ENGLISH LANGUAGE I

Departamento de Humanidades y Artes

Carrera: Traductorado Público en Idioma Inglés

Materia: Lengua Inglesa I

Profesores: Lilian Hreljac, Claudia Bértolo

JTP: Roxana Connolly, Nadia Couselo

Año y Cuatrimestre: 2017 Primer y Segundo Cuatrimestre

FUNDAMENTACION

Lengua Inglesa 1 constituye una de las materias troncales de la carrera de

Traductorado Público ya que el alumno pondrá en práctica las cuatro habilidades del
idioma. A su vez, profundizará los conocimientos de dicha lengua y al estar tal
asignatura complementada por la lectura de novelas, obras de teatro y cuentos cortos,
los alumnos se familiarizan con la cultura y la idiosincrasia del mundo anglohablante lo
cual les permitirá hacer traducciones realmente fidedignas.

OBJETIVOS DE LA ASIGNATURA:

- Que el alumno adquiera una mayor fluidez y enriquecimiento del idioma inglés y
que tienda a una mayor precisión en el idioma escrito y oral.
- Que el estudiante practique, mejore y analice las distintas formas de redacción a
partir de párrafos para la construcción de composiciones descriptivas y narrativas para
finalizar con la conjunción de ambas.

- Que el alumno reconozca en la lengua un elemento valioso para la transmisión

por vía oral o escrita de los conceptos.
- Que el alumno aplique los conocimientos lingüísticos desarrollados en la materia
para lograr una comprensión profunda de los textos que se le presenten y a la vez
que pueda expresar con corrección sus ideas e intenciones.

METODOLOGIA DE TRABAJO
Las clases serán teórico-prácticas, acompañadas por actividades y lectura que los
estudiantes realizarán como tarea domiciliaria.

Se tomará un (1) examen parcial en cada cuatrimestre y un mínimo de ocho (8)

trabajos prácticos en el año. Los alumnos deberán aprobar un 75% de los Trabajos
Prácticos.

El profesor podrá exigir además un trabajo especial que el alumno deberá aprobar
para estar en condiciones de rendir examen final.

METODOLOGIA DE EVALUACION

El examen debe ser escrito (eliminatorio) y oral. El examen escrito debe constar de
una composición de por lo menos tres párrafos con identificación de Topic Sentence,
lectura comprensiva de textos y ejercicios de uso de lengua.

En el examen oral el alumno expondrá un tema que haya investigado distinto a los
tratados durante el año y ser también interrogado sobre los cuentos cortos y las
novelas tratadas en clase.

CONTENIDOS PROGRAMATICOS

Unidad 1:

Use of Language:

- Tenses
Writing:

Forms of writing:

(Paragraphs)

- Gathering ideas.
- Organizing ideas.
- Paragraph planning.
- Coherence and cohesión
- Topic Sentence Summary Sentence

Reading Comprehension:

- Multiple choice exercises. Speed reading, matching, eliminating options, finding

relevant parts.
- Answering questions.
- Vocabulary in context.
Listening Comprehension:

- Multiple choice exercises. Matching, sentence completion, yes-no

statements
- Answering questions.
- Summarizing and note-taking.

Extensive Reading:

Suggested Novels: To Kill a Mockingbird. Harper Lee

Short Story: The Fall of the House of Usher Edgar Allan Poe

Unidad 2

Use of Language

- Modals

Writing:

-How to write a Narrative text (Composition)

- Gathering ideas.
- Organizing ideas.
- Transition between paragraphs
- Coherence and cohesion
- Beginning and endings.
- Revising and writing.

Reading Comprehension:

- Multiple choice exercises. Matching, sequencing, referencing.

- Answering questions.
- Vocabulary in context.

Listening Comprehension:

- Multiple choice exercises. Matching, completing.

- Answering questions.
- Summarizing and note-taking.

Extensive Reading:

Short Stories. The Test . Angelica Gibbs

Unidad 3:
Use of Language
- Conditional Sentences.

Writing:

-How to write a good Descriptive Text (Composition)

- Describing: - Places
- Coherence and cohesion
- Transition between paragraphs
- Beginning and endings.
- Revising and writing.

Reading Comprehension:

- Identifying content links, matching, identifying topics.

- Multiple choice exercises.
- Answering questions.
- Vocabulary in context.

Listening Comprehension:

- Multiple choice exercises. Compare and contrast. Developing a discussion.

- Answering questions.

- Summarizing and note-taking.

Extensive Reading:

Suggested Novels/Plays: Animal Farm, George Orwell

Short Stories: The Chaser John Collier

Unidad 4:

Use of Language

- Passive Voice

Writing:

- Descriptive (Composition)

- Describing: - People.
- Coherence and cohesion
- Transition between paragraphs
- Beginning and endings.
 - Revising and writing.

Reading Comprehension:.

- Multiple choice exercises.

- Answering questions.
- Vocabulary in context.

Listening Comprehension:

- Discussing drawbacks and benefits.

- Multiple choice exercises.
- Answering questions.
- Summarizing and note-taking.

Extensive Reading:

Suggested Novels/Plays: Educating Rita

Unidad 5:

Use of Language:

- Clauses 1 (Relative Clauses – Noun Clauses)

Writing:

- Describing Festivals and Special Events (Composition).

Reading Comprehension:

- Multiple choice exercises. Speed reading, matching, eliminating options, finding

relevant parts.
- Answering questions.
- Vocabulary in context.

Listening Comprehension:

- Multiple choice exercises. Matching, sentence completion, yes-no

statements
- Answering questions.
- Summarizing and note-taking.

Extensive Reading:
 Suggested Novels: The Grass is Singing. Doris Lessing

Unidad 6

Use of Language

- Reported Speech and Indirect Questions.

Writing:

-How to write an Argumentative text (Preliminaries):

- Gathering ideas.
- Organizing ideas.
- Transition between paragraphs
- Coherence and cohesion
- Beginning and endings.
- Revising and writing.
- Thesis Statement

Reading Comprehension:

- Multiple choice exercises. Matching, sequencing, referencing.

- Answering questions.
- Vocabulary in context.

Listening Comprehension:

- Multiple choice exercises. Matching, completing.

- Answering questions.
- Summarizing and note-taking.
Extensive Reading:

Short Stories. Lamb to the Slaughter. R Darhl

BIBLIOGRAFIA BASICA OBLIGATORIA

Cuadernillo de cátedra

Extensive Reading:

Novels:

To Kill a Mockingbird, Harper Lee.

