3C SUPPORT MATERIAL

Centro Interescolar de Línguas de Ceilândia

Student: ____________________________________________________

Class: _____ Teacher: ________________________________________

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 CULTURAL AWARENESS

"A fish only discovers its need for

water when it is no longer in it. Our
own culture is like water to a fish."

Culture is our invisible teacher. It teaches us how to think, believe and value.
All groups develop a common system, which tells us what to pay attention to, and
what to ignore; what is right and what is wrong; what is good and what is bad.
Cultural awareness can begin by holding up a mirror. We need to take a long,
hard look at ourselves. What makes us the way we are? Well, there’s history, religion,
tradition, education, and our parents. These are all good things. However, do any of
them make us better than the others? No. Not better, but different.
It’s easy to understand why we start off believing that our culture is better
than any other is. In fact, some argue that it is necessary in order to survive. As
children, we typically build our view of the world from our family and the place we
grow up. However, as we get older our understanding of the world grows with us.
In the past, many people never left the comfort of their own town or district.
They could all spend their days happily believing that the life they knew was the best,
that their way of doing things was the right way, and not imagining or caring what
others might think. Today’s world isn’t like that, though. We do business with people
from different cultures, we sell each other products and ideas, we live next door to
each other, we listen to music from around the world and we learn different
languages. We all need to learn to appreciate each other’s cultures and ways of living.

Paragraph 1
1. Can you think of any examples of behavior from another culture being “unsuitable,
unacceptable, or even offensive?”
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2. In your own words, what is cultural awareness?

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Paragraph 2
3. Why does the writer mention “holding up a mirror?” What does he mean?
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4. The writer mentions “history, religion, tradition, education, and our parents.”
Which of these do you think is most important in forming our cultural identity?
Why?
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Paragraph 3
5. Where does our original view of culture come from?
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6. Which phrase in this paragraph is a synonym of “superior to?”

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Paragraph 4
7. This paragraph contains examples of cultural exchange. Can you think of other
examples?
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8. In your own words, why is cultural awareness important?

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 For more information read:
https://www.evolves.com.au/what-is-cultural-awareness/

Take some time to read the questions. Prepare to discuss them with a group. You can
take notes if you find it necessary.

1. What country(ies) would you like to visit? Why? What do you know about
this(these) place(s)? What would you like to do in these places? Who would you like
to be with?

2. Would you like to live in a different country? Why or why not? Where would you
like to live? What do you know about this place? What would you so there for a
living? How long would you stay?

3. Where are your parents and grandparents from? Have you ever been to these
places? If you have, how did you like them (the places)? What kind of influence does
this history have on your family culture (food, language, religion, traditions,
relationships, etc.)?

4. What places in Brazil have you been to? What is your favorite place? When did you
go there? What did you do? Who did you go with?

5. What places would you like to know in Brazil? Why? What do you know about
these places? Why would you like to go there?

6. What do you like most about Brazilian culture? If you had to leave Brazil, what
would you miss the most?

Discussion these questions with your partner:

How often do you …

1. … hug your friends and kiss them on the cheek when you meet?
2. … eat pizza?
3. … share food?
4. … tip the waiter?
5. … linger in restaurants?
6. … pay in installments?

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Now, watch the video and compare your answers.
https://www.youtube.com/watch?v=a8eUdJo7hhw&t=31s

Brainstorm what you know about each region in Brazil. Consider aspects like the
weather, food, music, customs, tradition, history, geography, etc.

North

Northeast

Central West

Southeast

South

A Region-By-Region Guide to Brazil's Diverse Cultures

Sarah Brown

Often referred to as the melting pot of the world, Brazil is a country defined by its
multiple ethnic variations and diverse cultures. Immigration from Africa, Europe and
Asia coupled with Brazil’s own indigenous origins have created a vast range of different
traditions, beliefs and physical appearances. Culture Trip takes a look at Brazil’s
diversity in all its glory, region-by-region.

Norte (North)
The north of Brazil is home to many of Brazil’s indigenous people. The Amazon is a
lifeline to the millions of people that reside there, providing opportunities for fishing,
hunting and basic means to survive. It is also subjected to deforestation to give way to
farmland and illegal gold mining. The north of the country is generally considered poor
in comparison to the rest of the country, although some larger cities do exist there such
as Manaus, home to several international companies. Brazilian folklore is an important
aspect of the North’s culture, with annual festivals dedicated to specific legends and
beliefs. One of the largest is the “Boi Bumbá” Party, a three-day party that celebrates
the legend of a bull that died and was resurrected.
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Nordeste (Northeast)
The northeast of Brazil has the largest population of African descendants. It has a warm
climate all year round and the rich soils have turned it into an important agricultural
hub. The area is also considered poor, though its stunning beaches and breathtaking
national parks attract tourism, which helps boost the local economy. Traces of African
culture remain clearly evident in the local music, religion and food. Places such as
Salvador and Olinda are well known for their traditional Carnival performances and
vibrant street parties. Forró is a popular Brazilian genre of music that is typical in the
northeast and is especially heard during the Festa Junina, a festival in June that
celebrates St. John the Baptist.

