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UNIT 1- DISCRIMINATION
Content
Discrimination. Different types
Homelessness
immigration
Grammar and language
Parts of speech
Tenses review
Paraphrasing
Passive Voice
Defining and non defining relative clauses.
Idiomatic expressions and similes

Reflect upon these quotes.

1-What do you think they mean?
2-How can education interfere in each case?

Thinking ahead: It is common knowledge that we learn many things incidentally, that is
to say, we observe or listen to something that is not as important as the main subject of
conversation but is connected to it in some way. In fact, it is an unconscious way of
learning and even acquiring concepts or beliefs before we can even be aware of them.
Look at these adverts. Can you find something that calls your attention?
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a- In what way are they promoting discrimination?

b- What is the message behind the images?
1.3 So, What is meant by discrimination?
Discrimination is the unfair treatment of groups of people with particular characteristics; race,
religion, gender, etc.

A- In pairs; TWO MINUTE CHALLENGE!

• List as many forms of discrimination as you can.
• Think about forms of discrimination that people experience here every day and around the
world.
• What do you hear about in the news?
B- In pairs; What type of discrimination can you observe from these pictures?

2
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These are some of the types of discrimination:Take a look at each.

Harassment
Bullying
Cyberbullying
Racism
Ageism
Sexism
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Homophobia
Transphobia
Discrimination on the grounds of disability
Discrimination on the grounds of religion and belief
Discrimination on the grounds of pregnancy and maternity

Can you match them with the list of definitions of what they really mean?
1-Treating someone unfairly because of their race, colour, nationality, ethnic or national origins.
• For example, not letting someone join a group because of their accent or skin colour.
______________________________________________________________
2- Treating someone unfairly because of their age or the age you think they are.
• For example, calling an elderly person offensive names about their age.
______________________________________________________________
3- The use of electronic communication to bully a person, typically by sending messages of an
intimidating or threatening nature.
______________________________________________________________________
4- Behavior that annoys or troubles someone specially offensive sexual suggestions or actions)
in the workplace have increased in recent years.
_________________________________________________________________________
5-The use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or
intimidate. The behavior is often repeated and habitual.
_________________________________________________________________________
6- Treating someone unfairly because of their gender. Men, women and transsexuals can all
experience sexism. For example, discouraging a girl to do an apprenticeship in plumbing
because it is a ‘boys job’. This is not true or fair.
_________________________________________________________________________
7- Treating someone unfairly because they are gay, lesbian or bisexual, or you think they have
this sexual orientation. For example, physically harassing someone because they are gay or
you think they are gay.
______________________________________________________________________
8- Treating someone unfairly because they are transsexual or because you think they are
transsexual. Trans (or Transgender) is when someone’s gender identity differs from their birth
sex. For example, bullying someone because they are transgender or you think they are.
_______________________________________________________________________
9- Treating someone unfairly because they have a different religion or hold different beliefs, or
because they have no religious beliefs. Or because someone thinks you have certain beliefs
when actually you do not. For example, telling someone that their religion is stupid and
excluding them from activities.
______________________________________________________________________
10 - Treating someone unfairly because they have a disability or because you think they have a
disability. For example, a school refuses to provide a disabled young person with the resources
they need to learn.
_______________________________________________________________________
11- A type of employment discrimination that occurs when expectant women are fired, not hired,
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or otherwise discriminated against due to their pregnancy or intention to become pregnant.

Common forms of pregnancy discrimination include not being hired due to visible pregnancy or
likelihood of becoming pregnant, being fired after informing an employer of one's pregnancy,
being fired after maternity leave, and receiving a pay dock due to pregnancy or maternity
reasons.

RESPECT DIFFERENCES
• It is important to understand people’s differences and celebrate these things. The world
would be a boring place if we were all the same!
• It is also important to recognise the ways that we are all the same.
• We are all human and everyone has the right to be treated equally.
• No one likes to be treated badly, so it is important to treat others how you want to be
treated.
• When we all respect each other’s differences, we can all get along and be much happier.

Cartoons:
Cartoons are a simple drawing showing the features of its subjects in a
humorously exaggerated way, especially a satirical one in a newspaper or magazine.
Look at each cartoon carefully and try to figure out the type of discrimination exposed in
each of them.
Type of Discrimination

C
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1.6- Listening; video scenes. What is happening?

Are you gay? Philadelphia movie
🔊
https://www.youtube.com/watch?v=aE3zkfux948
How to stop bullying by Jeremy Anderson.
https://www.youtube.com/watch?v=Qpe-E6W8VG0
Bullies in school and the golden rule. tedx talk . J.D. Daniel
https://www.youtube.com/watch?v=qItCBNzqdn8

TENSES OVERVIEW: TIME MARKERS

Thinking ahead: What is the difference between time and form?

Write your ideas down

Time Form

SIMPLE PRESENT ALWAYS- FREQUENTLY- GENERALLY OFTEN-REGULARLY- USUALLY-

NORMALLY- OCCASIONALLY- SOMETIMES- SELDOM-
RARELY- HARDLY EVER- NEVER
EVERYDAY- ONCE A DAY- THREE TIMES A WEEK
ON FRIDAYS- AT THE WEEKEND- (USA: ON WEEKENDS)

SIMPLE PAST YESTERDAY- AGO- LAST

IN +(YEAR)- WHEN- THEN

PRESENT CONTINUOUS AT THE MOMENT - AT THIS MOMENT- AT PRESENT

NOWADAYS - CURRENTLY
NOW- RIGHT NOW - TODAY
FOR THE TIME BEING
LOOK! - LISTEN! - TONIGHT - NEXT + - ON FRIDAY - IN JUNE
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PAST CONTINUOUS WHILE

PERFECT JUST- ALREADY

FOR- SINCE
ALREADY- YET
EVER- HOW LONG
NEVER- STILL- BEFORE- RECENTLY
up to now - so far

FUTURE PROGRESSIVE At this time tomorrow

FUTURE PERFECT For; since; lately; recently

PROGRESSIVE

FUTURE Tomorrow; in (future year, month, week); on (future day); next

(month, week, year, name of day); # days, months, weeks, years
from now; this month, week, afternoon, year; someday

Look at these sentences. Can you take them to different tenses?

I notice the difference between a bully and the bullied.
Citizens watch the latest news about serious cases.
I discriminate.
Students and pupils as well learn about manners and ethics.

Extra Practice
https://wordwall.net/es/resource/54013252
https://wordwall.net/es/resource/33592507
https://wordwall.net/es/resource/30717108

SPEAKING ABOUT THE FUTURE

Difference between will and be going to/ present continuous future meaning

will / willing to going to present continuous

belief about the future for plans and plans / fixed arrangements
for what you want or are willing to strong intentions
(desires and wishes)
to make offers,predictions and
promises

In the near future tomorrow May be

In the forthcoming In the long run Perhaps
years/months I picture myself Probably
In 10/20 years`time I think
—----------------------------------------------------------------------------------------------------------
The way I see it Frankly speaking
In my experience As I see it
—----------------------------------------------------------------------------------------------------------
To mention more than one thing or situation use:
not only… but also / Besides/ In addition/ In Contrast
● You MUST use:
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In the 90`s /used to/ would/ past tenses

Nowadays /Currently present tenses
In the future /future tenses

1- Look at the video scenes and make your predictions.

https://www.youtube.com/watch?v=qgqqTqeVHqw
🔊📹
https://www.youtube.com/watch?v=GwNIAGBWPkE
https://www.youtube.com/watch?v=qyzaLMHxVw0
https://www.youtube.com/watch?v=9ELglSwEON8

2- Imagine the future and try to predict the following situations.

Place you live The use of Internet Tv/Cable Tv/ Netflix

attend subjects at the uni Facebook google accounts
holidays Instagram Shopping
family projects newspapers Advertising
personal projects e-papers
winter & summer holidays mobile phones

3- How easy or difficult do you think these subjects will be? (mind-blowing/demanding/tough/dull/
complex/ hard/tiring/challenge )

phonetics linguistics oral exams

grammar history
language written exams
literature group expositions

What is the passive voice?

In general, the active voice makes your writing stronger, more direct, and more active. The
subject is something, or it does the action of the verb in the sentence. With the passive voice,
the subject is acted upon by some other performer of the verb.
The difference between active and passive voice
Immigrants faced the reality.
In a passive voice construction, the grammatical subject of the clause receives the action of the
verb. So, “the reality” from the above sentence, which is receiving the action, becomes the
subject. The formula: [subject]+[some form of the verb to be]+[past participle of a transitive
verb]+[optional prepositional phrase]
The reality was faced by the immigrants.
That last little bit—“IMMIGRANTS”—is a prepositional phrase that tells you who the performer of
the action is (Also called “doer” of the action). A passive voice construction can even drop him
from the sentence entirely:
The reality was faced.
When (and when not) to use the passive voice
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There are times when the passive voice does a better job of presenting an idea, especially in
certain formal, professional, and legal discussions. Here are three common uses of the passive
voice:
1 Reports of crimes or incidents with unknown perpetrators
My passport was stolen yesterday.
If you knew who stole the passport, it probably wouldn’t be as big a problem. The passive voice
emphasizes the stolen item and the action of theft.
2 Scientific contexts
Medical controls are carried out by the doctors
3 When you want to emphasize an action itself and the doer of the action is irrelevant or
distracting:
The asylum was denied.
The action itself—or the person or thing receiving the action—is the part that matters. That
means the performer of the action can appear in a prepositional phrase or be absent from the
sentence altogether.
Present Simple Citizens look down on immigrants
Active
Present Simple Immigrants are looked down on by citizens
Passive
Past Simple Active Citizens looked down on immigrants.
Past Simple Passive Immigrants were looked down on by citizens-
will Citizens will look down on immigrants.
Will Passive Immigrants… WILL BE LOOKED DOWN ON BY…
Present Perfect Citizens HAVE LOOKED DOWN ON IMMIGRANTS
Active
Present Perfect Immigrants HAVE BEEN LOOKED DOWN ON BY….
Passive
Past Perfect Active Citizens HAD LOOKED DOWN ON IMMIGRANTS
Past Perfect Passive Immigrants HAD BEEN LOOKED DOWN ON BY
CITIZENS
PRESENT CITIZENS ARE LOOKING DOWN ON IMMIGRANTS
CONTINUOUS
PASSIVE IMMIGRANTS ARE BEING LOOKED DOWN ON
BY…
NOTE: Verbs which have objects are called “transitive verbs”. Only transitive verbs can be
made passive.
Agents.
Passive sentences sometimes include information about “who” did it. This is called the “agent”.
When the agent is a person we use “by”, as in the examples above.
When the passive includes information about “what was used to perform the action” we use
“with”.
Immigrants were attacked with guns.
Practice:
SENTENCE A
They name J. P national education minister.
They named J. P national education minister.
They are naming J. P national education minister.
They were naming J. P national education minister.
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They have named J. P national education minister.

They had named J. P national education minister.
They will name J. P national education minister.
SENTENCE B
Educators transform schooling.
Educators transformed schooling.
Educators are transforming schooling.
Educators were transforming schooling.
Educators have transformed schooling.
Educators had transformed schooling.
Educators will transform schooling.
SENTENCE C. This time, take the sentence to different tenses and then turn them into the
passive voice.
Reports find little change.
SENTENCE D
Immigrants find shelters.
SENTENCE E
Bullied children suffer violence.
SENTENCE F
Bullies bother kids who have a low-self-steem.
SENTENCE G
Educators spot impulsiveness and disrespect as well.
SENTENCE H
Youngsters overuse the internet

Extra practice
Take a look at this sentence.
“Inclusive education gives learners more opportunities and equality”
Identify the tense
Identify subject and object.
Is this a passive or active sentence?
What is the difference between an active and a passive sentence?
How would you write the same sentence in the passive form?
Can you write the active form of the same sentence using the different tenses and thinking
later on their change into the passive?
In short, what could you observe by paying attention to auxiliaries and prepositions? Why
are they so important?
Work in the same way with these sentences:
1- Educators attend student's needs.
2- Students develop critical thinking.
3- The class focuses on the topic.
4- Researchers investigate students` neural mechanisms.
5- Graduated students receive a degree at the University.
6- Teachers spot multiple intelligences.

1.8 Have you ever focused your attention on bullies? Take a look at their
characteristics;
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✔️
✔️ Lacking empathy ✔️Sometimes violent ✔️ anger

✔️ Aggressive ✔️low tolerance to frustration ✔️disrespect for authority

Impulsiveness

✔️envious ✔️jealous ✔️spreading rumors and lies

READING 1 📖
Common Characteristics of a Bully

Bullying is a very serious issue among children and

teenagers. While some children might become
bullies in preschool itself, others may go on to bully
kids when they reach their teen years. Understanding the
characteristics of a common bully is important for
both parents and teachers in order to help kids who show
similar characteristics as well as to prevent
situations of bullying. No parent likes their kid to get bullied, but absolutely no one wants
their own kid to ever become a bully himself. Learning the common characteristics of a
bully will help you to better perceive why some kids turn into bullies and others don’t.

What are the common characteristics of a bully?

Although bullies may use different methods to target and torment their subjects, the most
common characters shared my almost all bullies include:
Very little respect for authority; a tendency to challenge authority
Lack of feelings of guilt
Violence is viewed in a positive way (like a form of entertainment or a way to get what they want)
Popular among peers (commonly seen in girls who bully)
Physically stronger than peers (commonly seen in boys who bully)
Problematic family and social relationships
Lack of empathy towards their victims; not sympathetic towards the needs or feelings of others
Anger management issues
Difficulty in following rules and established codes of conduct
Impulsiveness
Dominant
Controlling, not leading
Low tolerance with frustration

Blames the victims for their bullying (looks, personality, etc.)

Sometimes bullying can also arise from mental health issues or even behavioral disorders.
Kids can start bullying others after they have gone through a particularly traumatic event or
abuse.

Are there any family risk factors for bullying?

There isn’t really any lone cause for bullying. However, research does reveal that children
who bully are more likely to come from homes with specific characteristics. They include:
Harsh physical discipline
This is a common characteristic where parents who believe in physical consequences that
become abusive or border on abusive tend to raise kids who end up bullying others.
Children who are shamed or abused at home wish to shame and/or abuse others outside.
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Lack of supervision from parents

When kids don’t have the right amount of adult supervision, they have to look out for
themselves. This is where they may notice that being bossy, mean and even demanding gets
their needs met easily. However, bullies struggle to create and sustain long term healthy
relationships so this behavior won’t really help them.
Extreme permissive parenting
Permissive parents tend to be overly lenient and don’t set enough limits. This makes their
children feel entitled. When given very little guidance and rules, this sense of entitlement
may make kids want to control their peers.
Lack of parental warmth, involvement and attention
Usually, when parents aren’t home or are too exhausted to give their kids the attention and
warmth that they require, or if parents prefer to not be involved in their kids’ lives and
activities, such children grow up to become teen bullies.
Chaos and conflict
When kids are exposed to bullying at home or are bullied by siblings, they tend to bully
others. Similarly, disruptions in schooling, as well as constant moves, are also seen to
contribute to bullying outside the home.
What are the different types of bullies?
Now that we have seen the various characteristics common to bullies, let us also take a look
at the different kinds of bullies. According to Alexander Schwarz, there are three different
types of bullies or aggressors:
Bully Victims
These bullies have been victims of bullying themselves, sometime in the past or present.
They have been bullied by other kids who are stronger than them. At the same time, they
aren’t necessarily very popular but they have intimidated those who are weaker and smaller
in size than them.
Passive
These kinds of bullies are insecure and unsure about themselves. They don’t necessarily
initiate the bullying but are nonetheless party to it. When someone is being bullied, they
typically show their loyalty to the main bully.
Aggressive
This is the most common kind of bully that we witness. Such bullies crave control and
dominance over others. As a result, they act out of this desire for power over those who are
weaker than them.
What are the consequences of bullying?
While it is a widely known fact that bullies have negative impacts on their victims, taking on
this role of a bully or aggressor also has serious short-term as well as long-term negative
effects on bullies themselves. These negative effects may include:
Poor academic performance
Respect for aggressive behavior
Complete loss of empathy for others
Lack of sensitivity to the suffering of others
Cruelty
Emotional instability
Lack of ability to self-criticize
Use of aggression to resolve problems and other conflicts
Delinquent and antisocial behaviors
Development of negative and even toxic social relationships.As teen bullies reach adulthood, they
are also prone to fall into a number of maladjusted behaviors like substance abuse, alcohol abuse,
vandalism, theft, and so on. They are also more likely than others to carry a weapon and get into
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violent fights. These bullies may also develop a tendency to mistreat others in the future – their
spouses, children, etc.
What can you do if your child is a bully? If it is brought to your notice that your child is a bully,
don’t hesitate to address the issue promptly. Make sure to administer proper supervision, set
appropriate boundaries that are clear to your child, and enforce consequences. Have a
conversation with your child/teen about bullying. Educate them about the multiple negative
effects and consequences that bullying can have not only on the victim but also on the aggressor.
Discuss the many social, educational and even legal consequences that your kid could get if he
continued to bully others. However, if your child continues to bully, you may want to think of
reaching out for professional help. Mental health professionals are well-equipped and will be able
to help your kids with social skills and any mental health issues.
Conclusion Detecting bullying or a potential bully is so important to prevent it. It is critical for
children to learn empathy and sensitivity so that they learn to understand others as they continue
to grow. As we’ve seen, bullying has serious ill-effects on both sides. And as a parent, you don’t
want your child to grow up to become a bully. Spending appropriate time with your child and
educating them about the issue of bullying from a young age will help them to be better equipped
as they grow and encounter different challenges and people.

What tense can you identify in each sentence? Underline and exemplify.

1) Mental health professionals are well-equipped.

2) Many children are suffering from bullying.
3) A bully suffered time ago in probably many ways.
4) Educators have faced many hard situations difficult to control.
5) Parents in many cases were ignoring their children.
6) Attitudes will change soon in bullies.
While reading:
Say if the following statements are true or false
1) Being aware of a bully´s features is essential for educators and
parents as well.
2) Getting to understand a bully´s aspects enables you to develop a
better comprehension of the reason why they become like that.
3) Bullies use only one way of aggressiveness towards the victim.
4) Behavioral disorders are always the main reason for bullying.
Say if the following statements in the article are facts or opinions. Justify
your answer.
1) Children who are ashamed or abused wish to shame or abuse
others outside.
2) When kids are exposed to bullying at home or are bullied by their
siblings, they tend to bully others.
3) According to Alexander Schwarz there are different types of
aggressors.
Paraphrase the following statements taken out from the article
1) While some children might become bullies in preschool itself, others
may go on to bully others when they reach their teen age.
2) Although bullies may use different methods to target and torment
there are many characteristics that arise.
3) This is where they may notice that being bossy, mean and even
demanding gets their needs met easily. However, bullies struggle to
create and sustain long term healthy relationships.
4) Also, Disruptions In schooling as well as constant moves, contribute
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to bullying outside home.

5) According to Alexander Schwarts, there are different types of bullies.
6) The sense of entitlement may make kids want to control their peers.
7) Parents are usually too exhausted.
8) Bullies are insecure and unsure of themselves.
9) As a result, they act out of a desire for power.
10) Let's take a look at the different types of bullies.
Answer the following questions briefly. Make sure you use proper set
phrases.
1) What are the main family risk factors for bullying?
2) What are the different types of bullies?
3) What two types of consequences might there be?
4) Can you identify them briefly?
5) What would you do after reading the article if you had a child who
suffered from bullying?
What do these phrasal verbs mean in context?
1) Some kids end up bullying others
2) Such children grow up to become teen bullies.
3) They have to look out for themselves.
Look up the following words in the dictionary.
1) A lone cause.
2) Parents tend to be lenient.
3) Their children usually feel entitled.
4) Children are given little guidance sometimes.
5) Such bullies crave control and are dominant.

READING 2 📖
Bullying at school, between the nap of the education
system and innovation attacks: “In Latin America it
takes longer to talk about bullying”15 Mar, 2022 02:11 a.m. AR
Violence between schoolchildren or bullying continued to escalate around the world with the
pandemic. The change of era managed to make the issue visible on the public agenda, but it did
not produce conclusive results. “We are facing a peak of cyberbullying for children,” said
Alejandro Castro Santander, one of the most recognized experts in the region
Newsroom Infobae

Bullying and school violence (bullying) have become endemic and global psychosocial
phenomena, which inhabit schools and which also offer an inverse criterion to the scientific
theory of biological evolution: they involute. Based on the worldview that violence is
fundamentally cultural, there is now evidence among academics that school violence impacts
not only the integral health and self-esteem of the victim (in the school context, the student) but
also — and directly — on the collective learning of students.
If we add to this painful scenario the effect of a pandemic due to a new virus that hit the globe -
two years ago - the balance of so much social disruption is that not only did the gaps in access
to technology and education widen; but also technology seems to have perfected harassment
school.
The question that resonates here is: What about coexistence in my school? Does each school
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know its own climate of coexistence?