Animal Farm, George Orwell, Longman

The Grass is Singing, Doris Lessing

Plays: The Importance of Being Earnest. Oscar Wilde. Penguin

BIBLIOGRAFÍA OPTATIVA

Reading Comprehension:

- Progress To Proficiency, Leo Jones. Cambridge Univ Press.

- Focus on Proficiency, Sue O'Connel. Nelson.
- Paths to Proficiency, Naylor & Hagger. Longman.
- Proficiency Testbuilder, Mark Harrison. Heinemann. 1994.
-
Use of English

- English Course GCSE Edition, Rhodri Jones. Heinemann

- New Proficiency English, Book 3. W.S. Fowler. Nelson
- Advanced English Practice, Michael Vince. Heinemann.
- Proficiency Testbuilder, Mark Harrison. Heinemann. 1994.
- A Proficiency Course in English. F.V. Bywater. Hodder and Stoughton. 1984.
-
Writing
- Writing, Style and Grammar. James D. Lester. Harper Collins. 1995.
- Refining Composition Skills. Smalley and Ruetten. Heinle & Heinle.1995
- Successful Writing Upper Intermediate
-
Listening Comprehension:

- Proficiency Plus, McCarthy, MacLean & O'Malley. Blackwell

- Progress To Proficiency, Leo Jones. Cambridge Univ.Press.
- Focus on Proficiency, Sue O'Connel. Nelson.
- Paths to Proficiency, Naylor & Hagger. Longman.
- Speak-Up

Dictionaries

- Longman Dictionary of English Language and Culture, Longman.

- Collins Cobuild English Dictionary, Collins.
- Longman Language Activator, Longman.

- Longman Lexicon of Contemporary English, Longman.

- The Oxford Thesaurus, Oxford University Press.

- Webster's International Dictionary, Merriam Webster.

- Oxford Collocations OUP

- On-line Websites
ENGLISH LANGUAGE I:

READING AND
WRITING
 PARAGRAPH WRITING

From THE SUMMING UP

W. SOMERSET MAUGHAM

Task 1: Reading activity

1) Read the following paragraph from “The Summing Up” by Somerset Maugham.

At first sight it is curious that our offences should seem to us so much less

heinous than the offences of others. I suppose the reason is that we know all the

circumstances that have occasioned them and so manage to excuse in ourselves what we

cannot excuse in others. We turn our attention away from our own defects, and when we

are forced by untoward events to consider them, find it easy to condone them. For all I

know we are right to do this; they are part of us and we must accept the good and bad in

ourselves together. But when we come to judge others it is not by ourselves as we really

are that we judge them, but by an image that we have formed of ourselves from which

we have left out everything that offends our vanity or would discredit us in the eyes of

the world. To take a trivial instance: how scornful we are when we catch someone out

telling a lie; but who can say that he has never told not one, but a hundred? We are

shocked when we discover that great men were weak and petty, dishonest or

selfish…vain or intemperate; and many people think it disgraceful to disclose to the

public its heroes´ failings. There is not much to choose between men. They are all a

hotchpotch of greatness and littleness, of virtue and vice, of nobility and baseness.

Some have more strength of character, or more opportunity, and so in one direction or

another give their instincts freer play, but potentially they are the same. For my part I

do not think I am better or any worse than most people, but I know that if I set down

every direction in my life and every thought that has crossed my mind the world would

consider me a monster of depravity.

Task 2: Comprehension activities

1) Explain the meaning of the words underlined in the paragraph.

2) Sum up this paragraph in one short sentence.

3) Do you agree with the author´s evaluation of human nature?

4) Can any good be accomplished by showing to the public its heroes´ failings?
Any harm?

5) Is the author an optimist or a pessimist?

6) Which of the following is the better topic sentence for this paragraph?

A topic sentence is a sentence that captures the meaning of the entire paragraph
or group of sentences. It tells what the passage is mainly about.

Before writing any essay or even a paragraph, it is important to think, first about
the topic and then what you want to say about the topic. Most often, the topic is
easy, but the question then turns to what you want to say about the topic which
is the controlling idea. Topic sentences should always contain both (1) a topic
and (2) a controlling idea.

“At first it is curious that our own offences should seem to us so much less
heinous than the offences of others.”

“We turn our attention away from our own defects, and when we are forced by
untoward events to consider them find it easy to condone them.”

7) Argumentative exposition attempts to persuade.

What is the author trying to prove?

What is his most effective point?

What method of persuasion does the author use?

 From A ROVING COMMISSION

WINSTON CHURCHILL

Task 1: Reading activity

1) Read the following paragraph from “A Roving Commission” by Winston

Churchill.

The train started slowly, but gathered speed sooner than I had expected.

The flaring lights drew swiftly near. The rattle grew into a roar. The dark mass

hung for a second above me. The engine driver silhouetted against his furnace

glow, the black profile of the engine, the clouds of steam rushed past. Then I

hurled myself on the trucks, clutched at something, missed, clutched again,

missed again, grasped some sort of hand-hold, was swung off my feet- my

shoes bumping on the line, and with a struggle seated myself on the couplings of

the fifth truck from the front of the train. It was a goods train, and the trucks

were full of sacks, soft sacks covered with coal dust. I crawled on top and

burrowed in among them. In five minutes I was completely buried. The sacks

were warm and comfortable. Perhaps the engine driver had seen me rush up to

the train and would give the alarm at the next station: on the other hand, perhaps

not. Where was the train going to? Where would it be unloaded? Would it be

searched? Was it on the Delagoa Bay line? What should I do in the morning?

Ah, never mind that. Sufficient for the day was the luck thereof. Fresh plans for

fresh contingencies. I resolved to sleep, not I can I imagine a more pleasing

lullaby than the clatter of the train that carries you twenty miles an hour away

from the enemy`s capital.

Task 2: Comprehension activities

1) Explain the meaning of the words underlined in the paragraph.

 2) If a piece of writing has suspense the reader wants to know what is going to
happen next. Does this paragraph have suspense? If so, how has the author
achieved it?

3) The incident takes place at night. How do you know? Account for your answer.

4) Find examples of audible and visual images.

5) What does the metaphor “the dark mass” refer to?

6) Explain the repetition of words such as clutch and sacks in the paragraph.