Centro-Oeste (Central-West)
The Central-West is known for its dry climate and abundance of national parks and
exotic wildlife. It’s also home to many of Brazil’s indigenous populations and to Brazil’s
capital city, Brasilia. It’s here that all the political decisions that drive and shape the
country are made and it also serves to display some of Brazil’s finest architectural
monuments made by the celebrated architect, Oscar Niemeyer. In the state of Goiás,
the Festa do Divino is celebrated each year and is one of the region’s most important
cultural events, commemorating the Holy Spirit and the twelve Apostles.

Sudeste (Southeast)
One of the most visited regions in Brazil, the Southeast includes famous cities such as
Rio de Janeiro and São Paulo. The mix of cultures here is extremely diverse with traces
of African and European immigration across the region. São Paulo has the largest
community of Japanese immigrants in the world outside of Japan and, as a result, is
home to several authentic Japanese restaurants and cultural influences. One of the
most famous cultural attractions in this region is Carnival with Rio de Janeiro receiving
the highest number of tourists in Brazil during this time. It is also home to Minas Gerais,
a state known for its homely, hearty food and colonial architecture.

Sul (South)
The south of Brazil is considered the richest region in the country. It is heavily
influenced by European immigration with typical German architecture, cuisine and
events celebrated each year. There is a higher number of fair skin and pale eyes in the
south of Brazil than any other region. One of the most famous celebrations in the south
is the Oktoberfest, a copy of the original festival in Munich that celebrates German
traditions with plenty of beer, regional cuisine, typical music and dance. The climate in
the south is temperate and winters can drop to zero degrees.

Source:https://theculturetrip.com/south-america/brazil/articles/a-region-by-region-guide-to-
brazils-diverse-cultures

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Answer the questions about the text above:

a) What is a melting pot?

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b) Why is Brazil referred as the melting pot of the world?

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c) From the traditions mentioned from the different regions of Brazil, which one do
you think is the most interesting? Why?
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d) Which region welcomes the highest number of tourists a year? Why do you think
it happens?
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Talk to your partner: What is your own definition for the word ‘stereotype’?
Write down your answer.

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STEREOTYPES

Stereotypes explain a commonly held thought about a group of people in general or

a specific type of person. Such commonly held stereotypes, regardless of accuracy,
include obese people eat too much, all Asians are adept at martial arts, or many
homeless are lazy who also have alcohol or drug addictions. Although positive
stereotypes do exist, they almost always generate negative associations.
Stereotypes may seem laughable at first, yet they are difficult to ignore. Even worse,
they slowly influence people. Over a long period of time, stereotypes become viewed
as normal or typical, which then leads to prejudice and unfair treatment. People

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targeted by stereotypes may be unable to overcome these negative views. Society
may also prevent them from succeeding in school or work.
Stereotypes are generalizations, but not all generalizations are stereotypes.
Stereotypes are widely circulated oversimplifications of a group of people, while
generalizations can be based more on personal experience, not a widely accepted
factor.

1. What are some common stereotypes about Brazilians? What do you think of these
stereotypes? Are they fair?
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2. What’s the problem about stereotypes according to the text? Do you agree? Why?
Why not?
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Watch the video and write down things Brazilians are sick of hearing.

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https://www.youtube.com/watch?v=Jmm7LCE9GVc&t=65s

Watch the video again and complete the list of

stereotypes with an appropriate word so that
they are true according to it.

1. Brazilians are dark skinned.

2. Brazilians speak __________________.
3. Portuguese and Spanish are basically the _______________.
4. Brazilians are poor and live in slums.
5. Brazilians like the song ‘______________________________’.
6. Brazilian women are all very beautiful and sexy.

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7. Brazilians live in the forest and have wild animals as ________________.
8. Buenos Aires is the capital of Brazil.
9. All Brazilians can dance ________________ and play ____________.
10. Brazilians love ‘caipirinha’.

Stereotypes of Brazilian states

according to Brazilians.

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GRAMMAR

Infinitive or Gerund

Infinitive - TO
1. After adjectives and adverbs
● Too + adj / adj + enough
She is old enough to go to the concert alone.
● It is/ was + adj + OF/ FOR + Object
It was difficult for me to pass the exam.

2. After the only, the last, the first, etc.

Mary is always the first to finish the housework.

3. After questions words

I don’t know where to go after school.

