Ili B 2024 Material de Revisión y Recorrido 1

UNIVERSIDAD NACIONAL DE LA PLATA
FaHCE – DEPTO DE L y LM
INTRODUCCIÓN A LA LENGUA INGLESA
RECORRIDO INICIAL ILI B – MATERIAL DE REVISIÓN
RECORRIDO INICIAL ILI B 2024
MATERIAL DE REVISIÓN
FACULTAD DE HUMANIDADES Y CS DE LA EDUCACIÓN
DEPARTAMENTO DE LENGUAS y LITERATURAS MODERNAS
INTRODUCCIÓN A LA LENGUA INGLESA. RECORRIDO INICIAL. ILIB
HUMAN RIGHTS
1a. They are not respected when…

People can’t express their opinions freely. (Expression)
b. Many people around the world have some of their rights violated. Jannatul is one of them.
How about HER rights? World Vision, a humanitarian organization, provides care for
children and is helping her.
Read her story and complete: what rights does World Vision guarantee?
The right to……………………………………….
The right to……………………………………….
The right to……………………………………….
Jannatul’s story
Jannatul is a 5-year-old Rohingya refugee girl.
Her life changed when she and her mother
escaped from Myanmar to Bangladesh: the world’s
largest refugee camp is in this country.
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In the Rohingya language, Jannatul’s name means “heaven,” but her life doesn’t feel
like heaven.
This is her routine:
7 a.m.: Every morning Jannatul
wakes up in a shelter made of
bamboo and a plastic tarp. She
doesn’t live alone. She shares the
shelter with her mother.
Jannatul’s father and two
younger siblings died in the conflict.
8 a.m.: Jannatul is always happy about things like a snack and tea. They remind
her of her home.
9 a.m.: Twice a day, Jannatul attends a religious school in the refugee camp.
Religious learning starts early and it doesn’t finish until midday. “You probably
practise your religion freely. You don’t worry about other people’s opinions about it.
I can only practise it at home or at the religious school,” says Jannatul.
10 a.m.: Jannatul enjoys her breakfast. Her story is tough. Food means a lot to her
— more than to many 5-year-olds because when she and her mother fled Myanmar,
they had no food to eat for days.
11 a.m.: In the morning, Jannatul attends a learning centre. There she often reads
picture books and draws.
12 p.m.: In the centre, Jannatul studies, plays and laughs with her best friend,
Abul. Abul doesn’t read well but he often paints beautiful pictures with Jannatul.
Abul loves attending the centre. He doesn’t have a mother or father. Jannatul and
Abul feel thankful they have each other.
1 p.m.: At 1 pm, she enjoys lunch with her mom.
2 p.m.: Faith plays an important role in Jannatul’s life. Faith always gives her hope
and doesn’t let her fall. Jannatul and other children attend a religious school for
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the second time in a day. They don’t attend alone. Their families always accompany
them. On Sunday they attend a religious ceremony.
3 p.m.: Jannatul and other children feel safe when they play at World Vision’s
learning centres in the afternoon. “You don’t feel afraid at the centres. You always
feel loved here,” says Jannatul.
4 p.m.: Jannatul helps her mother with daily chores in the afternoon. She buys
potatoes and helps collect water for cooking and cleaning. ‘I don’t cook but I often
help with the cleaning,’ says Jannatul.
5 p.m.: In the evening, Jannatul and her mother, Salima, chat during dinner,
sharing highlights from their day. “We don’t go to sleep at night until we finish
chatting about our day,” says Jannatul’s mom. “We usually chat for a long while.”
6 p.m.: Every night, Salima holds Jannatul as she finally falls asleep. “We are
thankful every day that we still have each other,” says Salima.
Adapted from: A day in the life of a Rohingya refugee child | World Vision
c. Jannatul’s story has some pictures. You use them to build her everyday activities.
1. In the morning, Jannatul attends a …………………………….…………………in the refugee camp.
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2. Jannatul and other children study and play at the……………………………….

Abul is Jannatul’s ………………………………………………….at the centre. He’s really shy.
3. At midday, Jannatul and her mom have ………………………………………………… together.

Food is………………………………………………………… to them.
4. Jannatul and her mom don’t spend one night apart. “Perhaps you go to bed every
night with a ……………………………………… or with …………………….
You don’t probably go to bed with a hug from your mum but for me it’s
……………………………………………,” says Jannatul.
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d. You find the descriptions for the pictures rather short so you expand them.
Picture 1: Jannatul only ___________ her religion in the
centre. She doesn’t practise her religion at home.
Jannatul’s religious instruction starts very early and
________ (continue) in the morning. It _________ _________ (not finish)
until all children say their daily prayers.
Picture 2: Abul makes beautiful pictures. He usually
__________(paint) pictures of his life in the camp with
Jannatul. He doesn’t paint alone.
Jannatul says: “I assist Abul with his paintings and I ___________him with his
drawings, too. I don’t help him a lot because he is really imaginative. He
___________ _________(not need) me!”
Abul says: “Maybe you have breakfast with your family every day, with your
partners from school or with friends. But surely you ______________
__________ breakfast at a refugee camp.”
Picture: 3: Jannatul says: “Sometimes children reject some
foods at mealtimes because they _________ ________
(not like) them. They don’t leave it because they feel full.
We, Rohingya people, value food.”
Picture 4: Jannatul’s Mom says: “Every night, Jannatul and I
hug before going to sleep. We always
________________about our day, too. We don’t go to
sleep without a hug or a _____________________ because we ________
________(not sleep) well then.”
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GW Look at the following sentences about the activities that are part of Jannatul’s life.
❖ Circle the subject in each of the sentences.
1. Twice a day, Jannatul attends a religious school in the camp.
2. Abul makes beautiful pictures.
3. Jannatul’s religious instruction starts very early.
❖ Replace the subject by the corresponding pronoun:

1. Jannatul: She
2. Abul: ……………….
3. ……………………………………………………………………………………………….
❖ Highlight the main verbs in each of the sentences. Write them below:
……………………………………………………………………………………………….
❖ What’s the difference between these verbs and their infinitive forms?
These verbs take ………… at the end.
❖ Now look at the following sentences about some other activities in her life:
4. “I assist Abul with his paintings.”
5. “Maybe you have breakfast with your family every day.”
6. “Every night Jannatul and I hug before going to sleep.”
7. “Sometimes children reject some foods at mealtimes.”
❖ Circle the subjects in each of the sentences. Who says these sentences?
4. Jannatul
5.……………………….
6.………………………
7.……………………….
……………………………………………………………………………………………..
❖ Are these verbs different from the infinitive forms?
……………………………………………………………………………………………….
➔ In affirmative statements when the subject is singular (personal pronouns: she,
…………………and it) the main verb changes. We add ………………………at the end.
➔ In affirmative statements when the subject is plural or it is the personal pronoun “I”,
the main verb is / isn’t different from the infinitive form.
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❖ Now look at the following sentences about activities that aren’t part of Jannatul’s life:
8. She doesn’t practise her religion at home.
9. He doesn’t paint alone.
10. It doesn’t finish until midday.
❖ Circle the subjects in each of the sentences. Who are these sentences about?
8. She: Jannatul
9.………………………………………………………………………………………………………………….
10.…………………………………………………………………………………………………………………
……………………………………………………………………………………………….
❖ Are these verbs different from their infinitive forms?
………………………………………………………………………………………………
❖ Highlight the word that appears before the main verb. Write it here: ………………………
❖ Now look at the following sentences about some other activities that aren’t part of
Jannatul’s life:
11. “I don’t help him a lot.”
12. “You don’t worry about other people’s opinions.”
13. “We don’t go to sleep without a hug.”
14. “They don’t leave the food because they feel full.”
❖ Circle the subjects in each of the sentences. Who says these sentences? Who are they
about?
11. The speaker is Jannatul. “I” refers to herself1.
12. The speaker is …………………….. “You” refers to …………………………………………….
13. The speaker is ……………………… “We” refers to …………………………………………….
14. The speaker is …………………….. “They” refers to …………………………………………..
……………………………………………………………………………………………….
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Herself: ella misma, sí misma
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❖ Are these verbs different from their infinitive forms?

………………………………………………………………
❖ Highlight the word that appears before each main verb in the sentences. Write it below:
……………………………………
➔ In negative statements when the subject is singular:
● The main verb is/ isn’t different from its infinitive form.
● Before the main verb we add the auxiliary verb ……………………………
● We add the negative particle “not” or the contraction “...........” to the auxiliary verb
➔ In negative statements when the subject is plural or it is the personal pronoun “I”:
● The main verb is/ isn’t different from its infinitive form.
● Before the main verb we add the auxiliary verb …………………………….
● We add the negative particle “not” or the contraction “...........” to the auxiliary verb.
❖ Now, complete your conclusion:
We use this tense to talk about …………………………………………………………..……………….
We call this tense simple present.
e. You want to make a leaflet to share Jannatul’s life with other mates at FaHCE. You use
these verbs to write about Jannatul.
lead feel lives starts love is not miss
meet goes not live lives not finish stay plays
The routine of a refugee
Jannatul is 5 years old. She …………………

from Rohingya. However, she doesn’t
live there. She ……………………………………in
a refugee camp in Bangladesh. Her
mother ………………………. with her in the
same camp.
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Her routine …………………………..very early: at 7 a.m. and it……………………………………….

……………………………….until 6 p.m.
Jannatul and her mom …………………………………………………………………..in a house. They

…………………………….. in a shelter made of bamboo and plastic.
Religion ……………………………….an important role in her life. Every day, she

………………………….to a religious centre. Learning is also important.
“I……………………….attending the learning centre with the other kids,” Jannatul
says. “I am always present. I………………………………………………………………one day of
classes.”
Abul is Jannatul’s best friend. They…………………………………… every day at the

learning centre. They don’t ……………………………….a typical child’s life. “We
………………………………….thankful we have each other,” says Abul.
f. Some missing activities come up. You add them in the correct order.
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g. You focus on the moments and frequency of Jannatul’s actions. You organise them in a
chart:
Moment of day Frequency of actions

In the morning, Jannatul attends In the learning centre, she always
………………………………………………………………… ………………………………………………………………..
At 1pm, Jannatul……………………………………….. Jannatul often helps…………………………………..
Jannatul and her mom usually……………….
Jannatul helps with ……………………………….. …………………………and they share their daily
in the afternoon. highlights.
At night, Jannatul and her mom On Sunday, Jannatul goes…………………..and
………………………………………………………………. …………………………….
Every night, Jannatul goes ……………………….
after her mom………………………………………………
h. Finally, you socialise your results. Other partners use different expressions. You add them
to your chart below.
never occasionally Hardly ever At 2pm
Rarely In the evening Every At midday
At midday,………………………………………..
………………………………………………………at the Every……………………………………... Jannatul has
learning centre. a snack with some tea.
Jannatul occasionally………………………………..
At ………, children ………………………………….. ………………………………………………. She usually
………………………………….with their families. does them in the afternoon.
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In the……………………………………………with Jannatul and Abul hardly ever
……………………………………………………………… …………………………………………………..at the centre.
Because he is so shy, Abul rarely
………………………………………………………………….
Jannatul never ………………………………..a day
of classes.
GW These phrases from the previous tasks help us build Jannatul’s routine. Complete
the gaps when necessary :
1. ………… the morning, Jannatul attends a religious school.