Schools are very different from other types of organizations, but also very different from each
other . The best programs to prevent and intervene these phenomena that boycott the school
climate and that affect performance and health, not only of the victim but of the entire school,
know that the response must be educational, complex and persevering.
A few weeks ago, the heartbreaking story of Drayke Hardman, the 12-year-old boy who
committed suicide in the city of Salt Lake City, United States, after being bullied in school, shook
the whole world and came to confirm everything. His parents, Andy and Samie Hardman, spread
a dramatic letter in which they shared it and exposed the story of their son to create awareness of
the terrible consequences that bullying can have.
Alejandro Castro Santander, Mendoza educator and writer, general director of the Observatory of
School Coexistence (Universidad Católica de Cuyo) and one of the undisputed references in the
region on the subject of school violence, who studies from the paradigmatic school massacre
that provoked at the time student Rafael Juniors Solich, on September 28, 2004, who shot and
killed three classmates of the same class from the Islas Malvinas Middle School, in Carmen de
Patagones, Buenos Aires province.
Since then, Castro Santander has not stopped “evangelizing” about the importance of installing
and complicating the issue of bullying and school climate as a central point in the educational
task. The work for the expert was titanic because, not only did he have to make it visible, but to
discuss the complexity of the topic inside and outside the school. Everyone knew about the
existence and depth of the subject, but few were concerned with problematizing it and less
dealing with it.
The heartbreaking and recent story of Drayke Hardman, the 12-year-old who committed suicide
in the city of Salt Lake City, United States, after being bullied in school, shook the whole world
According to the latest report by the Argentinian Observatory for Education, which was
authored by Castro Santander, in Argentina — as in other countries participating in the tests of
the International Program for Student Assessment (PISA), carried out by the OECD
(Organization for Education) Cooperation and Economic Development) — students who suffer
bullying perform less on learning tests. In other words, bullying among schoolchildren is
definitely a serious problem for achieving a good school climate.
This report aimed to account for the relationship between bullying and performance in learning
tests, supported by data from the PISA 2018 tests, in which 15-year-old students from more
than 60 countries participated. It should be remembered that the PISA tests are an assessment
that OECD member countries take every three years globally, and that measures the academic
performance of students in mathematics, science and reading.
In a dialogue with Infobae Castro Santander explained, “one of the internal factors that most
influences the quality of educational processes is the school climate and paradoxically the one
that is least managed within the educational communities. Today, bullying and cyberbullying
must be recognized as those forms of violence among students that most hinder the proper
development of the school climate.”
This type of harassment, conflicts, indisciplines, and sporadic violence are at the root of bullying
or bullying and require proper management of coexistence within educational institutions. The
report by “Argentinos por la Educación” delves into three points and indicators - key to
demonstrating the overlap that exists between school climate and quality of learning:
1- School membership
At this point, in order to study the relationship between peer bullying and learning outcomes,
measured according to PISA, three indicators were considered: social violence measured
through the feeling of lack of school belonging or exclusion; bullying measured through physical
violence suffered by students and verbal abuse, measured by the frequency of verbal
aggression (e.g. circulating harmful rumors) by students.
2- Physical harassment
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This indicator is bullying measured through physical violence suffered by students. This
indicator is constructed based on the students' response to the frequency with which they have
been beaten or pushed by peers in the last 12 months.
3- Verbal mistreated
This indicator is measured by the circulation of rumors suffered by students and based on the
students' response to the frequency with which peers have circulated harmful rumors about
them in the last 12 months. The report showed that students who suffered the most bullying
perform, on average, on standardized tests (in this case PISA 2018). And this is observed both
in the countries that make up the OECD and in the education systems of Latin America.
Alejandro Castro Santander, psychologist and researcher. Expert in educational management
and general director of the Observatory of School Coexistence (Catholic University of Cuyo). It is
one of the undisputed references in the region on the subject of school violence
— With the first lockdown, do you think that new forms or formats of school violence
appeared?
The dangers in the Network of Networks were already before the arrival of the virus and now, in
the face of a longer time in front of screens, the risk, without hesitation, is greater.
In this complex context, new forms of violence did not necessarily appear, but rather indirect
forms, such as sporadic school cyberviolence and cyberbullying in particular, increased.
In these pandemic times, violence in general and harassment in particular adapted by using
what they have at their disposal to quickly reach each other: cell phones, computers, tablets...
If many children were already navigating cyberspace alone and with little control, in the
pandemic they have remained alone longer. We know how easy it is to switch from use to abuse
and the concrete dangers, not only by those who harass their peers, but also by adults who
continually seek victims, as in the case of grooming.

In Argentina, the most paradigmatic case of school massacre was

that of Juniors Solich, on September 28, 2004, who shot three classmates of the Islas Malvinas
de Carmen school in Patagones (Telam)
How is school violence handled and managed today? It is true that they are more settled in the
social debate, but have the figures improved?
— In Latin America we took longer to talk about bullying, a phenomenon of violence among
schoolchildren that has, since research, been around 50 years old. Unfortunately, those who
manage education call action “prevention” when it has already happened, when we have
aggressors, victims and a large number of justifications, including: “we already applied the
protocol”. The challenge remains that of knowing the social “temperatures” in order to have
early warnings, to prevent through actions at different levels (school, family, school
environment, etc.). Violence is always vigilant, does not rest and only needs to be neglected.
Therefore, innovation attacks and then a long nap are useless.
Between 20 and 25% of students are afraid of a colleague. And that the most common forms of
abuse, especially in puberty and adolescence, are the indirect ones: breaking, hiding and
stealing belongings from one's partner; murmuring, slandering; excluding from regular
coexistence activities at school or not letting participate in extracurricular group activities.
Very sad, because it breaks the belonging to the group of equals, something that for many is
more important than being well in studies. Thus, the social climate, school coexistence,
becomes the factor associated with student achievement and the most significant educational
quality.
Before Reading.-
 17

What will the article be about? Try using your own words.
Do you agree or disagree with the statement presented in the heading?
While Reading:
1) What is the landmark that school violence generates?
2) In what way has the lockdown contributed to bullying?
3) Why was Castro´s work so complicated?
4) What fact was detected by PISA?
5) Mention the indicators shown in the report.-
6) “Circulating harmful rumors is also considered verbal abuse or
violence” Do you agree? Have you ever been part of a group that
did such things? If so, what was your position?
7) Why has grooming won ground in the past years?

Grammar focus. Defining and

non-defining relative clauses.
Defining relative clauses
We use defining relative clauses to give essential information about
someone or something – information that we need in order to understand
what or who is being referred to. A defining relative clause usually comes
immediately after the noun it describes.

We usually use a relative pronoun (e.g. who, that, which, whose and
whom) to introduce a defining relative clause

They’re the people who want to buy our house.

Here are some cells which have been affected.

They should give the money to somebody who they think needs the
treatment most.

She’s now playing a woman whose son was killed in the First World War.
● Look at the following sentences. Spot and underline the defining
relative clauses.
We know how easy it is to switch from use to abuse and the concrete dangers, not only by
those who harass their peers, but also by adults who continually seek victims, as in the case of
grooming.

The report showed that students who suffered the most bullying perform, on average, on
standardized tests

According to the latest report by the Argentinian Observatory for Education, which was authored
by Castro Santander, in Argentina — as in other countries participating in the tests of the
International Program for Student Assessment (PISA), carried out by the OECD (Organization
for Education) Cooperation and Economic Development) — students who suffer bullying
perform less on learning tests
 18

Non-defining relative clauses

We use non-defining relative clauses to give extra information about the
person or thing. It is not necessary information. We don’t need it to
understand who or what is being referred to.
We always use a relative pronoun (who, which, whose or whom) to
introduce a non-defining relative clause

Clare, who I work with, is doing the London marathon this year.

Not: Clare, I work with, is doing the London marathon this year.

Doctors use the testing kit for regular screening for lung and stomach
cancers, which account for 70% of cancers treated in the western world.

Alice, who has worked in Brussels and London ever since leaving
Edinburgh, will be starting a teaching course in the autumn.

Punctuation
In writing, we use commas around non-defining relative clauses:

Etheridge, who is English-born with Irish parents, replaces Neil Francis,

whose injury forced him to withdraw last week.

● Having read the former information… What type of clause can you
identify in the following sentence?

A few weeks ago, the heartbreaking story of Drayke Hardman, the

12-year-old boy who committed suicide in the city of Salt Lake City, United
States, after being bullied in school, shook the whole world and came to
confirm everything.

Parts of Speech / Phrasal Verbs / Relative pronouns

and Adverbs.
Identifying them

📹 https://www.youtube.com/watch?v=LUa3TbGl6fc
A part of speech is a category to which a word is assigned in accordance with its syntactic
functions. In English the main parts of speech are noun, pronoun, adjective, determiner, verb,
adverb, preposition, conjunction, and interjection.
The part of speech indicates how the word functions in meaning as well as grammatically within
the sentence. An individual word can function as more than one part of speech when used in
different circumstances. Understanding parts of speech is essential for determining the correct
definition of a word when using the dictionary.

NOUN
 19

man... Butte College... house... happiness. A noun is a word for a person, place, thing, or idea.

PRONOUN
She... we... they... it
A pronoun is a word used in place of a noun. A pronoun is usually substituted for a specific
noun, which is called its antecedent. In the sentence above, the antecedent for the pronoun she
is the girl.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!

Check also! Possessive pronouns

VERB
jump... is... write... become
The verb in a sentence expresses action or being. There is a main verb and sometimes one or
more helping verbs. ("She can sing." Sing is the main verb; can is the helping verb.) A verb
must agree with its subject in number (both are singular or both are plural). Verbs also take
different forms to express tense.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!

ADJECTIVE
pretty... old... blue... smart
An adjective is a word used to modify or describe a noun or a pronoun. It usually answers the
question of which one, what kind, or how many.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!

ADVERB
gently... extremely... carefully... well
An adverb describes or modifies a verb, an adjective, or another adverb, but never a noun. It
usually answers the questions of when, where, how, why, under what conditions, or to what
degree. Adverbs often end in -ly.
 20

The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!

PREPOSITION
A preposition is a word placed before a noun or pronoun to form a phrase modifying another
word in the sentence.
by... with.... about... until (by the tree, with our friends, about the book, until tomorrow).
Therefore, a preposition is always part of a prepositional phrase. The prepositional phrase
almost always functions as an adjective or as an adverb.
The young girl brought me a very long letter from the teacher, and then she quickly
disappeared. Oh my!

CONJUNCTION
and... but... or... while... because
A conjunction joins words, phrases, or clauses, and indicates the relationship between the
elements joined. Coordinating conjunctions connect grammatically equal elements: and, but, or,
nor, for, so, yet. Subordinating conjunctions connect clauses that are not equal: because,
although, while, since, etc.

INTERJECTION
An interjection is a word used to express emotion.
Oh!... Wow!... Oops!
An interjection is a word used to express emotion. It is often followed by an exclamation point.

Phrasal verbs.
Phrasal verbs are a combination of a verb and an adverb or a verb and a preposition, or both, in
which the combination has a meaning different from the meaning of the words considered
separately:
"Catch on" is a phrasal verb meaning to understand.

Relative pronouns
We use relative pronouns to introduce relative clauses. Relative clauses tell us more about
people and things:
Lord Thompson, who is 76, has just retired.
This is the house which Jack built.
Marie Curie is the woman that discovered radium.
We use:
● who and whom for people
● which for things
● that for people or things.
 21

Relative Adverbs
The English language features three relative adverbs: “where,” “when,” and “why.” They modify
adjectives or verbs. Adjectives can in turn modify nouns or noun phrases. As an example,
consider the sentence: "The store where I buy my groceries is closing." The phrase "where I
buy my groceries" is a relative adjective clause because it modifies the noun phrase "the store.”
The word "where" is itself a relative adverb.

Articles
There are three different types of articles, they are
Indefinite articles (a/an);
The definite article (the);
The zero article (no article). No article is being used because we are talking in general
● Discriminations still occurs
● There should be a regulation in dress codes.
● Countries can be enriched as a result of immigration.
 22

THE COLOURS OF ENGLISH:Idioms

Idiomatic expressions are groups of words with an established meaning unrelated to the
meanings of the individual words. Sometimes called an expression, an idiom can be very
colorful and make a 'picture' in our minds. They are rather informal in everyday language.
Read the following statements. What do you think they really mean? Spot and
underline the idiomatic expressions you can find in each of them.
“As to the grounds of discrimination, there are still many politicians in many countries
around the world who should be red in the face for the ideas they stand for.”
“You shouldn't blacklist someone just because of his skin colour or
social class”.

BLACK IDIOMS
Black and white
To take everything into consideration and oversimplify something. To judge everything
as either one way or the other, good or bad.
• Our boss always thinks that everything is straightforward, but he doesn’t realise
that this whole situation is not as black and white as he thinks!
Black market
A term used for places where goods are illegally bought and sold for
a profit. • Jerry used to sell cigarettes from South America on the
black market!
to Blacklist someone
 23

To write someone’s name on a list if they break any rules, and ban them from
having the opportunity to take part again
• “I was in a lot of debt a while ago, and was unable to pay it all back, so
I’ve been blacklisted. I’m not allowed to get a mortgage in my own name.”
to Blackmail someone
To extort or take money from someone by using their secrets against them and
threatening to reveal it to others
• He has been blackmailing me for months with some photos that I didn’t know he
had. I need someone to help me stop him!
BLUE IDIOMS
Out of the blue
To appear out of nowhere without any warning, to happen quite suddenly or
randomly by surprise
• You won’t believe it but Sarah called me out of the blue yesterday, and told me
she’s coming to visit! How unexpected!
• Greg has decided to quit his job out of the blue, and go traveling for a
year!
Blue blood
Used to describe someone from a noble, aristocratic or wealthy family
• Many of the blue bloods in our town were invited to the royal
wedding.
Blue ribbon
To be of superior quality or distinction, the best of a group
• A blue ribbon panel of experts were invited to investigate the extraordinary
remains.
Feel blue
When someone looks or feels depressed or discontented
• What's the matter with you today? You seem really blue. Is there something you’d
like to talk about?
Once in a blue moon
To occur extremely rarely, or only once in a lifetime
• My sister is working in Africa, she hardly ever has the time to call us. My parents
only hear from her once in a blue moon.

COLOURLESS IDIOMS
To be colourless
Used to describe someone who lacks personality, and is really boring
• It’s really hard to make conversation with her. She’s just really dull and
colorless.
TRUE COLOURS
See someone’s true colors
To understand someone’s actual character, often for the first time
• I thought I knew her so well, but it was only until I asked her for the money she

🌈
owed me that I saw her true colors.
Chase rainbows
When someone tries to get or achieve something that is difficult or impossible • My
brother doesn’t think realistically. He’ll never get a decent job if he just chases
rainbows all the time.
 24

With flying colors 💯

To complete something with great distinction, and excellent results
• I didn’t think she would do so well in the final exam, but she passed it with flying
colours!
GREEN IDIOMS
To be green
Used to describe someone who is immature, or inexperienced
• He can be rather green sometimes. I don’t think he’s ready to be promoted to a
higher position yet.
Green with envy
Used to describe someone who is extremely jealous, full of envy
• When we were children, my older brother always used to get green with envy if
my dad bought something for me and not for him.
Give someone the green light / get the green light
When someone receives, or is given, permission to go ahead with something • We
have been given the green the light by the Marketing Executive to go ahead with
the new advertising campaign.
GOLD IDIOMS
A golden opportunity
An opportunity that may never present itself again
• Think carefully about what you’re going to do, this is a golden opportunity, and
you don’t want to mess it up!
A golden handshake
A large sum of money that is paid to a retiring manager or director, or to a
redundant worker • The company Chairman received a huge golden handshake
when he retired. PINK IDIOMS
See pink elephants
When someone sees things that are not really there, because they are in their
imagination • Anyone who hears his story thinks he sees pink elephants. It’s just such
a far-fetched story, and very hard to believe.
RED IDIOMS
To be in the red
To have an overdraft, be in debt to your bank, or owe an institution some
money • I’ve got three credit card bills to pay off at the moment. I hate
being in the red!
To be out of the red
To be out of debt
• Our company is finally out of the red now. We’ve managed to pay back our loan,
and now we’re making profit!
Red hot
Something new and exciting, creating much demand
• The new video game is red-hot. Some fans have been waiting outside stores for
days, to get a hold of them!
Catch someone red-handed
To catch someone in the act of committing a crime, or doing something wrong
that they shouldn’t be doing
• He kept lying to me about where he was going in the evenings, so yesterday I
 25

followed him and caught him red-handed. He was with another woman!
Red in the face
To become embarrassed
• I went red in the face when the teacher told me off in front of everyone for
arriving late!
Red-letter day
A day that is memorable because of some important event
• The day I graduated was a red-letter day for my mum, she still talks about it
today!
To look through rose-tinted spectacles
When someone sees things in an overly flattering or over-optimistic light • Sarah
doesn’t understand what it’s like for us. She has always seen everything through
rose-tinted glasses because her parents spoiled her so much when she was
young! To see red
To react with uncontrollable rage against someone or something
• John saw red when he heard someone shouting at his mother.
Paint the town red
To go out and have a really good time at a party
• I’ve managed to get a babysitter for this weekend. Let’s go and paint the
town red!
SILVER IDIOMS
To be given something on a silver plate
When something is offered to someone whole-heartedly (in a
metaphorical sense) • I offered my heart to him on a silver platter, and he
turned it down.
WHITE IDIOMS
Raise a white flag
This indicates that one has accepted defeat and surrenders to the other party •
There was such a heated debate going on in the conference room, they wouldn’t
back down! I just raised my white flag in the end.
White elephant
A term used for a useless possession, something that is of no use
• My mum bought a new CD player for me, but it’s a white elephant. I don’t need it;
I don’t even have any CDs!
White lie
An innocent lie to protect another person's feelings.
• We told grandma that her cake was delicious, which was actually a
white lie.

● Other common Idiomatic expressions: What do you think they

mean?
He passed the test with flying colours.
You had better try doing the test. It really is a piece of cake!
If I were you I wouldn't go out. It's raining cats and dogs.
We are exhausted, please! Let's call it a day!
I'd better hit the sack. Haven't slept for a while.
I would never read Shakespeare. It's not my cup of tea, you know.
Since that trip, I have been feeling under the weather.
 26

Try to paraphrase the underlined word using idiomatic expressions

Suddenly, The students had the greatest chance to express their ideas about

the new regulations. Although the headmaster was feeling sad, he surrendered

towards the constant complaints. Many of them dealt with the fact that many

students suffered as they were left behind many applications, others expressed

that many girls still were being extorted and some said some small lies and

shared some ideas that were quite impossible to achieve. Rarely have I seen

such a crowd complaining all at once. I imagine that nothing is just one way or

the other, but they will eventually have to reach some agreements. For some, I

guess, this would be a memorable day, and after expressing their real feelings

and thoughts they will celebrate till night falls speaking nonsense.

https://wordwall.net/resource/1208080

- WORDWALL ACTIVITY #1 “Idiomatic Expressions”

Simile uses the words "like" or "as" to draw a comparison. They are used in literature to
make writing more vivid and powerful. In everyday speech they can be used to convey
meaning quickly and effectively, as many commonly used expressions are similes. For
example, when someone says “He is as busy as a bee,” it means he is working hard, as
bees are known to be extremely busy.
Some other well-known similes you will often hear are:

• As innocent as a lamb
• As cute as a kitten • As white as a ghost
• As happy as a clam • As sweet as sugar
• As light as a feather • As black as coal
• As blind as a bat • As brave as a lion.
• As shiny as a new pin • Like cats and dogs.
• As cold as ice • As funny as a barrel of monkeys.
• As common as dirt • As clear as crystal
• As hard/tough as nails .
• As hot as hell
• As tall as a giraffe

WORDWALL ACTIVITY #2 “Similes”

Step 1: Create your own account in: https://wordwall.net/es
Step 2: Create two different activities choosing two different templates.
 27

Step 3: Save changes, make sure you save it as a public activity.

Step 4: Share the link with the class.
Step 5: Practice as many activities done by your mates as this will help you
acquire new vocabulary in a great way!

Paraphrase the underlined words using a simile.

The development of a country is not easy- (easy)
The rules when working are very clear (clear)
The new students seem to be very joyful. (happy)

CLASS ACTIVITY: Defining Discrimination

GROUP WORK: Using Idiomatic Expressions try to define Discrimination using your
own words.
GROUP ACTIVITY. ORAL EXPOSITION #1

Make your presentation in groups about the type of discrimination you have been assigned.
With the help of “Speaking and writing phrase bank “organize the information each
member of the group will develop.
Remember that you should always:
Start by greeting
Introducing your mates to the class
Introduce and define your topic generally
Develop adding examples
Propose constructive ideas
Provide a conclusion.

