Unit 3 Crime watch
Starting point
Teaching steps
T might want to give guidance on how to approach the questionnaire. It will be more interesting if Ss answer what they would really do rather than state what they think is the officially correct thing to do. If this is unlikely to work, they could be asked to predict what they think most people would do.
Vocabulary support
Topics: copyright piracy, unauthorized copying, privacy, dis/honesty, personal morality Phrases and sentence patterns:
I think that would be unacceptable.
My conscience would not allow me to do that.
Would you really feel comfortable about ….?
Additional activity
Ss could be asked to put the least honest options in order of unacceptability (for example, from 7c to 1c).
T can suggest other acts and ask for views on their acceptability with reasons for the answers.
? borrow ing a friend’s phone without permission
? keeping money found in the street
? taking a bar of chocolate in a shop when no one is looking
? not repaying a debt
? writing in a library book
? making false excuses for late work
Active reading (1)
Teaching steps
Ask Ss to look at the picture. Ask if anyone can identify the people or know about Catch Me If You Can. Accept short answers or move on after telling the Ss they will find out when they read the passage.
1 Work in pairs and discuss the questions
1 What proof do you have of your identity?
Various official documents, especially ones with photographs on them (identity cards,
passports, birth certificates and so on).
2 Why / When do you need to prove your identity?
For security, for example, when you enter buildings and airports; to prevent dishonest acts such as when taking examinations or do banking things.
3 How much do you worry about someone stealing your identity?
Most of us are aware there is a risk but do not do anything very active about it.
4 Could you convince people you were someone else?
Ss must decide how good they are at acting and how cool their nerve is.
5 How easy is it to pretend to have a qualification you don’t have?
Many people and organizations are trusting, busy and lax so fake diplomas are often accepted.
2 Look at the title and the first sentence of the passage and answer the questions.
1 What sort of people did Frank Abagnale pretend to be?
He pretended to be professionals (pilot, doctor, lawyer).
2 Was Frank young or old when he pretended to be these people?
He was young (still in high school) when he did so.
3 What do you think happened to Frank?
As we know his story he was obviously found out and we might speculate that he was sent to prison.
Stolen Identity
Teaching steps
Ask Ss to read the text silently to themselves, giving them time to look through the Language and culture items before they do the Reading and Understanding activities.
Language and culture points
The text is American in origin and vocabulary. Some British equivalents are noted here.
Pilot school / medical school / law school: In American English “school” is used far more widely than for primary and secondary education. Here it refers to places where you train to be a pilot, doctor or lawyer. The latter two would be parts of universities.
Jr- is used when a father and son have the same name. For example, one might have Edward Norris Senior and Edward Norris Junior.
Leonardo DiCaprio is known for his roles in This Boy’s Life, Titanic, Romeo + Juliet, The Departed, Blood Diamond and others.
Tom Hanks is known for his roles in Forrest Gump, Saving Private Ryan, Cat Away, Road to Perdition and others.
impersonate: to pretend to be someone else, to take on their identity or person
Fraud is a broad term referring to any form of cheating by deception. Forgery is a narrower term referring to the making of false documents.
White-collar is a term relating to office workers and managerial staff. See also blue-collar for people who work with their hands in factories etc, and the less common grey-collar (an in-between group such as technicians and security personnel).
A fraudster is someone who commits fraud. The suffix ster means someone whose identity is largely connected to a certain quality / thing: pollster, songster, speedster, trickster, youngster. Never go away means the crime will always remain a possibility; there is a constant risk. Baby boomers: After the disruption to daily life caused by the wars with Japan and Germany in the 1940s, the birth rate in the US and Europe went steeply up for some time. This large generation of individuals born in the late 1940s and early 1950s are the baby boomers. The term was created mainly by marketing people interested in identifying different groups of the population. Similar terms are yuppies (young upwardly mobile professionals), dinkies (double income no kids) and bobos (bourgeois bohemians).
count on: rely on
the ink is trapped: held firmly in place
Google is one of the most commonly used search engines for finding information on the Internet.
Social networking sites refer to websites that bring people together in virtual communities of people linked in some way (classmates, common hometown, work etc.) My Space, Facebook and Bebo are widely used examples of such sites.
