UNIT 2

A world of Many Cultures

2.1 Multicullturalism
PAGE 68
Introduction
1.
a) Malaysia
b) United Kingdom
c) USA
d) Canada
e) Australia
f) New Zealand
g) South Africa
h) India
2.
Sugestões de resposta: Bangladesh, Botswana, Ghana, Haiti, Nigeria, Philippines, Guyana, Kenya, Sudan,
Singapore, Zambia, etc.
Sugestão: Além dos países referidos no exercício, o professor pode explorar esta temática propondo um
trabalho de pesquisa aos alunos sobre os países onde se fala inglês e onde o inglês é a língua oficial,
como a elaboração de um mapa (eventualmente em parceria com a disciplina de Desenho/Artes) ou um
trabalho escrito.
3.
Angola, Brazil, Cape Verde, Guinea-Bissau, Mozambique, São Tomé and Príncipe, East Timor.

PAGE 69
Vocabulary
1.
Acculturation: to change so that you become more like people from a different culture, or to make
someone change in this way.
Culture shock: a feeling of confusion felt by someone visiting a country or place that they do not know.
2.
a) acculturation b) culture shock
Watching
1.
Sugestões de resposta: nationality, family, diversity, love, ethnicity, acceptance, tolerance, friendship,
culture, peace, …
3.
Sugestão: O professor pode relacionar o vídeo apresentado com multiculturalismo pelo simples facto de
os intervenientes serem todos de nacionalidades diferentes.

PAGE 70
Lead-in
Objetivo: Estas duas imagens pretendem sensibilizar os alunos para duas realidades no que concerne a
imigração. Por um lado temos uma mãe a explicar à filha que não há qualquer problema (não é ilegal)
ser como é, mas alguns poderão fazê-la sentir-se «diferente», «ilegal», «estrangeira». Ou seja, temos
aqui uma representação «negativa» da imigração.
Por outro lado, temos «alguém» que nos indica uma porta aberta para o Reino Unido, dando assim a
ideia de o Reino Unido ser um welcoming country to foreigners.

BE CONNECTED • Inglês • 11.º ano • Material fotocopiável • © Santillana 1

 PAGE 71
Lead-in
2.
Origin: Japan
Age: 26 years old
Job: sound engineer
Personality: outgoing, extrovert, not typically Japanese
3.
a) emigrate to Canada due to (indirect) economic factors, to polish their English and to freely express
“love”
b) she felt like she didn’t belong there. Japanese people are very strict
c) very shy, and polite … more relaxed and outgoing
4.
a) It means Japan and Canada have a mutual agreement which defines the number of migrants between
the two countries.
b) Canadians appreciate Japanese culture and want to get to know Japanese people.
5.
a) driven (l. 1); b) rise (l. 12); c) deceptively (l. 22); d) collapse (l. 27).
6.
a) outgoing (l. 6); b) uncomfortable (l. 8); c) influx (l. 25); d) similar (l. 26).

PAGE 72
Grammar
1.

2.

BE CONNECTED • Inglês • 11.º ano • Material fotocopiável • © Santillana 2

 PAGE 73
Grammar
3.
a) She said that when she had been (was) 13 or 14 years old, she had suddenly realised that Japan was
not where she belonged.
b) She said that she was very unique and outgoing, and not typically Japanese. She added that she liked
to be herself.
c) Ms. Kaneko said that a lot of Japanese people were very shy.
d) She said that they got to the Japanese community and remained there.
e) Finally she said that they didn’t learn English, and they went back home.

4.

PAGE 74
Listening and Speaking
1.
a)
Xin Qi Chen: because of the “One Child Policy” she and her family had to move to USA. They also moved
to the USA because it is the land of opportunity.
Riddi: she wanted to live on her own.
Fostin Nshimirimana: he escaped from Burundi where he was forced to be a child soldier.
b) Yes, they all had a pacific integration.
c) From what we hear none of them is feeling homesick.
2.
a) Salad bowl
b) Melting pot
Writing
Sugestão: O professor poderá pedir aos alunos que investiguem sobre o tema da imigração em Portugal
e noutros países.
Para a pesquisa sobre a imigração em Portugal é proposto o site oficial do SEF (Serviço de Estrangeiros e
Fronteiras) www.sef.pt.