+ Link the transition between one member of the group and the other. You can
either use the technique of saying what your mate will develop next, make a
direct question to your next mate or use linkers to help you.
+ Make sure you mention thoughts and factual information properly (p. )

15- GROUP WORK

Discrimination – video reflection sheet
What is happening and who are the key people involved?
Are the people being treated fairly or unfairly?
What discrimination is taking place and by who?
What stereotypes or prejudicial views may lead the person or people to act in this
negative way? What might be the short and long term consequence of this
discrimination?
How would the discrimination make the victim feel?
 28

READING 📖3
Children at the border: the crisis that
America wasn't prepared for1 Adrian Horton and
Lauren Aratani in New York Sun 30 Jun 2019 07.00 BST
At a border patrol processing facility in McAllen, Texas on 11 June, a group of lawyers and
doctors met a 17-year-old girl from Guatemala. She was in a wheelchair and she held her
tiny one-month-old daughter, who was swaddled in a gray sweatshirt so dirty it was
almost black.
The mother said she had an emergency C-section in Mexico at eight months pregnant.
She was in so much pain she couldn’t stand, she said, yet US Customs and Border Patrol
(CBP), the agency in charge of screening and processing migrants, had told her it couldn’t
release her unless she could walk.
“I took a Kleenex with water and I washed dirt, black dirt, off her neck,” said Hope Frye,
an immigration attorney, of the infant she now calls “Baby K”. When Frye and the rest
of the group saw the mother the next day, Baby K was shaking violently and cold to the
touch. The sweatshirt had been replaced with a thin, threadbare towel.
On 13 June CBP released Baby K and her mother for immediate medical attention, after
Frye and her team, worried the premature baby might die, publicized their condition.
The facility in McAllen was not designed to hold Baby K and her mother. But over the past
month, reports have emerged that hundreds of children are being detained in such
processing centers for weeks, in squalid conditionsone eyewitness called “affirmatively
cruel”.
The US immigration system is failing to accommodate children and families seeking legal
asylum. Experts say it is a manufactured crisis, designed to create a backlog, drive
political support for the president’s hardline policies and, in theory, deter migrants from
crossing the border.
As a policy, it is not working. The number of children and families arriving at the border
seeking asylum – a process the US is required to observe under international law – has
increased as conditions in Central America have become more desperate. In the early
2000s, the majority of those apprehended at the border were single male workers,
predominantly from Mexico. Most are now children and families seeking asylum.
According to CBP data, about 72% of those apprehended at the border in May were
families or children. In 2012, only 10% were families or children.
The vast majority of these migrants are from El Salvador, Guatemala and Honduras –
countries where political turmoil, economic instability and violence have been
exacerbated by the climate crisis and past US intervention.
But despite fears stoked by the Trump administration, the number of migrants
arriving at the border is lower than in previous years, hovering between 400,000 and
600,000 annually, less than half the 1.6m who were apprehended in 2000.
‘THE NEW DEMOGRAPHIC’
The shift toward children and families “didn’t happen overnight”, said Michelle Brané of
the Women’s Refugee Commission. Though activists have broadcasted the need to
prepare for such a more vulnerable population for years, she added, processes and
infrastructure at the border still “have not adapted for the new demographic”.
When a person presents themselves to CBP, either at a legal point of entry or to an agent,
they are taken to a facility for processing. These facilities are designed for short-term stays
 29

– some are tents or converted warehouses – because the system functions primarily to
process single male workers.
The facilities are so ill-equipped for the detention of children that CBP cannot hold
unaccompanied minors, anyone under 18 who is not with a parent or legal guardian, for
more than 72 hours. After that period, CBP is supposed to release such migrants to the
Office of Refugee and Resettlement (ORR), an agency within the federal Department of
Health and Human Services, which matches them with shelters.
A group of volunteer lawyers and doctors granted access to border patrol facilities
as part of ongoing litigation against the US government found children were being
held at processing facilities beyond 72 hours. Some had been there for more than
two weeks.
On 27 June the group filed a lawsuit against the federal government for violating the Flores
agreement – a legal protection that guarantees migrant children be kept in safe and sanitary
conditions – and demanded immediate inspection of processing centers by public health officials,
to “prevent more illnesses and deaths at the border”.
In testimony, children at one processing facility in Clint, Texas said they were not being
given soap or toothbrushes. Some said they were sleeping on the concrete floor. Others
slept in overcrowded cells next to open toilets. In a cell that held 45, six minors including
four under the age of two got lice. Two combs were passed around for uninfected children
to share.
Clothes were covered in mucus, vomit and, for young teenage mothers, breast milk. Time
outside was rare: one young boy told a lawyer he looked forward to when the CBP officer
came into the cell to clean, as he and the other kids could then play in the hallway.
“My daughter and I have been sleeping on the floor with just a blanket, no mattress for
two weeks,” testified a 17-year-old mother from Guatemala in court documents. “I am in
a ‘girls only’ cell, with a toilet separated by a partial wall. The girls help each other by
holding up blanket for some privacy when we go to the bathroom.”
Five minors have died in US custody after crossing the border. Most recently, in May, a
16-year-old boy from Guatemala died after he got the flu at a border patrol processing
center in McAllen, Texas. Two days later, CBP announced that three-dozen migrants were
quarantined with the flu at the center.
“It’s profoundly dystopian to think that in 2019 this is being done in the hands of the
United States,” said Warren Binford, director of the clinical law program at Willamette
University, who visited the facilities earlier this month.
A majority of the children interviewed at the Clint facility had been separated from their
familial guardians, Binford said. Trump ended his blanketed “zero tolerance” family
separation policy after intense backlash and issued an executive order that said the federal
government would prioritize family unity. But the order, currently in litigation, still gives
the government the right to separate children from their families “where appropriate and
consistent with law and available resources”.
The Trump administration has also shut down avenues out of detention, cancelling a
refugee program for children traveling from Central America and no longer allowing
migrants to stay with family or community members until their asylum court hearing.
Previously, CBP would only detain those “who they have a reason to believe would be a risk
to public safety or a flight risk”, said Brané, of the Women’s Refugee Commission.
The Trump administration, she added, does “the reverse: they detain everybody they
possibly can until they have no beds left.” Asylum seekers such as Baby K and her mother
remain trapped in limbo as processing centers overflow.
This backlog and paralysis is “intentional”, Brané said, adding that the administration’s
strategy has “been very clear from the moment [they] came into power: make the
conditions untenable so that people will not come. Punish, and deter people from
requesting asylum”.
 30

‘POLITICAL PAWNS’
Experts say there is a political gain for Trump when he creates a backlog at the border.
Hardline immigration policies are popular with Republicans: in a CNN poll conducted
last summer, 58% of Republicans polled said they approved of family separation.
“If it looks like our border is being overrun, there’s going to be a lot more political will for
some of the president’s political goals, which is building walls [and] limiting all kinds of
immigration,” said Jennifer Podkul, senior director for policy and advocacy at Kids in
Need of Defense, a human rights not-for-profit group.
“This administration has used immigrants as political pawns since day one.”
Crowded and unsanitary conditions in shelters, Brané said, are the logical
result of the administration’s choices, not an issue of funding.
“It’s not that the children don’t have soap and toothbrushes because the border patrol
cannot afford soap and toothbrushes. The situation is that CBP does not want to
provide those things.”
CBP officials have denied the lawyers’ reports about the Clint facility and Trump has
refused to take responsibility for its conditions, pushing the blame on to Congress.
“The laws are so bad and the asylum rules and laws are so bad that our border patrol
people, who are so incredible, aren’t allowed to do their jobs,” the president told
reporters on Tuesday.
But disturbing details reported from Clint and a graphic photo of a father and daughter
drowned while crossing the Rio Grande have stoked outrage in Washington, leading to the
resignation of the acting head of the CBP, John Sanders.
On Thursday, Congress allocated $4.5bn in supplemental funding to border. It passed
despite concern from House progressives that the measure did not include accountability
measures for the Trump administration.
Working on the Article; Children at the border: the crisis that America wasn't
prepared for

Answer the following questions

A- Previewing
Where have these articles been taken from?
When were they published?
Who is the target reader of each article?

While reading
B- Find these words in the article and match with a suitable synonym according to their
context
Overflow Lawyer

Shelters bystander

Attorney examine

Eyewitness searching

Screening Block

Seeking Seize/ capture

 31

Apprehend Asylum

Deter Overabundance

C- What is the meaning of the words highlighted in blue? What type of word
are they?
D- What tense can you identify in each of the following statements? Why?
1- “This administration has used immigrants as political pawns since day one.”
2- “The laws are so bad and the asylum rules and laws are so bad that our
border patrol people, who are so incredible, aren’t allowed to do their jobs.”
3- “It passed despite concern from House progressives.”
4- “The sweatshirt had been replaced with a thin, threadbare towel.”
5- “My daughter and I have been sleeping on the floor with just a blanket.”
6- “Some had been there for more than two weeks.”
7- “The US immigration system is failing to accommodate children and
families.”
8- “They were sleeping on the concrete floor.”
9- “There’s going to be a lot more political will.”
E- Go through the following sentences. Pay special attention to words in bold. What type
of word are they?
1- Children are being detained.
2- The CBP is supposed to release such migrants to the Office of Refugee and
Resettlement (ORR), an agency within the federal Department of Health and
Human Services, which matches them with shelters.
3- But despite fears stoked by the Trump administration, the number of migrants
arriving at the border is lower than in previous years.
4- She was in so much pain she couldn’t stand.
5- The Trump administration has also shut down avenues.
After reading:
F- Say if True or False:
1) The number of migrants reaching the border is lower than the years before.
2) In the CBP (Custom Border Patrol), the system is aimed to process both single
male and female workers?
3) Facilities aren't designed for long term stays.
G- Answer the following questions
5) What does the ORR do?
6) Mention some of the complaints at Processing facility
7) Explain the order issued by Trump.
8) What's the difference between the CBP before and Trump's admin?
H- Writing and Speaking;
How could you retell the main information from this article in more than 70 words?

READING 📖4
 32

Despite falling numbers, immigration

remains divisive.M AY 1 4 , 2 0 1 9 The Guardian
ROME (Reuters) - Migrant arrivals to Italy have almost dried up, new asylum requests across the
European Union have more than halved in three years and at the end of 2018, Hungary’s
reception centers housed just three refugees.
On the face of it, Europe’s migrant crisis appears over, but the shockwaves still resound around the
continent ahead of this month’s European Parliament election, and nationalist politicians are
looking to capitalize on the continued tumult.
“The most important thing is that leaders are elected who oppose immigration so that Europe will
be in a position to defend itself,” Hungarian Prime Minister Viktor Orban said on the sidelines of
an EU summit in Romania last week.
Opponents accuse far-right and populist parties of grossly exaggerating the problem, but the issue
still resonates, with a YouGov poll published on Monday showing that immigration was currently
the voters’ top concern, followed by climate change.
The survey, carried out in eight EU states, showed just 3% of respondents thought “all is well” on
the migration front, YouGov said. Only 14% believed the European Union had done a good job
handling the emergency.
Once consigned to the fringes of European politics, anti-immigrant parties saw support surge in
2015 when more than a million refugees and migrants flowed out of the Middle East and Africa in
search of a safer, better life in Europe.
The influx caught EU governments by surprise, stretching both social and security services, and
revealing the inability of Brussels to find a way of sharing the immigration burden in the face of
national interests. Perhaps unsurprisingly, nationalist and eurosceptic parties are expected to chalk
up their best ever result in the May 23-26 EU vote, putting them in a strong position to shape
policy in the 28-nation bloc over the coming five years.
LOSING MOMENTUM
In all, some 4.57 million people have requested asylum here in the European Union since the last
EU vote in 2014, a threefold increase over the prior five-year period, according to EU statistics
agency Eurostat. But the numbers are receding.
Thanks partly to much tighter controls, often put in place by newly empowered anti- immigrant
parties such as the League in Italy, new arrivals to Europe fell to under 150,000 last year here,
U.N. data shows, with even fewer expected in 2019.
Headed by Deputy Prime Minister Matteo Salvini, the League looks set to emerge as Italy’s
largest party in the May ballot, with polls suggesting it will win around 30% against 6% at the last
EU election in 2014 and 17% at a 2018 national ballot.
Since taking office last June, Salvini has effectively closed ports to migrants rescued in the
Mediterranean, helping cut new arrivals here to around 1,100 so far in 2019 here, down some
90% on 2018 levels and 98% on the same period in 2017.
But latest polls suggest momentum for the League might be slowing, with the focus on immigration
starting to fade - at least in Italy, where concerns about the economy and corruption are pushing to
the fore.
“Salvini hopes immigration will remain a central issue because it is one that generates most support
for him,” said Lorenzo Pregliasco, head of political analysis firm YouTrend.
“But is hard for him to say ‘we have reduced migrant arrivals by 98 percent’ and then
keep saying immigration is a threat. This is creating a problem for him,” Pregliasco told
Reuters.
Looking to keep migration in the spotlight, the League and its political allies in Europe have been
quick to portray the newcomers as a security threat, pointing to deadly jihadist attacks over the
past five years, including assaults in Paris, Brussels, Berlin, London and Barcelona.
A poll by the European Council on Foreign Relations said there was a clear majority in every
country for better protection of Europe’s borders, while Europeans saw Islamic radicalism as the
biggest threat facing the continent.
 33

PLAYING ON FEARS
Mainstream parties accuse the populists of playing on base emotions and say they are not
interested in finding a comprehensive solution to the refugee question, which could include quotas
for redistributing new arrivals around the bloc, and better integrating migrants into European
society.
“The danger I see is that there are politicians in Europe who have a reason to keep this
problem alive,” Manfred Weber, the German lead candidate for the EU center-right, told
Reuters.
Germany took in more than a million asylum-seekers in 2015 - a decision welcomed by human
rights groups, but that also stoked support for the anti-migrant, far-right Alternative for Germany
(AfD). Tapping into discontent amongst part of the electorate, AfD entered the national
Parliament for the first time in 2017 and is the only German party that is putting an emphasis on
immigration in campaigning for the EU vote.
“Refugees are bringing crime into our towns,” the AfD has said in Tweets and leaflets ahead of the
ballot - an assertion rejected by its opponents.
Mainstream German parties are focusing on other issues and hoping immigration will fall off the
radar screen. It is a similar story in France, where President Emmanuel Macron’s party has listed
immigration as only its number 5 priority, with the environment in the top spot.
Gerald Knaus, chairman of the Berlin-based European Stability Initiative think-tank,
believes that by relegating the question, moderate parties will allow extremist rivals to
frame the debate and let the anti-immigrant narrative predominate.
“What is lacking from mainstream parties is a coherent, convincing message that they can
control arrivals without violating human rights,” he told Reuters.
“The majority of people want migration control but they also have empathy for refugees. As
things stand, these voters have no-one to turn to (in this election).”

WORKING ON THE ARTICLE

Answer the following questions
A-Previewing
Where have these articles been taken from?
When were they published?
Who is the target reader of the article?

B -While reading
Find these word in the article and match with a suitable synonym according to their context
Halved Echo

Resound Interview

Concern Dealing with

Poll Extending

Stretching Worry

Handling Divided

C- What is the meaning of the words highlighted? What type of word are they?
D- Go through the following sentences. Pay special attention to words in bold. What type
 34

of word are they?

1- While Europeans saw Islamic radicalism as the biggest threat facing the
continent. 2- Polls suggest momentum for the League might be slowing.
3- Germany took in more than a million asylum-seekers.
4- It is a similar story in France, where President Emmanuel Macron’s party has
listed immigration as only its number 5 priority, with the environment in the top spot.
5- 4.57 million people have requested asylum here in the European Union.
6- Anti-immigrant parties saw a surge in support in 2015 when more than a million
refugees and migrants flowed out of the Middle East and Africa.
7- The danger I see is that there are politicians in Europe who have a reason to keep this
problem alive

E- What tense can you identify in each of the following statements? Why?
1- Migrant arrivals to Italy have almost dried up
2- Since taking office last June, Salvini has effectively closed ports to migrants
rescued in the Mediterranean
3- Perhaps unsurprisingly, nationalist and eurosceptic parties are expected to chalk
up their best ever result in the May 23-26 EU vote
4- Anti-immigrant parties saw a surge in 2015.

🔊📹 LISTENING
Video Watching: Inside look at a Texas Shelter for immigrant children

https://www.youtube.com/watch?v=FmD4z0Jm1xU

19-Listening for specific information; Provide short and clear

answers
1- Why are children separated from their parents?
2- Does Paul Ryan agree with this policy?
3- How many boys are being housed in Casa Padre?
4- What aspects are similar to a detention centre?
5- How young are the children?
6- What´s the name of the policy that separates children from parents?
7- What restrictions do boys have to comply with? Mention at least 6.
8- How do these immigrant boys end up? What is the time limit to stay there?

🔊📹 VIDEO WATCHING : “Through the eyes of a child immigrant”

https://www.youtube.com/watch?v=46wWjKTn4Ac
18
1- Why is America complex when dealing with immigrants?
2- How are immigrants seen?
3- Why do immigrants face fear?
4- What does Eric say that a quarter of immigrants feel?
5- Where are people directly reported from?
6- What are you constantly being reminded of?
7- How can this assumption change?
 35

Transformations and paraphrasing

Read the following statements
“Politicians didn't manage to provide more strategies when it comes to sheltering
immigrants.” “Politicians couldn`t provide more strategies when it comes to sheltering
immigrants.”

What is the difference between these sentences?

Why paraphrasing is a useful communication skill
Day-to-day spoken communication

In casual conversations and formal meetings, we often find ourselves explaining

something other people have said. Whether it’s a quick recap of some plans we’ve made,
or a detailed explanation of some client feedback, it’s very rare we recite things word for
word.

Grammatical and lexical range should be broadened. Paraphrasing can help demonstrate
a wider vocabulary and a variety of different grammar structures, improving your grade.

Getting into new patterns. Read and analyze.

MANAGE SUCCEED 1
I managed to study on my own. I succeeded IN studying on my own.

PREFER RATHER 2
I prefer wine to coke I would rather drink wine than coke

FORGET REMEMBER 3
Don´t forget about the exam Remember about the exam.

SO AS NOT TO (Negative purpose) The IN ORDER NOT TO 4

thief was wearing a mask ,so as not to The thief was wearing a mask in
be seen order not to be seen.

SO AS TO (clause of purpose) IN ORDER TO (clause of purpose) 5

She was wearing a smart dress so as to She was wearing a smart dress in
be noticed. order to be noticed.

ALTHOUGH / EVEN THOUGH / HOWEVER 6

THOUGH (contrast, opposition or
unexpected result) Although I studied a
lot, I failed.
I studied a lot. However, I failed.
I failed even though I studied a
lot
Even though I studied a lot, I
failed.
I have studied a lot, I failed
though.
 36

EITHER OR NEITHER NOR 7

You can either go skiing or Not possible
mountain climbing. You can have neither water nor …..
You can't have either water or any drink
during the test.

IF UNLESS 8
If you don't study, you will fail. Unless you study, you will fail.

AS + ADJ. + AS -ER THAN 9

Susan isn't as tall as we
expected. Susan isn´t as short
as expected.
I didn't expect Susan to be that
tall.
Susan is shorter than we
expected. Susan is taller than we
expected.

BECAUSE (clause of reason) DUE THE FACT 10

She never touches the grass because of Due to her allergy she never touches
her allergy the grass.
Due to the fact she suffers from
allergies, she never touches the grass.

20
CAN (permission) ALLOWED 11
You can have a party. You are allowed to have a party.

MUST (obligation) HAVE TO 12

You must have a party. You have to have a party.

SHOULD (suggestion) HAD BETTER 13

You should have a party. You had better have a party.

PROBABLE IS LIKELY TO + VERB – INF 14

It is possible that I will pass the test. I am likely to pass the test.

TOO ENOUGH (adjective is ok? + Word 15

I am too short.(too, goes before order) I am not tall enough. (after the
the adjective) adj)

HOW ABOUT WHAT ABOUT 16

How about throwing a party? What about throwing a party?

LET´S WHY DON´T 17

Let's throw a party. Why don't we throw a party?

DESPITE (contrast, opposition or IN SPITE OF 18

unexpected result) In spite OF the weather, they played
Despite the weather, they played the match. the match.
 37

HOWEVER(contrast, opposition or NO MATTER HOW 19

unexpected result)
However fast he walked, we managed
to keep up with him.
She didn't get fat, however much she ate.
X ungrammatical.
WHATEVER whenever /
wherever (contrast, opposition or
unexpected result)
She can't persuade me she's telling me
the truth, whatever she does.
Whatever you say, I will go to the party.
No matter how fast he walked, we
….. No matter how much she ate, she
didn't get fat.
NO MATTER WHAT /WHEN/WHERE
No matter what she does, she
can't persuade….
I´ll go to the party, no matter what you
say.

BECAUSE(clause of reason) AS / SINCE 20

She was feeling tired because she had She was feeling tired as she had a
a party. party. Since
she had
a party.

AS LONG AS (Conditionals) PROVIDED (that) 21

I´ll go to the party as long as he invites me. I´ll go to the party provided that he
invites me.

WHILE CONTRAST WHEREAS 22

(BEGINNING OR MIDDLE) I live in the South, whereas you live in
I live in the South, while you live in the North.
the North.

IF (yes no questions) WHETHER 23

She wanted to know if I could go to the party

She wanted to know whether I could

go to the party

LOOK FORWARD TO EXPECT 24

I am looking forward to throwing a party. I expect to throw a party.
I am looking forward to receiving your
reply/ hearing from you

ANXIOUS ABOUT EAGER TO 25

I am anxious about the party I am eager to throw a party

WANT WILLING TO 26
I want to have a glass of wine I AM WILLING TO have a glass of
wine.

KNOW AWARE 27
I know the results I am aware of the results

AND NOT ONLY / BUT ALSO 28

I love English as well as German I love NOT ONLY English BUT ALSO
German.
 38

AS WELL

I love English and German I Love English and German as well.