Log on means to access use of the computer by means of User Name and password. Log off menas to finish the session.
An opportunistic crime is a crime that is not planned, but someone sees you leaving your computer with your account open and takes the opportunity to gain some private information.
Store cards refer to credit cards which can be used only in the issuing store (not to be
confused with store discount cards). If fraud is committed with a store card obtained on the basis of a stolen credit card, the blame will be accorded to the owner who may be placed on financial blacklists without knowing or even be reported to the authorities.
Without the victim’s knowledge means the unfortunate person may not know that his or her identity is being used to make purchases or apply for things.
Reading and understanding
3 Choose the best way to complete these sentences
1 The film Catch Me If You Can(c) .
(a) was written by Carl Hanratty
(b) shows how you can steal someone’s identity
(c) was based on the life of Frank Abagnale
(d) shows how to protect yourself against identity theft
2 The writer uses the film Catch Me If You Can to (d) .
(a) illustrate what good actors Tom Hanks and Leonardo DiCaprio are
(b) explain the work of the FBI
(c) show how to get personal information from computers
(d) introduce the idea of identity theft (This is an example of a hook, to attract and catch
readers.)
3 The writer says that most victims of identity theft (a) .
(a) are not known to the thieves
(b) are white-collar criminals
(c) are rich and famous people
(d) forget to cancel their credit cards
4 The writer gives some practical hints for (b) .
(a) accessing someone’s computer
(b) preventing someone from stealing your identity
(c) destroying documents
(d) catching identity thieves
5 The writer suggests that identity theft (c) .
(a) was more common in the past than it is today
(b) can be avoided if you’re careful
(c) is very likely to happen to you (This can be seen in the final paragraph.)
(d) only happens to people who use computers
Dealing with unfamiliar words
4 Match the words in the box with their definitions.
1 the crime of obtaining money from someone by tricking them (fraud)
2 something done to protect people or things against possible harm or trouble (precaution)
3 the act of tricking someone by telling them something that is not true (deception)
4 rubbish such as paper and plastic bags (trash)
5 used in homes, or relating to homes (household)
6 from one evening to the next morning (overnight)
5 Replace the underlined words with the correct form of the words and phrase in the
box.
1 It is clearly distressing to be the victim of a crime. (obviously)
2 Your computer is at risk when you are connected to the Internet. (online)
3 You don’t need to switch your computer off, but remember to sign out of the program when
you leave your desk. (log off)
4 These sorts of crimes are not unusual, they often happen. (commonplace)
5 He developed a way to create false documents to show qualifications he didn’t have. (forge)
6 Answer the questions about the words
1 If you impersonate someone, do you (a) sell information about that person, or (b) pretend to
be that person?
2 Is a fraudster (a) a violent, dangerous criminal, or (b) a criminal who deceives people?
3 Is someone in custody(a) held by the police, or (b) committing a crime?
4 Is a consultancy(a) a company that offers advice, or (b) someone who breaks the law?
5 When you leave your mail for pickup, do you expect (a) the mailman to collect it, or (b) to
find it when you come home?
6 When you shred documents, do you (a) tear them into small pieces, or (b) keep them
carefully?
7 Is an anonymous person (a) famous, or (b) unknown?
8 Is your mindset (a) information about you, or (b) the way you think?
9 Is hacking (a) illegally accessing a computer to get information, or (b) damaging a computer
programme and destroying information?
Reading and interpreting
Teaching tips
The important thing here is get the Ss to see how the writer tries to catch the attention of readers, draw them in and then get them to do something. The aim is not merely passing on information, but inspiring action.
7 Look at these sentences from the passage and answer the questions.
If you use a ballpoint pen, the ink can be removed with the help of a regular household
chemical and the sum of money can be changed.
1 Why does the writer include this information?
(a) To teach the reader how to commit cheque fraud.
(b) To warn the reader about how criminals commit check fraud. (It should worry us to think
how easily someone could change our check / documents.)
(c) To give advice about how to write checks.
So how can we prevent identity theft before it happens to us?
2 Why does the writer ask this question?
(a) Because he wants the reader to make suggestions.
(b) Because he wants to make the reader focus on the answer. (Such rhetorical questions are a
feature of persuasive writing.)
(c) Because he doesn't know the answer.
Your turn will come.