2. ……………midday, Jannatul attends the learning centre with Abul.
3. ……………night, Jannatul and her mom chat during dinner.
4. ……………Sundays, children attend a religious ceremony with their families.
5. Jannatul is always happy about things like a snack and tea.
6. Jannatul and her mom usually chat for a long while.
7. ____________________________________________________
➔ Let's analyse:
● For moments of the day like morning, …………………………. and……………………………
……………………………, we use the preposition “..................” and the article
“.............”
● We use the preposition “…………………” with midday and..................................
● We also use the preposition “........” for times.
● For days of the week, we use the preposition “.........”.
● For adverbs of frequency, we …………….use any preposition or article.
➔ Time expressions that signal the moment of the day and the time when the
actions happen go:
● at the beginning or end of the sentence
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● after the main verb

➔ Frequency adverbs go:
● before the main verb but after the verb “to be”
● after the main verb but before the verb “to be”
● Locate these frequency adverbs on the frequency line below: sometimes - often
- usually - occasionally - always - hardly ever/rarely - never
➔ In conclusion
To say when or how often an action happens, we use……………………………………………….…

and/ or ……………………………….………………………………
2. Here there is extra information about Jannatul.

a. You complete it.
 ................... morning, Jannatul..................................religion at a special centre.

 Jannatul ……………………………….lunch at school ……………………….midday.
 …………………..the afternoon, Jannatul and other children………………………………..
 Jannatul and her mom …………………………….church ……………………..Saturday.
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 They…………………..mass ……………………Sunday.
 …………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
b. Searching online about oppressed groups, you find an article and a video about the
Rohinya. You read it and watch it. Also, you share part of the script. Some questions come
up.
Script
The Rohingya are a people without a country. Many have fled to Bangladesh… to escape
persecution in Myanmar, also known as Burma. (…) Since late August 2017, some 400,000
have left their homes with little or nothing. The face of Myanmar’s Government is state
counsellor Aung San Suu Kyi … a Nobel Peace Prize laureate and former dissident against
the country’s military. (…) International observers have criticized Suu Kyi for failure to
condemn ethnic cleansing. Arriving in Bangladesh, refugees may meet a kind welcome from
humanitarian groups… but, despite the work of aid groups, hunger is widespread among
the migrants. The refugee camps are filled beyond capacity. Demand for medical care
strains resources. Many arrive weakened or wounded. Some have met with the horror of
landmines before the border crossing. Monsoon flooding has added to the problem of
shelter, making some camps difficult or impossible to live in … and increasing the threat of
disease in settlements without any plumbing. The only option for some is once again to
move on … with no clear plan for the future, and no home.
My questions about the Rohingya Our answers
1. Does Aung San Suu Kyi protect the ______________, she doesn’t.
Rohingya?
2. Does she ____________criticism Yes, __________does.

from the international community?
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3. Does a Rohingya man No, he ______________.

_____________a different
treatment from a woman?
4. _______the Myanmar government __________, it does.

blame2the Rohingya for their current
reality?
5. A Rohingya usually asks He/She answers: “No, __________

himself/herself: “Do I deserve this _____________.”
treatment?”
6. Then a Rohingya asks Fighting.

himself/herself: “How _________ I
_____________ this reality?”
7. __________we -as ordinary No, _____________don’t.

citizens- know much about the
Rohingya?
8. Do migrants ________________ Yes, ___________ _______________

hunger?
9. What ____________refugee camps Enough space for all.

lack?
GW Look at the following questions about the Rohingya people’s activities taken from
the previous tasks:
1. Do ordinary people know these facts?

2. Does Aung San Suu Kyi protect the Rohingya?
● How do these two questions start?

……………………………………………………………………………
● Highlight the main verbs in the questions. Write them below:

……………………………………………………………………………………………….
2
to blame: culpar
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● Are these verbs different from their infinitive forms?

………………………………………………………………………………………………..
 Complete the answers to the two questions below:
1. Do ordinary people know these facts? …………………, they …………………….

2. Does Aung San Suu Kyi protect the Rohingya? ……………………………………
➔ Let’s analyse the questions:

● How do you answer this type of question?
………………………………………………………………………………………………
● Compare questions 1 and 2 to:
3. Why do people persecute this minority?
4. Why does Myanmar refuse to recognise the existence of these
people?
5. What do the Rohingya people suffer?
● How do these three questions start?

…………………………………………………………………………………………………………………
➔ Complete the answers to the three questions:
● Why do people persecute this minority?

Because..……………………………………………………………………………………………………………
● Why does Myanmar refuse to recognise the existence of these
people?
………………………………………………………………………………………………………………………………
● What do the Rohingya people suffer?
……………………………………………………………………………………………
……………………………………
➔ To ask questions like 1 and 2:

● With a singular subject, we start the questions with “......................”
● With “I” or a plural subject, we start the questions with “..............”.
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● We answer these questions with ………………………………

➔ Now complete your conclusion:
We use questions like 1 and 2 to ask for information / confirmation
We call these questions _________________________
➔ To ask questions like 3, 4 and 5 :
● We start the questions with an interrogative word like “what”, ……………………….,

……………………………., …………………………… and ……………………
● We answer these questions with …………………………………………………………
➔ Now complete your conclusion:
We use questions like 3, 4 and 5 to ask for ………………….…………
We call these questions_____________________
c. After Jannatul’s story, you focus on human rights’ violation and the case of the Rohingya
people.
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d. A specific condition of the Rohingyas is that they are stateless. You explore the idea and
add two lines to the text below.
The Rohingyas are people of Indo-Aryan descent. However, the Myanmar

Nationality Law doesn’t recognise them. They live in the North Western
Province of Rakhine and suffer systematic discrimination at the hands of the
government and the Burmese people. They are stateless. Consequently, they live
a life of obstacles and frustration.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
GW Look at the following sentences taken from the previous task. Highlight the verbs in
each sentence.
1. The Rohingyas are stateless.
2. They live a life of obstacles and disappointment.
3. The Myanmar Nationality Law doesn’t recognise them.
● These verbs are in the:

o Present
o Past
● These verbs express:
o Routines
o States
In Conclusion,
We can use the ………………………..simple tense to express states in the…………………………….
e. You surf the web to see how we can help this community. You find the following piece
on the UNICEF USA website.
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How UNICEF is helping Rohingya refugees
UNICEF is working with the Bangladesh government and other partners. We are delivering relief
to Rohingya children and families. They are living in the refugee camps and settlements and in
neighbouring host communities.
● UNICEF is providing clean, safe, drinking water

● Newborn are receiving maternal care
● At present, children are receiving immunity against vaccine-preventable diseases
● Education is expanding through new learning centres at the moment
● Primary and secondary schools are receiving cash grants
Adapted from: Rohingya Refugee Crisis | UNICEF USA
f. You also find the following testimonies at savethechildren.net. You make connections
with Jannatul’s experience:
“My mother died on the boat when we escaped

to Malaysia. I am not living in the home of any
other relative because I haven’t got one. Now
I am living with my 9-year-old brother in a Cox’sBazar camp. We aren’t
staying alone here. Many other parentless children are with us. I am
receiving mental help support from a social assistant. She is not working
in my camp full time but she is helping me enormously.” Sara, 12 years
old.
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“Probably, you are living safe in a remote part

of the world right now and you aren’t feeling
vulnerable. But for us it is difficult to feel
safe. We aren’t receiving safety conditions at home and have to flee for
our lives. Some of us escape alone. Luckily, I am with my father. He is
giving me a lot of strength to carry on.He isn’t waiting for things to
change. He is making them change. I admire him for that.” Abdullah, 17
years old.
Testimonies adapted from: Shocking testimonies of rescued Rohingya children tell of “nightmare” on boats left adrift in the
Bay of Bengal for months | Save the Children International
GW Look at the following sentences from 2e and 2f. Highlight all the time expressions like
“At present” that you find. Write them on the dotted line below:
1. We are delivering relief to Rohingya children and families.
2. At present children are receiving immunity against vaccine-preventable
diseases.
3. Now I am living with my 9-year-old brother in a Cox’s Bazar camp.
4. Probably you are living safe in a remote part of the world right now.
5. She is helping me enormously.
6. He is giving me a lot of strength to carry on.
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7. Education is expanding through new learning centres at the moment.
➔ Time expressions: ......................................................................................................

...................................................................................................………………..……………
➔ These time expressions signal that we are referring to:

o The Present moment of speaking
o The Present routine
● Underline the main verbs in sentences 1-7.
How does each main verb end? ………………………………………….
● Immediately before each main verb there is:

● A noun. Which? ……………………………………………………
● A verb. Which? ……………………………………………………
● A pronoun. Which? ……………………………………………….
➔ Look at the following sentences. How are these sentences different from sentences 1-
7 above?
8. We aren’t staying alone here.
9. I am not living in the home of any other relative.
10. You aren’t feeling vulnerable.
11. She is not working in my camp full time.
12. He isn’t waiting for things to change.
● These sentences are different because ………………………………………………………………
● In these sentences we:
● Add a particle
● Change the main verb
● Use inversion
● Explain your choice:
……………………………………………………………………………..…………………………………………..……
………………………………………………………………………………………………………………………
➔ To form this tense:
● First, we write the corresponding form of the verb “_______”: AM, ………, ………..
● Then, we add “.................” to the main verb
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➔ In conclusion,
We use this tense to express actions/states which happen at the………………………….
……………………….………………………or around it.
We call this tense ___________ continuous.
3. You learn that, apart from the Rohingya, there are different communities that are
stateless. For example, the Benet community in Uganda.
a. Moses Mwanga Kapchekwengu is from the Benet community. Online you find his life
memories. You notice some gaps in the text so you revise it with your mates.
put- try- sit- wear (x2) - buy- recall- learn- carry- study- leave- talk- start (x2)
My memories from Benet