ON THE OTHER HAND IN CONTRAST 29

THE FIRST/THE SECOND THE FORMER/ THE LATTER 30

FIRSTLY/SECONDLY

AS WELL AS ALSO 31
I love chocolate as well as I love chocolate and also ice-cream.
ice-cream. I love chocolate and
ice-cream as well.

KEY ELEMENTS TO ORGANIZE YOUR SPEAKING

AND WRITING. SET PHRASES.
A phrase is a small group of words that communicates a concept but isn’t a full
sentence. You use phrases in your writing and your speech every day. There are
lots of different kinds of phrases, some of which play a technical role in your writing
and others that play a more illustrative role. No matter which role a phrase is
playing, it’s achieving one simple goal: making your sentences richer by giving
your words context, detail, and clarity.
Honestly Frankly speaking

To my belief In my view
The way I see things
As far as I'm concerned
If you ask me…

As I see it The way I see

In fact As a matter of fact

It is common knowledge It is commonly believed

for instance for example

that is…
in other words

According to As evidenced/ suggested

Like it or not,... Believe it or not,...

Anyhow Anyway/s

Finally All in all / To sum up/ In conclusion/ To conclude

In addition What's more / Apart from that/ Besides / Also /

Moreover /
 39

In contrast On the other hand/ On the side (opposite: on the

plus side) /However / Nonetheless /
Nevertheless

Regarding As to…
Regarding means respecting or When it comes to
concerning. It is a synonym of “in
regard to.”

Game Of Thrones star Faye Marsay

has completely shot down one of the
biggest fan theories circulating the
internet regarding her character, The
Waif.

Agreeing I agree with …. 100 percent

I couldn't agree more.
That's for sure.
I see what you mean
I was just going to say that
I see eye to eye with you
I suppose
you have a point there
I guess so

Disagreeing No way
I´m afraid I disagree
I totally disagree
I don´t think so
not necessarily

EXERCISES
1) I felt frustrated because of my lack of confidence.
a- _______________________________________________________
b-_______________________________________________________
2) Because of the terrible weather we couldn´t commute to work.
a- ______________________________________________________
b- _____________________________________________________
3) My career was postponed because of the new regulations.
a- ____________________________________________________
b- _____________________________________________________
4) Because of the rain I arrived completely wet.
a- _____________________________________________________
b- _____________________________________________________
5) I made a copy of my work so as not to lose it.
a-______________________________________________________
b-_______________________________________________________
6) I created a new account so as not to mix my work with my personal
issues.
 40

a- ______________________________________________________
7) I decided to take a taxi so that I could arrive on
time.
a-__________________________________________________________
b- _________________________________________________________
8) The teacher is not patient enough.
a- _________________________________________________________
9) The uni isn't close enough
a- _________________________________________________________
10) The novel is too hard for me to analyze in a day.
b- __________________________________________________________
11) The cardiologist managed to operate on the patient successfully.
a-___________________________________________________________
12) You will stay either with me or with Janet.
a- ___________________________________________________________
b- ___________________________________________________________
6) How about throwing a party at my place?
a - __________________________________________________________
b -__________________________________________________________
c -___________________________________________________________
7) If you don't start early, you won't finish the
assignment.
a _________________________________________________________
8) Remember to consider all possible aspects.
a __________________________________________________________
9)You should see the doctor when feeling bad.
a _________________________________________________________
10) Students must enroll to three subjects.
a- ________________________________________________________
11)Residents can park their cars in this area.
a-________________________________________________________
12) Parents know about their children´s weaknesses.
a- ________________________________________________________
13) I prefer tea to coffee.
a- ________________________________________________________
14) Susan came by yesterday; however, she forgot to bring her
power point.
a -________________________________________________
15) They speak in English as they have been born in England.
a -_____________________________________________________
16) The student can handle the written as well as the oral skill successfully.
a-_______________________________________________________
17) The first case was solved but the second still remains a mystery.
a-__________________________________________________________
18) I don't think he deserves a punishment. On the other hand, I believe a serious talk will
have a positive impact on him.
a- _________________________________________________________________
19) I want to become an independant and rich person because I have studied really hard
for that!
 41

a-_________________________________________________________________
20) The Waitress is anxious about receiving the tip.
a-______________________________________________________________
21) German people are rather cold whereas people from America are open and
easy-going.
a-______________________________________________________________
22) I´ll buy the dress as long as I can use my credit card.
a- ______________________________________________________________
23) The student was hiding the answers so as not to be noticed.
a-_______________________________________________________________
24) The results were not as expected because she didn't prepare the topic with the
necessary time.
a.-______________________________________________________________
25) You won't be forbidden, whatever you do.
a-__________________________________________________________________
26) Let's drop her a line.
a-__________________________________________________________________
27) How about rescheduling?
a-_________________________________________________________________
28) Despite the change in the examination date, the advanced student kept on
studying.
a-_________________________________________________________
29) She isn’t concentrated enough.
a-__________________________________________________________
30) She is likely to reconsider the proposal.
a-____________________________________________________________
34) Politicians should revise results.
a-______________________________________________________________
35) A marketer should attract customers' attention, even though the grade of
need is low.
a-__________________________________________________________
36) They succeeded in building new roads.
a-_____________________________________________________________
37) I prefer e books to the rest.
a-____________________________________________________________

MANAGE / SUCCEED
38- She managed to discover the truth.
39-The witness managed to remain safe.
40-The reporter managed to present the news on time.
41-The child managed to solve the math´s homework alone.
42-The Best friend managed to prepare a surprise for the groom.

DON´T FORGET /REMEMBER

43-Remember to speak out the truth.
44-Remember to make a preview of the reading topic.
45-Remember to avoid crossing your arms when giving a speech.
46-Remember to spot main ideas and events in the text.
47-Remember to deny that you cheated.
SHOULD / HAD BETTER
 42

48-The policeman should stay alert.

49-The document should be written in bold.
50-The bride should wear white during the ceremony.
51-A boss should inspire respect.
52-Traffic lights should be respected by not only pedestrians but also
drivers. EITHER OR / NEITHER NOR.
53-I consume neither tea nor coffee.
54-Use neither Spanish subheading nor audio translations.
55-Use neither phrasal verbs nor colloquial expressions in formal pieces of writing.
56-When imposing yourself, please neither scream nor yell.These shows anger.
57-When taking an international flight take neither luggage which is too heavy nor
important documents in it.
CAN / ALLOWED TO
58-Street entertainers can show their work to onlookers and pedestrians.
59-Commuters can take their traveling card and avoid using cash.
60-Crosswords can be used when teaching if the content is appropriate.
61-Students can use their phone in class for educational purposes.
62-Youngsters can attend workshops.
MUST /HAVE TO
63-When operating all elements must be disinfected and sterilized.
64-Politics must be talked about with respect.
65-Firefighters must wear special uniforms.
66-Pets must be looked after.
67-Toddlers must be taught correctly. Avoid using diminutives.
IN SPITE OF / DESPITE
68-Despite her pronunciation, the teacher understood the pupil.
69-Despite the bad weather, they went for a walk in the woods.
70-Despite her mistake, she was forbidden.
71-Despite her late arrival, she could sit for the test.
72-Despite her nerves, she promoted the subject.
SO / THEREFORE / THUS
73-She explained the theory again, so students cleared out doubts.
74-The woman was delayed due to the traffic so she arrived late to work.
75-Her phone wasn't working properly so she couldn't receive any messages.
76-The great grandfather's skin was dry, so the dermatologist indicated him using
hydrating creams and vitamins.
77-Tom´s parents punished him so he couldn't use his play stations for a
fortnight. 78-Clare told her partner the truth so he was able to understand
her position. 79-Insects were all around the place so they bought poison
at the store.
80-Her pitch was very low so she used a microphone when giving the lesson.
81-Her computer was running out of battery so she decided to switch it on.
82-The garbage wasn't collected yesterday so there was a very bad smell
around the corner.
83-The newborn had cried all night so the mother was feeling exhausted.
84-The student did not answer all the questions accurately so she had to sit for
make-up. 85-Lessons are important so you should try to pay attention as much as you
 43

can. 86-During break time the pupil misbehaved so he was sent to the corner.
87-The kid started to whistle so his dog came by.

Make your own Transformations with each of the following

88-Remember/ Don’t forget
89-In spite of /Despite
90-What about/ How about
91-Why don’t we /Let’s
92-Prefer to/ ‘d rather … than
93-But/ Although / However
95-Should/ Had better /Ought to
96-Must / Have / has to
97-Can/ Be allowed to
98-Either … or /Neither … nor
99-May/ It is possible / probable
100- Too/ Enough
101- Passive voice/ Active voice
102- Direct speech Indirect speech
103- As + adjective + as/ Comparative than
104- And Not only … but also / as well as
105- If (not)/ Unless
106- There is / are Have / has
107- While /Whereas
108- In order to/ So that
109- So / Therefore
110- Even though/ Although
111- Want to /Feel like + verb –ing
112- Look forward to/ Can’t wait to
113- Because /Since / as

Writing

John: “Babe! Why don't(1) we buy some cinema tickets for tonight? Remember(2)
it's a good idea for us to have an outing every now and then!”
Sue: “Really? I don 't think so(3). We'd better(4) watch a stand up comedy. I
think(5) I want(6) to see something that cheers me up.”
John: “I'd rather(7) watch a new Netflix series than a stand up Sue. I find them
boring and(8) senseless most(9) of the time but(10) if you insist we can(11) always
watch a comedy movie. You know(12) by now that Ìm not really into comedies. I
neither(13) enjoy them nor find them interesting.”
Sue: “What are you really into? If you doǹt(14) speak up your ideas, I will not know.
In my view(15), that is the only way John. People speak and people find out. Not
simply guessing games.”
John: “Frankly speaking(16) Sue, I ought to(17) go for a walk. I still can't
understand after so many years you are truly asking me about what I do or don't
like! 57 years together and still asking?”
Sue: “How about(18) buying some beers or(19) cokes and getting through some
potatoes and chips?”
 44

John: “You always manage(20) to get through them on your own. That's not a deal
these days.The way I see things(21) you are simply thinking about your own likes
because you are selfish.”
Sue: “Ìm not in the mood for cinema movies. Whatever(22) you decide will be fine
for me John so we can go to the movie. Anyways(23), It will be your way
because(24) you are in the end a pathetic, dull couch potato!”
John: “Id̀ rather(25) be a couch potato glued to the big screen than stubborn as a
mule, Sue!”

➜ Rewrite the dialogue paraphrasing all the words and expressions in black.
➜Now it's your time to write. Read the given situation. Write two different dialogues. One for each case
“a” and “b”. Include at least 15 expressions from the theory on transformations or speaking phrase bank
and include them. Make sure you underline or highlight the phrase or expression.

Situation:

There's a homeless woman lying on the sidewalk near a well known restaurant. She's pregnant and two
other toddlers are sleeping next to her on a piece of blanket. She asks for money from every pedestrian.
Dialogue A:
Pedestrian talks to her, makes her feel at ease and asks her questions to see how to help her.
Dialogue B
Passer by talks to her and gives her reasons to understand why she has to leave that place as she is
bothering.

🔊📹 Listening Activity on Homelessness;

How education can end homelessness: Tracy Sharp at TEDxABQED

https://www.youtube.com/watch?v=CVtW2tArzqE
 45

READING 📖5
Homelessness rises in the capital as crisis bites 2

The number of people in extreme poverty in the capital has doubled in the past three
years to 6.5 percent, or about 198,000 people, according to official figures.
Smiling two-year-old Valentina Aleman runs down a sidewalk in Buenos Aires, dodging
cardboard boxes, a worn-out sofa and a broken refrigerator without noticing the cars
zooming dangerously close to her and others. The risks of living on the streets.
A makeshift tent of cardboard and plastic bags on the side of a busy avenue in the capital
serves as shelter for the girl, her four siblings and her parents, who sleep sharing two old
mattresses laid out on the concrete.
“Being here with [the children] is not nice. The main risk is their health,” Valentina’s
mother, Damiana, said while the kids played with used toys. “They want to watch TV. My
oldest asks why we can’t be at home with our TV and our bed.”
Families living on the streets outside shopping malls, bus stations and parks have
become an increasingly common sight in Buenos Aires, as an economic crisis, soaring
inflation and a spike in utility bills fuelled by austerity measures have left more people
unable to afford a home. The long-running crisis sharpened in 2018 when the peso lost
about half its value following a run on the currency.
The number of people in extreme poverty in the capital has doubled in the past three
years to 6.5 percent, or about 198,000 people, according to official figures. The Buenos
Aires City government has yet to release homeless numbers for the end of 2018, but local
civic groups estimate the figure stands at around 8,000 people.
Argentines continue to lose purchasing power to an inflation rate that reached 47.6
percent last year, the highest since 1991, and many are frustrated with the decision by
President Mauricio Macri’s government to slash subsidies on utilities and public
transportation. On average, in the past year natural gas has shot up 77.6 percent,
electricity by 46 percent and water by 26 percent
Eight months ago, the Aleman family became unable to keep up with soaring utilities
costs. The family paid about US$112 per month in rent. Their finances collapsed when
they received a US$246 electricity bill. Then Valentina’s father, Emilio, lost his job in a
furniture factory that shut down amid the crisis.
“Seven out of every 10 families see the cost of utilities as a problem for their domestic
finances,” said Matias Barroetaveña, director of the Centre of Metropolitan Studies, a
Buenos Airesbased research centre.
Reducing poverty is still on the to-do list for Macri, who has entered the last year of his
presidential term and has launched a re-election bid for October’s voting.
When Macri took office in 2015, he said his administration should be judged by its ability to
reduce poverty. “Zero poverty” became one of his top goals.

But poverty in Argentina increased to 32 percent of the population in the second half of
2018 from 27.3 percent in the first half, the INDEC official statistics agency said on
Thursday.
“I trusted him when he said ‘zero poverty’. It looked like he would stand by the poor,”
Aleman said. “But Macri actually meant getting rid of the poor, rather than improving the
 46

economy.”
Following last year’s devaluation of the peso, Argentina was forced to seek a record
financing deal with the International Monetary Fund. The decision brought back bad
memories for many, who blame the IMF for introducing policies that led to the country’s
worst crisis in 2001 when one in every five Argentines went unemployed and millions slid
into poverty.
IMBALANCES
Macri says he underestimated the macroeconomic imbalances inherited from his populist
predecessor Cristina Fernández de Kirchner. He argues that correcting them became
more difficult when Argentina’s worst drought in decades deprived his government of
much-needed farm export revenue. Argentina’s economy was also hit by “external factors,”
including the US-China trade war, he said.
The president has seen his popularity ratings plunge. Fernández de Kirchner is tied
with him in most polls even though she faces numerous investigations into alleged
corruption during her 2007-2015 administration.
A poll conducted in Buenos Aires and its suburbs showed that 65 percent of respondents
said their income was not enough to make ends meet. Fifty-two percent said they had
reduced their food consumption as a result. The Centre of Metropolitan Studies surveyed
1,523 people between February 26 and March 2 in a poll that had a margin of error of 3.1
percentage points.
Shelters in Buenos Aires are at full capacity. But since most are divided by gender,
families often prefer staying on the streets to splitting up.
And it’s not only the homeless demanding beds in shelters. Residents from the suburbs
are increasingly choosing to stay in the city from Monday to Friday to avoid spending on
public transportation. Workers who earn the minimum wage of about US$280 a month
are estimated to spend 10 percent of their salaries on public transportation, according to
estimates from the Buenos Aires Ombudsman’s office.
EMPATHY
The Alemans now rely on the money that Emilio gets from gathering cardboard and
recyclable waste, meals at soup kitchens and on the generosity of nearby residents. Not
all empathize, however. Some have called the police to remove them from the
pavement.
“When people live on the streets, they feel like they’re a waste of space, like they deserve
to be there. Your opinion of yourself is so low,” said Horacio Ávila, a social psychologist
who co-founded Project 7, which provides assistance to the homeless. Ávila himself was
homeless for over 10 years.
Leaning out of an igloo-looking structure made out of layers of cloth and plastic tethered to
a supermarket car, Héctor García jokes with passers-by. “You keep laughing, you will be
right next to me soon,” he sometimes tells people with a laugh.
García has been living on the street of a middle-class neighbourhood for four years since
losing an administrative job. Nowadays, he survives by repairing home appliances or
disassembling them to sell the scraps. He shares the improvised shack with 77-year-old
retiree María Ortega.
García also believed his living conditions would improve after the change of government.
“The government provides you with the possibility of getting off the streets for five or six
months. That’s not a solution,” the 57-year-old said about government housing
 47

subsidies. “At least I don’t get any bills here,” García said before ducking back inside his
shelter.
A- What are the synonyms and antonyms of the following adjectives? There is one
synonym for each word and there are two antonyms in the box. Place them in the
proper space. (# is for antonym)
1- Doubled: ____________ # ____________, __________________
2- Last:______________ # _____________, __________________
3- Busy: ______________# ______________, ________________
4- Common: _______________#__________________, ____________
Unorthodox – first – increased – engrossed – diminish – familiar –
beginning – idle – uttermost – unoccupied – halved - peculiar

B- What paragraph mentions each of the ideas given?

1- The President's aims:
2- Local Civil groups estimated figures:
3- Informs about official members:
4- Reason for the detrimental views in Buenos Aires.:
5- Taxes fluctuation:
6- Somehow remarks the elder sister´s dissatisfaction:
7- Describes where the homeless girl lives:
8- The reason why the predecessor lost his job:
C- How would you Paraphrase the given statements from the article?
1) “But since most are divided by gender, families often prefer staying on the
streets to splitting up.” 2) “Not all empathize, however. Some have called the police
to remove them from the pavement.” 3) “A poll conducted in Buenos Aires and its
suburbs showed that 65 % said their income was not enough.”

UNIT 2 EDUCATION
Content topic: Education
Grammar and language:
Phrasal Verbs
Conditionals 0, 1, 2 and 3
Reported Speech
Essay writing
Short Stories:
The fun they had by Isaac Asimov
Lamb to the slaughter by Roald Dahl
Soldier's Home by Ernest Hemingway

🔊📹
LISTENING
Gender equality in Education; Video Watching
https://www.youtube.com/watch?v=M8Q_ENrzg5o
14- Video Work.
Watch the video and try to complete the gaps.
1)
 48

__________________ worldwide are unenrolled in Primary School.

__________________ Adolescent girls worldwide are unenrolled in Middle
School. __________________ Girls never enter school at all.
2) In poor countries they are not only forced into ________________________
but also into______________________.
3) Overall, there are _____________________________________________________
than girls unenrolled in school.
4) Some of the solutions to overcome gender equality are:
a- ______________________________________________________________
b- ___________________________________________________________
c- ____________________________________________________________
5) What are the advantages of being an educated woman?
a-_____________________________________________________________
b-______________________________________________________________
c-_______________________________________________________________
d-______________________________________________________________
e-_____________________________________________________________

PHRASAL VERBS
When a preposition is added to the original meaning of a verb, a new meaning is given to
that combination. Phrasal verbs are particularly common in informal writing and speech.
VERBS WITH THREE PARTS
Most of the following verbs need an object that can only come at the end, after
both prepositions. I´m looking forward to my summer holidays. (With verbs with
no object * will be used.) Catch up with * (reach someone by going faster)
You can have a nap now and catch up with us later on. You are too
quick! I can't catch up! Cut down on* (reduce the amount of)
Mike has decided to cut down on holidays this year. You are eating a lot of cake.
You should cut down. Drop in on* (visit for a short time)
Let's drop in on Ed while we are in Ireland. The next time you are nearby,
remember to drop in! Get along/ on with* (have a friendly relationship with)
James doesn´t get on well with his History Professor. We work in the same school,
but we don´t get along. Keep up with * (move at the same speed as)
You are typing too fast! I can't keep up with you. Facu finds the lesson difficult,
and can´t keep up. Live up to (be as good as someone expects)
The concert didn't live up to our expectations.
Look forward to (think you will enjoy)
I´m looking forward to going on holiday this year.
Look out onto/over (Have a view of)
Our hotel view looks out onto a beautiful secluded lake.
Put up with (accept without complaining)
I can't put up with all those kids yelling.
Run out of * (have no more)
I believe the car will run out of petrol soon.
There isn't any more juice. We´ve run out.
VERBS WITH TWO PARTS.
 49

These phrasal verbs carry an object - they are also known as transitive verbs-. The object
comes after the preposition. Call for (come to your house and collect)
We´ll call for you about 7.15 so please try to be ready. (NOT call you for)
Call on (visit for a short a time –also as drop in on)
I called on Margaret and wished her a Merry Christmas.
Deal with (take action to solve a problem)
Could you deal with this problem?
Get over (recover from)
Patrick was ill with flu, but he's getting over it now.
Get at (try to stay, suggest)
I couldn´t understand what my mother was getting at.
Head for (go in the direction of)
The escaped prisoner is thought to be heading for London.
Join in (take part in, contribute)
When Ines started singing, everyone joined in.
See to (pay attention to – meaning repair)
The brakes on your car need seeing to.
Stand for (tolerate)
I will not stand for talking so much.
Take after (be similar in appearance or character)
Kate takes after her twin sister.
VERBS WITH TWO PARTS AND THAT CAN BE SEPARATED.
Bring up (look after a child till adult)
Tim´s aunt brought him up.
Call off (cancel)
The final meeting was called off as there was no agreement on launching the project.
Clear up (make clean and tidy)
I can never clear up my room completely.
Cut off (be disconnected during a phone call)
I was cut off when finally the receptionist spoke.
Fill in (complete by writing)
Please, fill in the form before you sign the papers.
Give up (stop doing something)
Peter had to give up his German lessons.
Knock out (make unconscious)
Michael knocked his opponent out in the first round.
Let down (disappoint)
Anna really let me down. She never turned up.
Look up (find information)
I looked all the words up in the dictionary.
Pick up (collect in a car)
The uber usually picks me up at seven.
Put off (postpone)
The weather was horrible so the coach put off the match.
Put up (provide accommodation in someone's house)
A friend in Ireland put me up for a fortnight.
Take up (start an activity or a hobby)
Jack has taken up tennis lessons.
 50

Try on (put on clothes to see if they are suitable)

I have tried the jeans, but I don't feel comfortable.
Turn off/on (begin or stop operating electronic equipment)
Can you turn on that radio!
Wash up ((clean plates, knives and forks)
After the party Mike washed up everything.
VERBS WITH TWO PARTS INTRANSITIVE (They do not have an object)
Break down (stop working, especially cars)
The car broke down in the middle of the road.
Drop out (stop before you finish)
Two of the competitors dropped out half-way.
Get on (make progress)
Naza likes her new project and is definitely getting on well.
Get away (escape)
One of the burglars was caught when he was getting away.
Grow up (change from a child to an adult)
She grew up on the outskirts.
Set off/out (Begin a journey)
We set off early to avoid the traffic.
Take off (when a plane leaves the ground)
Our plane took off two hours later.
Turn up (arrive, usually unexpectedly)
Only four of the ten guests turned up.