4. To express purpose
I go to school to learn new things.

afford agree appear arrange

care choose consent dare
decide demand deserve encourage
VERBS + TO INFINITIVE
expect fail happen hesitate
hope intend learn manage
need offer plan prepare
pretend promise refuse seem
swear tend threaten urge
wait want wish etc

Gerund - ING

1. As the subject of a sentence.

Watching too much TV is unhealthy

2. With GO for physical activities.

They go climbing at the weekend

3. After a preposition
We are interested in meeting new people

Be careful with preposition TO + -ing:

be / get used to
look forward to
object to
prefer doing one thing to doing another

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4. After verbs that express likes and dislikes: like, love, enjoy, prefer, hate, dislike…
I love playing football

Be careful with the verbs:

Wish + to infinitive
Want (someone) TO DO something
Would like, would prefer, would love (s.o.) TO DO

5. After the expressions: can’t stand, can’t help, don’t mind, it’s no use, can’t stop, it’s
(not) worth, it’s no good, be busy, There’s no point in, what’s the point of ….?, have
difficulty (in)

Be careful with the expression:

can’t afford + to infinitive

6. Short prohibitions
No smoking

VERBS + ING

admit appreciate approve avoid

celebrate consider contemplate delay
deny disapprove escape excuse
face fancy feel like finish
forgive give up imagine involve
keep mention mind miss
postpone practise prevent put off
resist risk spend (time) suggest
understand etc

VERBS + OBJECT + TO INFINITIVE

ask beg cause convince

force get hire invite

order persuade remind recommend

request require teach tell

want warn etc

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 BARE INFINITIVE

modal verbs let someone DO something

make s.o. DO sth help s.o. DO sth

had better (not) would rather (not)

VERBS + TO INFINITIVE OR –ING FORM

SAME MEANING DIFFERENT MEANING

attempt start regret remember forget stop

begin continue go on mean propose try
• verbs of perception

EXERCISES

Complete with the correct form: TO infinitive, bare infinitive or ING form.

1. There’s no point in ________________ (study) 10 minutes before an exam.

2. Let’s ________________ (have) a party, shall we?
3. The doctor advised me ________________ (stop) smoking.
4. My teacher is keen on ________________ (teach) young children.
5. Please, stop ________________ (shout)!
6. They enjoy ________________ (read) poetry.
7. She always tries ________________ (help) me with my homework.
8. My father’s used to ________________ (work) a lot.
9. They went ________________ (climb) last Sunday.
10. You aren’t allowed ________________ (speak) during the exam.
11. She went on ________________ (ski) although her leg hurt.
12. It’s impossible ________________ (get) tickets for that film.
13. I hate ________________ (do) homework at the weekend.
14. They can ________________ (speak) several languages.
15. She suggested ________________ (buy) a Christmas tree.
16. They are afraid of ________________ (fall) in the snow.
17. I’ve decided ________________ (get) a part-time job.
18. I don’t mind ________________ (help) you ________________ (look for) a job.
19. What kind of job do you want ________________ (find)?
20. I’m happy ________________ (hear) that the thief has been caught.
21. Let’s ________________ (go) to the ice rink at the weekend.
Oh no! You know I hate ________________ (ice-skate)
22. I love ________________ (roller-skate). Would you like ________________ (come)
with me today?
23. Do you really want ________________ (go) to the cinema tonight?
Yes, I’d ________________ (love) to.
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 24. I’m sure we can ________________ (arrange) some extra classes.
25. He hates ________________ (play) cards.
26. She is too excited ________________ (sleep) now.
27. You must ________________ (get up) early in the morning.
28. My mother goes ________________ (run) every morning and she’s really fit.
29. I advised my friend ________________ (study) harder.
30. She suggested ________________ (go) to the beach.
31. She has ________________ (work) until late tonight.
32. We used ________________ (wear) a uniform at school.
33. I’d rather ________________ (go) now. It’s getting late.
34. She’s used to ________________ (sleep) a lot.
35. He was very pleased ________________ (see) her again.

Doh! Rio blames it on The Simpsons

Activity designed by Alex Bellos - Rio de Janeiro

Tuesday April 9, 2002

The Guardian

When the Simpsons, America's favorite dysfunctional family, visited Brazil

last week they made some offbeat observations.
The cartoon characters found that Rio de Janeiro is a city where all men are
bisexual, where fearsome monkeys roam the streets, and tourists are kidnapped by
taxi drivers and mugged by children.
The ironic humor was par for the course for a show that has poked fun at
middle American stereotypes for more than a decade. Unfortunately, the Rio tourist
board did not see the funny side and is preparing to sue the producers, Fox, for
damage to its international image and loss of revenue. The issue threatens to
become a diplomatic incident.
The Brazilian president, Fernando Henrique Cardoso, has entered the fray
claiming that the cartoon "brought a distorted vision of Brazilian reality".
It follows the family from their home in Springfield to Rio to look for a poor
orphan that Lisa, the sensitive daughter, is sponsoring. But as soon as they arrive,
Homer, the father, is kidnapped by a cabbie. Later, when he and his son Bart have a
fruit juice they are mugged by a gang of children.
In his hotel room, Bart is glued to a children's TV show, presented by a semi-
naked blonde stripper, in which sexy dancers seduce the child studio audience. He is
also attacked by monkeys on Copacabana beach.
A statement from the Rio tourist board said that it has recently spent US$18m
promoting the city abroad and that the episode will have "drastic consequences" in
the US market. Rio has severe social problems and high levels of violence, although

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these are generally restricted to certain areas. Attacks on tourists are rare and no
one has ever been attacked by a monkey on Copacabana.
Part of the anger in Brazil about The Simpsons is that, as well as the
stereotypes, there are many inaccuracies - Marge, the mother, finds that the local
mode of transport is the "conga", which is a Caribbean dance. (She takes a conga to
the hotel). Also, the family visits a samba school to learn the macarena - a Latin dance
not performed in Brazil.
Rio's tourist secretary, Jose Eduardo Guinle, said: "If Fox is so worried about
Brazilian orphans and the poverty of our children, it should donate the profits of the
episode to the city's social work program."