I am Moses Mwanga KapcheKwengu. I am a member of the stateless Benet
community in Uganda. I (1) am sitting in my old
rocking chair outside my home in the Mount
Elgon region in Uganda. Today I am 70 years
old and I (2) _________________________
all the struggles of my community to survive
our statelessness.
I am 5 years old. I am with my mother in the
local market. We (3) _____________________food. Mom (4)
_________________________ to the fruit lady. She (5)
____________________ fresh fruit in our basket. Suddenly I see a group of
children like me, accompanying their moms. They (6) _____________ beautiful
clothes. I ask mom: “What are those children wearing?” Mom answers: “They (7)
_______________________school uniforms.” I want to have one.
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The next day I am with Mom at the market again. I don’t see the children so I ask
Mom: “Are the children buying in the market today, Mom? I can’t see them.” Mom
answers: “No, they aren’t. They (8) _________________________ at school.” I
ask Mom: “Am I going to school today, too?” Is Mom feeling sad suddenly? Yes, she
is. She gives me a weak smile before answering: “No, you aren’t.” I would like to be
with the children at school.
Every night and day I dream of going to school like the market children. One
morning I ask Mom: “Why aren’t my friends and I studying at school, Mom?”
“Because school is for special children here not for everyone,” she answers. “School
is for children who have a birth certificate here.” I answer: “I want to go to school.
Can’t we just leave here so that I can go to school?”
I am 13. Mom and I are at the bus station. I (9) ___________________a small
bag. I can tell Mom is sad but she (10) _______________________ to hide her
sadness. She is talking patiently to me: “Now you (11) ___________________here.
You are starting a new life with my aunt and uncle in a new community. We will meet
soon.”
I am 14. I have new adoptive parents. I have a registered birth certificate. I (12)
_______________finally _______________ school.
I am 16. I am in my history class. We (13) __________________________ about
human rights. One of my classmates asks the teacher: “Has everyone got rights?”
The teacher answers “yes”. I suddenly remember my mom and other members of
the Benet community. I ask the teacher: “Does the Benet community have rights?”
“Who is looking after those rights?” The teacher remains silent.
I am 20 years old. I (14) _________________________university. In my first
lesson the professor asks us: “What would you like to do in the future?” I
unhesitantly answer: “I would like to fight for people’s rights.”

Adapted from: UNHCR - Indigenous community in Uganda seeks an end to their statelessness
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GW Look at the following questions taken from 3a:

1. Am I going to school today, too?
2. Is Mom feeling sad suddenly?
3. Are the children buying in the market, Mom?
● How do these three questions start?
…………………………………………………………………………………………………...……
● Highlight the main verbs in each of the questions. Type them below:
………………………………………………………………………………………..………………….
● How are these verbs different from their infinitive forms?
……………………………………………………………………………………………………………….
➔ Complete the answers to the three questions:

1. Am I going to school today, too? No, you …………………………………..
2. Is Mom feeling sad suddenly? Yes, she ……………………….
3. Are the children buying in the market, Mom? No, ………………………….
➔ Compare questions 1-3 with:

4. Why aren’t my friends and I studying at school, Mom?
5. What are those children wearing?
➔ How are these questions different from questions 1-3?
………………………………………………………………………………………………………..………
➔ Complete the answers to the two questions:

4. Why aren’t my friends and I studying at school, Mom?
Because ……………………………………………………………………………………………….
5. What are those children wearing?
They …………………………………………………………………………………………………………..
➔ Let’s analyse the questions and answers above:
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❖ In cases 1, 2 and 3:
● We start the questions with the verb “to be”: ……………, ………………, …………………
● We answer the questions ………………………………………………….………………………………..
❖ In cases 4 and 5:
● We start the questions with an interrogative word. For example, “Why” or
…………………………..
● We answer the questions with
…………………………………………………………………………………….………………………….
➔ Now complete your conclusion,

❖ We use these forms of the present continuous to ask and answer yes/no and
_____________questions about events at the ……………………………….………………….
or around it.
b. You contact Moses by email. He replies kindly. Now you plan some questions about his
life to send him.
My questions for Moses:
1. Community / still / fighting?
Is your community………………………………………………………………………………?
2. Children from Benet/ still have difficulty / accessing education?
Are children from Benet…………………………………………………………………..?
3. What projects/ work on / at the moment?
What projects are ……………………………………………………………………….……?
4. Where / live now……………..………………………………………………………………..…?
24
ONBOARD EDUCATION
1. On the web, you come across an image that calls your attention. You wonder: “what is
“moving”? Where? How?”
a. You read the article that the image illustrates and write some key words/phrases.
[https://globalvoices.org/2016/07/21/two-argentineans-travel-throughout-latin-america-looking-
for-the-other-education/ ]
Two Argentineans Travel Throughout Latin

America Looking for ‘The Other Education’
Written by Romina Navarro
Translated by Danelle Hood
Translation posted 21 July 2016
5:14 GMT
“Education in Motion,” a trip

to explore, connect, and
disseminate popular education
projects inspired by Latin
American social movements.”
Photo from the campaign's Facebook page.
[https://www.facebook.com/La-Educaci%C3%B3n-en-Movimiento-1627104954176317/]
25
When we talk about education and educational quality, few

KEY WORDS AND
of us analyse how traditional education continues PHRASES
perpetuating the stereotypes of a dominant culture that Paragraph 1:
has little relation to the reality of Latin American
Alternatives
communities. In recent decades, social movements have
tried to integrate education into the life of the communities
Transformation
through popular education, which is based on the ideas of
social class, political struggle and social transformation.
Paragraph 2:
Two young Argentineans interested in studying and
strengthening these movements set out on a trip for Fight for
education that fights for and creates that other world
education
possible throughout Latin America, in an ambitious project Project
called La educación en Movimiento (“Education in
Motion”).
Paragraph 3:
The main characters of this real-life story are Malena and Journey
Martin, two young people dedicated to promoting popular
Learn
education around the neighbourhoods of their city. The
project started with a journey. With the help of family
Communities
members, friends, and other collaborators, they prepared Collaborate
their truck and left Buenos Aires on August 11, 2015. They
travelled throughout Latin America to learn about the
educational projects of different social movements inside
the diverse communities of the region. Their goal is to learn
from them, and finally visibilize them in a documentary. The
film will be available for free distribution.
Paragraph 4:
The journey continues: they’ve been to Argentina, Ecuador,
Movements
Colombia, Brazil, and Mexico and—at the time of this
writing—they’re headed to Venezuela. The main purpose of Exchange
their documentary trip is to interconnect the movements, New ideas
strengthen them, and facilitate the collaboration and
Integration
exchange of ideas. They hope that their clips will add to the
26
debate and trigger new ideas and movements to encourage

the educational integration of each community within the
region.
Paragraph 5:
In our next update, we will show the interviews and the
Experience
clips. They are part of the rich experience behind this
project and show what diverse communities in Latin Show
America have created in matters of education.
Support our work

Global Voices stands out as one of the earliest and strongest examples of how
media committed to building community and defending human rights can
positively influence how people experience events happening beyond their own
communities and national borders.
b. While reading you highlight some words to check their meaning in the dictionary.
 __________________NOUN [C] 1) [=trip] the act of travelling from one place to

another, especially in a vehicle; 2) [=experiences] a set of experiences that someone
has over a period of time, especially when they change the person in some way.
 __________________NOUN the act of giving something to someone and then
receiving something else.
 __________________VERB [T] -formal- to make visible something that was
previously intangible or invisible.
 __________________VERB [T] to encourage people to like, buy, use, do, or support
something.
 __________________VERB [T] -formal - to cause something to continue.
 __________________VERB [T] to cause something to start.
 __________________VERB [T / I] to make something stronger or more effective, or
to become stronger or more effective.
 __________________VERB [I or T] to combine two or more things in order to
become more effective.
 __________________ADJ [after verb “to be”] going in a particular direction.
 __________________ADJ including many different types of people or things.
27
Dictionary work
 When looking up the words in the dictionary, you notice there is more than
the definition. You copy the first entry and add some useful labels to
remember them later on:
 PRONUNCIATION  DEFINITION  EXAMPLES
 CATEGORY  REGISTER
● You re-read the introduction to explore the meaning of the word

“disseminate”:
“Education in Motion,” a trip to explore, connect, and disseminate popular

education projects inspired by Latin American social movements.
● You go to a monolingual dictionary online and write:
Disseminate:
 Category: ___________  Register: formal - informal - neutral
 Pronunciation: /_________________ /
 Definition(s):
______________________________________________________________________
______________________________________________________________________
 Examples:
 ___________________________________________________________________
 ___________________________________________________________________
28
 You go back to the definition of the word “journey”

Journey: NOUN [C] 1) [=trip] the act of travelling from one place to another, especially
in a vehicle; 2) [=experiences] a set of experiences that someone has over a period of
time, especially when they change the person in some way.
 What do the numbers show? ________________________________________
 What information appears between [square brackets]? _________________
● You come up with a summary of the categories using examples from the text:
 VERB - for example:_______________________________________________________
 NOUN - for example:_______________________________________________________
 A____________- for example: dominant, Latin American, political, popular, traditional
 A____________- for example: positively
 P____________ - for example: in, of, on, into, about, from, by.
● To find more examples you focus on this sentence. You underline the verbs,
circle the nouns, highlight the adjectives:
The main purpose of their documentary trip is to interconnect the
movements, strengthen them, and facilitate the collaboration and
exchange of ideas.
c. Finally, you inspect Article 26 in the Declaration of Human Rights to clear some doubts
about Argentina’s situation today: Are points 1, 2 and 3 guaranteed?
1. Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.
2. Education shall be directed to the full development of the human personality and to
the strengthening of respect for human rights and fundamental freedoms. It shall
promote understanding, tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for the maintenance of
peace.
3. Parents have a prior right to choose the kind of education that shall be given to their
children.
29
GW. In Article 26 in the Declaration of Human Rights, you notice that:
1. To talk about people, there are different words to refer to more than one person. You
look up the definitions for the underlined words to see them in detail:
 Everyone has the right to Education.

 People have the right to access education.
 Children have the right to go to school.
 Parents have to choose the kind of education.
● (plural noun) ___________ are men, women, and children.