7) What is the meaning of “sufficient for the day was the luck thereof”? What kind
of man could feel this way in these circumstances?

Narration is the telling of an incident or series of incidents. It is one of the three general
classes of writing, along with description and exposition.

The paragraph by Churchill that you have just read may be considered an example of
narration. A paragraph of narration may have a topic sentence clearing stating the main
idea of that paragraph. Generally, however, paragraphs of narration do not have topic
sentences, but instead reveal the topic of the paragraph by implication. In the paragraph
from A Roving Commission no single adequately states the topic. There is, however,
implicit in the whole paragraph a topic sentence something like: “Such were the
emotions and details involved in my escape.
 From THE NATURAL SUPERIORITY OF WOMEN

ASHLEY MONTAGU

Task 1: Reading activity

1) Read the following paragraph from “The Natural Superiority of Women” by

Ashley Montagu.

Having been made to feel inferior to men all their lives, it seems only “natural” to
expect many women to react to the feeling of inferiority, which the male dominated
world has produced in them, with behavior calculated to demonstrate that they are as
“good” as men. By such behavior, women do themselves and the world a
disservice. Women do not have to and should not, compete with men. They should
not compete with anyone, anymore than men should. Women and men should
cooperate. That is what they were intended to do by nature and that is what it is their
nature to do. The function of women is not to outdo men, but to do for men what
women alone are capable of doing; namely, to prepare them as children for the job
of being good human beings. Men must fully and sympathetically understand that it
is not their job which is the most important, but that it is the job of the woman, the
mother- the most significant job in the world. Men must understand that if anyone is
competitively handicapped in this connection, it is not the female but the male. But
why speak of handicaps? Only to clarify them. Men have made women feel that
childbearing and child rearing are handicaps which prevent women from
competing with men. The most important jobs in the world handicaps! The poor
male. And yet this piece of nonsense, wrongheaded and stupid and awful as it is,
has caused some women, particularly in our won time, to react with an overweening
desire to compete with men in their own fields, on their own ground, in order to
show them. How wrongheaded both attitudes are! Neither man nor woman should
ever work in order to compete.

Task 2: Comprehension activities

1) Explain the meaning of the words underlined in the paragraph.

2) What seems “natural” to expect in the behavior of women?

 3) How does woman competing with man do a disservice both to the woman and to
the world?

4) What should men and women do instead of compete? Why?

5) What does the author think is the most significant job in the world?

6) This paragraph is an argument.

Do you think it appeals more to reason or to emotions?

Do you think the argument is convincing? Sincere?

WRITING TASK

Choose one of the following options to write a paragraph.

Options for a narrative paragraph:

 “A Narrow Escape”

 “A frightening experience”

Options for an argumentative paragraph:

 Men are more dominated than dominating.

 Women really don`t want equality with men.

 Argue that there is hypocrisy in society.

Churchill’s Speech: We Shall Fight on the Beaches

Great Britain’s Prime Minister Winston Churchill delivered a speech to the House of
Commons on June 4, 1940. Churchill explained that the British effort in World War II
was not going well and that a German invasion of Britain was possible. A gifted orator,
Churchill knew he must convince the British people that victory would come someday.
When Churchill gave his speech, the U.S. had not yet entered World War II. He
references his hope that “the New World,” meaning the U.S., would join the war. Below
is the end of his speech.

I have, myself, full confi dence that if all do their duty, if nothing is neglected, and if the
best arrangements are made, as they are being made, we shall prove ourselves once
again able to defend our Island home, to ride out the storm of war, and to outlive the
menace of tyranny, if necessary for years, if necessary alone.

At any rate, that is what we are going to try to do. That is the resolve of His Majesty’s
Government - every man of them. That is the will of Parliament and the nation.

The British Empire and the French Republic, linked together in their cause and in their
need, will defend to the death their native soil, aiding each other like good comrades to
the utmost of their strength.

Even though large tracts of Europe and many old and famous States have fallen or may
fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not
flag or fail.

We shall go on to the end, we shall fi ght in France, we shall fight on the seas and
oceans, we shall fi ght with growing confi dence and growing strength in the air, we
shall defend our Island, whatever the cost may be, we shall fight on the beaches, we
shall fi ght on the landing grounds, we shall fight in the fi elds and in the streets, we
shall fi ght in the hills; we shall never surrender, and even if, which I do not for a
moment believe, this Island or a large part of it were subjugated and starving, then our
Empire beyond the seas, armed and guarded by the British Fleet, would carry on the
struggle, until, in God’s good time, the New World, with all its power and might, steps
forth to the rescue and the liberation of the old.

1- Why does Churchill repeat the phrase “we shall fight” over and over? How does
it support the main purpose of this speech?
JFK’s Inaugural Speech

John F. Kennedy was inaugurated as President on January 21, 1961. At age 43, he was
the youngest person to be elected President, and the first President to be born in the
20th
century. Below is part of his inaugural speech.

We dare not forget today that we are the heirs of that first revolution. Let the word go
forth from this time and place, to friend and foe alike, that the torch has been passed to a
new generation of Americans, born in this century, tempered by war, disciplined by a
hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit
the slow undoing of those human rights to which this nation has always been
committed, and to which we are committed today at home and around the
world.

Let every nation know, whether it wishes us well or ill, that we shall pay any price,
bear any burden, meet any hardship, support any friend, oppose any foe to assure the
survival and the success of liberty.

This much we pledge – and more.

To those old allies whose cultural and spiritual origins we share, we pledge the loyalty
of faithful friends. United there is little we cannot do in a host of cooperative ventures.
Divided there is little we can do; for we dare not meet a powerful challenge
at odds and split asunder.

To those new states whom we welcome to the ranks of the free, we pledge our word that
one form of colonial control shall not have passed away merely to be replaced by a far
more iron tyranny. We shall not always expect to find them supporting our view. But
we shall always hope to find them strongly supporting their own freedom; and to
remember that, in the past, those who foolishly sought power by riding the back of the
tiger ended up inside.

1- One of the most famous lines from the President’s speech is: “the torch has been
passed to a new generation of Americans...” Explain in your own words what he
means. What is the torch? Why is does it apply to President Kennedy?

2- President Kennedy reminds his audience that “those who foolishly sought power
by riding the back of the tiger ended up inside.” What does the tiger represent?
How does it relate to supporting freedom?
 "I HAVE A DREAM ..."

(Copyright 1963, MARTIN LUTHER KING, JR.)