PRACTICE ON PHRASAL VERBS. PART 2

Join according to the correct meaning

1- fix - repair a- take up

2- provide b- try on
accommodation

3- postpone c- see to

4- put d- turn up

5- start e- put up

6- appear f- put off

Can you find the mistakes in the following statements? Make the necessary corrections.

7- The homeless received help to wash on their old clothes. Once they finished, they tried off new
clothes received by organizations who help people living in detrimental conditions and were put on
in special shelters.

8- An immigrant was knocked of by a man during the manifestation alleging that he wouldn`t stand
on people who do not belong to his country.

Multiple Choice; Choose the best answer, a, b, or c.

 51

9- I will not stand ______ the Minister's bad attitude. a- to b- for c- on

10- Many students took __________________ the English course offered by the university.
a- on b- of c- up
11- The schedule for Saturday`s seminar need to be seeing _______ a-at b-for c- to
12- Exchange students set _____________ to the South, where they will meet some foreign
students coming from Canada. a- off b- of c- to
13- Students from the Cpi could catch up _______________ the contents included in the mid term
examination. a- on b- with c- to
14- Immigrants headed ________ Argentina in search of security and a better way of life.
a- of b- on c- for
15- Students run out _____________ strategies when it comes to solving a complex situation.
a- for b- of c - on
16- The student tried his best. Anyhow, he couldn't really understand what the professor was
getting _______________. a- to b-on c- at
17- Many foreigners looked down ____________ homeless citizens sleeping at the airport.
a- up b - down c- to
18- The new minister won`t put up _____________ discriminatory attitudes during public sessions.
a- with b- to c- on

Complete the sentences with the words from the box.

tried on- joined in -get along - dropped in on - lived up to- let down - seeing to - brought up
- put off -looks down on- called off -

19- Policies in Argentina need to be _____________________________.

20- Many citizens are constantly __________________________ as poverty is still increasing.
21- The president's speech _________________________ to our expectations.
22- The ESI campaign was _________________________ due to the national holiday. The date
was rescheduled. However, due to weather conditions, it was finally
______________________________.
23- Many children are _____________________ by their parents in detrimental circumstances.
24- Most homeless people __________________ the new working programme.
25- The University field ____________________ to the main Avenue.
26- The two political parties _________________ well during the campaign.
27 - The Director of the programme ____________________ the new neighborhoods to see what
was going on.
28- The homeless kid _____________________ the clothes that he had received as a donation.

Extra Practice
Complete each sentence (a-h) with an ending (1-8)
a) If you have any king of problem, just call me and I´ll deal _____________
b) I've been so busy lately that I have decided to cut __________________
c) Ann and Sue are really looking _____________________
d) Our teacher told us that she would not stand _______________
e) Nearly everybody says that Mark takes _________________
f) Jackie is very friendly and generally get ______________________
g) Half-way through the race, Martin found that he couldn't keep ________________
h) We were told that the concert was going to be good but it didn´t live ____________
 52

1- for cheating in our end-of-term test.

2- on well with the people she works with.
3- with it as soon as I can.
4- after his father's side of the family.
5- down on the amount of time I spend watching television.
6- up with the others any more.
7- up to our expectations at all.
8- forward to seeing you both again in July.

Underline the correct preposition in each sentence.

a) Can you explain that again? I don't know what you are getting by/with/at.
b) He is a very strict teacher. He doesn't stand for/up/with any bad behavior in class.
c) I enjoyed London, but it didn't really live up to/with /for my expectations.
d) I smoke 20 cigarettes a day, but I'm trying to cut off/through/down.
e) I think she has got over/by/down the break-up with her boyfriend.
f) I´ll call by/in/for you at eight sharp, and then we´ll go to the party together.
g) I'm going crazy! I can't put off/up/down with so much confusion.
h) I´m lucky, I get on/off/over really well with my mates.
i) If you miss too many lessons, it is difficult to catch over/up/with.
j) It is hard to keep along/by/up with changes in bio-technology.
k) My car needs a service- the engine needs seeing in/to/at.
l) The printer is working, but it's run away/out/down of ink.

EXERCISE 3
Complete each sentence with a suitable form of one of the phrasal verbs in the box. Use each one
once only.

catch up with cut down on drop in on get on with keep up with

(not) live up to look forward to run out of

a) The book you lent me __________________________________ my expectations.

b) Any time you´re in the area, feel free to ___________________us.
c) Sorry, we have _______________orange juice. Would you like some water?
d) Unfortunately Susie doesn´t _______________________ her new neighbours.
e) Bill left before I did, but I ran and _____________________ him.
f) I´m really______________________ my holiday in Italy next week.
g) It was a difficult class, and I couldn´t ______________________ the other students.
h) You should ________________ smoking if you can´t stop completely.

EXERCISE 4
Rewrite each sentence so that it does not contain the words in italics, but does a phrasal verb.

a) Brian and his mother are very similar.

_____________________________________________________
b) There isn't any food left!
_____________________________________________________
c) Mike and Tom aren't very good friends.
______________________________________________________
d) Jean is very good at handling people´s problems.
 53

______________________________________________________
e) The handlebars on my bike need fixing.
______________________________________________________
f) Julia was very ill, but she has recovered now.
______________________________________________________
g) What exactly are you suggesting?
______________________________________________________
h) Paul´s new school wasn't as good as he expected it to be.
______________________________________________________

EXERCISE 5
Rewrite each sentence so that it has a similar meaning and contains the word in bold.

a) Someone needs to look at the central heating system. SEEING

_______________________________________________________
b) Let's pay a surprise visit to Julia while we´re here. DROP
_______________________________________________________
c) We are going in the direction of Paris. HEADING
________________________________________________________
d) Our hotel room has a view of the main road. LOOKS.
________________________________________________________
e) Two children started playing , and then the others played too. JOINED
________________________________________________________
f) We paid a visit to my aunt on her birthday. CALLED.
________________________________________________________
g) I'm afraid that we haven't got any eggs left. RUN
________________________________________________________
h) Monica will come and collect you at 6.30. CALL
_______________________________________________________
i) Nobody understood what I was trying to say. GETTING
_______________________________________________________
j) I can't bear so much air pollution. PUT
_______________________________________________________

EXERCISE 6: Complete each sentence with one suitable word.

a) Jess asked if she could help me ___________________ up the dirty dishes.
b) I need a dictionary, so I can ___________________ up this word.
c) If I were you I would___________________off early as London is a long way.
d) Our meeting tomorrow has been ____________off, I´m afraid.
e) I´m not sure about the size of this coat, so can I __________ it on?
f) Robert had to ___________ in a form, giving all his personal information.
g) You´ll never guess who ____________ up at our school party last week!
h) Six people applied for the job, but one of them_____________ out.

EXERCISE 7
Rewrite each sentence so that it has a similar meaning and contains the word in bold.

a) Don´t leave the lights on when you leave the school. TURN.
____________________________________________________________________
b) Jack arrived half-way through the lesson. TURN.
____________________________________________________________________
 54

c) You can stay with us for a week. PUT.

____________________________________________________________________
d) Marta is doing well in her English class. GET
____________________________________________________________________
e) Lidia spent her childhood in Germany. GREW.
____________________________________________________________________
f) How do you start the computer? TURN.
____________________________________________________________________
g) Carol checked the dates in an encyclopedia. LOOK.
____________________________________________________________________
h) Surfing is a great sport. When did you start doing it? TAKE
__________________________________________________________________

EXERCISE 8: Complete each sentence (a-h) with an ending (1-8)

a) It's very cold and wet at the moments we have put ________
b) Mary´s parents were quite strict and brought her _________
c) Your room is very untidy! Could you clear __________
d) I was talking to Helen when suddenly we were cut ___________
e) Zoe tried to persuade her mother to give ____________
f) Tim started painting his rom this morning and he's getting _________
g) If you like, we could come and pick __________
h) A branch of a tree fell and knocked ____________

1) it up please, and put everything away.

2) Peter out for a few moments.
3) off our garden party until next week.
4) up smoking, but she didn't have much success.
5) on very well so far.
6) off and I couldn't get her number after that.
7) you up in our car at about 7.00
8) up to be very polite and obedient.

-ESSAY WRITING:

PARAGRAPH 1: INTRODUCTION
 55

PARAGRAPH 2

PARAGRAPH 3

CONCLUSION
 56

Practicing introductions

✔️
The introduction must include

✔️
a reflexive impersonal statement that makes reference to the issue or situation.
One or two ideas (depending on the requirement) that you will later develop in the next paragraphs.

✔️
It may be a good idea to join them in one statement that will lead to the analysis.
Create your brainstorming first.

Example:
Think about two solutions the society can offer homeless people.

Nowadays it is commonly believed that homelessness is an issue that involves

citizens and governments as well.
The following essay takes a look at both education, as a crucial factor to face,
and the real accessibility to homes people have.

Now, it's your turn to write. Read the following topics for essays and build your brainstorming. Then write
your introductions. Try using different suggestions from the given theoretical background.
1
Discrimination occurs at schools in the form of bullying and cyberbullying. How could we
prevent it?
2
Discrimination on the grounds of work not only involves gender and sexism but it is also related
to the image that we reflect upon.
3.
Dress codes can be necessary and discriminatory.
 57

Take a look at these conclusions from opinion essays. What is wrong in each case?
What should be corrected in these three different conclusions? Share your suggestions
here in the forum.
1
All in all, when it comes to discrimination, I truly believe that although there are
many organizations and campaigns working effectively on this issue, results are not
visible.
2
Frankly speaking homelessness won`t be easy to solve. The invisible population is not
only left aside but also remains as a hidden problem. The less we talk about them, the less
solutions will arise. Probably taking action plans, opening shelters for them in different
areas of Buenos Aires and the outskirts, and keeping track of their mental and physical
health with a kind of corporation could be considered as a start.
3
The country should have clear regulations. These regulations should be seriously
thought about in terms of shelters, age, and family members who enter the country as
immigrants. Timing for their stays in shelters ought to be a topic to take more seriously.
 58

SAMPLES: Take a look at these essays

59
60
 61

-Working with Opening paragraphs.

Following the explanation delivered in class, try working both;

Brainstorming and Introduction of the following topics. These are the topics: (Remember
that the focus of attention is discrimination)
1- Bullying
2- Social Networks
3- Grooming
4- Educational system
Once you have done them, check for corrections and start writing the
body.
 62

🔊📹 LISTENING
https://www.youtube.com/watch?v=unlPpMjThsA
Education Is The One Of The Blessings Of Life ||
Malala Yousafzai Speech

Malala Yousafzai, (born July 12, 1997, Mingora, Swat valley, Pakistan), Pakistani activist who,
while a teenager, spoke out publicly against the prohibition on the education of girls that was
imposed by the Tehrik-e-Taliban Pakistan (TTP; sometimes called Pakistani Taliban). She
gained global attention when she survived an assassination attempt at age 15. In 2014
Yousafzai and Kailash Satyarthi were jointly awarded the Nobel Prize for Peace in recognition of
their efforts on behalf of children’s rights.
Activity 2
While listening try to write down the comparisons that she does.
Activity 3
These are some of her statements:
“Education is of the blessings in life”
“We must work”
“The importance of life appears when we see darkness”
“The importance of voice emerges when we are silenced”
“When we saw the guns we realized the importance of pens and books”
“One teacher, one book and one pen can change the world”

GROUP WORK: Report the following statements by Malala.

A B
 63

C
D E

F
G H

Reported Speech
We use reported speech when we want to tell someone what someone else said. We usually have
to change the tense if the reporting verb is in the past. We sometimes have to change other words
as well, such as pronouns (we, you, etc.) or words that refer to time and place.(now, here, etc.). In
 64

addition, we are expected to decide which reporting verb to use, for instance, said, admitted,
suggested, etc.
Tense Changes

DIRECT SPEECH REPORTED SPEECH EXAMPLE

SIMPLE PRESENT SIMPLE PAST “I ATTEND LESSONS”.
SHE SAID THAT SHE ATTENDED LESSONS
PRESENT CONTINUOUS PAST CONTINUOUS “I AM TEXTING MY MATE”.
SHE SAID THAT SHE WAS TEXTING A MATE
PRESENT PERFECT PAST PERFECT “I HAVE ALREADY EATEN”.
SHE SAID SHE HAD ALREADY EATEN
SIMPLE PAST PAST PERFECT “I ARRIVED ON TIME”.
SHE SAID SHE HAD ARRIVED ON TIME
PAST CONTINUOUS PAST PERFECT “I WAS SLEEPING”.
CONTINUOUS SHE SAID THAT SHE HAD BEEN SLEEPING
FUTURE (WILL) WOULD “I WILL TRAVEL TO BARCELONA”.
SHE SAID SHE WOULD TRAVEL TO BARCELONA
IMPERATIVE INFINITIVE “EAT YOUR VEGETABLES”.
SHE TOLD ME TO EAT MY VEGETABLES

Modals, Place and Time

CAN COULD
COULD NO CHANGE
MIGHT NO CHANGE
MAY (POSSIBILITY – MODAL) MIGHT
SHOULD NO CHANGE
SHALL SHOULD
MUST HAD TO
HAVE TO HAD TO
WILL WOULD
AGO BEFORE
LAST NIGHT THE PREVIOUS NIGHT
YESTERDAY THE PREVIOUS DAY / THE DAY BEFORE
TOMORROW THE NEXT DAY
TODAY THAT DAY
HERE THERE
NOW THEN – AT THE MOMENT
THIS THAT
THESE THOSE

Note
If the report is about something that is always true, it is not necessary to
change tenses. If the report is about something that has immediate relevance
there is no change in tenses. We use inverted commas for the Direct Speech.
Reporting Verbs
Advise “I wouldn't read this book, if I were you”. I advised him not to
buy that book.

Agree “Ok, I´ll call you later”. She agreed to call her later.
 65

Apologize “I'm really sorry for turning up late” Mary apologized for turning up
late.

Ask “Do you think you could help me, Jane?” I asked Jane to help me.
Congratulate “Well Done! You have passed the test!” I congratulated her on
passing the test.

Decide “I´ll buy the blue one”. She decided to buy the blue one.

Deny “No, I didn't take your coat!”. She denied taking the coat.
Invite “Would you like to go to the concert with me?” She invited me
to the concert.

Offer “Shall I carry the luggage?” She offered to carry the luggage.

Promise “I'll be there on time”. She promised to be here on time.

Refuse “No, I won't accept your money”. She refused to accept my money.

Remind “Don´t forget to call him back”. I reminded him to call him back.

Suggest “How about visiting your parents?”. She suggested visiting my

parents.

Say “I live here”. She said (that) she lived there.

Tell “I live here”. She told me she lived there.

Reporting Questions
You can report using
Wh. Questions
Where do you live? She asked me where I lived
NOTE: Mind word order.
Yes / No Questions
“Is the test on Monday?” She asked me if the test was on Monday.
Commands and requests
They are reported with tell and the infinitive.
“Stop!”. She told me to stop.
LISTENING: FREE EDUCATION AND ONLINE & TRADITIONAL
LEARNING SHOULD EDUCATION BE FREE?

Extra Activity: In groups. Write a sentence of your own for each verb. Content must be
related to Education.

📹🔊Listening: Education should be free

https://www.youtube.com/watch?v=sZjWIipyBd0
1) How is Education considered?
2) What are the conflicts that arise with it?
3) How could this change?
 66

4) What happens if Education is free?

5) What about job opportunities?
6) Why does higher Education make the difference?
📹🔊Listening ONLINE LEARNING & TRADITIONAL LEARNING
https://www.youtube.com/watch?v=Vped7r9ZxrE
ONLINE LEARNING
Online learning Traditional learning

Reading 📖6
Education Minister Jaime Perczyk on the
importance of classroom attendance, the
pandemic’s impact on learning and the
make-up of Argentina’s education system.
JORGE FONTEVECCHIA BUENOS AIRES TIMES JUNE 15TH 2022
Cofundador de Editorial Perfil - CEO de Perfil Network.
JAIME PERCZYK: ‘EVERYBODY HAS TO GO TO SCHOOL – WE HAVE TO TRANSFORM SCHOOLING
WITH EVERYBODY INSIDE’
When he was named national education minister, following the ruling coalition’s internal crisis prompted
by the government defeat in the PASO primaries, many said Jaime Perczyk would be a bulldozer, citing his
background as a physical education teacher, former sportsman and Pan American Games medalist.
Besides graduating in physical education from Luján University, the 58-year-old has a postgraduate degree
in Social Sciences and Humanities from Quilmes University and has been the chancellor of Hurlingham
University, heading the National Inter-University Council.
Perczyk, who succeeded Nicolás Trotta as head of the education portfolio, directed national
socio-educational policies from 2007 to 2009, was chief advisor in the Education Ministry from 2009 to
2011 and served as deputy minister under Alberto Sileoni (2011-2015).
Was virtually zero [classroom] attendance in 2020 an error?
Firstly, you have to separate the universities from the rest of the system, from what we call compulsory
education. We’ll be able to make a complete evaluation of what should have been done – not only in
education but also with the economy, public health or politics – once we’re out of the pandemic. Today
all such evaluations are provisional.
What does, and should, worry me is what I must do from here on. Time does not allow me to roll the
clock back and think about what I should have done. Any action links praxis and theory.
 67

From our perspective we govern from within a framework of doctrine but it’s what you do and we have to
see since [last] September 20 when I took my oath as minister how we have recovered classroom
attendance and expanded space.
We’ve agreed on a school year of 190 days of classes where I would stress not just starting school
but making up for lost time.

Reading 7 📖
Study: One in four young people in Argentina neither study
nor work 24/5/2022
One in four young people aged between 18 and 24 in Argentina do not study or work, according to a new
study.

One in four young people aged between 18 and 24 in Argentina do not study or work, according to a new
study. The report, carried out by the Observatorio de la Deuda Social Argentina (“Social Debt Observatory”)
of the Universidad Católica Argentina (Catholic University of Argentina, UCA), also found that more than
half of those of the same ages are “excluded” from the education system in 2021, despite an improvement
in general terms.
When crunching the numbers, the report’s authors found there has been little change between 2017 and
2021 regarding the number of young people who are studying or are gainfully employed, despite the
impact of the coronavirus pandemic, with more than 25 percent of youngsters not engaged in either.
Women were disproportionately affected, recording a rate that was 10 percent higher than their male
counterparts. However, women were more engaged in education, with 54.6 percent of females aged 18 to
24 enrolled in secondary or tertiary studies or having finished higher education, compared to 42.1 percent
of young men.

Before reading?
In your opinion, What are the reasons for the information given in the title?
While reading
List the reasons that were detected in the survey that was carried out.

📖
What is the proportion with men and women when it comes to statistics?

