global affairs.

South Africa (take part) in

the meetings since 2010.

The President of South Africa

(attend) the summits as a full member since 201 l.

e) The grÕup (hold) annual

summits since 2009.

f) The five countries (take

turns) to host these summits.

s) The BRICS (receive) both

praise and criticism from numerous analysts.

I
Present Perfect §imple X Present Perfect Continuous
USAGE

. To focus onthe result ofthe action:

. To focus on an action that has been going on up to the
present.
l've washed the car, so it looks much better now.
l've been washing the car, so l'm rather wet now.
. To express quantity: . To express length of time:
Simon has written eight pages of his assignment. Simon has been writing his assignment since four o'clock.

To say how many times you've done something:
l've called customer service at least ten times.
. This tense is used with a state verb referring up to the
present.
l've always hated hospitals.
' l've llved in the same neiohborhood for
twenty years.
How long has she worked for the same company?
. To refer to repeated actions over a period of time:
l've been calling customer service all morning.
. The Contlnuous is NOT used with state verbs:
@
* With the verbs
form is possible, but the
/iye and work, elther
Continuous is more usual:
l've been living in the same neighborhood for twenty years.
How long has she been working for the same company?

Underline the correct form.

a) The workmen have been fixing / have fixed the sidewalk for three days, but they
haven't finished yet.
b) l'm really sorry, butl have been breaking / have broken your glass.
c) Mark has been saving / has saved nearly two thousand dollars so far this year.
d) What happened? Have you been losing / lostyour mínd?
e) l've always been working / worked in the music industry.
0 My brother has been eating / has eaten my candy. There isn't much left.

Use the Present Perfect Simple or the Present Perfect Continuous.

a) The telephone (ring) for almost a

minute, lsn't there anybody to answer it?

b) The children are dirty from head to toe because they

(play) in the mud.

c) lt's ten p.m. now. I (study) for two

hours and probably won't finish until midnight.

d) lt (rain) all day. Don't forget to take

your umbrella!

e)l (send) Sarah three emails, but still

haven't received a reply.

f) Ana (work) so hard! She needs some

time offl

g) Fernanda and Daniel (live) in Germany

for two years.