Task 1: Pre- reading activities

1) Have you ever heard about Martin Luther King?

Share with the class what you know about him.
2) What do you know about the situation of African Americans in the United
States?

Background information

Reverend Martin Luther King Jr. delivered his now legendary, “I Have a Dream”
speech, at “The Great March on Washington,” August 28, 1963, in front of the Lincoln
Memorial. The march for “jobs and freedom,” organized by a diverse group of civil
rights, labour, and religious organizations, drew more than 200,000 people, becoming
one of the largest political rallies for human rights in our history. Many regarded it as
crucial to the passage of the Civil Rights Act (1964), as well as the Voting Rights Act
(1965). King’s oration— part speech, part sermon, part prophecy—was the high point
of the rally, remembered most for his “dream” vision of the future that articulated the
aspirations of the Movement.

Task 2: Reading activity

1) Read the speech by Martin Luther King.

2) Identify:

 the central ideas and themes of the speech

 the meaning of the words and phrases as they are used in the speech, including
how King uses the same key terms over the course of a text
 how the speech is structured, including key sentences, paragraphs, and larger
portions of the text.

I am happy to join with you today in what will go down in history as the
greatest demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand
today, signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro slaves who had been seared in the
flames of withering injustice. It came as a joyous daybreak to end the long night of
captivity.
But one hundred years later, the Negro still is not free. One hundred years
later, the life of the Negro is still sadly crippled by the manacles of segregation and
the chains of discrimination. One hundred years later, the Negro lives on a lonely
island of poverty in the midst of a vast ocean of material prosperity. One hundred
years later, the Negro is still languished in the corners of American society and finds
himself in exile in his own land. So we have come here today to dramatize a
shameful condition.
In a sense we've come to our nation's Capital to cash a check. When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which every
American was to fall heir.
This note was a promise that all men, yes, black men as well as white men,
would be guaranteed the unalienable rights of life, liberty, and the pursuit of
happiness.
It is obvious today that America has defaulted on this promissory note insofar
as her citizens of color are concerned. Instead of honoring this sacred obligation,
America has given the Negro people a bad check; a check which has come back
marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to
believe that there are insufficient funds in the great vaults of opportunity of
this nation. So we have come to cash this check- a check that will give us upon
demand the riches of freedom and the security of justice.
We have also come to this hallowed spot to remind America of the fierce
urgency of now. This is no time to engage in the luxury of cooling off or to take the
tranquilizing drug of gradualism.
Now is the time to make real the promises of democracy. Now is the time to
rise from the dark and desolate valley of segregation to the sunlit path of racial
justice. Now is the time to lift our nation from the quicksands of racial injustice to
the solid rock of brotherhood. Now is the time to make justice a reality for all of
God's children.
It would be fatal for the nation to overlook the urgency of the moment. This
sweltering summer of the Negro's legitimate discontent will not pass until there is an
invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but
a beginning. Those who hope that the Negro needed to blow off steam and will now
be content will have a rude awakening if the nation returns to business as usual.
There will be neither rest nor tranquility in America until the Negro is granted his
citizenship rights. The whirlwinds of revolt will continue to shake the foundations of
our nation until the bright day of justice emerges.
But there is something that I must say to my people who stand on the warm
threshold which leads into the palace of justice. In the process of gaining our
rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our
thirst for freedom by drinking from the cup of bitterness and hatred. We must
forever conduct our struggle on the high plane of dignity and discipline. We must
not allow our creative protest to degenerate into physical violence. Again and again
we must rise to the majestic heights of meeting physical force with soul force.
The marvelous new militancy which has engulfed the Negro community must
not lead us to a distrust of all white people, for many of our white brothers, as
evidenced by their presence here today, have come to realize that their destiny is
tied up with our destiny. And they have come to realize that their freedom is
inextricably bound to our freedom. We cannot walk alone.
And as we walk, we must make the pledge that we shall march ahead. We
cannot turn back. There are those who are asking the devotees of civil rights, "When
will you be satisfied?"
We can never be satisfied as long as the Negro is the victim of the unspeakable
horrors of police brutality.
We can never be satisfied as long as our bodies, heavy with the fatigue of travel,
cannot gain lodging in the motels of the highways and the hotels of the cities.
We cannot be satisfied as long as the Negro's basic mobility is from a smaller
ghetto to a larger one.
We can never be satisfied as long as our children are stripped of their selfhood
and robbed of their dignity by signs stating "for whites only."
We cannot be satisfied as long as a Negro in Mississippi cannot vote and a
Negro in New York believes he has nothing for which to vote.
No, no, we are not satisfied, and we will not be satisfied until justice rolls down
like waters and righteousness like a mighty stream.
I am not unmindful that some of you have come here out of great trials and
tribulations. Some of you have come fresh from narrow jail cells. Some of you have
come from areas where your quest for freedom left you battered by the storms of
persecution and staggered by the winds of police brutality. You have been the
veterans of creative suffering. Continue to work with the faith that unearned
suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back
to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern
cities, knowing that somehow this situation can and will be changed. Let us not
wallow in the valley of despair.
I say to you today, my friends, so even though we face the difficulties of today
and tomorrow, I still have a dream. It is a dream deeply rooted in the American
dream.
I have a dream that one day this nation will rise up and live out the true meaning
of its creed: "We hold these truths to be self-evident; that all men are created equal."
I have a dream that one day on the red hills of Georgia the sons of former slaves
and the sons of former slave owners will be able to sit down together at the table of
brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with
the heat of injustice, sweltering with the heat of oppression, will be transformed into
an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where
they will not be judged by the color of their skin but by the content of their
character.
I have a dream today.
I have a dream that one day down in Alabama, with its vicious racists, with its
governor having his lips dripping with the words of interposition and nullification,
that one day right down in Alabama little black boys and black girls will be able to
join hands with little white boys and white girls as sisters and brothers.
I have a dream today.
I have a dream that one day every valley shall be exalted, every hill and
mountain shall be made low, the rough places will be made plain, and the crooked
places will be made straight, and the glory of the Lord shall be revealed, and all
flesh shall see it together.
This is our hope. This is the faith that I will go back to the South with. With this
faith we will be able to hew out of the mountain of despair a stone of hope. With
this faith we will be able to transform the jangling discords of our nation into a
 beautiful symphony of brotherhood.
With this faith we will be able to work together, to pray together, to struggle
together, to go to jail together, to stand up for freedom together, knowing that we
will be free one day.
This will be the day when all of God's children will be able to sing with new
meaning, "My country 'tis of thee, sweet land of liberty, of thee I sing. Land where
my fathers died, land of the Pilgrims' pride, from every mountainside, let freedom
ring."
And if America is to be a great nation, this must become true. So let freedom
ring from the prodigious hilltops of New Hampshire. Let freedom ring from the
mighty mountains of New York. Let freedom ring from the heightening Alleghenies
of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring
from the curvaceous slopes of California. But not only that; let freedom ring from
the Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of
Tennessee.
Let freedom ring from every hill and molehill of Mississippi. From every
mountainside, let freedom ring.
And when this happens, and when we allow freedom ring, when we let it ring
from every village and every hamlet, from every state and every city, we will be
able to speed up that day when all of God's children, black men and white men,
Jews and gentiles, Protestants and Catholics, will be able to join hands and sing in
the words of the old Negro spiritual, "Free at last! Free at last! Thank God
Almighty, we are free at last!"