● (plural noun) __________ human beings who are not yet adults.
● (pronoun) You use __________ 1. To refer to all the people in a particular group.
// 2. To refer to all people.
● (plural noun) Your _________ are your mother and father.
 Draw a chart to make a summary of singular and plural versions:
Singular Plural
People
child
Parents
woman
man
everyone / everybody
2. Choose the right option

 When the subject is the pronoun everyone, the main verb is in its plural/singular
form
 When the subject is a plural noun - like people, children or parents - the main verb
is in its plural/singular form.
3. Your conclusion:
We use everyone, people, children, parents, etc.:
o To be specific – to make a statement about a specific group of people
o To generalise – to make a statement about many people.
30
d. This is a possible answer to the question in d above.
WOMEN – CHILD — EVERYBODY – PARENTS – CHILDREN - MEN
In Argentina, primary education is compulsory. ____________ have the right to
attend primary school. If a ____________ doesn’t go to school the teachers
have to inform authorities. ____________ choose the school for their children.
There are private and public schools. Secondary education is obligatory too. As
adults, we can access higher education which is available for free too.
____________, ____________ and all other gender identities can choose the
course of study they want, there aren't any gender restrictions. So,
____________ has access to free education.

e. You decide to explore other countries’ realities regarding education as a right. You read
about Tanzania and make the summary below.
February 14, 2017
“I Had a Dream to Finish School”

Barriers to Secondary Education in Tanzania
Like millions of adolescents in Tanzania, Imani, 20, from Mwanza,
a region in north-western Tanzania, wanted to study as much as
possible so that she could graduate, find a job, and support
herself and her family. From the age of 14, when she entered
secondary school, she travelled more than an hour and a half
every morning to get to school:
“I was very tired by the time I got to school. I started arriving
late all the time. When I arrived late, they punished me.”
Imani’s plans changed when she was only 16 years old. Her
private tutor, a secondary school teacher,
sexually abused her. When Imani
discovered she was pregnant, she informed
the tutor and he disappeared. A nurse
carried out monthly pregnancy tests and
checked all girls at her school, but Imani
skipped school on the two occasions when
the nurse conducted the tests. When school
officials found out she was pregnant, they
were very angry and they expelled her. . “My dream was shattered then,” she told Human
Rights Watch. “I was expelled from school. I was expelled from her sister’s home, too.”
Like many adolescent girls in Tanzania, Imani tried many ways to get back into education
31
once she had her baby, who, at the time she spoke to Human Rights Watch, was three
years old:
“I tried to go back to school. I went to every preparatory program, and I went to do
the Form II national examination. I paid the examination fee to the teachers and the
teachers left with the money and did not register me so I didn’t do my exam.”
This was in 2015. When Human Rights Watch interviewed her in January 2016, Imani had
just started attending a computer literacy program set up by a small nongovernmental
organisation in Mwanza to ensure more young women like her can find a way back into
education.
SUMMARY OF IMANI’S STORY.

START — CHANGE — BECOME – WANT — TRAVEL – BE – ABUSE – PAY –
GO – NOT REGISTER — DIDN’T DO – TRY – LIKE – HAVE
Imani [1] ____had____ a dream: she [2] _______________ to graduate but she
couldn´t. It was hard for Imani to go to school, she [3] ________________ for hours
and she [4] _____was_____ very tired but she [5] ______________ going to school.
Her plans [6] _______________when she was 16 because a tutor [7]
_______________ her and, as a consequence, she [8] ___became___ pregnant. She
[9] _______________to go back to school, she [10] ___went___ to every program and
she [11] _______________to sit for the exam but the teachers [12] ____didn’t
register____ her so she [13] _______________her exam. After that she [14]
_______________ attending a computer literacy program to continue studying.
GW. Take a look at the elements in bold type from the text in e:
Like millions of adolescents in Tanzania, Imani, 20, from Mwanza, a
region in north-western Tanzania, wanted to study as much as possible
so that she could graduate, find a job, and support herself and her
family. From the age of 14, when she entered secondary school, she
travelled more than an hour and a half every morning to get to school
(...) Imani’s plans changed when she was only 16 years old.
“I tried to go back to school. I went to every preparatory program, and I
went to do the Form II national examination. I paid the examination fee
to the teachers and the teachers left with the money and did not
register me so I didn’t do my exam.”
1. Notice that the verbs in bold suffer change.
● Most verbs simply add “______” to the verb.
want → wanted
enter → _______________
32
● If a verb ends in -e, we only add “-___”.

change → changed
abuse →_______________
● If a verb ends in a vowel and a consonant, the _____________ is doubled before

-ed.
travel → travelled
● If a verb ends in a consonant and -y, we take off the “y” and add “-___”.
carry →carried
_______________ → _______________
● But if the word ends in a vowel and -y, you add -ed.
play → played
enjoy → enjoyed
 Notice that some other verbs change in a different way. For example:
_______________ → went _______________ → paid
_______________ → was _______________ → left
 Your conclusion:
● Verbs in the past that follow the ‘rule’ infinitive verb + _____ are called:
REGULAR VERBS.
● Verbs in the past that change in the same or in different ways are called:
__________ VERBS.
 Compare these three examples. Complete with the verb “to be”. It changes in
different ways:
infinitive present past
I was very tired. be was
She was 16 years old is
They were very angry
2. Take another look at this example from the text:
a. What is missing?
“I paid the examination fee to the teachers and the teachers left with the
money and_______________ register me so I _______________ do my
exam.”
b. The missing words are _______________ /_______________

c. They are:
33
o the main verb

o the auxiliary verb
d. To make a negative statement in the past we use _______________ or
_______________ and we change / do not change the form of the verb.
3. The underlined elements show that Imani’s story is about her
o Past life
o Present life
o Future life
How can you tell? ______________________________

So, the verbs in bold change to express:
o Past tense
o Present tense
o Future tense
This tense is called: SIMPLE_______________
2. You also find an incomplete story about women’s education in Africa.

a. You share Angelina’s story with your mates and together you complete it.
STANDING UP FOR HER RIGHTS: ANGELINA’S STORY
HOW ONE YOUNG MOTHER REFUSED TO GIVE UP ON HER

RIGHT TO EDUCATION
Tonight in rural Mozambique, Angelina studies hard to
become a nurse one day. But only a few years ago, this
bright young woman nearly [1]_______________ (have to)
drop out of school when she [2]_______________ (become)
pregnant, because of an unjust law that forced young mothers to leave school as
punishment for getting pregnant. Angelina [3] _______________ (grow up) in rural
Mozambique, where educational opportunities for girls are rare. In 2017, Angelina [4]
_______________ (be) a 16-year-old student in grade 6. Although she [5]
_______________ (enter) school at a late age, she [6] _______________ (succeed) once
she got in. Angelina [7] _______________ (have) strong support from her parents and
everything was going to plan until “I [8] ______________ (find out) I was pregnant… It
[9] _______________ (be) a sad moment. I [10] _______________ (not feel) mature
enough to become a mother, and I [11] _______________ (want) to continue my
studies” she says. Angelina was lucky compared to others. Her family didn’t reject her
and they [12] _______________ (decide) to help her stay in school. At the next school
34
council meeting, Angelina’s father [13] _______________ (deliver) such an impassioned

speech that the school officials [14] _______________ (not expel) Angelina. In 2018, her
daughter [15] _______________ (be born). She beat the odds and became one of the
lucky 11% of girls in Mozambique who go on to secondary school. She’s now in grade 10,
and she still dreams of being a nurse. Taken from: https://righttoplay.com/en/stories/standing-up-for-her-rights-
angelinas-story/
b. Under the story there is an interview to Angelina. You complete the missing parts.
35
GW. Look at some of the questions taken from the interview:
 Where ________ you grow up?

 ________you go to school?
 What is missing?
 The missing word is _______________

 It is:
o the main verb
 To make questions in the past:

 We use _______________
 We change / do not change the form of the verb.
 But what about this example?
 What happened in the end?
 Compare it to the first two listed here. Notice the answers.
 Where did you grow up? I grew up in rural Mozambique.

 Did you go to school? Yes, I did. I went to school…
 What happened in the end? ____________________________________
 What do you notice? Is there an auxiliary verb? Does the verb change?
_____________________________________________________________________
 Finally, you focus on the following question:
 What________ your favourite subject?
 What is missing?
 The missing word is _______________

 It is:
o the main verb
So, to make questions in the past we use the verb _______________in the past form:
________ / were
36
c. You find a podcast with the testimony of Juana Leal, an Argentinian photojournalist in
Kabul. You transcribe her testimony and edit some parts.
My name is Juana Leal. I am a photojournalist. I travelled to Kabul in

2021 before the Taliban took control of the country. When I arrived,
there weren’t many restrictions yet. Women were ______________
(attend) university and they was / were walking with their faces
uncovered.
However, when the Taliban seized power, everything changed. I remember I was / were
working for an international TV network but they fired me because I was a woman. When
the university authorities announced the ban, I was there and I saw how women were
______________ (cry) at the entrance of their university. They were ______________ (struggle) to
understand what was happening. Many of them were ______________ (aspire) to become great
professionals in their areas of study, like engineering. With these new prohibitions Afghan
women were ______________ (watch) their dreams collapse.
Suddenly, they was not living / were not living the life they wished. They wasn’t feeling /
weren’t feeling recognized anymore. Demonstrations started and I realised Afghan
women was / were fighting for their rights. And I chose to be one of them.
GW. Take a look at the following instances from the text.
1. “My female students were distraught, they (a) were crying and I (b) didn’t know how to
console them,” said Meena.
2. Meena (a) was attending university when the Taliban last (b) seized power in the late
1990s.
3. While Afghan women (a) were experiencing increasingly tighter restrictions, they still
(b) hoped that education would remain accessible.
4. The ban on higher education (a) came less than three months after thousands of
women sat for their exams and while many of them (b) were aspiring to enter
Engineering and Medicine as future careers.
5. Journalism student Madina (a) said she (b) was struggling to comprehend the weight of
Tuesday’s order.
37
a. These statements are in the…..