Reading 8
LESSONS ON YOGA, MORAL EDUCATION NOW MADE
COMPULSORY IN CHHATTISGARH SCHOOLS PUBLISHED: 08TH
JUNE 2022 THE INDIAN EXPRESS Ejaz Kaiser Edex Live
Chhattisgarh Textbook Corporation has published the school books on Yoga and Moral Education
and these will be distributed soon Chhattisgarh state is going to introduce yoga and moral
education as part of the school curricula from the current academic session, scheduled to
commence from mid-June. The aim behind making these two compulsory for schools from primary
level onwards is to create awareness about health, hygiene and cleanliness among the students
besides inculcating a better
understanding of fairness, caring, respect and explaining how one can be a responsible citizen.
"We have planned to make such education compulsory from the current session. Education shouldn't just
end up as a mere academic note but equally, it should lead to building a good character with sound moral
values. However, there will not be any examination for these two new courses," said Alok Shukla, Secretary,
School Education.
The State Council of Educational Research and Training (SCERT) has designed the subject materials which
will also include a chapter on the COVID-19 pandemic for the first time.
"The extensive feedback about children and students often showing indiscipline, becoming irritable during
 68

the pandemic and lockdown made us realise that the thrust needs to be given to indoctrinate self-discipline
and good behaviour," said an educationist associated with SCERT.
Chhattisgarh Textbook Corporation has published the school books on Yoga and Moral Education. "It would
soon be distributed in the schools along with the other academic books to the students. Besides building
moral character, the two additions in the school curricula will help students perform better in schools," said
Shailesh Nitin Trivedi, Chairman, Chhattisgarh Textbook Corporation.
The intended goals
- Yoga education: Improves concentration, helps with meditation and one can learn the benefits of different
types of yoga workout
- Cleanliness: On how to accomplish it at home, school, in the vicinity where students live
- Discipline: Its importance in schools and home, the significance of discipline in student's life, concept of
nationalism and being a good citizen
- Coronavirus pandemic: Causes, treatment, precautions and other related challenges about COVID-19

CONDITIONALS
The Zero Conditional
We can make a zero conditional sentence with two present simple verbs (one
in the 'if clause' and one in the 'main clause'):
● If + present simple, .... present simple.
This conditional is used when the result will always happen. So, if water reaches
100 degrees, it always boils. It's a fact. I'm talking in general, not about one
particular situation. The result of the 'if clause' is always the main clause.
The 'if' in this conditional can usually be replaced by 'when' without changing the
meaning.
For example: If water reaches 100 degrees, it boils. (It is always true, there
can't be a different result sometimes). If I eat peanuts, I am sick. (This is true
only for me, maybe, not for everyone, but it's still true that I'm sick every time I
eat peanuts)
Here are some more examples:
If people eat too much, they get fat.
If you touch a fire, you get burned.
People die if they don't eat.
You get water if you mix hydrogen and oxygen.
Snakes bite if they are scared
If babies are hungry, they cry
The First Conditional
The first conditional has the present simple after 'if', then the future simple in
the other clause: ● if + present simple, ... will + infinitive
It's used to talk about things which might happen in the future. Of course, we
can't know what will happen in the future, but this describes possible things,
which could easily come true.
● If it rains, I won't go to the park.
● If I study today, I'll go to the party tonight.
● If I have enough money, I'll buy some new shoes.
● She'll be late if the train is delayed.
● She'll miss the bus if she doesn't leave soon.
● If I see her, I'll tell her.
The Second Conditional
The second conditional uses the past simple after if, then 'would' and the
 69

infinitive: ● if + past simple, ...would + infinitive

(We can use 'were' instead of 'was' with 'I' and 'he/she/it'. This is mostly done in
formal writing). It has two uses.
First, we can use it to talk about things in the future that are probably not going
to be true. Maybe I'm imagining some dream for example.
● If I won the lottery, I would buy a big house.(I probably won't win the lottery)
● If I met the Queen of England, I would say hello.
● She would travel all over the world if she were rich.
● She would pass the exam if she ever studied.(She never studies, so this
won't happen)
Second, we can use it to talk about something in the present which is
impossible, because it's not true. Is that clear? Have a look at the examples:
● If I had his number, I would call him. (I don't have his number now, so it's
impossible for me to call him).
● If I were you, I wouldn't go out with that man.
The Third Conditional
We make the third conditional by using the past perfect after 'if' and then 'would
have' and the past participle in the second part of the sentence:
● if + past perfect, ...would + have + past participle
It talks about the past. It's used to describe a situation that didn't happen, and to
imagine the result of this situation.
● If she had studied, she would have passed the exam (but, really we know
she didn't study and so she didn't pass)
● If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so
I did feel sick). ● If we had taken a taxi, we wouldn't have missed the plane
● She wouldn't have been tired if she had gone to bed earlier
● She would have become a teacher if she had gone to university
● He would have been on time for the interview if he had left the house at nine

Exercises on Conditionals

CONDITIONAL TYPE #0
Complete the sentences by making zero conditional statements. Add
commas where necessary.
1- If I am early for class ________________________________________
2- If he stays up till 2 a.m every night _____________________________
3- People feel hungry __________________________________________
4- If you study hard enough _______________________________________
5- When she watches a drama movie ________________________________
6- When pedestrians cross the Street ______________________________
7- I can't do the assignment properly________________________________
8- The comedian always smiles____________________________________
9- If the commuter misses the bus_________________________________
10- If there is a lot of noise during a listening comprehension_______________
11- Coffee tastes sour _______________________________________
12- You should eat healthier _____________________________________
13- I always take my umbrella ____________________________________
14- When I´m feeling blue _______________________________________
15- If you come home, please___________________________________
 70

CONDITIONAL TYPE #1.

Read the sentences and complete them using the given verb.
16- If I study hard, I ______________(pass) this year's exam.
17- If the weather is fine, we ___________________(go) on a picnic.
18- If I ________________(go) to Paris, I will visit the Eiffel Tower.
19- If they don't invite me, I _____________________(not go) .
20- If he ___________________(get) my email, he will send the information we
need.
21- If she travels to London, she ___________________(visit) the museums.
22- If I __________________(get) the money, I will buy a mobile phone.
23- If you make trouble, I _________________(send) you to the principal.
24- If I __________________(have) enough time this evening, I will watch a
movie.
25- If he has money, he ______________(lend) me what I need.

CONDITIONAL TYPE #2
Choose the correct answer and add commas where necessary.
Jack is daydreaming about winning the next lottery jackpot. Here is what he is
saying:
26- If I _____________(win) the lottery, I _____________ (to be) a millionaire.
27- If I ___________(to be) rich I _______________________(quit) my job.
28- I ______________ (travel) around the world if I __________(quit) my job.
29- I _______________ (buy) anything I want if I __________(get) that jackpot.
30- I ______________ (buy) the most expensive car if
__________________(want) .
31- If I ______________(travel) somewhere I __________(stay) in the most
luxurious hotels.
32- But I ___________(not be) too materialistic if I __________(have) millions
of dollars. 33- I _____________(help) the poor if I (become) a millionaire.
34- I _____________(give) some money to charities if ____________(to be)
rich.
35- If I ___________(have) millions of dollars, I ________________(not be)
mean.

CONDITIONAL TYPE #3
Choose the correct answer and add commas where necessary
36- If you had worked hard you _______________________ (pass) the exam.
37- If they had taken him to hospital earlier he _____________________ (die).
38- I ________________(send) you the document if you had given me your
email address.
39- He _________________________________ (miss) the bus if he had woken
up earlier.
40- If I ______________ (know) you were coming I would have prepared a
delicious meal. 41- If you _________________ (to be) late you would have
caught the six o'clock train.
42- I ____________ (buy) you a present if I had known it was your birthday.
43- If the weather had been better last weekend we _____________(go) to the
 71

beach.
44- If you _________________ (come) to the meeting yesterday you would
have met Jane.
45- The accident ___________________ (occur) if the driver hadn't been
driving fast.

Decide which of the sentences below is conditional type 0, 1, 2 & 3 :

46- If I were rich, I would travel around the world.
47- If she has a strong headache, she takes an aspirin.
48- If I hadn't listened to the news, I wouldn't have known how to react. 53- She
wouldn't have missed the train if she had woken up earlier.
49- I’ll watch the film if I finish early.
50- If I am able to save some money, I will travel to India.
51- She goes to the doctor if she feels sick.

Put the verbs in brackets in the correct tense (conditional 1):

52- If I (finish)__________________________ early, I will call you.
53- I (catch) ______________________________ the 9:00 train if I hurry up .
54- She will know the answer, if she (try)_________________________ to
understand.

Put the verbs in brackets in the correct tense (conditional 2):

55- If I (be) ______________________________ a star, I would help the needy.
56- He (buy) ________________________________ a house if he had a job.
57- She (be)______________________________ happy, if she marries him .

Put the verbs in brackets in the correct tense (conditional 3):

58- If he (be)_______________ careful, he would not have had that terrible
accident.
59- I (pass) ____________________________________ the exam if I had
worked hard . 60- Her father would not have died, if he
(go)_______________________ to the doctor.

Choose the correct answer:

61- If I (wake up) __________________________________ early, I’ll go
jogging.
62- He (visit)____________________________ his uncle, if he finishes early.
63- If she had taken care of her son, he (not/become)___________________ a
criminal. 64- If I were a star, I (help) _________________________________
the poor.
65- She would have been top of her class if she (work) ___________________
hard.

How would these sentences be written in conditionals type 1, 2 and 3?

66-If I understand the lesson, I can explain it.
67-If I respect others, others respect me.
68-If I am empathetic, people feel better.
69-If I lose hope, I am lost.
70-If I read articles, I am more aware of reality.
 72

71-If citizens are less aggressive, society is peaceful.

72-If pedestrians respect street signs, there are less accidents.
73-If all students have the same possibilities, the country grows more.
74-If students are absent they don't learn.
75-If students work hard they get good marks.

SHORT STORIES
Lamb to the slaughter. By Roald Dahl.

Listening: Getting into Roald Dahl's life

https://www.youtube.com/watch?v=dvVAxqP-UmY
Oral discussion and work.
0.39
1) What did he write?
a-__________________________ b-____________________________
c-__________________________ d-____________________________
e-__________________________
2) He was born in ________________________________, in 1960/1916.
3) Roald Dahl was sent to a ______________________ School at the age of _____.
4) He became very _______________________, he had ______________ times
____________________ the strict teachers and headmasters.
5) At the time, sometimes, teachers ________________ their students
with a ______________(*) when they misbehaved. (stem of a bamboo)
6) What effect brought this in the long run?
7) What did he do during W.W.2?
a-________________________________________________________
b-________________________________________________________
c-________________________________________________________
8) Why is it that he left the war?
9) Which was the name of his first published piece?
10) What are the characteristics of his stories?
11)What happened in ….
a- 1950 ____________________________
b- 1961____________________________
c- 1964____________________________
d- 1990____________________________

Lamb to the Slaughter .Roald Dahl

The room was warm and clean, the curtains drawn, the two table lamps alight hers and
the one by the empty chair opposite. On the sideboard behind her, two tall glasses,
soda water, whiskey. Fresh ice cubes in the Thermos bucket.
Mary Maloney was waiting for her husband to come from work.
Now and again she would glance up at the clock, but without anxiety, merely to please
 73

herself with the thought that each minute gone by made it nearer the time when he
would come. There was a slow smiling air about her, and about everything she did. The
drop of a head as she bent over her sewing was curiously tranquil. Her skin -for this
was her sixth month with child-had acquired a wonderful translucent quality, the mouth
was soft, and the eyes, with their new placid look, seemed larger, darker than before.
When the clock said ten minutes to five, she began to listen, and a few moments later,
punctually as always, she heard the tires on the gravel outside, and the car door
slamming, footsteps passing the window, the key turning in the lock. She laid aside her
sewing, stood up, and went forward to kiss him as he came in.
“Hullo darling,” she said.
“Hullo darling,” he answered.
She took his coat and hung it in the closer. Then she walked over and made the drinks,
a strongish one for him, a weak one for herself; and soon she was back again in her
chair with the sewing, and he in the other, opposite, holding the tall glass with both
hands, rocking it so the ice cubes tinkled against the side.
For her, this was always a blissful time of day. She knew he didn’t want to speak much
until the first drink was finished, and she, on her side, was content to sit quietly,
enjoying his company after the long hours alone in the house. She loved to luxuriate in
the presence of this man, and to feel-almost as a sunbather feels the sun-that warm
male glow that came out of him to her when they were alone together. She loved him
for the way he sat loosely in a chair, for the way he came in a door, or moved slowly
across the room with long strides. She loved intent, far look in his eyes when they
rested in her, the funny shape of the mouth, and especially the way he remained silent
about his tiredness, sitting still with himself until the whiskey had taken some of it away.
“Tired darling?”
“Yes,” he said. “I’m tired,” And as he spoke, he did an unusual thing. He lifted his
glass and drained it in one swallow although there was still half of it, at least half of it
left.. She wasn’t really watching him, but she knew what he had done because she
heard the ice cubes falling back against the bottom of the empty glass when he
lowered his
arm. He paused a moment, leaning forward in the chair, then he got up and went slowly
over to fetch himself another.
“I’ll get it!” she cried, jumping up. “Sit down,” he said.
When he came back, she noticed that the new drink was dark amber with enough
quantity of whiskey in it.
“Darling, shall I get your slippers?”
“No.”
She watched him as he began to sip the dark yellow drink, and she could see little oily
swirls in the liquid because it was so strong.
“I think it’s a shame,” she said, “that when a policeman gets to be as senior as you,
they keep him walking about on his feet all day long.”
He didn’t answer, so she bent her head again and went on with her sewing; bet each
time he lifted the drink to his lips, she heard the ice cubes clinking against the side of
the glass. “Darling,” she said. “Would you like me to get you some cheese? I haven’t
made any supper because it’s Thursday.”
“No,” he said. “If you’re too tired to eat out,” she went on, “it’s still not too late. There’s
plenty of meat and stuff in the freezer, and you can have it right here and not even move
out of the chair.” Her eyes waited on him for an answer, a smile, a little nod, but he made
no sign. “Anyway,” she went on, “I’ll get you some cheese and crackers first.”
“I don’t want it,” he said.
She moved uneasily in her chair, the large eyes still watching his face. “But you must
eat! I’ll fix it anyway, and then you can have it or not, as you like.” She stood up and
 74

placed her sewing on the table by the lamp.

“Sit down,” he said. “Just for a minute, sit down.”
It wasn’t till then that she began to get frightened.
“Go on,” he said. “Sit down.”
She lowered herself back slowly into the chair, watching him all the time with
those large, bewildered eyes. He had finished the second drink and was staring
down into the glass, frowning.
“Listen,” he said. “I’ve got something to tell you.”
“What is it, darling? What’s the matter?”
He had now become absolutely motionless, and he kept his head down so that the
light from the lamp beside him fell across the upper part of his face, leaving the chin
and mouth in shadow. She noticed there was a little muscle moving near the corner of
his left eye. “This is going to be a bit of a shock to you, I’m afraid,” he said. “But I’ve
thought about it a good deal and I’ve decided the only thing to do is tell you right away.
I hope you won’t blame me too much.”
And he told her. It didn’t take long, four or five minutes at most, and she say very still
through it all, watching him with a kind of dazed horror as he went further and further
away from her with each word.
“So there it is,” he added. “And I know it’s kind of a bad time to be telling you, bet there
simply wasn’t any other way. Of course I’ll give you money and see you’re looked after.
But there needn’t really be any fuss. I hope not anyway. It wouldn’t be very good for my
job.” Her first instinct was not to believe any of it, to reject it all. It occurred to her 85
that perhaps he hadn’t even spoken, that she herself had imagined the whole thing.
Maybe, if she went about her business and acted as though she hadn’t been listening,
then later, when she sort of woke up again, she might find none of it had ever
happened. “I’ll get the supper,” she managed to whisper, and this time he didn’t stop
her. When she walked across the room she couldn’t feel her feet touching the floor. She
couldn’t feel anything at all- except a slight nausea and a desire to vomit. Everything
was automatic now-down the steps to the cellar, the light switch, the deep freeze, the
hand inside the cabinet taking hold of the first object it met. She lifted it out, and looked
at it. It was wrapped in paper, so she took off the paper and looked at it again. A leg of
lamb.
All right then, they would have lamb for supper. She carried it upstairs, holding the
thin bone-end of it with both her hands, and as she went through the living-room,
she saw him standing over by the window with his back to her, and she stopped.
“For God’s sake,” he said, hearing her, but not turning round. “Don’t make supper for
me. I’m going out.”
At that point, Mary Maloney simply walked up behind him and without any pause she
swung the big frozen leg of lamb high in the air and brought it down as hard as she
could on the back of his head.
She might just as well have hit him with a steel club.
She stepped back a pace, waiting, and the funny thing was that he remained standing
there for at least four or five seconds, gently swaying. Then he crashed to the carpet.
The violence of the crash, the noise, the small table overturning, helped bring her out of
her shock. She came out slowly, feeling cold and surprised, and she stood for a 110
while blinking at the body, still holding the ridiculous piece of meat tight with both
hands. All right, she told herself. So I’ve killed him.
It was extraordinary, now, how clear her mind became all of a sudden. She began
thinking very fast. As the wife of a detective, she knew quite well what the penalty
would be. That was fine. It made no difference to her. In fact, it would be a
relief. On the other hand, what about the child? What were the laws about
murderers with unborn children? Did they kill then both-mother and child? Or did
 75

they wait until the tenth month? What did they do?
Mary Maloney didn’t know. And she certainly wasn’t prepared to take a chance. She
carried the meat into the kitchen, placed it in a pan, turned the oven on high, and
shoved it inside. Then she washed her hands and ran upstairs to the bedroom. She sat
down before the mirror, tidied her hair, touched up her lops and face. She tried a smile.
It came out rather peculiar. She tried again.
“Hullo Sam,” she said brightly, aloud.
The voice sounded peculiar too.
“I want some potatoes please, Sam. Yes, and I think a can of peas.” That was better.
Both the smile and the voice were coming out better now. She rehearsed it several
times more. Then she ran downstairs, took her coat, went out the back door, down the
garden, into the street. It wasn’t six o’clock yet and the lights were still on in the
grocery shop.
“Hullo Sam,” she said brightly, smiling at the man behind the counter.
“Why, good evening, Mrs. Maloney. How’re you?”
“I want some potatoes please, Sam. Yes, and I think a can of peas.”
The man turned and reached up behind him on the shelf for the peas.
“Patrick’s decided he’s tired and doesn’t want to eat out tonight,” she told him. “We
usually go out Thursdays, you know, and now he’s caught me without any vegetables
in the house.” “Then how about meat, Mrs. Maloney?”
“No, I’ve got meat, thanks. I got a nice leg of lamb from the freezer.”
“Oh.”
“I don’t know much like cooking it frozen, Sam, but I’m taking a chance on it this time.
You think it’ll be all right?”
“Personally,” the grocer said, “I don’t believe it makes any difference. You want
these Idaho potatoes?”
“Oh yes, that’ll be fine. Two of those.”
“Anything else?” The grocer cocked his head on one side, looking at her pleasantly.
“How about afterwards? What you going to give him for afterwards?” “Well-what would
you suggest, Sam?”
The man glanced around his shop. “How about a nice big slice of cheesecake? I know
he likes that.”
“Perfect,” she said. “He loves it.”
And when it was all wrapped and she had paid, she put on her brightest smile and said,
“Thank you, Sam. Goodnight.”
“Goodnight, Mrs. Maloney. And thank you.”
And now, she told herself as she hurried back, all she was doing now, she was
returning home to her husband and he was waiting for his supper; and she must cook
it good, and make it as tasty as possible because the poor man was tired; and if, when
she entered the house, she happened to find anything unusual, or tragic, or terrible,
then naturally it would be a shock and she’d become frantic with grief and horror. Mind
you, she wasn’t expecting to find anything. She was just going home with the
vegetables. Mrs. Patrick Maloney going home with the vegetables on Thursday
evening to cook supper for her husband.
That’s the way, she told herself. Do everything right and natural. Keep things absolutely
natural and there’ll be no need for any acting at all. Therefore, when she entered the
kitchen by the back door, she was humming a little tune to herself and smiling.
“Patrick!” she called. “How are you, darling?”
She put the parcel down on the table and went through into the living room; and when
she saw him lying there on the floor with his legs doubled up and one arm twisted back
underneath his body, it really was rather a shock. All the old love and longing for him
 76

welled up inside her, and she ran over to him, knelt down beside him, and began to cry
her heart out. It was easy. No acting was necessary.
A few minutes later she got up and went to the phone. She knew the number of the
police station, and when the man at the other end answered, she cried to him,
“Quick! Come quick! Patrick’s dead!”
“Who’s speaking?”
“Mrs. Maloney. Mrs. Patrick Maloney.”
“You mean Patrick Maloney’s dead?”
“I think so,” she sobbed. “He’s lying on the floor and I think he’s dead.”
“Be right over,” the man said.
The car came very quickly, and when she opened the front door, two policemen walked
in. She knows them both-she knew nearly all the men at that precinct-and she fell right
into a chair, then went over to join the other one, who was called O’Malley, kneeling by
the body. “Is he dead?” she cried.
“I’m afraid he is. What happened?”
Briefly, she told her story about going out to the grocer and coming back to find him on
the floor. While she was talking, crying and talking, Noonan discovered a small patch of
congealed blood on the dead man’s head. He showed it to O’Malley who got up at
once and hurried to the phone.
Soon, other men began to come into the house. First a doctor, then two detectives,
one of whom she knew by name. Later, a police photographer arrived and took
pictures, and a man who knew about fingerprints. There was a great deal of
whispering and muttering beside the corpse, and the detectives kept asking her a lot
of
questions. But they always treated her kindly. She told her story again, this time right
from the beginning, when Patrick had come in, and she was sewing, and he was tired,
so tired he hadn’t wanted to go out for supper. She told how she’d put the meat in the
oven-”it’s there now, cooking”- and how she’d slopped out to the grocer for vegetables,
and come back to find him lying on the floor. Which grocer?” one of the detectives
asked.
She told him, and he turned and whispered something to the other detective who
immediately went outside into the street.
In fifteen minutes he was back with a page of notes, and there was more whispering,
and through her sobbing she heard a few of the whispered phrases-”...acted quite
normal...very cheerful...wanted to give him a good supper...
peas...cheesecake...impossible that she...” After a while, the photographer and the
doctor departed and two other men came in and took the corpse away on a stretcher.
Then the fingerprint man went away. The two detectives remained, and so did the
two policemen. They were exceptionally nice to her, and Jack Noonan asked if she
wouldn’t rather go somewhere else, to her sister’s house perhaps, or to his own wife
who would take care of her and put her up for the night. No, she said. She didn’t feel
she could move even a yard at the moment. Would they mind awfully if she stayed
just where she was until she felt better. She didn’t feel too good at the moment, she
really didn’t.
Then hadn’t she better lie down on the bed? Jack Noonan asked.
No, she said. She’d like to stay right where she was, in this chair. A little later,
perhaps, when she felt better, she would move.
So they left her there while they went about their business, searching the house.
Occasionally one of the detectives asked her another question. Sometimes Jack
Noonan spoke to her gently as he passed by. Her husband, he told her, had been killed
by a blow on the back of the head administered with a heavy blunt instrument, almost
certainly a large piece of metal. They were looking for the weapon. The murderer may
 77