1) Points for discussion:

a) How did you like the episode?

b) Do you think the authorities were right in getting so angry at the episode or they
were making heavy weather of it? (Use arguments from the text)
c) Do you really believe a cartoon can affect the image of a country?
d) How do you see Brazil? Is it different from the way portraited in The Simpsons? In
what ways?
e) Should TV programs have the right to mock a whole country or not?

2) Discussion: (In all questions, justify your answer).

a) What’s Brazil like? Describe it from a Brazilian’s point of view.

b) What are Brazil’s biggest problems nowadays?
c) Do you think it emphasizes Brazil’s problems even exaggerating them or is it just
a realistic view of them?

3) Now read the messages from a forum in the internet and write your own response
to the topic:

Subject: The Simpsons in Brazil

Posted by Ann

Message:
Did anyone see the Simpsons' episode that portrayed Brazil in a most American way? The
family was robbed, eaten by snake, kidnapped, abused by monkeys, men are bisexual,
etc. How horrible. How are Brazilians feeling about this?

Posted by Michael

Message:
How do they feel? Well that's exactly how it is in Brazil. I do love it! Don't take everything
in a cartoon seriously.

Posted by Marcos

Message:
Michael, you are idiot because you are too passive. In case you haven't heard, the country
of Brazil is suing the show over the issue.
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Posted by Catherine

Message:
Gee, you could look at it this way - the episode is not making fun of Brazil, it's making fun
of the stupid ideas that most Americans have of Brazil. I can't tell you how many
Americans have asked me if I lived in a real house down there, or if there wasn't jungles
and monkeys everywhere. People here in the U.S. are that stupid - and those are the
educated ones. I think the Brazilians should lighten up and take a joke. I haven't seen the
episode, but the Simpsons are usually pretty funny.
Posted by ______________

Message:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

https://www.eslprintables.com/vocabulary_worksheets/countries_and_nationalities/brazil/The_Sim
psons_In_Brazil_86117/

WRITING

What’s a paragraph?

◦ A paragraph could be defined as a group of sentences that support one main idea.
◦ A paragraph develops a topic. A topic is the subject of the paragraph; it is what
the paragraph is about.
◦ The sentence that presents the topic and the main idea is called a topic sentence.

Identify the topic and the main idea in the topic sentences below:

1. Most Brazilian families are very close together.

2. American culture is admired by Brazilians in many ways.
3. Brazilians consider learning English important for many different reasons.
4. Stereotyping can be harmful because it affects your self-esteem.

Read the two paragraphs to follow. Circle the topic and the main idea. Underline the
topic sentence.

Paragraph 1 – Relaxing at the beach

The beach is the perfect place for me. The air is hot, but the water is cool and fresh. I
enjoy swimming and surfing in the ocean. When I am tired, I come out and lie on the
beach. The sand is soft and white. The beach is noisy with seagulls and children
laughing, but it is a pleasant noise. I even like the beach smells. The air smells salty
from the sea. I feel relaxed and peaceful. When I want to relax in summer, I go to the
beach.

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 Paragraph 2 – Teenagers and cellphones

Cell phones are necessary for teenagers as it helps them communicate with their
friends. Teenagers can use their cell phones to message their friends to chat, make
plans and get help with their homework. Since socializing is a big part of being a
teenager, cell phones make it easier. Also there are many different ways to
communicate with people using social media, such as Facebook or Twitter. These
can both be accessed with a cellphone, making it easier for teenagers to socialize
with their friends and make new ones. In conclusion, cellphones are necessary for
teenagers because they help them communicate with their friends.

Writing a paragraph

● The decision about what to put into your paragraphs begins with the germination
of a seed of ideas.
● This “germination process” is better known as brainstorming.
● You can use mind maps to help you visualize your process of brainstorming.

Brainstorm ideas about Brazilian culture. Organize a mind map to help you
germinate ideas about the topic.

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A well-structured paragraph is:

1. Unified: All of the sentences in a single paragraph should be related to a single

controlling idea (often expressed in the topic sentence of the paragraph).
2. Clearly related to the topic: The sentences should all refer to the topic of the
paragraph.
3. Coherent: The sentences should be arranged in a logical manner and should
follow a definite plan for development.
4. Well-developed: Every idea discussed in the paragraph should be adequately
explained and supported through evidence and details that work together to
explain the paragraph’s controlling idea.

Read two versions of the same paragraph. Which one is better, in your opinion?
Why?

Brazilian entertainment brings the soap operas. The soap operas have many
characteristics of the Brazilian way of life and social criticism. Brazilian people watch
soap operas every day. In Brazilian life, watching soap operas is an important custom.