Task 3: After reading activities

Comprehension activities

1) The speech begins (and ends) by emphasizing freedom: what does King mean
by freedom, and in what sense does he regard African Americans as “still not
free”?
2) The speech then moves to speak about justice: can you say what he means by
“justice”—equality of rights, equality before the law, equality of opportunity,
equality of economic and social condition, or something else?
3) Explain in your own words the following quotation:
“Instead of honoring this sacred obligation, America has given the Negro people a bad
check; a check which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that
there are insufficient funds in the great vaults of opportunity of this nation. So we have
come to cash this check- a check that will give us upon demand the riches of freedom
and the security of justice.”

4) What is the connection, according to King, between justice and freedom? Might
increasing justice for some require limiting freedom for others?
5) In recounting his dream of the future, King speaks not only of freedom and
justice but also of brotherhood and sisterhood: how is this related to the other
goals?
6) Is King, in his remark about the “color of their skin” and the “content of their
character,” preaching a vision of color-blind America, where race is irrelevant?
Do you share such a vision today?
7) When King concludes with the moving call “Let freedom ring,” what would it
mean to be “free at last”?
8) If you were asked to give a public speech in Plaza de Mayo about what is
needed today for a better Argentina, what would you say? What is your
“dream”? How would you convince others to follow your dream?

Task 4: Writing activity

 Imagine you are a newspaper reporter who has been tasked to cover the March
on Washington. After listening to King’s speech, write an article describing the
speech and the crowd’s reaction.
 "The British"
Benjamin Zephaniah

Task 1: Pre- reading activities

3) Have you ever heard about Benjamin Zephaniah?

Share with the class what you know about him.
4) What is a poem? Share everything that comes to your mind about poems.

Task 2: Read Benjamin Zephaniah`s Biography

Poet, novelist and playwright Benjamin Zephaniah was born on 15 April 1958.

He grew up in Jamaica and the Handsworth district of Birmingham, England, leaving school at
14. He moved to London in 1979 and published his first poetry collection, Pen Rhythm, in 1980.
Benjamin Zephaniah’s background seems unlikely for a poet: a dyslexic who left school unable
to properly read and write; a black British Brummie whose teenage years of petty crime
culminated in a prison spell.

However, Zephaniah has ended up the people’s poet. Today he holds a handful of honorary
degrees. In 2008 he appeared in The Times list of top 50 post-war writers.
Zephaniah’s work is often described as dub poetry, a form of oral performance poetry that is
sometimes staged to music and which typically draws on the rhythms of reggae and the rhetoric
of Rastafarianism. His poems are often inspired by political causes. Zephaniah has said that he
‘lives in two places, Britain and the world’, and his collections highlight domestic issues from
institutional racism (Too Black, Too Strong, 2001) and the murder of Stephen Lawrence to
conditions in war-torn Bosnia, the plight of occupied Palestine (Rasta Time in Palestine, 1990)
and global environmental issues (see, for example, Talking Turkeys, 1994).
Unexpectedly perhaps, for a poet associated with protest literature, many of Zephaniah’s poems
are tempered by hope, humour and laughter. Parody is one of Zephaniah’s trademark devices.
He has said that ‘[i]t’s a hard life being labelled "political". It seems that because I’m constantly
ranting about the ills of the world I’m expected to have all the answers, but I don’t, and I’ve
never claimed to, besides I’m not a politician. What interests me is people.’ The political
function of laughter in bringing different people together cannot be overestimated within this
context.
More broadly though, and what characterises all of Zephaniah’s writing to date, is its stress on
the redemptive forces of love, laughter, and peace.

Task 2: Reading activity

3) Read the poem “The British” by Benjamin Zephaniah.

 The British
Take some Picts, Celts and Silures
And let them settle,
Then overrun them with Roman conquerors.

Remove the Romans after approximately 400 years

Add lots of Norman French to some
Angles, Saxons, Jutes and Vikings, then stir vigorously.

Mix some hot Chileans, cool Jamaicans, Dominicans,

Trinidadians and Bajans with some Ethiopians, Chinese,
Vietnamese and Sudanese.

Then take a blend of Somalians, Sri Lankans, Nigerians

And Pakistanis,
Combine with some Guyanese
And turn up the heat.

Sprinkle some fresh Indians, Malaysians, Bosnians,

Iraqis and Bangladeshis together with some
Afghans, Spanish, Turkish, Kurdish, Japanese
And Palestinians
Then add to the melting pot.

Leave the ingredients to simmer.

As they mix and blend allow their languages to flourish

Binding them together with English.

Allow time to be cool.

Add some unity, understanding, and respect for the future,

Serve with justice
And enjoy.

Note: All the ingredients are equally important. Treating one ingredient better than
another will leave a bitter unpleasant taste.

Warning: An unequal spread of justice will damage the people and cause pain. Give
justice and equality to all.

Task 3: After reading activities

1) Analyse the poem with respect to these five topics:

 Content/ topic:

State the function of the title in relation to the poem. What is the poem about?

 Form/ structure
Why do you think he decided to make a recipe?

What is the purpose of the note and the warning?

 Message:

How can you define the overall statement of the poem? What is the poet’s intention?

 Background:

What do you think is the background of this poem? Reflect on which factors caused the poet to
write it.
 WHAT MOTIVATES YOU?

Task 1: Pre- reading activities

1- What or who motivates you?