have taken it with him, but on the other hand he may have thrown it away or hidden it
somewhere on the premises.
“It’s the old story,” he said. “Get the weapon, and you’ve got the man.”
Later, one of the detectives came up and sat beside her. Did she know, he asked, of
anything in the house that could’ve been used as the weapon? Would she mind having
a look around to see if anything was missing-a very big spanner, for example, or a
heavy metal vase. They didn’t have any heavy metal vases, she said.
“Or a big spanner?”
She didn’t think they had a big spanner. But there might be some things like that in the
garage. The search went on. She knew that there were other policemen in the garden
all around the house. She could hear their footsteps on the gravel outside, and
sometimes she saw a flash of a torch through a chink in the curtains. It began to get
late, nearly nine she noticed by the clock on the mantle. The four men searching the
rooms seemed to be growing weary, a trifle exasperated.
“Jack,” she said, the next tome Sergeant Noonan went by. “Would you mind
giving me a drink?”
“Sure, I'll give you a drink. You mean this whiskey?”
“Yes please. But just a small one. It might make me feel better.”
He handed her the glass.
“Why don’t you have one yourself,” she said. “You must be awfully tired. Please
do. You’ve been very good to me.”
“Well,” he answered. “It’s not strictly allowed, but I might take just a drop to keep me
going.” One by one the others came in and were persuaded to take a little nip of
whiskey. They stood around rather awkwardly with the drinks in their hands,
uncomfortable in her presence, trying to say consoling things to her. Sergeant Noonan
wandered into the kitchen, came out quickly and said, “Look, Mrs. Maloney. You know
that oven of yours is still on, and the meat still inside.” “Oh dear me!” she cried. “So it
is!”
“I better turn it off for you, hadn’t I?”
“Will you do that, Jack. Thank you so much.” When the sergeant returned the second
time, she looked at him with her large, dark tearful eyes. “Jack Noonan,” she said.
“Yes?”
“Would you do me a small favor-you and these others?”
“We can try, Mrs. Maloney.”
“Well,” she said. “Here you all are, and good friends of dear Patrick’s too, and helping to
catch the man who killed him. You must be terrible hungry by now because it’s long past
your suppertime, and I know Patrick would never forgive me, God bless his
soul, if I allowed you to remain in his house without offering you decent hospitality. Why
don’t you eat up that lamb that’s in the oven? It’ll be cooked just right by now.” “Wouldn’t
dream of it,” Sergeant Noonan said.
“Please,” she begged. “Please eat it. Personally I couldn’t think of a thing, certainly not
what’s been in the house when he was here. But it’s all right for you. It’d be a favor to me if
you’d eat it up. Then you can go on with your work again afterwards.” There was a good
deal of hesitating among the four policemen, but they were clearly hungry, and in the end
they were persuaded to go into the kitchen and help themselves. The woman stayed
where she was, listening to them speaking among themselves, their voices thick and
sloppy because their mouths were full of meat. “Have some more, Charlie?”
“No. Better not finish it.”
“She wants us to finish it. She said so. Be doing her a favor.”
“Okay then. Give me some more.” “That’s the hell of a big club the gut must’ve used to hit
poor Patrick,” one of them was saying. “The doc says his skull was smashed all to pieces
just like from a sledge hammer.”
 78

“That’s why it ought to be easy to find.”

“Exactly what I say.”
“Whoever did it, they’re not going to be carrying a thing like that around with them longer
than they need.”
One of them belched.
“Personally, I think it’s right here on the premises.”
“Probably right under our very noses. What you think, Jack?”
And in the other room, Mary Maloney began to giggle.

A- Working on the story:

In Literature characters may be flat or round.
Flat characters are two-dimensional in that they are relatively uncomplicated and do not
change throughout the course of a work. By contrast, round characters are complex and
undergo development, sometimes sufficiently to surprise the reader.

1) Describe all characters. Mention if they are

A- main or secondary characters.
B- Flat or round.
C- Describe their personality using appropriate adjectives. (At least three for each
character)
2) Discuss setting in time
3) In Roald Dahl's ''Lamb to the Slaughter',' do you think the wife feels any regret
after killing her husband?
4) How would you describe Mary Maloney's behavior before and after the murder in
''Lamb to the Slaughter''?
5) Did she leave any clues that might have led to her arrest?
6) Is Mary Maloney in ''Lamb to the Slaughter'' guilty or not?
7) Do you think Mary Maloney really loved her husband Patrick Maloney in 'Lamb to the
Slaughter'? Explain why or why not.
8) How does Patrick treat Mary and what is the bad news that he gives her?
9) 'Lamb to the Slaughter'' reflects aspects of human perversity, cruelty and
violence. Discuss. How is Mary misjudged in ''Lamb to the Slaughter'' by Roald
Dahl?

+An adverb is a word used to modify a verb, adjective, or another adverb.

An adverb usually modifies by telling how, when, where, why, under what
conditions, or to what degree.
10)Describe 10 actions that occurred throughout the story, using your own words. Make
sure you use an appropriate adverb for each action.

11) Scan the story:

Find 5 phrasal verbs
Find 5 nouns
Find 5 adjectives
Find 5 adjectives

Find 5 Direct statements. Then try to think on the reporting verbs, revise the tense and
take them to reported speech
 79

B- Grammar and Language.

A-Parts of speech. Indicate the part of speech underlined.

1- I will see you are looked after
2- Be doing her a favor.
3- It ought to be easy to find.
4- There were other policemen in the garden.
5- They were looking for the weapon.
6- One by one they were persuaded and drank the whiskey.
7- You must be hungry.

B- What tense can you identify in these sentences? Remember to underline

and indicate if there are any auxiliaries.
1- Mary Maloney was waiting for her husband to come.
2- There was a slow smiling air about her.
3- She began to listen.
4- She laid aside her sewing
5- “I am tired”
6- She wasn't really watching him.
7- “I haven't made any supper because it is Thursday”
8- “I will get you some cheese”
9- He had finished the second drink and was staring down into the glass.
10- “I have got something to tell you”
11- He kept his head down.
12- “I have thought about it a good deal and I have decided to tell you”
13- He crashed to the carpet.
14- “So, I have killed him”
15- It was extraordinary now.
16- “I am taking a chance on it this time”
17- She wasn't expecting to find anything.
18- The fingerprint man went away.

C- Look at these statements taken from the story. Report them

1- “I'll get it” (Mary Maloney)
2- “Sit down” (Patrick)
3 “When a policeman gets to be a senior, they keep him walking about on his feet all
day” (Mary)
4- “It is still not too late and you can have it right here”
5- “You must eat”
6- “I will fix it and you can have it or not.”
7- “There wasn't a way”
8- “Patrick has decided he is tired and does not want to eat out tonight”
9- “We usually go out on Thursdays”
10-“Is he dead?”
11-“I will give you a drink”
 80

12-“You have been very good to me”

13- “Why don`t you eat up that lamb?”
14- “You can go on with your work”
15- “I think it is right here in the premises”

D- Paraphrase the sentences from the story.

1- She knew he didn't want to speak.
2-He lifted his glass and drained it in one swallow although there was still half of it
left.
3- I think it is a shame.
4- But there needn't be any fuss about it.
5- She managed to whisper.
6- In fact, it would be a relief.
7- On the other hand, what about the child?
8- Then she washed her hands
9- I want some potatoes and some chips.
10- How about some cheesecake?
11- I know he likes that.
12- She must cook it well and make it tasty because the poor man was too tired.
13- But they always treated her kindly.
14- Then hadn't she better lie down on the bed?
15- She wants us to finish it.
16- Whoever has done it, they are not going to be carrying a thing like that around.

E- Are the following sentences defining or non-defining relative clauses?

1- Patrick, who was a detective, cheated on Mary
2- Patrick came out of the car where he was sitting and entered the house.
3- His wife Mary, who was pregnant, heard him entering the car into the garage.
4- Sam who was working at the greengrocer declared he had actually talked to Mary.
5- Mary saw Sam, who was working till late at night.

F- Conditionals. How would you continue the following beginnings?

1- If I had planned to kill Patrick,
2- If I had been Jack Noonan,
3- If I were Mary Maloney
4- If you hit someone strongly in the head
5- If you commit a crime
6- If I had been cheated by my husband
7- If I were Patrick
8- If I am pregnant and discover that I have been cheated on…

Debate: “What if…?” Make sure you provide full answers.

If you are pregnant, how do you feel?
If you are pregnant, what is it that you cannot drink?
If you live a life just as the one Mary has, how do you think you will feel?
If you were her husband, would you tell her that you have a lover?
 81

If she hadn't killed her husband, how would she have felt?
What type of sentences are the ones you have provided?
Do they all mean or stand for the same result? If not, try to analyze those different
results and categorize them.
There are conditional 0,1,2 and 3. Can you match them with your
answers? Diving into theory!

THE FUN THEY HAD- BY ISAAC

ASIMOV
Do you think that education and learning have changed with the
passing of time? Give examples.
Have you ever read an ebook?
Do you read books on your mobile phone?
What do you like more? Actual books or e-books?
What do you prefer? An online class or learning in the classroom with
your friends?

Mention positive and negative aspects. Mind the use of set phrases.
Listen to the Biography of Isaac Asimov.
https://www.youtube.com/watch?v=RGdcmupG7aA While listening: make notes on
the given words or phrases.
a-Science fiction:
b-Without Isaac Asimov…
c-Birth
d-3 years old
e-5 years old
f-Parents`job
g-Enrollment
h-John Campbell
i-Marooned off vesta
j-Medicine
k-Nightfall
l-Twist
m-View of technology
n-Great writer?
o-His ideas
Notes: Check these expressions/words
Precocious: Smart
Unforeseen consequences
poured over Science Fiction: rushed into
plugging away at his college degree: rushing into
He was mulling over: intending
Letters started pouring in: coming in
 82

drafted: design
Mind-blowing ideas
What part of Speech are they?

This story is about a future scenario where there are no books. All books are read on a
computer screen. The year is 2157.
The Fun They Had - I. Asimov (1920-1992)
Margie even wrote about it that night in her diary. On the page headed May 17, 2155,
she wrote, Today Tommy found a real book! (1)
It was a very old book. Margie’s grandfather once said that when he was a little boy
his grandfather told him that there was a time when all stories were printed on paper.
They turned the pages, which were yellow and crankily, and it was awfully funny to
read words that stood still instead of moving the way they were supposed to – on a
screen, you know. And then, when they turned back to the page before, it had the
same words on it that it had had when they read it the first time.
Gee, said Tommy, what a waste. When you’re through with the book, you just throw it
away,(2) I guess. Our television screen must have had a million books on it and it’s
good for plenty more. I wouldn’t throw it away.
Same with mine,(3) said Margie. She was eleven and hadn’t seen as many telebooks
as Tommy had. He was thirteen.
She said, where did you find it? (4)
In my house(5). He pointed without looking, because he was busy reading. In the
attic(6). What’s it about?(7)
School.
Margie was scornful(8). School? What’s there to write about school? I hate school(9).
Margie had always hated school, but now she hated it more than ever. The
mechanical teacher had been giving her test after test in geography and she had
been doing worse and worse until her mother had shaken her head sorrowfully and
sent for the County Inspector.
He was a round little man with a red face and a whole box of tools with dials and
wires. He smiled at her and gave her an apple, then took the teacher apart. Margie
had hoped he wouldn’t know how to put it together again, but he knew how all right
and, after an hour or so, there it was again, large and black and ugly with a big
screen on which all the lessons were shown and the questions were asked. That
wasn’t so bad. The part she hated the most was the slot where she had to put
homework and test papers. She always had to write them out in a punch code they
made her learn when she was six years old, and the mechanical teacher calculated
the mark in no time.
The inspector had smiled after he was finished and patted her head. He said to her
mother, It’s not the little girl’s fault, Mrs. Jones. I think the geography sector was
geared a little too quick. Those things happen sometimes. I’ve slowed it up to an
average ten-year level. Actually, the over-all pattern of her progress is quite
satisfactory(10). And he patted Margie’s head again.
Margie was disappointed. She had been hoping they would take the teacher away
altogether. They had once taken Tommy’s teacher away for nearly a month because
the history sector had blanked out completely.
So she said to Tommy, why would anyone write about school?
Tommy looked at her with very superior eyes. Because it’s not our kind of school(11),
stupid. This is the old kind of school that they had hundreds and hundreds of years
ago(12).
 83

Margie was hurt. Well, I don’t know what kind of school they had all that time ago.
She read the book over his shoulder for a while, then said, Anyway, they had a
teacher.
Sure they had a teacher, but it wasn’t a regular teacher. It was a man(13).
A man. How could a man be a teacher?
Well, he just told the boys and girls things and gave them homework and asked them
questions. A man isn’t smart enough(14).
Sure he is. My father knows as much as my teacher(15).
He can’t. A man can’t know as much as a teacher(16).
He knows almost as much I betcha.
Margie wasn’t prepared to dispute that(17). She said, I wouldn’t want a strange man
in my house to teach me.
Tommy screamed with laughter. You don’t know much, Margie. The teachers didn’t
live in the house(18). They had a special building and all the kids went there.
And all the kids learned the same thing?
Sure, if they were the same age.
But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it
teaches and that each kid has to be taught differently(19).
Just the same, they didn’t do it that way then. If you don’t like it, you don’t have to
read the book. I didn’t say I didn’t like it, Margie said quickly. She wanted to read
about those funny schools. They weren’t nearly half finished when Margie’s mother
called, Margie! School! Margie looked up. Not yet, mamma.
Now, said Mrs. Jones. And it’s probably time for Tommy, too.
Margie said to Tommy, Can I read the book some more with you after school?(20)
Maybe, he said, nonchalantly. He walked away whistling, the dusty old book tucked
beneath his arm.
Margie went to the schoolroom. It was right next to her bedroom, and the mechanical
teacher was on and waiting for her. It was always on at the same time every day
except for Saturday and Sunday, because her mother said little girls learned better if
they learned at regular hours(21).
The screen was lit up, and it said: Today’s arithmetical lesson is on the addition of
proper fractions. Please insert yesterday’s homework in the proper slot.
Margie did so with a sigh. She was thinking about the old schools they had when her
grandfather’s grandfather was a boy.(22) All the kids from the whole neighborhood
came, laughing and shouting in the school yard, sitting together in the schoolroom,
going home together at the end of the day. They learned the same things so they
could help one another on the homework and talk about it. And the teachers were
people… The mechanical teacher was flashing on the screen(23). When we add the
fractions ½ and ¼ …
Margie was thinking about how the kids must have loved it in the old days. She was
thinking about the fun they had.

After Reading: (Work and Discuss in groups)

1. Describe the setting.
2. List and describe the characters.
3. Define the style and technique used in this short story.
4. What is the story really about? Discuss.
5. Compare the old school with the new school.
6. Mention revolutionary ideas.
7. What does Margie reflect upon?
 84

8. Highlight 5 utterances in Direct Speech.

9. Highlight parts of Speech: Adjectives (3), Adverbs (3), Phrasal
Verbs

What words appear in the story that make reference to the new
school? What is the term or word we use nowadays?
Complete the chart.
Old School New School

Ernest Hemingway, "Soldier's Home" (1925)

Short Story by Hemingway
Before Reading, Let's get to know about the author.
Listening:
https://www.youtube.com/watch?v=d-4COmFp064&t=32s
After listening, answer the following questions:

Krebs went to the war from a Methodist college in Kansas. There is a picture
which shows him among his fraternity brothers, all of them wearing exactly the
same height and style collar. He enlisted in the Marines in 1917 and did not
return to the United States until the second division returned from the Rhine in
the summer of 1919. There is a picture which shows him on the Rhone with two
German girls and another corporal. Krebs and the corporal look too big for their
uniforms. The German girls are not beautiful. The Rhine does not show in the
picture. By the time Krebs returned to his home town in Oklahoma the greeting
of heroes was over. He came back much too late. The men from the town who
had been drafted had all been welcomed elaborately on their return. There had
been a great deal of hysteria. Now the reaction had set in. People seemed to
think it was rather ridiculous for Krebs to be getting back so late, years after the
war was over. At first Krebs, who had been at Belleau Wood, Soissons, the
Champagne, St. Mihiel and in the Argonne did not want to talk about the war at
all. Later he felt the need to talk but no one wanted to hear about it. His town
had heard too many atrocity stories to be thrilled by actualities. Krebs found that
to be listened to at all he had to lie and after he had done this twice he, too, had
a reaction against the war and against talking about it. A distaste for everything
that had happened to him in the war set in because of the lies he had told. All of
the times that had been able to make him feel cool and clear inside himself
when he thought of them; the times so long back when he had done the one
thing, the only thing for a man to do, easily and naturally, when he might have
done something else, now lost their cool, valuable quality and then were lost
themselves. His lies were quite unimportant lies and consisted in attributing to
himself things other men had seen, done or heard of, and stating as facts
certain apocryphal incidents familiar to all soldiers. Even his lies were not
 85

sensational at the pool room. His acquaintances, who had heard detailed
accounts of German women found chained to machine guns in the Argonne and
who could not comprehend, or were barred by their patriotism from interest in,
any German machine gunners who were not chained, were not thrilled by his
stories. Krebs acquired the nausea in regard to experience that is the result of
untruth or exaggeration, and when he occasionally met another man who had
really been a soldier and the talked a few minutes in the dressing room at a
dance he fell into the easy pose of the old soldier among other soldiers: that he
had been badly, sickeningly frightened all the time. In this way he lost
everything. During this time, it was late summer, he was sleeping late in bed,
getting up to walk down town to the library to get a book, eating lunch at home,
reading on the front porch until he became bored and then walking down
through the town to spend the hottest hours of the day in the cool dark of the
pool room. He loved to play pool. In the evening he practiced on his clarinet,
strolled down town, read and went to bed. He was still a hero to his two young
sisters. His mother would have given him breakfast in bed if he had wanted it.
She often came in when he was in bed and asked him to tell her about the war,
but her attention always wandered. His father was non-committal. Before Krebs
went away to the war he had never been allowed to drive the family motor car.
His father was in the real estate business and always wanted the car to be at
his command when he required it to take clients out into the country to show
them a piece of farm property. The car always stood outside the First National
Bank building where his father had an office on the second floor. Now, after the
war, it was still the same car. Nothing was changed in the town except that the
young girls had grown up. But they lived in such a complicated world of already
defined alliances and shifting feuds that Krebs did not feel the energy or the
courage to break into it. He liked to look at them, though. There were so many
good-looking young girls. Most of them had their hair cut short. When he went
away only little girls wore their hair like that or girls that were fast. They all wore
sweaters and shirt waists with round Dutch collars. It was a pattern. He liked to
look at them from the front porch as they walked on the other side of the street.
He liked to watch them walking under the shade of the trees. He liked the round
Dutch collars above their sweaters. He liked their silk stockings and flat shoes.
He liked their bobbed hair and the way they walked. When he was in town their
appeal to him was not very strong. He did not like them when he saw them in
the Greek's ice cream parlor. He did not want them themselves really. They
were too complicated. There was something else. Vaguely he wanted a girl but
he did not want to have to work to get her. He would have liked to have a girl
but he did not want to have to spend a long time getting her. He did not want to
get into the intrigue and the politics. He did not want to have to do any courting.
He did not want to tell any more lies. It wasn't worth it. He did not want any
consequences. He did not want any consequences ever again. He wanted to
live along without consequences. Besides, he did not really need a girl. The
army had taught him that. It was all right to pose as though you had to have a
girl. Nearly everybody did that. But it wasn't true. You did not need a girl. That
was the funny thing. First a fellow boasted how girls mean nothing to him, that
he never thought of them, that they could not touch him. Then a fellow boasted
that he could not get along without girls, that he had to have them all the time,
 86