Brazilian entertainment industry is world-famous for its soap operas. Besides providing
good amusement, Brazilian soap operas can be a good way to understand Brazilian
culture. They usually show how aspects of Brazilian everyday life, while getting you
involved in intense family dramas. Also, most soap operas bring some kind of social
criticism. Characters face conflicts involving prejudice and social inequality, for example,
which are relevant current problems in Brazil. Then, if you want to know more about
Brazilian culture, soap operas can be a good way of doing so.

Discuss in pairs:

- Do you agree with the point of view presented on the text? Why or why not?
- Consider you will write for a website that helps foreigners understand Brazilian
culture without stereotyping it. Remember to organize your ideas in a well-
structured paragraph. You can use the “Hamburger paragraph” to help you
organize your ideas:

Paragraph – First draft

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Your paragraph will be assessed according to the following criteria. You can use them
to help you write and self-assess your work.

Topic sentence:
the topic sentence presents the topic and the main idea of the paragraph.
Supporting sentences:
the supporting sentences are all related to the main idea and contribute to make the
point of the paragraph clear.
Content:
the examples, facts and arguments presented are accurate and meaningfully related
to the topic.
Grammar:
the student uses languages structure according to their level. Grammar mistakes do
not hinder communication.
Vocabulary:
the student uses accurate and appropriate vocabulary according to their level.

Paragraph –Second draft

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Midterm Oral Presentation about Brazil

Work in groups. Choose one Brazilian region you would like to know more about. Find
out about the following topics:

How big is this region compared to the others?

General How many people live there?
information What are the most important economic activities?
What is the climate like?
What are some common habits in this region?
Customs How do people act when they greet each other/ visit someone, etc?
What do they like to do in their free time?
What kind of music is popular?

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Festivals and What are some important festivals or traditional parties celebrated
traditions in this region? What do they celebrate? How are they celebrated
Typical What kinds of food is typical in this region? What are they made of?
food Have you ever tried these dishes? How do you like them?

Presentation skills

1. Start strong
The beginning of a good presentation gets – and holds the attention of the
audience. You can make a strong start by telling a surprising story, giving a quote
or interesting example, asking a challenging question or showing a powerful
picture.

2. Be personable
Good presenters try to connect on a personal level with the audience. Your
classmates are more likely to listen, understand, and accept your message if they
feel a connection with you. Below are some ways you can be personable when you
present:

● Be warm and friendly

● Speak simply – write the speech yourself, using words you’d normally use, and
imagine that you are having a conversation with your classmates.
● Include stories and examples involving real people.
● Show your feelings, especially your enthusiasm or excitement about the topic.

Your presentation will be assessed according to the criteria below. Use them to
prepare and self-evaluate your presentation.

Content:
the group presented all the required information about the region (general
information, customs, festivals and traditions, typical food). Ideas are clearly and
thoroughly explained.
Grammar:
the student uses languages structure according to their level. Grammar mistakes
do not hinder communication.
Vocabulary:
the student uses accurate and appropriate vocabulary according to their level.
Pronunciation and fluency: pronunciation is mostly intelligible; communication
with the audience is mostly direct, with little or no reading from notes.
Presentation skills:
the group used effective strategies to start strong and connect with the audience;
cues are helpful to catch the audience attention without being distractive.

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 SONG COMPREHENSION
Favela (Ina Wroldsen / Alok)
"Favela" (Ina Wroldsen / Alok)

A. Listen to the song and fill in the blanks.

"Favela" (Ina Wroldsen / Alok)

As the sun __________

She opens up her hazel ____________ eyes and
Begins
Her baby cries
She _____________ and tells him beautiful lies, again

Chorus
She come from the Favela-la
__________ of Santa Teresa-sa
Underneath the redeemer-mer
And the _________ in the sky
She come from the Favela-la
Asks me: E aí beleza-za
__________ the redeemer-mer
Where the hills come alive

She ______ the Favela night (3x)

And the wind blows

She lives on ________ streets
Where nobody goes
Alone
Just a ____________ girl
Born on the left side of this
__________ handed world
She knows

Repeat Chorus

Deep in the __________ and the streets

Lost in the funk Favela beats
Prisioneira
Dan cing in the Favela
________ in the Ipanema bays
We raise a glass on _______
It's a lopsided world
When you’re a girl
_________ into nothing at all

Repeat Chorus

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B. Write a sentence from the lyrics which explains the picture

1 2

3 4

C. Which of the topics below can you identify in the idea of the song? Justify orally
with words from the lyrics the alternatives that you chose.

a) Sexual harassment
b) Precocious pregnancy
c) Urban violence
d) Employment
e) Social inequality
f) Homosexuality
g) Poverty
h) Friendship

D. Discuss in groups

1- Why do you think the girl tells her baby beautiful lies?
2- What do you understand by a high-handed world?
3- Why is the girl a “prisioneira”?
4- What would be the idea of lopsided world? Why does the girl live in one?