 In your work
 In your life
 To become a sworn translator

2- Think of a person you consider to be successful. What makes you think they are
successful? What, in your view, are the reasons for their success?

3- What do you think is the key to success? Think of at least four things that you
think can be the keys to success.

4- Read the quote and explain it in your own words.

“I owe my success to having listened respectfully to the very best advice, and then going
away and doing the exact opposite.”
G.K. Chesterton, English poet and novelist
5- Do you agree or disagree with this statement: “We learn when we fail.”?

6- What is success for you?

Task 2: Reading activities

1) You are going to read the full transcript of the Commencement address: ‘Stay
Hungry. Stay Foolish’ delivered by Steve Jobs, CEO of Apple Computer and of
Pixar Animation Studios, on June 12, 2005.

Steve Jobs – CEO of Apple Computer and of Pixar Animation Studios

Thank you. I am honored to be with you today for your commencement from one of
the finest universities in the world. Truth be told, I never graduated from college. And
this is the closest I’ve ever gotten to a college graduation. Today I want to tell you
three stories from my life. That’s it. No big deal. Just three stories.
Connecting the dots
The first story is about connecting the dots. I dropped out of Reed College after the
first 6 months, but then stayed around as a drop-in for another 18 months or so before I
really quit.
So why did I drop out? It started before I was born. My biological mother was a
young, unwed graduate student, and she decided to put me up for adoption. She felt
very strongly that I should be adopted by college graduates, so everything was all set
for me to be adopted at birth by a lawyer and his wife. Except that when I popped out
they decided at the last minute that they really wanted a girl.
So my parents, who were on a waiting list, got a call in the middle of the night asking:
“We’ve got an unexpected baby boy; do you want him?” They said: “Of course.” My
biological mother found out later that my mother had never graduated from college and
that my father had never graduated from high school. She refused to sign the final
adoption papers. She only relented a few months later when my parents promised that I
would go to college. This was the start in my life.
And 17 years later I did go to college. But I naively chose a college that was almost as
expensive as Stanford, and all of my working-class parents’ savings were being spent
on my college tuition. After six months, I couldn’t see the value in it. I had no idea
what I wanted to do with my life and no idea how college was going to help me figure
it out. And here I was spending all of the money my parents had saved their entire life.
So I decided to drop out and trust that it would all work out OK. It was pretty scary at
the time, but looking back it was one of the best decisions I ever made.
The minute I dropped out I could stop taking the required classes that didn’t interest
me, and begin dropping in on the ones that looked far more interesting.
It wasn’t all romantic. I didn’t have a dorm room, so I slept on the floor in friends’
rooms, I returned coke bottles for the $0.05 deposits to buy food with, and I would
walk the 7 miles across town every Sunday night to get one good meal a week at the
Hare Krishna temple. I loved it. And much of what I stumbled into by following my
curiosity and intuition turned out to be priceless later on.
Let me give you one example: Reed College at that time offered perhaps the best
calligraphy instruction in the country. Throughout the campus every poster, every label
on every drawer, was beautifully hand calligraphed. Because I had dropped out and
didn’t have to take the normal classes, I decided to take a calligraphy class to learn how
to do this. I learned about serif and san serif typefaces, about varying the amount of
space between different letter combinations, about what makes great typography great.
It was beautiful, historical, artistically subtle in a way that science can’t capture, and I
found it fascinating.
None of this had even a hope of any practical application in my life. But 10 years later,
when we were designing the first Macintosh computer, it all came back to me. And we
designed it all into the Mac. It was the first computer with beautiful typography. If I
had never dropped in on that single course in college, the Mac would have never had
multiple typefaces or proportionally spaced fonts. And since Windows just copied the
Mac, it’s likely that no personal computer would have them.
If I had never dropped out, I would have never dropped in on this calligraphy class, and
personal computers might not have the wonderful typography that they do. Of course it
was impossible to connect the dots looking forward when I was in college. But it was
very, very clear looking backwards 10 years later.
Again, you can’t connect the dots looking forward; you can only connect them looking
backwards. So you have to trust that the dots will somehow connect in your future.
You have to trust in something — your gut, destiny, life, karma, whatever. Because
believing that the dots will connect down the road will give you the confidence to
follow your heart even when it leads you off the well-worn path and that will make all
the difference.
Love and loss
My second story is about love and loss. I was lucky — I found what I loved to do early
in life. Woz and I started Apple in my parents’ garage when I was 20. We worked hard,
and in 10 years Apple had grown from just the two of us in a garage into a $2 billion
company with over 4000 employees. We had just released our finest creation — the
Macintosh — a year earlier, and I had just turned 30. And then I got fired.
How can you get fired from a company you started? Well, as Apple grew we hired
someone who I thought was very talented to run the company with me, and for the first
year or so things went well. But then our visions of the future began to diverge and
eventually we had a falling out. When we did, our Board of Directors sided with him.
So at 30 I was out. And very publicly out. What had been the focus of my entire adult
life was gone, and it was devastating.
I really didn’t know what to do for a few months. I felt that I had let the previous
generation of entrepreneurs down – that I had dropped the baton as it was being passed
to me. I met with David Packard and Bob Noyce and tried to apologize for screwing up
so badly. I was a very public failure, and I even thought about running away from the
valley. But something slowly began to dawn on me — I still loved what I did.
The turn of events at Apple had not changed that one bit. I had been rejected, but I was
still in love. And so I decided to start over.
I didn’t see it then, but it turned out that getting fired from Apple was the best thing
that could have ever happened to me. The heaviness of being successful was replaced
by the lightness of being a beginner again, less sure about everything. It freed me to
enter one of the most creative periods of my life.
During the next five years, I started a company named NeXT, another company named
Pixar, and fell in love with an amazing woman who would become my wife. Pixar
went on to create the world’s first computer animated feature film, Toy Story, and is
now the most successful animation studio in the world. In a remarkable turn of events,
Apple bought NeXT, I returned to Apple, and the technology we developed at NeXT is
at the heart of Apple’s current renaissance. And Laurene and I have a wonderful family
together.
I’m pretty sure none of this would have happened if I hadn’t been fired from Apple. It
was awful tasting medicine, but I guess the patient needed it. Sometimes life is going to
hit you in the head with a brick. Don’t lose faith. I’m convinced that the only thing that
kept me going was that I loved what I did. You’ve got to find what you love. And that
is as true for work as it is for your lovers. Your work is going to fill a large part of your
life, and the only way to be truly satisfied is to do what you believe is great work. And
the only way to do great work is to love what you do. If you haven’t found it yet, keep
looking. And don’t settle. As with all matters of the heart, you’ll know when you find
it. And, like any great relationship, it just gets better and better as the years roll on. So
keep looking. Don’t settle.
Death
My third story is about death. When I was 17, I read a quote that went something like:
“If you live each day as if it was your last, someday you’ll most certainly be right.” It
made an impression on me, and since then, for the past 33 years, I have looked in the
mirror every morning and asked myself: “If today were the last day of my life, would I
want to do what I am about to do today?” And whenever the answer has been “No” for
too many days in a row, I know I need to change something.
Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to
help me make the big choices in life. Because almost everything — all external
expectations, all pride, all fear of embarrassment or failure – these things just fall away
in the face of death, leaving only what is truly important. Remembering that you are
going to die is the best way I know to avoid the trap of thinking you have something to
lose. You are already naked. There is no reason not to follow your heart.
About a year ago I was diagnosed with cancer. I had a scan at 7:30 in the morning, and
it clearly showed a tumor on my pancreas. I didn’t even know what a pancreas was.
The doctors told me this was almost certainly a type of cancer that is incurable, and
that I should expect to live no longer than three to six months.
My doctor advised me to go home and get my affairs in order, which is doctor’s code
for prepare to die. It means to try and tell your kids everything you thought you’d have
the next 10 years to tell them in just a few months. It means to make sure everything is
buttoned up so that it will be as easy as possible for your family. It means to say your
goodbyes.
I lived with that diagnosis all day. Later that evening I had a biopsy, where they stuck
an endoscope down my throat, through my stomach and into my intestines, put a needle
into my pancreas and got a few cells from the tumor. I was sedated, but my wife, who
was there, told me that when they viewed the cells under a microscope the doctors
started crying because it turned out to be a very rare form of pancreatic cancer that is
curable with surgery. I had the surgery and thankfully I’m fine now.
This was the closest I’ve been to facing death, and I hope it’s the closest I get for a few
more decades. Having lived through it, I can now say this to you with a bit more
certainty than when death was a useful but purely intellectual concept: No one wants to
die. Even people who want to go to heaven don’t want to die to get there. And yet
death is the destination we all share. No one has ever escaped it. And that is as it should
be, because Death is very likely the single best invention of Life. It is Life’s change
agent. It clears out the old to make way for the new.
Right now the new is you, but someday not too long from now, you will gradually
become the old and be cleared away. Sorry to be so dramatic, but it is quite true.
Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by
dogma — which is living with the results of other people’s thinking. Don’t let the noise
of others’ opinions drown out your own inner voice. And most important, have the
courage to follow your heart and intuition. They somehow already know what you truly
want to become. Everything else is secondary.
When I was young, there was an amazing publication called The Whole Earth
Catalog, which was one of the bibles of my generation. It was created by a fellow
named Stewart Brand not far from here in Menlo Park, and he brought it to life with his
poetic touch. This was in the late 1960’s, before personal computers and desktop
publishing, so it was all made with typewriters, scissors, and polaroid cameras. It was
sort of like Google in paperback form, 35 years before Google came along: it was
idealistic, overflowing with neat tools and great notions.
Stewart and his team put out several issues of The Whole Earth Catalog, and then when
it had run its course, they put out a final issue. It was the mid-1970s, and I was your
age. On the back cover of their final issue was a photograph of an early morning
country road, the kind you might find yourself hitchhiking on if you were so
adventurous. Beneath it were the words: “Stay Hungry. Stay Foolish.” It was their
farewell message as they signed off. Stay Hungry. Stay Foolish.
And I have always wished that for myself. And now, as you graduate to begin anew, I
wish that for you.
Stay Hungry. Stay Foolish.
Thank you all very much.