3 What is the writer trying to do?
(a) To warn the reader that identity fraud is very likely.(To some degree this is the same as
frightening the reader, but the aim is not a thrill such one obtains from a horror movie, but a stimulus towards a practical result – precautions.)
(b) To frighten the reader.
(c) To explain to the reader that they have to wait for something to happen.
8 Work in pairs and discuss the questions
Teaching tips
Ask some pairs to report their discussions and answers to the class.
1 Who is the passage written for?
The passsage is written for everyone who lives a reasonably prosperous modern life (that is, uses computers, has a bank account, owns a credit card etc.)
2 What is the tone of the passage?
Different aspects can be noted. It is informal and conversational, addressing readers directly and giving straightforward examples from daily life and popular culture. It is persuasive in that it should make us worry and think about protecting our confidential data far more
carefully. It appears well-researched (there are statistics). It is practical (use gel ink pens).
3 What are the main points of the passage about identity theft?
It is quite easy for criminals (examples of the ways they can do it); we make it easier (leaving our mail unprotected, using inks that can be erased, leaving our computers on and so on), and it can cause us considerable pain (bad checks and criminal records).
4 Do you think the passage is effective? Why/Why not?
It is a matter of opinion –changing people’s behaviour is very difficult, but the writer does try hard with a good tone and sufficient detail and information to prove the main points of the article.
5 Do you feel more or less worried about identity theft after reading the passage?
For me, I am more worried. And I will take every precaution to prevent identity theft.
In general, university students are the sort of people who would suffer from identity theft more than, for example, an agricultural worker.
6 Will you now change the way you use your computer and deal with documents?
Yes, I will. I will remember to log off before leaving the computer.
Most students may make changes in one way or another. But most may soon forget them and return to our careless ways.
Developing critical thinking
9 Work in pairs and discuss the questions
1 How do you know that your doctor, dentist and driving teacher are qualified?
Probably, largely a matter of trust we assume someone else has checked them. We also
observe them at work. We would soon notice complete incompetence. They may have
diplomas hanging in their offices but it is unlikely we look at them or ever dream of checking them in any way.
2 What makes a qualification valid?
The question can be answered at tow levels- it is valid if earned in the correct way and issued by a competent, authorized institution; its validity is affirmed by seals, chops and signatures.
3 Do you believe someone on TV wearing white coat is a doctor?
If one does, one is very na?ve and likely to be the victim of any advertiser who targets you.
4 Do you trust the certificates showing people’s qualifications?
Most of us do unless we are in a new place with a dubious reputation. It makes life easier to be trusting. Unfortunately, news stories show us that our confidence and trust is often misplaced.
Ask if any students can recall any such story.
5 Do you believe what you read in the newspaper?
The answer will probably depend on the particular newspaper; some are far more reliable than others. Some are famous for their far-out stories about UFOs and monsters.
6 Is information in books more reliable than information on the Internet?
It probably depends on the particular website/publisher.
Talking point
Teaching tips
Ss can practice using adverbs of frequency:
never, hardly ever, rarely, seldom, sometimes, occasionally, routinely, usually, normally, regularly, often, frequently, mostly, always
These adverbs are used before their verbs apart from in the case of the verb to be.
Ss can also put the actions in order of riskiness and suggest other measures to be taken along with ways of ensuring we keep to our resolutions.
Active reading (2)
Teaching steps
? Ask Ss to describe and comment on the bottom picture, and then the larger illustration.
? Ask Ss to go through the questions and think of as many points as they can.
? Ask selected Ss to report their answers to the class.
? Ask one or two Ss to predict the content of the passage from the title.
The bottom picture shows people trying to avoid having their pictures taken. It reminds one of pictures of celebrities trying to discourage media photographers and camera men (in their worst form referred to as paparazzi). The dark glasses (shades) and raised hands are a part of their attempt to protect their privacy. In the context of this chapter, Ss may be able to predict the theme is the use of various surveillance devices in the modern world.
The larger picture shows someone keying in his number at an ATM (automated teller machine) and is intended to make us think of the large amount of data about us stored in computers and its vulnerability.
1 Work in pairs and discuss the questions.
1 Which organizations store personal information about people?
Government bodies, employers, educational institutes, commercial organizations, financial organizations and so on.