that he could not go to sleep without them. That was all a lie. It was all a lie both
ways. You did not need a girl unless you thought about them. He learned that in
the army. Then sooner or later you always got one. When you were really ripe
for a girl you always got one. You did not have to think about it. Sooner or later it
could come. He had learned that in the army. Now he would have liked a girl if
she had come to him and not wanted to talk. But here at home it was all too
complicated. He knew he could never get through it all again. It was not worth
the trouble. That was the thing about French girls and German girls. There was
not all this talking. You couldn't talk much and you did not need to talk. It was
simple and you were friends. He thought about France and then he began to
think about Germany. On the whole he had liked Germany better. He did not
want to leave Germany. He did not want to come home. Still, he had come
home. He sat on the front porch. He liked the girls that were walking along the
other side of the street. He liked the look of them much better than the French
girls or the German girls. But the world they were in was not the world he was
in. He would like to have one of them. But it was not worth it. They were such a
nice pattern. He liked the pattern. It was exciting. But he would not go through
all the talking. He did not want one badly enough. He liked to look at them all,
though. It was not worth it. Not now when things were getting good again. He
sat there on the porch reading a book on the war. It was a history and he was
reading about all the engagements he had been in. It was the most interesting
reading he had ever done. He wished there were more maps. He looked
forward with a good feeling to reading all the really good histories when they
would come out with good detailed maps. Now he was really learning about the
war. He had been a good soldier. That made a difference. One morning after he
had been home about a month his mother came into his bedroom and sat on
the bed. She smoothed her apron. "I had a talk with your father last night,
Harold," she said, "and he is willing for you to take the car out in the evenings."
"Yeah?" said Krebs, who was not fully awake. "Take the car out? Yeah?" "Yes.
Your father has felt for some time that you should be able to take the car out in
the evenings whenever you wished but we only talked it over last night." "I'll bet
you made him," Krebs said. "No. It was your father's suggestion that we talk the
matter over." "Yeah. I'll bet you made him," Krebs sat up in bed. "Will you come
down to breakfast, Harold?" his mother said." "As soon as I get my clothes on,"
Krebs said. His mother went out of the room and he could hear her frying
something downstairs while he washed, shaved and dressed to go down into
the dining-room for breakfast. While he was eating breakfast, his sister brought
in the mail. "Well, Hare," she said. "You old sleepy-head. What do you ever get
up for?" Krebs looked at her. He liked her. She was his best sister. "Have you
got the paper?" he asked. She handed him The Kansas City Star and he
shucked off its brown wrapper and opened it to the sporting page. He folded
The Star open and propped it against the water pitcher with his cereal dish to
steady it, so he could read while he ate. "Harold," his mother stood in the
kitchen doorway, "Harold, please don't muss up the paper. Your father can't
read his Star if its been mussed." "I won't muss it," Krebs said. His sister sat
down at the table and watched him while he read. "We're playing indoor over at
school this afternoon," she said. "I'm going to pitch." "Good," said Krebs. "How's
the old wing?" "I can pitch better than lots of the boys. I tell them all you taught
 87

me. The other girls aren't much good." "Yeah?" said Krebs. "I tell them all you're
my beau. Aren't you my beau, Hare?" 5 "You bet." "Couldn't your brother really
be your beau just because he's your brother?" "I don't know." "Sure you know.
Couldn't you be my beau, Hare, if I was old enough and if you wanted to?"
"Sure. You're my girl now." "Am I really your girl?" "Sure." "Do you love me?"
"Uh, huh." "Do you love me always?" "Sure." "Will you come over and watch me
play indoor?" "Maybe." "Aw, Hare, you don't love me. If you loved me, you'd
want to come over and watch me play indoor." Krebs's mother came into the
dining-room from the kitchen. She carried a plate with two fried eggs and some
crisp bacon on it and a plate of buckwheat cakes. "You run along, Helen," she
said. "I want to talk to Harold." She put the eggs and bacon down in front of him
and brought in a jug of maple syrup for the buckwheat cakes. Then she sat
down across the table from Krebs. "I wish you'd put down the paper a minute,
Harold," she said. Krebs took down the paper and folded it. "Have you decided
what you are going to do yet, Harold?" his mother said, taking off her glasses. 6
"No," said Krebs. "Don't you think it's about time?" His mother did not say this in
a mean way. She seemed worried. "I hadn't thought about it," Krebs said. "God
has some work for every one to do," his mother said. "There can be no idle
hands in His Kingdom." "I'm not in His Kingdom," Krebs said. "We are all of us
in His Kingdom." Krebs felt embarrassed and resentful as always. "I've worried
about you too much, Harold," his mother went on. "I know the temptations you
must have been exposed to. I know how weak men are. I know what your own
dear grandfather, my own father, told us about the Civil War and I have prayed
for you. I pray for you all day long, Harold." Krebs looked at the bacon fat
hardening on his plate. "Your father is worried, too," his mother went on. "He
thinks you have lost your ambition, that you haven't got a definite aim in life.
Charley Simmons, who is just your age, has a good job and is going to be
married. The boys are all settling down; they're all determined to get
somewhere; you can see that boys like Charley Simmons are on their way to
being really a credit to the community." Krebs said nothing. "Don't look that way,
Harold," his mother said. "You know we love you and I want to tell you for your
own good how matters stand. Your father does not want to hamper your
freedom. He thinks you should be allowed to drive the car. If you want to take
some of the nice girls out riding with you, we are only too pleased. We want you
to enjoy yourself. But you are going to have to settle down to work, Harold. Your
father doesn't care what you start in at. All work is honorable as he says. But
you've got to make a start at something. He asked me to speak to you this
morning and then you can stop in and see him at his office." "Is that all?" Krebs
said. "Yes. Don't you love your mother dear boy?" "No," Krebs said. 7 His
mother looked at him across the table. Her eyes were shiny. She started crying.
"I don't love anybody," Krebs said. It wasn't any good. He couldn't tell her, he
couldn't make her see it. It was silly to have said it. He had only hurt her. He
went over and took hold of her arm. She was crying with her head in her hands.
"I didn't mean it," he said. "I was just angry at something. I didn't mean I didn't
love you." His mother went on crying. Krebs put his arm on her shoulder. "Can't
you believe me, mother?" His mother shook her head. "Please, please, mother.
Please believe me." "All right," his mother said chokily. She looked up at him. "I
believe you, Harold." Krebs kissed her hair. She put her face up to him. "I'm
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your mother," she said. "I held you next to my heart when you were a tiny baby."
Krebs felt sick and vaguely nauseated. "I know, Mummy," he said. "I'll try and be
a good boy for you." "Would you kneel and pray with me, Harold?" his mother
asked. They knelt down beside the dining-room table and Krebs's mother
prayed. "Now, you pray, Harold," she said. "I can't," Krebs said. "Try, Harold." "I
can't." "Do you want me to pray for you?" 8 "Yes." So his mother prayed for him
and then they stood up and Krebs kissed his mother and went out of the house.
He had tried so hard to keep his life from being complicated. Still, none of it had
touched him. He had felt sorry for his mother and she had made him lie. He
would go to Kansas City and get a job and she would feel all right about it.
There would be one more scene maybe before he got away. He would not go
down to his father's office. He would miss that one. He wanted his life to go
smoothly. It had just gotten going that way. Well, that was all over now, anyway.
He would go over to the schoolyard and watch Helen play indoor baseball

Special Assignment:
1) In what way does the expression “soldier's home” have more than one
meaning?

2) Why did Harold say that he did not love his mother, and what did he really
mean instead?
3) How did the fact that Krebs missed the World War 1 homecoming celebration
festivities for the other soldiers increase his disconnected feelings of loneliness?
4) What college did Krebs go to before he was in the military?
5) What part of the military was he in and when was he enlisted?
6) Where was Krebs home?
7) What was Krebs' way of making people listen to him?
8) What was Krebs' daily routine?
9) Who mainly admired Krebs?
10)Why did Krebs not have a girlfriend?
11)What type of books did he like?
12) How did they call him?
13)Could you say he became an outcast?
14)In what way could Krebs feel discriminated against?

SPEAKING

DISCRIMINATION:
What does discrimination mean to you?
Have you ever experienced discrimination personally? Share your
experience.
How can discrimination impact individuals and communities?
What are some common forms of discrimination (e.g., racial, gender,
age, etc.)?
How does discrimination affect the well-being and mental health of
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those who experience it?

What steps can individuals take to challenge and combat
discrimination in their daily lives?
Are there any laws or regulations in your country that address
discrimination? Explain.
How does discrimination hinder progress and development in
society?
What are some strategies to promote inclusivity and reduce
discrimination in educational institutions?
How does discrimination manifest in the workplace? Share
examples.
What role does media play in perpetuating stereotypes and
discrimination?
How can we promote acceptance and understanding among
different cultures and religions?
What are some positive examples of efforts to combat discrimination
that you are aware of?
How can schools and educational systems address discrimination
and promote diversity?
Do you think discrimination is primarily driven by ignorance or fear?
Explain.
How can bystanders intervene to support those experiencing
discrimination?
Should affirmative action policies be implemented to address
discrimination? Why or why not?
How does discrimination intersect with other social issues, such as
poverty or healthcare access?
How can individuals educate themselves and others about the
impacts of discrimination?
What is the role of empathy in creating a more inclusive and
accepting society?
Argue for or against the following statements:
Discrimination law has gone too far.
Feminism is an embarrassment.
Discrimination laws should not apply to religious institutions.
A person can never really change sex.
If you’ve built up a business, you should be entitled to hire who you
like.
There is no such thing as marital status discrimination any more.
Racial vilification laws are an unfair restriction on free speech.
Women are better at some things and men are better at others: the
law should accept this.
Just apologizing to an abused person or group doesn’t really
achieve anything.
There’s no point getting worked up over racist or sexist advertising.
Sex discrimination is mostly against males these days.
If you commit a crime, it should stay on your record forever.
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SPEAKING IN PAIRS.- Answer giving at least 2 reasons for your opinion.

HOMELESSNESS
STUDENT A's QUESTIONS (Do not show these to Student B.)

(1) What goes through your mind when you hear the word ‘homeless’?
(2) Do you ever give money to homeless people?
(3) Is homelessness a problem in your country?
(4) What does your government do for the homeless?
(5) What does homelessness say about a society?
(6) Why do you think people become homeless?
(7) What do you think when you walk past homeless people?
(8) How difficult do you think it is for homeless people to get back into employment, get a
house, etc.?
(9) If you were homeless, where and how would you live?
(10) What do you think it would be like to suddenly become homeless?

STUDENT B's QUESTIONS (Do not show these to Student A.)

(1) Are there homeless children in your country?

(2) Why does the government allow homelessness?
(3) Why do many people look down on the homeless?
(4) What can you do to help the homeless?
(5) If you were homeless, what would you do all day?
(6) Would you give a homeless person a shower and a bed for the night in your home?
(7) Do homeless people lose their civil or human rights in your country?
(8) What do / would you care about more in an election, taxes of the plight of the homeless?
(9) Do you think homelessness will ever disappear, even in rich countries?
(10) What questions would you ask a homeless person?

IMMIGRATION
STUDENT A
1- What comes to mind when you hear the word ‘immigration’?
2- Is immigration good or bad?
3- Is immigration an issue in your country?
4- Do you think immigration has been successful in your country?
5- When do you think immigration became a social issue?
6- Would you like to live and work in another country?
7- Do you think immigrants get a raw deal in the countries they live in?
8- Is illegal immigration a problem where you live?

STUDENT B's QUESTIONS (Do not show these to Student A.)

1- Do you have a positive or negative image of immigration?
2- What rules on immigration would you like your country to have?
3- What would happen to the world’s population if all immigration laws ended?
4- Would you report an illegal immigrant to the police?
5- What are the benefits of immigration?
6- Do you think immigration helps us all understand each other better?
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7- What world country do you think is most opposed to immigration?

8- Do you think immigrants should pass a test based on the language and culture of the country
they want to live in?

EDUCATION
We can break down the broad umbrella of ‘Education Debates’ into a few sub-categories of
education-related motions:

*Student Life
School uniforms
Homework
Socialization time
Exams and assessment tasks
Access to technology
Bullying prevention
Mandatory volunteer work
School sports
School canteen menus
Student leadership

*Teaching
Teachers´ pay
Flexibility of curriculum
Class sizes
Teacher responsibilities
Administrative work
Banned subjects
Adding new subjects
Allowing electives
Teaching to the test
Teaching approaches

*Educational Structure
Public vs Private schools
Selective schools
Single-sex schools
University enrolment requirements
School hours
Length of school holidays
The division between primary, middle and high school
University vs trade schools / TAFE, etc.
Class composition (academically streamed, composite classes, etc)
Online vs In-Person Education

*Controversial debates:
It’s better to be good at academics than to be good at sports.
Final exams should be abolished.
Students should be required to wear school uniforms.
Private schools are better than public schools.
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Year-round school is better for students.

Standardized tests are effective.
Every student should have to participate in athletics.
All students should be required to volunteer in their community.
Junk food should be banned in school cafeterias.
Single-gender schools are better for students.
Schools should be allowed to teach critical race theory.
Math is the most important school subject.
Schools should teach sex ed instead of abstinence only.
Letter grades should be abolished.
Teachers should be replaced by computers.
People who get better grades in school will be more successful in life.
Sometimes it’s OK to cheat on homework or a test.
Students who fail a test should be given the chance to take it again.
Outdoor recess is important at every grade level.
Students should be allowed to grade teachers.
Everyone should be able to bring their pets to school.
Shorter school days are better for students.
Schools should eliminate dress codes.
Everyone should be required to go to college.
College should be free for everyone who wants to attend.
Schools should install safe rooms in case of mass shootings or natural disasters.
Schools should be allowed to ban some books from their libraries.
Book smarts are better than street smarts.
Schools should provide free mental health services to students and teachers.
Schools should teach life skills like cooking and personal finance.
School vouchers benefit students and schools.
Religion has no place in schools.
In-person school is better than online school.
Traditional school is better than homeschooling.
Charter schools should receive public school funds.

SPEAKING CARDS. FURTHER PRACTICE

*Homelessness
1- Events that led to having more families living in the streets
2- Why is it called the invisible population?
3- Government's Contribution to Crisis
4- How does the situation affect people psychologically?
5- What solutions can you think of?
6- In what ways could citizens contribute to homelessness?
7- How could the government help in these situations? How do they actually do it?
*Immigration
8- Border family separation policies.
9- How are immigrants seen?
10-Why are immigrants culturally speaking so important?
11-What is your opinion on Asylums?
12-What about Unsanitary Conditions? How could we prevent these?

*Discrimination and gender Equality

20-How would you define Discrimination?
 93

Have you ever witnessed or suffered from any of these?

21-Racism
22-Ageism
23-Sexism
24-Homophobia
25-Transphobia
26-Discrimination on the grounds of disability
27-Discrimination on the grounds of religion and belief
28-Discrimination on the grounds of pregnancy and maternity
29-What are the most common types of discriminations students suffer at school

2 minute talks and debate: Cards

*What aspects of education are important?
Access to education
Education at home
Education at school
Subjects
Interaction with other students
Inclusion

*Education: A question of choice or chance?

Private Education
Public Education
Double shift Schools
Single shift schools

*Education:
Online
Virtual
In person

*Professor`s concerns
The subject
Learning
Teaching

¨*Ways of learning
Through general contents
Through Grammar
Multiple Intelligences

*Online Learning & Traditional Learning

Pros
Cons
Opinion

*Education should be free

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Conflicts
Change

*Importance of free Education

Job opportunities
Higher education.

*SPEAKING EXERCISES ON CONDITIONALS

1) Power point. “Conditional 2” : What would you do?. Provide more than
two options. Give complete answers. Remember to use:
a- Set phrases (In Fact – As a matter of fact – Frankly speaking – To be honest
– Like it or not…) b- Not only / but also
2) Discuss these questions with a partner. This time, provide three
alternatives for each answer. Provide full answers. Remember to use: a- Set
phrases (In Fact – As a matter of fact – Frankly speaking – To be honest –
Like it or not…)
b- Use the following to organize your answers: To begin with- What's more –
Last but not least.

What would you do if you could travel back in time?

What truth would you like to discover if you had access to all answers in history?
What would you do If you were the richest person on earth?
Where would you go if you could travel anywhere?
Who would you go with? What subjects would you sit for at university and why?
How would you start a lesson if you worked at a secondary school?
What would you do if a student missbehaved during your lesson?
How would you travel to work/university/ if you were a commuter?
Who would you spend an evening with if you could book a spa for a fortnight?

3) CONDITIONAL #ZERO
Power Point. Discuss the following with a partner. provide three alternatives for
each answer. Provide full answers. Remember to use: a- Set phrases (In Fact –
As a matter of fact – Frankly speaking – To be honest – Like it or not…)
4) CONDITIONAL TYPE #1
Power point.
5) CONDITIONAL TYPE #3.
As he wasn't very careful yesterday, he fell downstairs.
The teacher punished Jack yesterday because he didn't do his homework.
Sue didn't go to bed early last night, that is why she got up late in the morning.
As he came late to work last Friday, the boss fired him.
Lucy didn't win the race last time, because she didn't run fast enough.
As you didn´t lock the door yesterday, the burglar got in.
Tim didn't work that hard last year and he failed the test.
As he drove carelessly yesterday, he ran over a sign.
The police arrested him yesterday as he robbed a bank

Further Practice; Look at these quotes : Education…

 95

Which of the following do you feel identified with?

´A person who won't read has no advantage over one who can't read´
Mark Twain
´Educating the mind without educating the heart is no education at all.´
Aristotle
´Education is what remains after one has forgotten what one has learned in
school´
Albert Einstein
´Live as if you were to die tomorrow. Learn as if you were to live forever´.
Mahatma Gandhi.
´Education without values, as useful as it is, seems rather to make man a more
clever devil.´
C.S Lewis
´Develop a passion for learning. If you do, you will never cease to grow.´
Anthony J.D Angelo
´The roots of education are bitter, but the fruit is sweet´
Aristotle
Change is the end result of all true learning´
Leo Buscaglia.

VOCABULARY BANK
1- Far-fetched / implausible (too improbable to be believed)
2- Amusing / entertaining
3- Amazing / spell-binding
4- Awesome
5- Intriguing
6- Thrilling / interesting/ exciting/ fascinating
7- Disgusting
8- Hilarious / funny
9- Romantic
10- Gripping /exciting / interesting
11- Unimpressive /ordinary
12- Imaginative /inventive
13- Brilliant /clever / Smart / impressive / superb / out of this world
 96

14- Stunning /beautiful /attractive

15- Uninspired
16- Ininteresting / dull
17- Tedious / boring /mind-numbing
18- Wooden /stiff (lack of natural expression or emotion)
19- Moving / touching
20- Awful / dreadful / terrible
21- Ridiculous /unreasonable
22- Dramatic
23- Humorous /funny /enjoyable
24- Terrifying / frightening
25- Confusing /unclear
26- Well written /poorly written
27- Well developed
28- Predictable
29- Breath-taking /impressive
30- Corny /melodramatic
31- Depressing
32- Easy-to-read /watch
33- Engaging
34- Fast-moving (action develops quickly)
35- Tear-jerking (makes you want to cry)
36- Haunting /unforgettable
37- Heart-breaking
38- Blood-thirsty
39- Heavy-going (you have to make an effort to finish it)
40- Life-like (resembling or simulating real life)
41- Slow-moving
42- Obnoxious / highly offensive /arousing high dislike
43- Spine-chilling / very frightening
44- Thought-provoking
45- Witty / cleverly amusing
46- Dreadful / very bad
47- Distasteful / unpleasant
48- To read from cover to cover (non-stop)
49- That you can´t put down (makes you keep on reading or watching)
 97

50- A blockbuster (It is a big commercial success)

51- A low budget film
52- To see it on the big screen
C2 Verbs

verb meaning Example

foster encourage the development of (something, the teacher's task is to foster

especially something desirable). learning"

outline draw, trace, or define the outer edge or she outlined the case briefly
shape of.

ensure make sure that . only by researching stocks

thoroughly can a client ensure
against being misled"

face confront and deal with or accept a difficult honesty forced her to face facts"
or unpleasant task, fact, or situation.

diminish make or become less. the new law is expected to

diminish the government's
chances"

empower give (someone) the authority or power to members are empowered to

do something. audit the accounts of limited
companies"

enhance intensify, increase, or further improve the his refusal does nothing to
quality, value, or extent of. enhance his reputation"

deter stop or prevent the occurrence of. strategists think not only about
how to deter war, but about how
war might occur"

consider think carefully about (something), typically each application is considered on

before making a decision. its merits"

happy cheerful / charismatic/

sad feeling blue / Not on the mood / depressed

/

tender Sweet / innocent /

stressed burned out

worried Concerned

concentrated compromised- self-absorved

 98

disappointed worried / upset

relaxed - or extremely relaxed at ease, comfortable

excited enthusiastic /thrilled /energetic

angry furious - mad

insensible opposite sensible

having a lot of fun joyful

sympathetic charismatic/charming

demotivated/ opposite motivated

at ease relaxed

pleased satisfied

extreme stress burn out

opposite of respectful rude

with a lot of energy overexcited

people

pedestrian tourist neonate brother teacher mate

s sightseer baby sister professor friend
commuters viewer toddler sibling lecturer (close)frien
driver *onlooker teen/teena parents d
passer by *witness ger relatives coworker
adolescent coequiper
youngster chief
someone boss
in his/her superior
40´s 50´s head
director

client pupil seller police doctor politician

customer student doorman officer surgeon president
consumer firefighter nurse
patient architect pediatricia
n
 99

places