Task 3: Comprehension activities

1) Which are the three stories from his life he wants to share with the students?
Why do you think they are meaningful to the students’ lives?

2) Connect the dots and explain Steve Jobs‘success?

3) Why do you think he finishes his speech by quoting the farewell message “Stay
hungry. Stay foolish.” from the last issue of “The Whole Earth Catalog”? What
message does he want to convey to the students?

4) What does he mean by “you are already naked” and “don`t let anything drown
out your inner voice”?

5) Looking back on your life, what would be the dots that brought you here?

6) Explain the meaning of the following words or expressions:

Big deal- dots- to drop out- drop in- to quit- to be unwed- to pop out- relented-
naively- to figure something out- to stumble- to have a gut feeling- to be fired- to
fall out- to settle down- a taste of your own medicine

7) Focus on style and register.

8) If you were to give a commencement speech today, what would you include in
it?

Task 4: Writing

 Write your own commencement speech for the last class of the year/end of the
course.
 Not Poor, Just
Broke
By Dick Gregory
 Not Poor, Just Broke

By Richard Gregory

I have never learned hate at home, or shame. I had to go to school for

that. I was about seven years old when I got my first big lesson. I was
in love with a little girl named Helene Tucker, a light-complected
little girl with pigtails and nice manners. She was always clean and
she was smart in school. I think I went to school then mostly to look
at her. I brushed my hair and even got me a little old handkerchief. It
was a lady's handkerchief, but I didn't want Helene to see me wipe
my nose on my hand. The pipes were frozen again, there was no
water in the house, but I washed my sock and shirt every night. I'd
get a pot, and go over Mister Ben's grocery store, and stick my pot
down into his soda machine. Scoop out some chopped ice. By
evening the ice melted to water for washing. I got sick a lot that
winter because the fire would go out at night before clothes were dry.
In the morning, I'd put them on, wet or dry, because they were the
only clothes I had.

Everybody's got a Helene Tucker, a symbol of everything you want. I

loved her for her goodness, her cleanness, her popularity. She'd walk
down my street and my brothers and sisters would yell, "Here comes
Helene," and I'd rub my tennis sneakers on the back of my pant and
wish my hair wasn't so nappy and the white folks' shirt fit me better.
I'd run out on the street. If I knew my place and didn't come too
close, she'd wink at me and say hello. That was a good feeling.
Sometimes I'd follow her all the way home, and shovel the snow off
her walk and try to make friends with her Momma and aunts. I'd
drop money on her stoop late at night on my way back from shining
shoes in the taverns. And she had a daddy, and he had a good job.
He was a paper hanger.