PAGE 75
Lead-in
1.
Sugestões de resposta: hip hop, rap, blues, …
Reading and Listening

BE CONNECTED • Inglês • 11.º ano • Material fotocopiável • © Santillana 3

 1.
a) 5; b) 1; c) 2; d) 4; e) 3.

PAGE 76
Reading and Listening
2.
Sugestões de resposta: Rap and Teens or Rap Style
3.
a) Yes, this is mainly due to rap clothing that is sold in great amounts.
b) Because they reject plain mainstream American culture.
c) It refers to the differences of opinions and thoughts between parents and children due to the diverse
life experience of each generation.
d) Sexist lyrics and incitement to violence/crime.
4.
a) rebellious (l. 6)
b) boast (l. 15)
c) sparkle (l. 17)
d) mainstream (l. 22)

PAGE 77
Grammar
1.
contrast
2.
though, in spite of, despite, but, nevertheless

PAGE 78
Grammar
3.
a) rap music may not please everyone, it addresses very serious issues
b) appreciating hip-hop music, I prefer Rock
c) aware of the social issues within this type of music
However/Nevertheless/Nonetheless he is more keen on different ways of speaking his mind.
Watching, Listening and Speaking
1.
a) Brooklyn
b) Harlem
c) Broadway
d) Texas
e) New York
2.
Tribeca, DeNiro, Sinatra, McDonald’s, Knicks and Nets.
3.
The fact that so many different cultures are mentioned suggests that NY is truly a salad bowl.

PAGE 79
Watching, Listening and Speaking
4.
The chorus suggests that in NY everything is possible.
Reading and Watching
Sugestão: A propósito do filme Dangerous minds pode dinamizar-se um debate sobre o papel da escola
na educação dos jovens e sua consequente integração social.

BE CONNECTED • Inglês • 11.º ano • Material fotocopiável • © Santillana 4

 1.
a) veteran
b) social
c) African-American / Latino
d) Latino / AfricanAmerican
e) literature
f) bribery
g) bully
h) academic
i) brightest
2.
Poverty, family issues, addictions, integration problems, discrimination, criminality.
3.
a) Students listen to music, dance, play basketball and fight. They don’t seem to be interested in class.
They sit as if they were at home, chew gum and show an aggressive attitude.
b) The teacher means that no matter which problems the students may have, they have to face reality
and move on with their lives, starting with a proper education.

PAGE 80
Lead-in
1.
Suggestions: Good life, OneRepublic; For tomorrow, Blur; London calling, The clash.
Reading
2.
a) False. “It is important not only to be aware of these geographical distinctions, but also the strong
sense of identity and nationalism felt by the populations of these four nations.” (ll. 3-7)
b) True. “'British' denotes someone who is from England, Scotland, Wales or Northern Ireland.” (ll. 9-11)
c) True. “Formerly a very homogenous society, since World War II, Britain has become increasingly
diverse as it has accommodated large immigrant populations, particularly from its former colonies such
as India, Pakistan and the West Indies.” (ll. 16-21)
d) True. “The British are very reserved and private people. Privacy is extremely important.” (ll. 48-49)

PAGE 81
Reading
3.
a) After World War II many immigrants went to Britain in search of a better life, particularly people from
India, Pakistan and West Indies. This influx resulted in a diverse society with different ethnic groups and
cultures.
b) Each country in the UK has its language varieties, habits, and cultural idiosyncrasies. Therefore Welsh,
Irish (Northern Ireland) or Scottish people don´t appreciate being seen as “English”. They’re all British,
but each country has its own identity.
c) The British are calm and reserved. They are not very extravagant and they enjoy their privacy and
space. They prefer to keep their emotions to themselves or to those who are closer to them. In general
they are formal and polite, avoiding demonstrating their emotions or affections in public.
4.
a) If you have a “stiff upper lip”, you have the ability to keep calm and not show your feelings in a
difficult situation.
b) “Grin and bear” is to accept an unpleasant situation without complaining, usually because one
understands that there is nothing one can do to change it.
5.
a) aware (l. 3); b) denotes (l. 8); c) embarrassment (l. 29); d) pertaining to (l. 56); e) proper (l. 58);
f) deep (l. 67).

BE CONNECTED • Inglês • 11.º ano • Material fotocopiável • © Santillana 5