○ Past
○ Present
○ Future
● How do you know? ______________________________________
b. Read the instances again:
● Which event/state lasts longer?
Instances:
1a____________________________________________________________________
● Which event/state is presented as a point in time?
Instances:
1b____________________________________________________________________
c. Which is the form of the verbs that are presented as a period of time? Is there any
auxiliary verb?
 Example 1: They (a) were crying — Auxiliary verb: “were” // Main verb: “crying”
Can you do the same with the rest of the examples?
 Example 2: ___________________________________________________________
 Example 3: ___________________________________________________________
 Example 4: ___________________________________________________________
 Example 5: ___________________________________________________________
d. Notice that sometimes it says “was” and sometimes it says “were”. Try to explain the
rule in the lines below. You can go back to previous tasks if you need to.
 We use “was”__________________________________________________________
__________________________________________________________________.
 We use “were”_________________________________________________________
__________________________________________________________________.
e. In task 8e, you notice there are negative statements. For example:
Suddenly, women were not living the life they wished. They weren’t feeling recognized
anymore.
 You try to complete the rule below :
In negative statements,
 We use “were___________” or “_______________” when the subject is plural.
 We use “was not” or “wasn’t” when the subject is _______________ or with the pronoun
“I”.
38
f. Look at the highlighted words in the examples on page 36. Write them
here:___________________ and __________________________
 These words are used to connect two events happening:

o at the same time
o at different moments in time
 Now complete:
 In which example the shorter event interrupts/stops the longer event? ____________
 In which example the longer event gives background information but it is not
interrupted? ____________
 In which example the two events happen simultaneously over a period of time?
________________
 So, this is your conclusion:

 To express that an event happens over a period of time in the past, we use the auxiliary
verbs __________ /_____________ and the main verb in the -ing form.
To express a negative event/state we use the negative form of the auxiliary verbs
__________/_____________ and the verb in the -ing form.
This tense is called _________________________ continuous.
d. You contact Juana, the Argentinian Photojournalist. She sends you some pictures and you
ask her questions.
This is a copy of part of your chat with her.
1 1 You: Who are these women? Where __were___ they

___going__?
Juana: These women are Afghan students. When I took this
picture, they were walking to university. This happened some
weeks before the
prohibition.
2
2
You: What _____ going on here?
Juana: This picture was taken when women learnt
about the ban. They……………………….…………………..
(cry) and ______________ (hug) each other.
39
3 3
You: What _______the woman at the front

_______ (do)?
Juana: She was one of the women leading the
demonstration. She ………………………………………..
(hold) a white and pink banner and she
…………………………………………………..(chant). It
was the first march I attended. These women
……………………….. (fight) for their rights. I was
happy to be there with them.
44 4
You: What were those men doing while
women ……………………………………….
(protest)?
Juana: Men…………………………………………
(not protest) with women. On the
contrary, for example, this man
……………………………. (hit) women on the
streets.
5 5
You: What about this pic? What _______ he

_______ (do)?
Juana: During demonstrations, Taliban
soldiers aimed their guns at women while
they…………………………………... (demonstrate)
You: How did you feel at that moment?
Juana: I was terrified!
GW. Look at some of the questions taken from the chat with the photojournalist:
 Where ______ they going?
 What _______ the woman at the front doing?
40
a. What is missing?
 The words missing are _______________ and _______________

 They are:
o the main verbs
o the auxiliary verbs
b. What form do the main verbs take?

 The main verbs change: _____________________________________________
So, to make questions in the past continuous tense we:

 Use the auxiliary verbs_______________ or _________________
 Change the form of the verb into: _______________.
41
INTRODUCCIÓN A LA LENGUA INGLESA. RECORRIDO 1. ILI B.
RECORRIDO 1
LANGUAGES
Panorámica del mural "Presencia de América Latina", ubicado en la Casa del Arte, Universidad de Concepción, Chile (1)
https://commons.wikimedia.org/wiki/File%3AMural_panoramico.JPG
(1) Fotografía tomada por Farisori; Autor del mural: Jorge González Camarena, mexicano; Propiedad de la Universidad de Concepción, Chile
DEPARTAMENTO DE LENGUAS MODERNAS
INTRODUCCIÓN A LA LENGUA INGLESA. RECORRIDO 1. ILI B
INDEX TO RECORRIDO 1
THEMATIC CONTENT: LANGUAGES
RESOURCES LINGUISTIC THINKING SKILLS PAGES

CONTENT
[SOURCE: CRYSTAL, D. Passive Voice Recognising key words 1

(2003) ENGLISH AS A (Present) Explaining
GLOBAL LANGUAGE, CUP.] Comparative
Interpreting and
adjectives
Intensifiers reformulating information
Charts from Ethnologue Expressing opinion 2-5

www.ethnologue.com/lang
uages/ENG)
and Raising language
https://www.scmp.com/inf awareness: passive
Interpreting information 6
ographics/article/1810040/i voice
nfographic-world- Explaining
languages. Matching
7
Bar Graph
Map taken from Raising language
www.elordenmundial.com awareness:
8
comparatives and
intensifiers.
Expressing opinion 9
Text: How did English Understanding and 10 - 12

become the world’s most Cause-consequence expressing cause-
widely spoken language? connectors
consequence
Adapted from Hammond, A.
(2004) Language
www.blog.esl- awareness: cause- Summarising and 13
languages.com consequence integrating ideas.
connectors
Use of italics Understanding a change of 14 - 15

meaning
Language
awareness: italics
1
DEPARTAMENTO DE LENGUAS MODERNAS
INTRODUCCIÓN A LA LENGUA INGLESA. RECORRIDO 1. ILI B
Text about Guaraní

language taken from Understanding and
www.wikipedia.org/wiki/Idi reformulating information
omaguaraní
16 - 18
Understanding and
explaining contextual
Quote by Bruno Peron meaning.
Loureiro
Expressing opinion 19 - 21
Guessing / Inferring
Text: “America’s discovery
meaning from the context.
was a massacre”. Adapted
from La Gazeta Explaining.
Use of inverted Understanding and 22 - 23

commas explaining contextual
meaning.
Language
Awareness: inverted
commas.
EXTRA PRACTICE: 23 - 26
SIMPLE PAST,
PASSIVE VOICE,
COMPARATIVES,
CONNECTORS
Final Outcome 1: Oral
presentation about a Latin SKILLS INVOLVED IN ORAL
American aboriginal PRESENTATIONS 27 - 28
language.
CREATIVE SKILLS FOR
Final Outcome 2: Poll to INTEGRATING IDEAS AND
choose a new name for
RENAMING
October 12th.
EXTRA PRACTICE:
SIMPLE PAST (AFF, 29 - 31
NEG., QUESTIONS)
COMIC STRIP from
https://oldroadapples.word 32
press.com/2014/07/17/fou Expressing opinion
nd-image-guest-worker-
program/
2
LANGUAGES
Jorge Luis Borges wrote about language: “La lengua es edificadora de realidades”[1]
1.
a. You belong to a study group called The Languages We Speak and are currently
researching Latin languages on the web. You come across a wordcloud and Borges’ quote
above. In pairs, you read them, discuss them and reflect on their meanings. Finally, you
decide to write some lines on the topics.
b. When you finish, you share them with the rest of the group.
2.
a. At https://books.google.com.ar/books/about/English_as_a_Global_Language.html you
find Chapter 1 from “English as a global language” by David Crystal - a famous linguist. You
focus on an extract and underline three key words / phrases to socialize with the group.
1
Why a language becomes a global language has little to do with the

number of people who speak it. It is much more to do with who those
speakers are. (…) A language has traditionally become an international
language for one chief reason: the power of its people –especially their
political and military power. [However] It may take a militarily powerful
nation to establish a language but it takes an economically powerful one
to maintain and expand it. (…) During the 20th century (…) economics
replaced politics as the chief driving force. (Adapted from Crystal, D.
(2003) English as a global language, CUP)
b. Each pair explains why they chose the key words in their own words.
We chose….
3.a. As you read on about languages you come across the following charts at
https://www.ethnologue.com/ and
https://www.scmp.com/infographics/article/1810040/infographic-world-languages. You
share them with your partner and together outline some ideas that call your attention:
2
 Mandarin Chinese as a native language is spoken by _________________million people

while it has ______________ non-native speakers (NNS). It is spoken in 33 countries all
over the world.
 Spanish as a native language ________________ by ___________________million

people while it ……………………………………..… NNS. It …….………………..…………………….all over the
world.
 English as a native language ………………………………………..…………………………… while it

……………………………………………….……It……………………………………………………………………………………..
 Hindi……………………………………………………………………………………………………………………….…...…
……while…………………………………………………………………………It………………………………………………….
………………………………………………………………………….
b. Later, you look for information about the most popular languages that people learn. You
inspect the graph below at
https://www.scmp.com/infographics/article/1810040/infographic-world-languages and
make a chart.
3
English is learned/learnt by 1.500 million people
c. When you finish, you decide to revise all the data about English and bring an account of
your findings to your Literature class.
Approximately ______________________million people speak ____________ as
their ________ language. But it is really shocking to see that
………………………………………………………… countries and it……………………………………..by
___________________1.500 million people.
As David Crystal says………………………………………………………………………………………………………………….
4. As you share your account in your Lit class, your teacher suggests comparing the
number of speakers of some languages.
a. You go back to your sources and graphs and draw some comparisons.
 The number of Mandarin Chinese native speakers (NS) is far larger than the number
of Mandarin Chinese NNS.
 The number of English __________________________much
larger____________________________________________________________________
____________________________. (English NS)
 The number of Mandarin Chinese NNS ______a lot smaller

_____________________________________________________________. (English NNS)
4
 The number of English NNS _______________________________________________
_____________________________________________________________.(Spanish NNS)
 The____________________________________________________________________
_________________________________________________________________________.
 In conclusion, the number of English NNS _______ much ___________ than the
number of NS and NNS of any other language.
b. You focus on the legend in the center of the second image. You find it useful to expand
your Lit account.
The reason why English, French and

Spanish are among the world’s most
widespread languages has its roots in
the imperial past of the nations where
they originate.
As you read it, you wonder:
 Is this power imbalance among languages all right?

 Which is the most imperial language?
 Is it OK to reproduce colonial power by teaching and learning an imperial
language?
You use your answers to enlarge your Lit account.
5
GW. Now, talk to your partners and try to solve the task below.
● Take a look at the statements in 3.a. Underline the repeated structure. e.g.
English is spoken in 110 countries. English is learnt/ed by 1.500 million people.
● Do the same with the statements in 3.a. and 3.b
The repeated structure is: _________________________________________
 Now compare these two sentences:

a. People in 110 countries speak English / b. English is spoken in 110 countries
a. focuses on:
O the doer (in this case, people)
O the action (in this case, speak)
O the object (in this case, English)
b. focuses on:
O the doer (in this case, people)
O the action (in this case, speak)
O the object (in this case, English)
Now, choose the rigth option:
a. “People in 110 countries speak English” is an example of Passive / Active voice.

b. “English is spoken in 110 countries” is an example of Passive/ Active voice.
In a we use a subject and a non conjugated / conjugated verb. E.g. …………………..
In b we use a subject and a passive structure. How do we form it?
 We use an auxiliary verb YES / NO. If your answer is positive, which auxiliary? ____
What forms can it take? ______ and ________.
Does it reflect time? YES / NO. If your answer is positive, which in e.g. b? ________
 We use a main verb in the present participle / in the past participle. E.g.
………………………
● Finally , take a look at sentence b and write a similar statement in the box below.
“Spanish………………………………………………………………………………………………………………..”
THIS IS CALLED PASSIVE VOICE
6
LITERATURE CLASS
5. Your Literature teacher gives you a quote by Chinua Achebe. When you read it, it
reminds you of the wordcloud and of Borges’ words on page 1.
“I feel that the English language will be able to carry the weight of
my African experience.... But it will have to be a new English, still
in communion with its ancestral home but altered to suit its new
African surroundings.” (Chinua Achebe, 1975).
a. Your teacher asks you to write a short reflection related to the questions below:
Why does Chinua need “a new English”? How can he alter English to feel it is his
language?
b. Chinua Achebe writes about English and his local experience. You realize that we need
to think about our local, Latin American languages and experiences. You resort to the bar
graph below about Spanish:
7
 GW. Take a look at the statements below and answer questions a, b and c.
i. The Spanish speaking population in Mexico is bigger than in the rest of the
countries.
ii. The Spanish speaking population in the USA is larger than in Spain.
a. What do these statements express? _______________________

b. How do they express this? Circle the relevant language.
c. What do you notice in the adjectives? ________________
 See these other statements. Complete the gaps under each.