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 SECOND TERM

What is Cultural Awareness, anyway?

by Stephanie Quappe and Giovanna Cantatore

Cultural Awareness is the foundation of communication and it involves the ability

of standing back1 from ourselves and becoming aware2 of our cultural values,
beliefs and perceptions. Why do we do things in that way? How do we see the
world? Why do we react in that particular way?
Cultural awareness becomes central when we have to interact with people from
other cultures. People see, interpret and evaluate things in different ways. What is
considered an appropriate behavior3 in one culture is frequently inappropriate in
another one. Misunderstandings arise when I use my meanings to make sense of
your reality.
As an Italian, it is almost automatic to perceive US Americans as people who always
work, talk about business over lunch and drink their coffee running in the street
instead of enjoying it in a bar. What does it mean? Italians are lazy and American
hyperactive? No, it means that the meaning that people give to certain activities,
like having lunch or dinner could be different according to certain cultures. In Italy,
where relationships are highly valued, lunch, dinner or the simple pauses for coffee
have a social connotation: people get together to talk and relax, and to get to know
each other better. In the USA, where time is money, lunches can be part of closing a
deal4 where people discuss the outcomes and sign a contract over coffee.
Misinterpretations occur primarily when we lack5 awareness of our own behavioral
rules and project them on others. In absence of better knowledge, we tend to
assume, instead of finding out what a behavior means to the person involved, e.g.
a straight look into your face is regarded as6 disrespectful in Japan.
Becoming aware of our cultural dynamics is a difficult task because culture is not
conscious to us. Since we are born we have learned to see and do things at an
unconscious level. Our experiences, our values and our cultural background lead us
to see and do things in a certain way. Sometimes we have to step outside of our
cultural boundaries7 in order to realize the impact that our culture has on our
behavior. It is very helpful to gather feedback from foreign colleagues on our
behavior to get more clarity on our cultural traits.
Projected similarities could lead to misinterpretation as well. When we assume that
people are similar to us, we might incur the risk that they are not. If we project
similarities where there are not, we might act inappropriately. It is safer to assume
differences until similarity is proven.
http://www.culturosity.com/articles/whatisculturalawareness.htm

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Vocabulary

A. Read the text and write the definitions of the expressions in bold.
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
6. _________________________________________________________
7. _________________________________________________________

B. In your own words, answer the questions according to the text.

1. Why is cultural awareness important when we have to interact with people from
different cultures?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. The author explains that the meaning that people give to certain activities can be
different according to certain cultures. Do you think the way Brazilians see lunch
and dinner is more like American or Italian culture? Why?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. What about looking someone straight in the eye? Is it considered disrespectful in

your culture? Explain.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. Why is it difficult to become aware of our own cultural dynamics?

___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________

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C. According to the text, “misunderstandings arise when I use my meanings to make
sense of your reality”. Below are some examples of such kind of
misunderstandings. Read the situations and try to figure out what happened.
After you write your answers, compare with a partner and discuss.

Situation 1 – Addressing the teacher

It was the first day of the English class and the teacher was introducing himself.
He wrote his full name, Alan Jones, on the board and said, ‘My name’s Alan Jones.
If you like, you can use “Mr.” with my name. Now I would like you to tell me your
names. Let’s start with you’, he said, indicating a young woman in the front row.
The young woman answered ‘My name is Liliana Castro, but you can call me Lily,
teacher.’
Then the teacher said, ‘OK. I’ll call you Lily, but, please, don’t call me “Teacher”.
Please call me Alan or Mr. Jones.’
Lily looked confused, but the teacher ignored her and continued to ask students
to introduce themselves

a. Why did Lily call Alan Jones “teacher”?

____________________________________________________________

b. Why did Alan Jones ask Lily not to call him “teacher”?
_____________________________________________________________

c. What would you do if you were on Lily’s shoes?

_____________________________________________________________

Situation 2 – Attending a party

Martha, an American teacher in the US, had just started teaching English to a
group of Japanese students. She wanted to get to know her students more
informally, so she invited them to her house for a party. The students all arrived
together at exactly 8:00 p.m. They seemed to enjoy the party: they sang, danced
and ate most of the food. At about 10:00 p.m., one of the students said to the
teacher, ‘I think it’s time for me to leave. Thank you very much for the party’.
Then, all the other students got up to go, and all left at the same time. Martha
decided she would never invite them again.

a) Why did all students leave together?______________________________________________

b) Why did Martha decide never to invite them again?________________________________

c) How would you feel if you were Martha? What would you do?
___________________________________________________________________________________

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Situation 3 – Accepting a compliment
Linda, an American teacher in an adult class in the US, was speaking to Isa, one of her
Thai students. She said: ‘Isa, I’m very happy with your work. Your English is really
improving’.
Isa looked down and said: ‘Oh, no. I’m not a good student. My English is not very good’.
Linda really thought Isa was making progress, and she wanted her to know it. She said
to Isa: ‘But you are a good student, and you’re making excellent progress. You should
be proud of your work’.
Isa responded to this remark saying ‘No, no. You are a very good teacher, but I’m not a
good student’.
Linda didn’t know what to say, so she decided not to give Isa any more compliments.

a. Why did Isa look down when the teacher complimented her?
_____________________________________________________________
b. Why did the teacher decide not to give Isa any more compliments?
_____________________________________________________________
c. What would you do if you were the teacher?
_____________________________________________________________

LISTENING

A. Listen to Shantel tell her friend Todd about her experience in Italy. Circle the
correct alternative in questions 1-4.