2 What sort of information do they collect?
Age, sex, date of birth, education, address, telephone numbers, sales history, web-surfing preferences, group membership and so on.
3 When and where do they collect it?
Whenever we fill in a form, perform any online transaction or perform banking operations. It can be on paper or automatically electronically recorded by websites and cookies.
4 Do we know when our personal information is collected and stored?
Probably if we pay attention to small print we can find out, but most of us do not have time and are unlikely to be conscious of a lot of it.
5 Do you worry about your personal information being stored?
The unit is not making much impression on Ss if they are not nervous by now.
2. Look at the words and phrases that are repeated in the passage. What do you think the
passage is about?
Is it scary if ; they’re trying to sell me things; problem; my face is scanned by a camera ;
identity theft; information; we don’t yet know; worse things
The clues can be put together to suggest the passage is about the dangers (scary, problem, worse things) of the information being gathered on us (scanned by a camera, information) falling into the wrong hands (identity theft).
In the context the title seems to refer to the modern age when privacy has become almost impossible to maintain.
By the numbers
Teaching tips
Ask Ss to read the passage. Tell them it is especially important to follow the flow of the writer’s thinking from paragraph to paragraph as he likes to build up to his points and lead us along his thought-path step by step.
Language and culture points
The numbers in the title are the many numbers we are identified by (credit cards, identity cards, accounts etc.) There may be a reference to the Biblical saying “by their fruits shall you know them” (we can tell what people are really like by means of their deeds and what results from them). Nowadays it is by our numbers that we are known.
available to: If something is available to you, you can get it easily and use it.
scary: an informal synonym of frightening
They go about it means they do it, perform it.
The word scanned suggests close examination, movement across the face looking for significant information.
in current possession: holding it now
Action movies are films full of car chases, adventure and fights (typical topics are bank robberies, hijackings and so on).
extracting money from people: Credit cards make it easy for us to spend wherever we are. stuff: informal synonym of things/items
ruined:made poor through loss of all one’s money a nd assets
universal identifier: something, maybe a number, which allows all the different bits of information about us lying in different places to be brought together
in the presence of: faced with, confronted by
Reading and understanding
Teaching tips
To vary the way answers are collected and checked, T can ask Ss to indicate their answers for each question by show of hand and then reveal the correct answers.
3 Choose the best way to complete the sentences.
1 The writer objects to personal information being collected because (c) .
(a) he doesn’t like having his photograph taken
(b) he thinks it’s illegal to collect personal information
(c) he doesn’t know who is collecting the information
(d) he doesn’t want people to sell him things
2 The writer thinks that collecting personal information (a) .
(a) might be used for the wrong purposes
(b) protects society against terrorists
(c) is only done by ethical people
(d) is only useful for salespeople
3 The writer thinks that identity theft is (d) .
(a) something we should be very frightened of
(b) a legitimate use of personal information
(c) something we have to accept if we want to use credit cards (This is in a way implied
but not directly stated or a major point.)
(d) not the most serious result of personal information databases (There are worse things than identity theft, and a universal identifier may lead to those things as well.)
4 The writer is worried about personal information databases because (b) .
(a) identity theft can kill or ruin people
(b) we don’t know how the information will be used(…information moves everywhere.
Sooner or later, it moves to a place where the owner … can do whatever he or she likes with it.)
(c) terrorists use tools as weapons
(d) databases are tools for extracting money
5 The threat that the writer describes is (c) .
(a) something that will be easy to avoid
(b) a new weapon that terrorists can use
(c) frightening, even though it’s not certain
(d) not something we need to worry about
Dealing with unfamiliar words
4 Match the words in the box with their definitions.
1 an example of something happening (instance)
2 by a lot of people, or in a lot of places (widely)
3 the activity of buying and selling goods and services (commerce)
4 unpleasant or insulting, and likely to make people upset or embarrassed(offensive)
5 an object that can be used to hurt people or damage property, for example a gun, knife or bomb (weapon)
6 happening or existing now (current)
7 to get something from someone who does not want to give it to you (extract)
Additional activity
Ask Ss for synonyms of the words.