iii. Spanish is more difficult than English.
[the comparative structure is ………………………….……………………..]
iv. English is more popular than Spanish

[the comparative structure is …………………………….…………………..]
 Reread statements i, ii, iii and iv. What is the difference in the comparative
structure?
Adjective: i. _________ ii. ___________ iii. ___________ iv. ___________
Comparative form: i. ________ii. ________iii. _______________iv. _____________
i and ii are ___________adjectives. They take _______
iii and iv are _________ adjectives. They take _______
Both take the comparative nexus _________to establish comparisons.
THESE ARE CALLED COMPARATIVE ADJECTIVES
Suppose you want to lay emphasis on the different values in the bar graph. Go back
to 4.a, look for the elements that emphasize the differences and answer d below.
d. Can you use them in the statements i. ii. iii and iv above?
 ___________________________________________________________
 ___________________________________________________________
 ___________________________________________________________
 ___________________________________________________________
WE CALL THEM INTENSIFIERS
8
HISTORY CLASS
6. Today’s History lesson is about revealing the historical explanation for a present-day
fact: the number of NNS of English is far larger than the number NS of English.
HOW CAN WE ACCOUNT FOR THIS?
a. Look at the map below. What can you see?
b. The task your History teacher gives you is the following:

Read the article ‘How did English become the world’s most widely spoken language?’ and
match the DATES to the EVENTS. There are two events that correspond to one date.
How did English become the world’s most widely spoken language?
BY ALEX HAMMOND · MARCH 6, 2014
Five hundred years ago between five and seven million people -most of them living in
the British Isles- spoke English. Now, more than 1.8 billion people around the world
speak English.
How did this happen?
The growth of English is not related to the structure of the language but to politics.
9
The British Empire
After developing for almost a millennium on the British Isles, English was taken
around the world by the sailors, soldiers, pilgrims, traders and missionaries of the
British Empire.
For example, around 1620 English-speaking puritans arrived in North America
together with Spanish, French, Dutch and German immigrants. In the following
centuries, their languages -Spanish, French, Dutch and German- were also spoken
there.
Knowing the importance of language for national identity, the USA founders decided
that English had to be the language of the United States. As a consequence, in some
states there were restrictions on teaching other languages.
But it wasn’t just North America that said “hello” to English: at the beginning of the
twentieth century, the British Empire expanded across very large areas of the world.
Gone but not forgotten

In most countries controlled by the Empire the main activity was trade, so not many
British people stayed in those Asian and African colonies where English was the
language of business, administration and education but not the language of the people.
Today, English has a key role in these ex colonies where, for a long time, access to
English meant access to education. This created an English-speaking elite in some of the
world’s most populous places such as India and Africa. And elites tend to be good at
self-preservation.
In the 20th century, many countries declared their independence and became
officially multilingual, but they needed one language to communicate with other
nations. Again, that language was English. As a result, English has become the L1
(dominant or official language) in about 100 territories: a direct legacy of the British
Empire.
In countries such as Australia, Canada and the USA where large colonies settled,
native languages and cultures have almost disappeared because of the presence of
English.
However, this was not enough to give the language its international status. The rise of
the USA in the 20th century determined the expansion of English all around the world.
Two world wars and the rise of the USA

In the years after 1945, while Europe was recovering from the war, the US business
world flourished. Since then, English was carried around the world as the language of
trade. This continues in the 21st century with English as the most spoken foreign
language in the majority of European Union countries, although it is not the L1 (official
language) in all of them.
The cultural legacy was also very important to the growth of English after the Second
10
World War. A clear example is the hippy movement which came from the USA (San
Francisco) and England (London). Also, the US had an impact on European culture
through rock and roll, jazz and - later-, disco and hip hop. Hollywood movies and
American television series became global sensations. In reference to England, through
bands like The Beatles, the Rolling Stones, Queen and Pink Floyd, it also played a big
part. Music festivals including the Isle of Wight and Woodstock became iconic for a
whole generation.
This cultural influence so-called “soft power” has proved to remain vital beyond social
and historical changes. (Adapted from Hammond, A. (2004) blog.esl-languages.com >
blog > English)
DATES EVENTS
16th century The British conquered new lands and established colonies around the
world.
17th century About 2 billion people speak English.
Early 20th century Colonies separated from the Empire.
Throughout the
20th century European immigrants arrived in North America.
Mid 20th century English became the language of international business.
21st century US commerce helped the growth of English as an international language.
Fewer than 8 million people spoke English.
11
c. You have to prepare an oral presentation about English for your History class, so you
use the article to organize your ideas. These are the steps you decide to follow.
Step #1 You look back at the text and try to answer the question in the title with these
ideas.
It was the language of….
English-speaking puritans
arrived…
It killed native…
USA founders decided…
The rise of the US ……

It was taken around the
world by…
The Empire expanded…
In the 20th c. countries In the colonies it meant

needed… access…
Step #2 You join the question to its answers.

See the examples:
Question: How did English become the most widely spoken language?
Answers:
 English became the most widely spoken language because it was taken around the
world by soldiers, pilgrims and missionaries.
 English became the most widely spoken language as a result of the arrival of English-
speaking puritans in the USA.
Step #3 Before you write the rest of the answers you reread the text to find other
words/phrases to join question and answers. These are the ones you found:
 __________________ (paragraph #___ )
 __________________ (paragraph #___ )
 __________________ (paragraph # ___)
 __________________ (paragraph # ___ )
12
Step #4 Finally, you decide to organize your presentation on a PowerPoint with this
format:
because it was taken around the world by soldiers, pilgrims and

missionaries.
English
became the
most widely
spoken
language (.)
GW.Talk to your classmates and complete the task below.
(1) English ................................................ widely........................................................

(2a) because..................................................................................................................
Or
(2b) because ____ the extension of the British empire.
Or
(2c) as a _________ of the need to have a common language.
 What elements have you used to express the relation between ideas (1) and (2
a,b,c)?
___________________ , ____________________ , ___________________
 What is the relation? ..................................................

 In statement (1) above, we express the ..................................
 In statements (2 a,b,c) above, we express the .................................
 Let us focus on the elements that link the ideas:

In 2a _____________ is followed by: A SENTENCE / A NOUN or NOMINAL STRUCTURE
In 2b and 2c _________________and _______________ are followed by A SENTENCE
/ A NOUN or NOMINAL STRUCTURE.
In conclusion,
After the preposition ________ we use ……………………………………………………………………
13
 Can you reverse the order of ideas (1) and (2 a,b,c)? Try it out once below.
(3) _________________________________________________________________.
 Have you made any changes to the original statements to build (3)?
........................................................................................................................................
THESE ARE CALLED LINKERS OF CAUSE or REASON – CONSEQUENCE or
RESULT
7. As you were reading the text you noticed some words in italics. You asked your
Literature teacher about them. She gives you a task to clarify the topic:
a. The writer uses italics on four occasions. Circle them in the text.
b. Your teacher anticipates that the Literature test includes the use of italics so you
practice with the other words in italics in the text. See the example below:
“tend” means: In the text “tend” means:
“having a tendency; sometimes” “as a rule; always”

e.g. Elites are sometimes good at self- e.g. Elites are always good at self-
preservation preservation
“the” means: In the text “the” means:
14
c. To close the practice, your teacher gives you this task.
 GW. Why does the writer use italics? Blacken in the right option:
o to emphasize the information
o to catch the reader’s attention
o to change the meaning of the word
 Read and complete the statements below:
● Italics are a type of ______________________________________________.
● When we use italics, we __________________________________________.
● When we speak or gesture, we produce a similar effect by _______________
_______________________________________________________________.
● Take a look at this text. Can you account for the use of italics?
“English is a language for all people because American and British traditions are
at the heart of the world’s culture”.
__________________________________________________________________
_________________________________________________________________.
8. Back in your History class, the