I guess I would have gotten over Helene by summertime, but

something happened in that classroom that made her face hang in
front of me for the next twenty-two years. When I played the drums
in high school it was for Helene and when I broke track records in
college it was for Helene and when I started standing behind
microphones and heard applause I wished Helene could hear it, too.
It wasn't until I was twenty-nine years old and married and making
money that finally got her out of my system. Helene was sitting in
that classroom when I learned to be ashamed of myself.

It was on Thursday. I was sitting in the back of the room, in a seat

with a chalk circle draw around it. The idiot's seat, the troublemaker's
seat.

The teacher thought I was stupid. Couldn't spell, couldn't read,

couldn't do arithmetic. Just stupid. Teachers were never interested in
finding out that you couldn't concentrate because you were so
hungry, because you hadn't had any breakfast. All you could think
about was noontime, would it ever come? Maybe you could sneak
into cloakroom and steal a bite of some kids' lunch out of the coat
pocket. A bite of something. Paste. You can't really make a meal of
paste, or put it on bread for a sandwich, but sometimes I'd scoop a
few spoonfuls out of the paste jar in the back of the room. Pregnant
people get strange tastes. I was pregnant with poverty. Pregnant with
dirt and pregnant with smells that made people turn away, pregnant
with cold and pregnant with shoes that were never bought for me,
pregnant with five other people in my bed and no daddy in the next
room, and pregnant with hunger. Paste doesn't taste too bad when
you're hungry.

The teacher thought I was a troublemaker. All she saw from the front
of the room was a little black boy who squirmed in his idiot's seat
and made noises and poked the kids around him. I guess she couldn't
see a kid who made noises because he wanted someone to know he
was there.

It was on Thursday, the day before the Negro payday. The eagle
always flew on Friday. The teacher was asking each student how
much his father would give to the community Chest. On Friday
night, each kid would get the money from his father, and on Monday
he would bring it to the school. I decided I was going to buy me a
Daddy right then. I had money in my pocket from shining shoes and
selling papers, and whatever Helene Tucker pledged for her Daddy I
was going to top it. And I'd hand the money right in. I wasn't going
to wait until Monday to buy me a Daddy.

I was shaking, scared to death. The teacher opened her book and
started calling out names alphabetically.

"Helene Tucker?"

"My Daddy said he'd give two dollars and fifty cents."

"That's very nice, Helene. Very, very nice indeed."

That made me feel pretty good. It wouldn't take too much to top that.
I had almost three dollars in dimes and quarters in my pocket. I stuck
my hand in my pocket and held onto the money, waiting for her to
call my names. But the teacher closed her book after she called
everybody else in the class.

I stood up and raised my hand.

"What is it now?"

"You forgot me."

She turned toward the blackboard. "I don't have time to be playing
with you, Richard."

"My Dad said he'd…"

"Sit down, Richard, you're disturbing the class."

"My Dad said he'd give…fifteen dollars."

She turned around and looked mad. "We are collecting this money
for you and your kind, Richard Gregory. If your Daddy can give
fifteen dollars you have no business being on relief."

"I got it right now, I got it right now, my Daddy gave it to me to turn
in today, my Daddy said…"

"And furthermore," she said, looking right at me, her nostrils getting
big and her lips getting thin and her eyes opening wide, "we know
that you don't have a Daddy."

Helene Tucker turned around, her eyes full of tears. She felt sorry for
me. Then I couldn't see her too well because I was crying, too.

"Sit down, Richard."

And I always thought the teacher kind of liked me. She always
picked me to wash the blackboard on Friday, after school. That was a
big thrill, it made me feel important. If I didn't wash it, come Monday
the school might not function right.

"Where are you going, Richard?"

I walked out of school that day, and for a long time I couldn't go back
very often. There was shame there.

Now there was shame everywhere. It seemed like the whole world
had been inside that classroom, everyone had heard what the teacher
had said, everyone had turned around and felt sorry for me. There
was shame in going to the Worthy Boys Annual Christmas Dinner for
you and your kind, because everybody knew what a worthy boy was.
Why couldn't they just call it the Boys Annual Dinner, why'd they
have to give it a name? There was shame in wearing the brown and
orange and white plaid mackinaw the welfare gave to 3,000 boys.
Why'd it have to be the same for everybody so when you walked
down the street the people could see you were on relief? It was a nice
warm mackinaw and it had a hood, and my Momma beat me and
called me a little rat when she found out I stuffed it in the bottom of a
pail full of garbage way over on Cottage Street. There was shame on
running over Mister Ben's at the end of the day and asking for his
rotten peaches, there was shame in asking Mrs. Simmoms for a
spoonful of sugar, there was shame in running out to meet the relief
truck. I hated that truck, full of food for you and your kind. I ran into
the house and hid when it came. And then I started to sneak through
alleys, to take the long way home so the people going into White's
Eat Shop wouldn't see me. Yeah, the whole world heard the teacher
that day, we all know you don't have a Daddy.

From “Nigger, an Autobiography by Dick Gregory” written with Robert

Lipsyte, E.P. Dutton, September 1964
Richard Claxton "Dick" Gregory (born October 12, 1932) is an American civil
rights activist, social critic, writer, entrepreneur, conspiracy theorist, comedian,
and occasional actor.
ENGLISH LANGUAGE I:

MISCELLANEOUS
 1- Explain the difference in meaning between:
1 What is he doing?

What does he do?

2 They talked as I came in

They were talking as I came in.

3 He had learned English before he came to England.

He had been learning English before he came to England.

4 You are very stupid

You are being very stupis.

5 Tell me when he comes.

Tell me when he will come.

6 A new cinema is being built there.

A new cinema will be built there.

7 Last year he wrote a book,

Last year he was writing a book.

8 My car always breaks down.

My car is always breaking down.

9 Have you seen that film?

Did you see that film?

10 I shall go to Paris next month.

I will go to Paris next month.

 2- Explain the difference in meaning between:

How is she?

How does she look?

What is she?

What is she like?

What does she look like?

They are looking at the house.

They are watching the house.

a paper

a piece of paper

to sue someone

to prosecute somene

to support a policy

to put up with a policy

They needn’t have gone.

They didn’t need to go.

He is engaged with her.

He is engaged to her.

to get over it
to get it over

In a short time you can go there.

In a short time you will be able to go there.

What do you make it of?

What do you make of it?