1.example
https://www.doczj.com/doc/c72052978.html,monly
3.business, trading, buying and selling
4.objectionable, unpleasant, rude
5.arms
6.present, existing
7.remove
5. Answer the questions about the words.
1 Are tasteful things (a) attractive and suitable, or (b) rude and offensive?
2 When things are consolidated, are they (a) broken up into small pieces, or (b) combined into one large unit?
3 If something is done globally, is it done (a) in some places, or (b) everywhere?
4 If something is ethical, is it (a) morally good, or (b) criminal?
5 Does friction mean (a) disagreement and conflict, or (b) differences of opinion?
6 If you perpetrate something, do you do something (a) harmful and illegal, or (b) good and useful?
7 When things are correlated, are they (a) deliberately connected, or (b) placed together by chance?
8 If something is undoubtedly, is it likely to be (a) accepted, or (b) not accepted by everyone?
Additional activity
Ask Ss which of the words these are fairly similar in meaning to:
a)internationally (globally)
b)resistance (friction)
c)polite (tasteful)
d)certain (undoubted)
e)united (consolidated)
f)good (ethical)
g)brought together (correlated)
h)commit (perpetrate)
Reading and interpreting
Teaching tips
This is quite a demanding exercise and may take some time. It could be prepared out of class, or T could assign each feature to one or two pairs only. The individual devices could then be presented to the class by those who worked on them.
6 Work in pairs and find more examples of :
1 repetition and association
2 negative words and phrases
3 parallel structures
4 vague or non-specific words and phrases
5 passive structures
7 Work in pairs and discuss the questions.
1 Do you think the passage is effective in creating a feeling of fear?
Personal opinion- but a great many techniques have been noted above. Of course, one might still be unconvinced by the writer’s fears even if they have been presented effectively.
2 Does the writer explain why organizations collect so much personal information?
It is left fairly vague (typical of the writer’s chosen style here), but some information is given.
Amazon wants to target consumers with books they are likely to be attracted to, and the credit card companies want to make shopping easy.
3 Does the writer describe a specific, current threat?
The writer does discuss identity theft, but the main emphasis is on what comes next with even more organized and developed forms of information collection and storage. The full implications of this are not known to us so the threat is not very precise as yet.
4 Does the writer suggest that the danger is growing?
Yes, this is stated in the final three paragraphs.
5 Does the writer say whom we should be frightened of?
No, only of vague hostile forces.
6 Are you more worried about personal information being collected after reading the passage?
Nervousness seems the natural reaction, but one might feel one is already taking adequate precautions, or feel the writer is indulging in scare-mongering. Does it really matter if
someone can gain access to our address, hobbies and bank balance? Possibly the very quantity of information available these days makes its detailed analysis less probable.
Developing critical thinking
8 Work in pairs and discuss the questions.
1 What sort of information does your school have about you?
Perhaps one should distinguish selected information in a personal file (whether on paper or in a computer) and potential information which someone could put together. Schools store information on where students come from, their parents, their school grades and memberships, their ages and so on. If a student pays any bills with a credit card, the school will have card details somewhere in its system. If the school uses CCTV for security, it could potentially discover a student’s comings and goings. If the school issues references / testimonials for students it may also have a system of recording comments on people. Rules and procedures vary from place to place.
2 Do you think it’s legitimate for shops to automatically collect personal information?
A matter of personal judgment; some people object very strongly to this invasion of their privacy; others are content as long as it does not go too far. As with the passage, in the case of a reputable company trying to get to know its customers better, it is not offensive, but when it comes to companies selling our data to other organizations, we are likely to become less happy about it.
3 Do you think it’s legitimate for other organizations to collect personal information? Which ones? Why?
There are many issues one can go into on this. It might be of great benefit to us if a hospital has full records of our health and of any problems we have, but if this information is in the hands of insurers or employers, it might be less beneficial and cost us many opportunities. An airline might keep a record of our travelling patterns so they can email us offers on those routes, but there might be other people who we do not want to know of our movements.
4 How worried are you that criminals could obtain your personal information?
This will vary from person to person. Considerations are the size of the risk, the amount of damage which might be done and where the risk is most severe (as mentioned above, it is not only criminals we might wish not to have access to all our information).
5 Which is more frightening, a paper record or a computer database? Why?
Paper is in one place and takes time to access. Information on computer databases can be accessed from anywhere and sorted far more quickly. Hacking might also be more probable than entering a building and changing information on a paper document.