teacher introduces a Project that also
involves Literature. It’s about
aboriginal languages. The Project
begins in the classroom but goes
beyond it. It will reach the
community.
a. Your History teacher says: “Look at the map. What language are we going to speak
about?”
15
b. And she moves on to ask: “Don't know? Follow the cues in the bullet box.
The language is G _ _ _ _ _ _
For the Project you need to learn a lot about the Guaraní people and culture. This text
from https://es.wikipedia.org/wiki/Idioma_guaran%C3%AD provides some important
information.
In Paraguay Guaraní is an official language -the same as Spanish. Around two-thirds of the
Paraguayan population speak Guaraní. Paraguay’s constitution is bilingual: the two
languages are considered equal. The linguistic situation in Paraguay, however, is quite
complicated because almost nobody in Paraguay speaks ‘pure Spanish’ or ‘pure Guaraní’.
Most people code-switch between Spanish and Guaraní. At one extreme, better educated
and more urbanized people tend to speak Spanish with a small amount of Guaraní. At the
other extreme, less educated and more rural indigenous people tend to speak Guaraní
with many Spanish words. This is called Jopará. It is estimated that over half of Paraguay’s
16
rural population speaks Jopará. Speakers of Guaraní who are not fluent in Spanish have
fewer opportunities for education and employment.
In Argentina Guaraní is the second official language of the Argentine province of
Corrientes since 2004 and it is taught at all levels of the educational system in that
province. Besides, there is a Guaraní version of the provincial constitution since 2007. In
2015, the province of Formosa announced that the Law against Family violence will be
published in Qom and Guaraní.
c. As part of the Project, you will teach younger students about the Guaraníes. So, you
need to reformulate the information in the text to suit a worksheet for your “students”.
Use the keywords and phrases in the box. The beginning is on the worksheet.
bilingual
In -Paraguay
as / as - school - rural -reality
the linguistic Joparáis- complex.
more - get_________________________
a job - Corrientes - Formosa
______________________________________________________________________
_______________________________________________________________________
In Argentina _________________________________________________
______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
9. You decide to include a quote in Spanish because you consider the journalist’s opinion
very valuable.
The Guaraní has been recognized as the language of labour of the Mercosur1. As regards this
situation a journalist from El Mercurio Digital2 said: "Es preferible aprender un idioma nuestro,
que sea auténticamente latinoamericano, que intercambiar expresiones e ideas con ropajes
ajenos. (…) ¿Por qué aquí no se le da la atención debida al guaraní, ya que otros idiomas nativos
han ido caducando? América Latina tiene la oportunidad de dar ejemplos al mundo. Esta atención
concedida al guaraní no significa el abandono gradual del portugués o el español en los países del
Mercosur, sino una manera de dar voz a una de nuestras raíces, la indígena, y valorizar lo propio
sin ningún sentimiento de atraso o culpa. Los países llamados desarrollados tendrán que aprender
el guaraní y respetar el espacio cultural latinoamericano"
Bruno Peron Loureiro, journalist
1 El Mercado Común del Sur (MERCOSUR) es un proceso de integración regional instituido inicialmente por Argentina,
Brasil, Paraguay y Uruguay al cual en fases posteriores se han incorporado Venezuela* y Bolivia, ésta última en proceso
de adhesión. https://www.mercosur.int/quienes-somos/en-pocas-palabras/
2 Diario de Chile. https://digital.elmercurio.com/2023/02/247
17
a. You include a question for your “students” to answer:
 What does Peron Loureiro mean by "intercambiar expresiones e ideas con ropajes
ajenos"? Think of these guiding questions:
In the context of people speaking (“intercambiar expresiones”): What can be the
“ropajes (ropas)”? What does “ajeno” mean here?
b. In the Project there is information about the Guaraní language in Argentina that
shows that it is healthy and vital. Use the text below to support this idea.
When the Spanish arrived, 35 languages were spoken in the territory that
corresponds to present-day Argentina. Today there are only 12 languages and
almost all are in danger of extinction.
The linguistic family tupí-Guaraní belongs to the linguistic trunk tupí, which
condenses 62 languages. Within the family, the languages specifically Guaraníes
are eight and have more than 5 million speakers in all the continent. In
Argentina, four languages of the family are spoken:
 The chiriguano, spoken by chiriguanos, chañes and tapietés in the provinces
of Salta and Jujuy;
 The Guaraní correntino, mainly spoken in the province of Corrientes; also in
Chaco, Misiones, Formosa and, due to migrations, in Rosario and Buenos
Aires;
 The Paraguayan Guaraní, spoken by Paraguayan migrants (mainly in Buenos
Aires);
 The mbyá, spoken by the mbyás in Misiones.
Taken from: https://es.wikipedia.org/wiki/Idioma_guaran%C3%AD
Guaraní in Argentina…
18
10. In the Literature class you continue working on the Project and read a text called
“America’s discovery was a massacre.” The title is striking but first you focus on task a
under the text.
America's discovery was a massacre

Telam considers the conquest as the biggest genocide. According to the controversial
article from the official newsagent, "The arrival of the Spanish meant an extermination
that decimated a whole population, since 90 million people were killed."
12 Oct 2005
Buenos Aires.- The biggest genocide in history -the conquest and colonization of America-
is 513 years old today, when Christopher Columbus first stepped on a land that far from
belonging to a "new" world, had been inhabited by different cultures for thousands of
years. When the Spanish arrived, there wasn't one, two or three cultures -as is usually
taught- but innumerable cultures along the American territory.
However, only those peoples which got in touch with the Spanish language are usually
known. Cultural heterogeneity is a characteristic of this long American period known as
"precolonial", a name that blurred the cultural richness of the continent. Upon this
richness the Europeans acted in 1492.
With the arrival of the conquerors, an extermination -which decimated the population of
the region- began. 90 million people were killed and the cultural development on this side
of the Atlantic was broken. A whole world was invaded by the imperial appetite and euro-
centrist arrogance which destroyed America's millenarian cosmovision.
19
First defined as "Discovery of America", then as "Race Day", later Encounter of Cultures,
the arrival of the peninsular people was -in fact- a conquest, an invasion, a massacre.
Power took the form of acculturation, evangelization, colonization, destruction of
autochthonous economies and everything fell under the control of the invaders: natural
richness as well as men.
Centuries later, the processes of independence opened with struggles which -throughout
the continent- were led by the criollos who expelled the Spanish.
Later, the criollos built the National States but left the aboriginal people out, invaded their
lands and persecuted them: a racist conception had taken over.
However, at the margins of this history and in the middle of destruction, atomization and
deepest pain, there were permanent resistance struggles.
The values from the old cultures continued circulating and were transmitted from
grandparents to grandchildren in the most absolute intimacy and clandestinity.
Today, between 50 and 60 million inhabitants in Latin America -according to figures of the
International Labor Organization (ILO)- keep their origin and culture.
Bolivia, Perú, Guatemala and Ecuador are the countries where the population is mainly
aboriginal; in 5th and 6th places are Mexico and Honduras, along with the mestizaje that
is witness to the aboriginal marks.
Nevertheless, the figures about the aboriginal population are hard to determine due to
the discrimination and negation that the aboriginal population suffers.
Nothing to celebrate.
Different historians agree that on October 12th there is nothing to celebrate, that the
conquest and destruction of peoples cannot be celebrated.
They agree that the celebration of the "civilizing act" -the ruling idea that justifies its
commemoration- denies the value of human life, disregards aboriginal peoples and
discredits the advances in social science research that reveal the other history.
Contemporary aboriginal people were the first to oppose the celebration of October 12th
and organized a counter-celebration the previous day as the last moment of freedom.
As part of the counter-celebration, the complaints about their rights come from far,
including land, natural resources, identity, language and they comprise all Latin American
territories. (Télam)(Adapted from La Gazeta ed. 12/10/05)
http://www.lagaceta.com.ar/nota/131522/informacion-general/descubrimiento-america-fue-
masacre.html
a. Your teacher asks you to focus on paratextual information:
● Where does the text come from (source)? ____________________

● What type of text it is? ____________________
● In the text, number 1-4 the following paratextual components: Title - Image - Date –
Lead.
● What information do they give you about the text? _____________________________
20
b. The article is very critical of the American Conquest. You decide to include it on the
worksheet but before make some questions for the class to answer.
When the Spanish invaded the American territory, how many cultures were living there?
__________________________________________________________________________
__________________________________________________________________________
What does "the imperial appetite" refer to? When do you have "appetite"? Can you
explain it in the context of the text?
__________________________________________________________________________
__________________________________________________________________________
Think of the word "eurocentric". It contains two words. Which are they?
What is the importance of the word "eurocentric" in the text?
Why is it next to "arrogance"?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
What did the criollos do?
How did they relate to aboriginal people?
__________________________________________________________________________
__________________________________________________________________________
What is a counter-celebration? What did aboriginal people counter-celebrate?
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
c. As you are reading and answering the questions, you realize that in the text the word
CONQUEST is equivalent to GENOCIDE. So you try to find other (near) equivalents and add
them to a wordcloud you have designed for the worksheet.
In this way your worksheet includes the idea of “a web of meanings” or SEMANTIC FIELD.
21
The Project includes texts that see the phenomenon from different perspectives. In
reading the text from La Gazeta in more detail, you notice that there are some words /
phrases between inverted commas (“ “). The Telam journalist wanted to use them for
some reason.
Analyzing the words / phrases between inverted commas and who says them is
interesting for the Project because you can reflect upon the language and the events. For
this reason, you proceed in the following way:
d. You identify the words and phrases between inverted commas in the text and write
them in the box below.
WORDS/PHRASES WHO SAYS THEM
 “precolonial”  the Europeans (not the journalist)
 “civilizing act”  the conquerors (not the...
e. You decide to include the voice of the journalist:
WORDS/PHRASES WHO SAYS THEM The JOURNALIST tells the

reader: Read this in the
following way >>>
“precolonial” the Europeans incorrectly labeled precolonial
“civilizing act” the conquerors incorrectly labeled civilizing act
22
GW. Talk to your classmates.

The journalist used inverted commas to say:
O these are my words and I emphasize them
O these are not my words but I agree with the speaker/writer
O these are not my words and I disagree with the speaker/writer
Take a look. Read the LANGUAGES handout and try to find examples for (a) and (b)
(a)You can take others’ words e.g.

neutrally (cite).
e.g.
(b)You can take others’ words but e.g.

distance yourself from them.
e.g.
LANGUAGES & Cultures

11. You have read a lot about languages and cultures so you plan a trip to Peru, where the
Inca civilization developed. So you decide to gather some information about the Incas.
a. You go to the university library and look for present-day data about their language,
history, economy, religion and artistic development. As you read, you reformulate the
information to simplify the texts.
HISTORY
The Incas appeared by the end of the XII century. A small tribe _________ in the
Cuzco valley and _______ the capital city. The Inca people_______a pastoral tribe.
In only 50 years Manco Capac, Pachacutec and Tupac Yupanqui __________ the
biggest and largest American empire.
(found – settle – create - be)
23
ECONOMY
The Incas’s pastoral spirit was _________ in their economic activities. They_______
_______a strong commercial tradition so they ________ _______ money. They
__________ fairs to exchange products. From mining they ______ gold and silver
which _______ ________to Cuzco. The Incas______ basically agricultural people:
they_____________ corn, potatoes, coca and quinoa in the valleys and coastal
areas. They also ________ some fishing in the Titicaca river and on the coast. They
_________ llamas, alpacas, Guinea pig, dogs and ducks. They ___________ animals
with slingshots, boleadoras and macanas.
(not have – get – send – raise – cultivate – hunt – be – do – reflect – not use-
organize)
RELIGION
The Inca ___________in reincarnation. Death was _________a passage to the next
world that ______ full of difficulties. The Incas ___________human sacrifices; for
example, more than 4000 people ________ ___________ when Huayna Capac
_________ in 1527. They also __________ religion to unite the large populations
under the empire. The Incas _______ _________ local religious traditions: they
________ allowed to continue. They ____________ Inti, sun god and patron deity
of the holy city of Cusco (home of the sun).
(kill - die- use- make- not stop – venerate – allow – be –believe – consider)
b. You are very much interested in the Incas’ language and architecture so you contact a
teacher of Pre-Columbian Art and History: Ms. Gutierrez. You talk to her and record her
to later review the information
Ms.G.: So, I see you are very interested in the Inca civilization. You are planning a trip
to Peru, aren’t you?
You: …………………………………………………………………………………….?
Ms.G.: Well, first of all, you should know that Quechua is an indigenous language
family. It is spoken primarily in the Andes of South America.
You: And how ………………………… the Incas ………………………………………………?
Ms.G.: Well, communication was not a problem. Back in time, the Inca Empire didn’t
have a written language so the empire's main form of communication and recording
came from quipus and from spoken Quechua, the language the Incas imposed upon
the peoples within the empire.
You: …………………………………………………………………?
Ms.G.: A system of knots used for counting and communicating.
You: Oh! And ………………………………………………………..impose?
Ms. G.: The type of Quechua the Incas imposed was an adaptation from the Kingdom
of Cuzco -some historians define it as the Cuzco dialect. Most of the societies within
the empire implemented Quechua into their lives but the Incas allowed several
societies to keep their old languages such as Aymará.
24
You: Are ………………………………………………………………..?
Ms.G.: Quechua and Spanish are now very much mixed, with hundreds of Spanish
loanwords in Quechua. Also, Quechua phrases and words are commonly used by
Spanish speakers. In southern rural Bolivia, for instance, many Quechua words such as
wawa (infant), misi (cat), waska (strap or thrashing) are as commonly used as their
Spanish counterparts. Quechua has also had a profound impact on other native
languages of the Americas, such as the Mapuche language.
 After listening to the recording, these are your notes:

The Incas were a huge empire. They imposed their language upon previous
populations.
The Incas didn’t have a written language. They communicated only orally.
The Incas language had no written form. The linguistic records come from quipus.
The Incas allowed other societies to keep Other languages survived.
their languages.
The Cuzco dialect of Quechua predominated. The kingdom of Cuzco was the centre of the
Empire.
Quechua and Spanish got mixed. Loanwords are very common in both
languages.
c. You reorganize your notes briefly:
The kingdom of Cuzco was the center of the Empire. Consequently, the Cuzco dialect
of Quechua predominated.
d. Ms. Gutierrez also gives you a sheet with the approximate number of Inca speakers per
country for you to compare countries in your notes.
25
Approximate number of Inca speakers per
country
Argentina 900,000
Bolivia 2,100,000
Chile few if any
Colombia 25,000
Ecuador 2,300,000
Perú 3,260,000
The number of Quechua speakers in Argentina…
In Peru the number…
Ecuador has got far more speakers of Quechua than Colombia, but it has got fewer
speakers than Peru.
In Chile there…
The Quechua-speaking population in Colombia is…
The number of…
e. Once in Perú, you are impressed by the Machu Picchu –the Inca most beautiful and
strategic fortress. You email Ms. Gutierrez to thank her and include a pic of the site.
msrodriguez@gmail.com
Hi from Perú…
Dear Ms. Gutierrez,

Here I am, in front of this magic architectural monument of the Inca
civilization. I am really moved by the beauty and size of these ruins. You
were right. This is the experience of a lifetime.
Here I have learnt that Machu Picchu ___________ ___________ a UNESCO
World Heritage Site in 1983. In 2007, Machu Picchu __________
________one of the New Seven Wonders of the World in an Internet poll
with a hundred million voters worldwide. Also, I_________ ___________that
large parts of the film The Motorcycle Diaries -about Che Guevara’s young
years- ____________ ___________ here. Thanks a lot for your help!
26
f. Ms Gutiérrez sends The Motorcycle Diaries trailer, a quote and a couple of questions to
compare your trip to Che Guevara’s.
https://youtu.be/u6jz_b80V5g
“They are on a road to
forget who they were and
discover who they are.”
What is this “road”?
Why should they forget who they

were to discover who they are?
How will they achieve this?
1.
2.
3.
12. Now, as part of the Project your teacher asks you to choose another Latin American
aboriginal language, do some research work and prepare to present it orally. You should
talk about it from a historical and present-day perspective. You can organize your
presentation following Task 7.b.
13. To close the Project the teacher will run a Google poll. In groups of five you are going
to think of a new name for October 12th and explain briefly why you chose it.
27
________________________________________________________________________
A FAR-REACHING EMPIRE
14. History classes can be good sites for reflection. Your history teacher asks about the
label she has given to your worksheet: A far-reaching empire.
a. What are the implications of this title? How far did the British Empire reach?
b. Then she focuses on the USA and shows you the image below. You realize the
colonization of Britain in the USA and write some questions about it.
1. ______________________________________________________________?
2. ______________________________________________________________?
28
c. You also understand their use of the English language.
One mate reads out: “When the English colonised present day USA, they brought English
with them. The same happened in South Africa, New Zealand, Australia, Ireland, Wales and
Scotland.” [https://www.quora.com]
Your teacher requires opinions on the topic. One of you keeps record of the ideas on the
whiteboard.
d. Later, you are required to do some research work in groups (A, B and C) on
Immigration in the USA and its influence on the English language. The different groups
have to ask and answer some questions about a text at the Encyclopedia Britannica
website.
29
 Group A asks Group B the four questions under the text:
“Until the Declaration of Independence, two-thirds of the immigrants came from England,
but after that date they arrived in large numbers from Ireland. In 1845 1,500,000 Irish
looked for homes in the New World. The European revolutions in that century drove
many Germans to settle in Pennsylvania and the Midwest. When the American Civil War
ended, millions of Europeans crossed the ocean and eventually settled mostly in the North
Central and Upper Midwest states (...)”[https://www.britannica.com/]
When / Declaration of Independence? 1.
What / in 1845? 2.
When exactly / European revolutions? 3.
What countries / European immigrants / from? 4.
 Group B answers the four questions with a more complete version of the text
“Until the Declaration of Independence in 1776, two-thirds of the immigrants came from
England, but after that date they arrived in large numbers from Ireland. In 1845, because
of the Irish Potato Famine, 1,500,000 Irish looked for homes in the New World. The
European revolutions of 1848 drove many Germans to settle in Pennsylvania and the
Midwest. In 1865, when the American Civil War ended, millions of Scandinavians, Slavs,
and Italians crossed the ocean and eventually settled mostly in the North Central and
Upper Midwest states. (...)” [https://www.britannica.com/]
1.
2.
3.
4.
 Group B has found interesting information about the introduction of languages in the
USA but it is incomplete. They ask four questions to Group A.
“In some areas of the USA, the African Americans who worked in the rice and cotton
plantations developed a contact language. Besides, other immigrant groups introduced
new varieties in which the influence of ethnic origins is evident, and some immigrant
languages are widely spoken. (...)” [https://www.britannica.com/]
30
In what areas / African Americans/? 1.
What / contact language /? 2.
What other immigrant languages /? 3.
Where / these immigrant languages/? 4.
 Group A goes to the website, finds the info and answers below.
“In some areas of South Carolina and Georgia the African Americans who worked in the
rice and cotton plantations developed a contact language (called Gullah, or Geechee).
Besides, other immigrant groups introduced new varieties in which the influence of
ethnic origins is evident, and some immigrant languages are widely spoken (like
Spanish, in the southeastern and southwestern states) (...)” [https://www.britannica.com/]
1.
2.
3.
4.
15. Back at home, you feel sick and do not to go to class the next day. You ask Lautaro
for his notes but they are incomplete. You phone him and add the missing information to
your worksheet.
English speakers first start? colonizing America more than 400 years ago.
Back then, the colonies was? particularly attractive to people who needed?
to make a living there. With the success of tobacco, America becames? more
?
attractive for those with money. So in America, English was influenced by many
factors: a new landscape, new animals, and new people. Those influences are seen
in the vocabulary. Many words were taken from the indigenous cultures, e.g.
moose, raccoon, caribou, squash and toboggan. Some others was taken?
from the languages spoken by the European immigrants.
31
Spanish gave many words such as canyon, coyote and tornado. French gived
?
words such as prairie and bureau. Words such as bluff, boss, and waffle were bringed?
by Dutch immigrants; and German immigrants carryed? with them words
such as pretzel.
16. Lautaro tells you that you are supposed to comment on the image below as homework:
__________________________________________
[1] Percas H. (1958i) “Algunas observaciones sobre la lengua de Borges” in Revista-iberoamericana.pitt.edu
[2] Hadis, M. in Rednel Huila.wordpress.com (accessed April,22)
32

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UNIVERSIDAD NACIONAL DE LA PLATA

RECORRIDO INICIAL ILI B 2024

1a. They are not respected when…

The right to……………………………………….

The right to……………………………………….

Her life changed when she and her mother

escaped from Myanmar to Bangladesh: the world’s

largest refugee camp is in this country.

This is her routine:

7 a.m.: Every morning Jannatul

wakes up in a shelter made of

bamboo and a plastic tarp. She

doesn’t live alone. She shares the

shelter with her mother.

Jannatul’s father and two

younger siblings died in the conflict.

her of her home.

I can only practise it at home or at the religious school,” says Jannatul.

they had no food to eat for days.

picture books and draws.

Abul feel thankful they have each other.

1 p.m.: At 1 pm, she enjoys lunch with her mom.

them. On Sunday they attend a religious ceremony.

feel loved here,” says Jannatul.

help with the cleaning,’ says Jannatul.

1. In the morning, Jannatul attends a …………………………….…………………in the refugee camp.

2. Jannatul and other children study and play at the……………………………….

3. At midday, Jannatul and her mom have ………………………………………………… together.

Picture 1: Jannatul only ___________ her religion in the

centre. She doesn’t practise her religion at home.

Jannatul’s religious instruction starts very early and

________ (continue) in the morning. It _________ _________ (not finish)

until all children say their daily prayers.

Picture 2: Abul makes beautiful pictures. He usually

__________(paint) pictures of his life in the camp with

Jannatul. He doesn’t paint alone.

drawings, too. I don’t help him a lot because he is really imaginative. He

___________ _________(not need) me!”

partners from school or with friends. But surely you ______________

__________ breakfast at a refugee camp.”

Picture: 3: Jannatul says: “Sometimes children reject some

foods at mealtimes because they _________ ________

We, Rohingya people, value food.”

Picture 4: Jannatul’s Mom says: “Every night, Jannatul and I

hug before going to sleep. We always

________________about our day, too. We don’t go to

sleep without a hug or a _____________________ because we ________

________(not sleep) well then.”

❖ Replace the subject by the corresponding pronoun:

❖ Are these verbs different from their infinitive forms?

We call this tense simple present.

lead feel lives starts love is not miss

meet goes not live lives not finish stay plays

The routine of a refugee

Jannatul is 5 years old. She …………………

Her routine …………………………..very early: at 7 a.m. and it……………………………………….

Jannatul and her mom …………………………………………………………………..in a house. They

Religion ……………………………….an important role in her life. Every day, she

____ (continue) in the morning. It _ _____ (not finish)

___ _(not need) me!”

foods at mealtimes because they _

sleep without a hug or a _____________ because we

2. Does she __criticism Yes, does.

4. _the Myanmar government ____, it does.

7. we -as ordinary No, ___don’t.

8. Do migrants __________ Yes, _ ___________