1- She went to Italy as a junior 3- What food did she

__________. especially love?
a) In high school a) The bread
b) at university b) The pizza
c) associate c) The salads
2- She says she was very
____________. 4- How does she feel about
a) Skeptical cheese?
b) Serious a) She cannot eat it.
c) Trusting b) She loves it.
c) She hates.

B. Listen again. How does she compare life in the USA and Italy? Take notes.

USA Italy

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 Proverbs
A proverb (from Latin: proverbium) is a simple, concrete, traditional saying that
expresses a truth based on common sense or experience. Proverbs are often
metaphorical and use formulaic language.

A. What is a Brazilian proverb that you usually hear in your home? Write the
proverb in Portuguese and explain what it means in English.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

B. Read the English speaking proverbs and match them with their meaning.

1. ( ) Rome wasn’t built in a day.

2. ( ) Every cloud has a silver lining.
3. ( ) Good fences make good neighbors.
4. ( ) There’s no time like the present.
5. ( ) An apple a day keeps the doctor away.
6. ( ) A penny saved is a penny earned.
7. ( ) A stitch in time saves nine.
8. ( ) Make hay while the sun shines.
9. ( ) You can’t have your cake and eat it.
10. ( ) Look before you leap.

a. Establishing boundaries between you and your neighbor helps you both respect
each other’s space and privacy.
b. If you solve a problem immediately, it may save a lot of extra work later.
c. It is wise to save money, even if it’s a little.
d. You shouldn’t act without first considering the possible consequences or dangers.
e. Make good use of an opportunity while it lasts.
f. Every difficult or sad situation has a comforting or more hopeful aspect.
g. Used to suggest something should be done now rather than later.
h. You can’t enjoy both desirable alternatives when they are mutually exclusive.
i. Eating nutritious food will make you healthier.
j. A great achievement takes time and effort. You should be patient.

C. In pairs, think of a situation in which you could use one of these proverbs. Write
a short dialogue and then, preset it for the class.
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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D. Proverbs can give us insights about the culture because they are usually based on
values that are considered important in a community. Write a proverb for each
value. You can choose from the list of proverbs above or look for new proverbs.

Adaptability When in Rome, do as the Romans do.

Health
Persistence
Optimism
Precaution
Privacy
Promptness
Thrift

E. What are some Brazilian proverbs for these values? Can you find their equivalent
in English? (You can google it!)
___________________________________________________________________________________
___________________________________________________________________________________

F. What is a proverb that you like? What does it mean? How does that make sense
in your life? Make a short presentation about it for the class.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

What’s a Stereotype?

A stereotype is a fixed idea that people have about what specific social
groups or individuals are like, especially an idea that is wrong. Stereotypes are
often created about people of specific cultures or races. Other terms that are
associated with the term stereotype are prejudice and cliché.
The term has a Greek origin: stereos means solid or firm and typos mean
blow, impression, engraved or mark. The term was first used in the printing
business. The first modern English use of the term was in 1850, meaning "image
perpetuated without change."
Because stereotypes are standardized and simplified ideas of groups, based
on some prejudices, they are not derived from objective facts, but rather
subjective and often unverifiable ideas. As Sociologist Charles E. Hurst states* "One
reason for stereotypes is the lack of personal, concrete familiarity that individuals

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have with persons in other racial or ethnic groups. Lack of familiarity encourages
the lumping together of unknown individuals".

Common Stereotypes

Racial Profiling - One of the more common stereotype examples is stereotypes

surrounding race.
Gender Profiling There are also some common stereotypes of men and women,
Sexual Stereotypes - Sexual stereotypes, on the other hand, suggest that any
feminine man is gay and any masculine woman is a lesbian. Those who believe gay
stereotypes may also believe that homosexuality is immoral, wrong and an
abomination.
Cultures - Stereotypes also exist about cultures and countries as a whole.
Groups of Individuals - A different type of stereotype also involves grouping of
individuals.

Why do we stereotype?
The existence of stereotypes may be explained by the need of groups of
people to view themselves as more normal or more superior than other groups.
Consequently, stereotypes may be used to justify ill-founded prejudices or
ignorance. The stereotyping group are, generally, reluctant to reconsider their
attitudes and behavior towards stereotyped group.

Why Is it Bad to Stereotype?

Stereotypes may affect people negatively. This includes forming inaccurate
and distorted images and opinions of people Stereotyping is not only hurtful, it is
also wrong. Even if the stereotype is correct in some cases, constantly putting
someone down based on your preconceived perceptions will not encourage them
to succeed.
Stereotyping can lead to the feeling of inferiority that the stereotyped
people may have and which may impair their performance. It can also lead to
bullying form a young age. Stereotyping is encouraging bullying behavior that
children carry into adulthood. It can also lead people to live lives driven by hate,
and can cause the victims of those stereotypes to be driven by fear. Stereotypes
may also be used for scapegoating or for making general erroneous judgments
about people. which leads to xenophobic or racist behavior.