Additional activity
Questions 2 and 3 can be used for short role-paying exercises. Select fluent students to be:
a. a worried consumer and a shop manager, and
b. a private individual and a representative of a suitable organization (a hospital, transport company, library et
c.) The Ss can then exchange views on data collection trying to persuade one another of the correctness of their positions.
Talking point
Teaching tips
If there is enough time, this activity could be widened by asking SS to gather examples of strange laws before class (an Internet search will reveal plenty) and then sharing them at the start of the lesson.
Work in pairs and discuss the questions.
1 Which of the laws above do you think are easy to obey?
The 1st and 3rd seem very easy to obey. The 5th might be a little inconvenient, but is easy enough. The 4th depends on where you come from. The British eat little garlic and would be able to cope, but the garlic-loving French would be far more seriously affected. Many of the regional cuisines of China use a lot of garlic so Ss form those areas might find the law very restrictive. The 2nd law seems impossible to obey if there is to be a rail service!
2 How can the government make sure people obey these laws?
Only with the greatest difficulty – even with CCTV watching every beach and clothes line would be far from easy – and without garlic-scanners that law might be a problem?
Presumably the point is that these things offend some people, so they have the law on their side if, for example, they find themselves sitting next to someone smelling strongly of garlic or are shocked at the sight of their neighbour’s mixed underwear. The Texan law seems
beyond enforcement.
3 What laws would you like to introduce in your town or region?
This final question is probably best treated light-heartedly. T can introduce the concept of “pet hates”, small things which drive us personally mad: people putting their bags on seats in crowded places, people walking slowly down the middle of crowded streets, or whatever. Ss can then share their pet hates and devise laws to put an end to them.
Language in use
have something done
Teaching steps
This is rather a complex section and the Ss will probably need the T to lead the class and help them through it. T can explain that at beginner levels the pattern have something done is often taught as being used when we arrange for someone to do something for us:
- I am going to have my hair cut.
- She is going to have the room painted.
- I must comb my hair. I am going to have my photo taken.
Clearly, when we arrange for something to be done it is for our benefit. This is not always, however, true of this usage, and here Ss are alerted to the alternative negative sense of have something done.
1 Decide what have something done means in this context.
If you haven’t had your identity stolen, it’s only because they haven’t got to you yet.
(a) Arrange for something to be done, or for someone to do something for you
(b) H ave something unfortunate happen to you by someone you don’t know
2 Look at the sentences with have something + past participle. Decide which meaning in
Activity 1 they have.
1 (b) 2(a) 3 (b) 4 (b) 5(b) 6 (a)
mention
3 Match the uses of mention with the sentences.
1 (b) - our experience of terrorists shows tools can become weapons (dramatically, an
airplane can be crashed into a building); if you need any further examples think of action films in which heroes make use of all sorts of unlikely objects to conquer their
enemies. Not to mention adds extra examples to the main one, adds something which emphasizes the main idea.
2 (a) - mention = said anything about, referred to.
T here’s no escaping the fact that ...
4 C omplete these sentences so that they’re true for you, even if you prefer to think they’re
not.
Teaching tips
Let the Ss write their answers and then call on individuals to read out their responses until the class seem to have control of the pattern.
There is no escaping the fact that when I
1 speak English, I make a lot of mistakes.
2 go online, I waste a lot of time chatting to people about nothing.
3 do an assignment, I always start it too late.
4 go back home to see my parents, I spend too much time on the phone instead of talking to
them.
5 stay up late, I am useless in class the next day.
6 go shopping, I spend far too much money.
Collocations
5 Answer the questions about the words and expressions.
regular
1 … the ink can be removed with the help of a regular household chemical … Is this likely to
mean (a) frequent, or (b) ordinary?
2 It looked like a regular dollar bill, but actually it was a fake. Does this mean the dollar bill
was (a) damaged, or (b) normal?
bad
3 More than 1.2 million bad checks are issued every day … Is a bad check one which is (a)
doesn’t pay the money it offers to pay, or (b) likely to cause problems?
4 ... they have also got a lot of bad publicity. Is this publicity (a) of very low quality, or (b)
likely to cause problems?
stuff
5 So it’s not a problem if they’re trying to sell me stuff. Is this likely to mean (a) a variety of
objects and things, or (b) a basic material used for making something?
6 Banks keep all this personal stuff about you on computer. Is this likely to mean (a) your
clothes, or (b) information about you?
false
7 ... to create a false identity. Is this likely to be an identity (a) based on a mistake, or (b) not
real and intended to trick people?
8 Pierre gave me the false impression that he was rich. Does this mean (a)he didn’t tell the
truth, or (b) his documents contained wrong information?
6 Translate the sentences into Chinese.
1 That was the strapline of the 200
2 film Catch Me if You Can, which tells the story of Frank Abagnale, Jr. (Leonardo DiCaprio), a brilliant young master of deception who at different times impersonated a doctor, a lawyer, and an airplane pilot, forging checks worth more than six million dollars in 26 countries. He became the youngest man to ever make the FBI’s most-wanted list for forgery. （注意同位语 a brilliant young master of deception的译法，应采用重复主语的办法把长句拆分成若干短句。）
这是2002年的电影《有种来抓我》的剧情简介。影片讲述了弗兰克·小阿巴格纳尔（列奥纳多·迪卡普里欧饰演）的故事，影片的主人公是一位聪明绝顶的年轻骗术大师，曾在不同时间扮演医生、律师和飞行员的角色，在26个国家伪造了价值六百万美元以上的支票。他成了联邦调查局伪造罪头号通缉令名单上最年轻的人。
2 Since 2003, identity theft has become increasingly common. Few people could imagine how important things like taking mail to the post office and not leaving it in the mailbox for pickup, shredding documents instead of throwing them out with the trash, even using a pen costing a couple of bucks, have become to avoid life-changing crimes. （第二句的to avoid life-changing crimes 应提前，把整句变成“为了……做什么事变得很重要”结构。）
2003年以来，身份盗窃案变得越来越常见。很少有人会想象到，为了防止改变人生的犯罪，像把邮件拿到邮局去寄而不是丢在信箱里等人来取、把文件切碎而不是把它们连同垃圾一道扔出去，甚至使用价值一两块美元的笔之类的事情已经变得多么重要。
3 If we’ve learned one thing from terrorists, not to mention action movies, it’s that a tool is also a weapon. Globally accepted credit cards and the databases that support them are tools for taking the friction out of commerce. That’s another way of saying that they’re tools for extracting money from people with minimum effort on everyone’s part.（注意插入和补充部分的翻译。not to mention action movies 在译文中的位置可用破折号处理。）
假如说我们从恐怖分子那里——更不用说从动作电影那里——学到了一招，那就是，工具也是武器。全球通用的信用卡和支持它们的数据库是去除商业摩擦的工具。换句话说，它们是以让各方最省事的方式从人们那里取钱的工具。
4 Wherever universal identification leads, we don’t yet know how to manage a world in
which everything can be linked to me, wherever I am. We don’t know yet how to balance the undoubted convenience of this world with the peril—vague, but apparently near—that we sense in the presence of all that information combined and consolidated, if only logically. （第一句中的 in which 可以译成“在其中”；第二句要把破折号中的内容后置，单独处理，还要注意 if only logically 的所指。）无论通用身份的前景如何，我们尚不知道该如何应付这样一个世界：在其中，无论我身在何处，一切都可能与我有关联。我们尚不知道该如何在这世界给予我们的无可置疑的方便和我们
在面对一切组合、强化了的（要是合理的话那该多好啊）信息时所感到的危险之间保持平衡。
这危险模糊，但显然很近。
7 Translate the sentences into English.
1 这些文件很重要，内容要绝对保密。如果要处理掉的话，应先把它们切碎，而不是直接当垃圾扔掉。请您在这张表格上签收一下。(shred; sign)
These are important documents, the content of which should be kept strictly confidential. If you need to dispose them, you must shred them instead of throwing them out with the trash. Would you please sign for them in this form?
2 现在，像伪造支票、身份证和信用卡这类的白领犯罪已变得相当普遍。尽管我们学会了许多防止被骗的招数，可是看起来我们随时都可能被骗。(forge; prevent…from)
Nowadays, white-collar crimes such as forging checks, ID cards and credit cards have become very common. Though we have learnt much about how to prevent ourselves from being cheated, it seems that we could be its victims at any time.