Sourse: Hurst, Charles E. Social Inequality: Forms, Causes, and Consequences.

https://examples.yourdictionary.com/

A. Choose the correct alternative:

1. Stereotypes are used to:

A. make generalizations about different groups of people.
B. have an accurate understanding of the stereotyped people.

2. If you label people in terms of stereotypes, you will probably:

A. be having an exact judgment of their worth.
B. be behaving in a discriminatory way

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B. Answer the questions phrasing the information from the text with your own
words:

1. According the Sociologist Charles E. Hurst, what is the reason for stereotyping?
___________________________________________________________________________________
___________________________________________________________________________________

2. Why do we stereotype? Cite 2 reasons.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. Name and explain 3 negative effects of stereotyping.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

C. Match the following stereotypical comments with the categories below:

RP – Racial profiling CS – Cultural stereotyping

GP – Gender profiling GI – Groups of individuals

1. ( ) Men are strong and do all the work.

2. ( ) Girls are not good at sports.
3. ( ) All teenagers are rebels.
4. ( ) Guys are messy and unclean.
5. ( ) All white Americans are obese, lazy, and dim-witted.
6. ( ) All Mexicans are lazy and came into America illegally.
7. ( ) All Arabs and Muslims are terrorists.
8. ( ) All Blacks are good at sports.
9. ( ) All politicians are philanders and think only of personal gain and benefit.
10. ( ) Girls are only concerned about physical appearance.
11. ( ) All blonds are unintelligent.
12. ( ) Women aren't as smart as a man.
13. ( ) Children don't enjoy healthy food.
14. ( ) Only anorexic women can become models.
15. ( ) All Asians are good at math.
16. ( ) All Asians like to eat rice and drive slow.
17. ( ) The elderly have health issues and behave like children.
18. ( ) All Irish people are drunks and eat potatoes.

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 LISTENING

A. In pairs, brainstorm what comes to your mind when you think about the
English and the French. Consider the topics below.

housing clothes manners sports appearance habits food personality

B. Listen to Goeff, an Englishman, talk about how the French stereotype the
English. Take notes on what stereotype he mentions about each topic in
the chart below.
https://www.audio-lingua.eu/spip.php?article1708&lang=fr

Housing

Clothing

Manners

Sports

C. Listen to Sarah, a New Zealander, talk about some stereotypes about the French.
Take notes on what stereotype she mentions about each topic in the chart
below.

Appearance

Habits

Food

Personality

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 GRAMMAR - Conditionals

Complete the first conditional sentences with your own ideas:

a) I’ll be happy _____________________________________________________________________

b) If it rains all the weekend, _______________________________________________________
c) If I forget my best friend’s birthday , _____________________________________________
d) I’ll pass all my exams ____________________________________________________________
e) If I don’t feel well tomorrow morning, ____________________________________________
f) I’ll go to bed early ________________________________________________________________
g) I’ll be disappointed ______________________________________________________________

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Let’s practice. Complete the spaces using the verbs in parenthesis in the
correct tense.

1. If you________________ (help) your grandma, I____________ (do) the shopping.

2. Andrew___________ (water) the flowers if he ______________(stay) at home.

3. If she________ (have) 5 pounds more, she ____________ (buy) herself this T-shirt.

4. If they_____________ (offer) me the job, I _________________ (take) it.

5. You _____________ (have) summer holidays from June till August if you __________
(live) in the USA.

6. We _________ (sell) the bike for 20 Euros if Ron __________ (repair) it.

Conversation time!

In pairs answer the questions using the structure studied.

1. If you won the lottery, what would you do?

2. If you saw a ghost, what would you do?
3. If animals could talk, what would they say?
4. If you could travel to the future, what would you do?
5. If you could travel to the past, when would you go to?
6. If you could be 10 forever or 60 forever, which would you choose?

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 7. If you could change one thing about yourself, what would you change?
8. If you could speak any language perfectly, which would you choose?
9. If you had a 3D printer, what would you print?
10. If you could have one superpower, which would it be?
11. If you only ate one food forever, which would it be?
12. If you lived to be 300, how would your life be different?

GRAMMAR WORKSHEET: PAST PERFECT (had not = hadn´t)

Complete the sentences:

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Put in the correct third conditional verb form:

1. If you ______________ (not / be) late, we ______________ (not / miss) the bus.
2. If she ______________ (study), she ______________ (pass) the exam.
3. If we ______________ (arrive) earlier, we ______________ (see) John.
4. If they ______________ (go) to bed early, they ______________ (not / wake) up late.
5. If he ______________ (become) a musician, he ______________ (record) a CD.
6. If she ______________ (go) to art school, she ______________ (become) a painter.
7. If I ______________ (be) born in a different country, I ______________ (learn) to
speak a different language.
8. If she ______________ (go) to university, she ______________ (study) French.
9. If we ______________ (not / go) to the party, we ______________ (not / meet) them.
10. If he ______________ (take) the job, he ______________ (not / go) travelling.

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