3 如果他们能以更低的价钱把这台机器卖给我们当然好，其实按现在这个价格也可以了，这价格已经很公道了。问题不在于价格，我关心的是我们把这个机器买回去干什么。(not even bad; problem with; do with …)
It is certainly good if they can sell us the machine at a lower price, but it is not even bad if they sell it at the present price, which is already quite reasonable. Now the problem is not with the price, what I care now is what we can do with it.
4 为什么说一个图书馆拥有大量可供随时阅览的新书及电子图书资源很重要呢？因为那样的话，学者们就可以了解自己学科领域里的最新进展，知道自己的研究是否有价值。(matter; so)
Why does it matter that a library has many new books and electronic resources readily available to the readers? This is because if so, the scholars know the latest development in their own fields and know whether their research is valuable. Reading across cultures
Teaching tips
T can introduce the topic by starting a conversation on music, leading to a question about where Ss get their music from. This should lead naturally to some mention of the Internet and file-sharing, at which point the class can turn to the reading passage. Alternatively, the picture could be used as a starting point. The Ss can then proceed to reading the passage.
Language and culture points
Supreme Court is the top court whose decision is final.
tracks: songs, divisions on the CD
find out the hard way: an idiom meaning you learn a lesson in a painful way, making a mistake and suffering as a result
TV themes: tunes used to introduce regular television programs
receive a percentage: These are their royalties.
doesn’t look good: give the companies the public image of being mean and greedy sue: In a dispute between two people [or groups of people] if one side takes the other side to court claiming money from them, they are said to be suing them.
1 Read the passage and answer the questions.
1 How difficult is it to share files on the Internet?
It is simple. (an easy way to build up your collection. You simply log on to a website …)
2 Why do music companies feel threatened by file-sharing?
People are obtaining the music for free so the companies are not receiving revenue from sales.
3 Why are some artists in favour of file-sharing?
They think it is a way of spreading their music and getting it better known. People will then be willing to buy it.
4 Is it a good idea for music companies to prosecute file-sharers?
It may protect their sales, but it has also upset a lot of consumers and this may in turn make them unpopular with the public.
5 What do most Americans think about file-sharing?
They see no problem with it.
6 Does file-sharing definitely harm CD sales?
In some ways probably; in others probably not. It is unclear what the effect is overall.
7 Why does the music fan think the companies will need a lot of lawyers?
There are so many people taking part in file-sharing.
2 Work in pairs and discuss the questions.
1 Do you think that file-sharing should be made legal?
2 How much would you pay to legally download music?
3 Do you think music companies can benefit from file-sharing?
4 Will file-sharing and downloading eventually make it impossible to sell CDs?
5 How can companies stop file-sharing without prosecuting potential customers?
6 Who do you think will win the battle – the companies or the file-sharers?
These notes may help if the discussions do not seem to proceed smoothly.
Guided writing
Expressing personal opinions
Teaching steps
To alert Ss to the topic of expressing attitude, T can present a statement with different modal adverbs and adjectives. Ask Ss to explain the difference, and then tell them the book has more to say on this issue and turn to page 41.
e.g. Definitely it won’t rain. [It is definite it won’t rain.]
Surely it won’t rain. [It is sure it won’t rain.]
Probably it won’t rain. [It is probable it won’t rain.]
Possibly it won’t rain. [It is possible it won’t rain.]
It is impossible it won’t rain.
A photocopiable worksheet with exercises on sentence adverbs [such as unfortunately and significantly] is supplied at the end of the unit.
1 F ind other examples of adverbs and impersonal structures that give the writer’s opinion. Impersonal structures:It’s important to realise that It’s worth noting that It seems that
Adverbs: surprisingly, significantly
新标准大学英语综合教程4 Unit 1 Active reading (1) Looking for a job after university? First, get off the sofa Background information About the passage: This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. In Europe generally, and in Britain in particular, for a number of years there has been a rising number of students who go to university and therefore more new graduates seeking employment. However, for many graduates finding a job became harder in 2008–2009 because the economic downturn – then a recession – meant that many employers werereducing their workforce. After their final exams, some students rested in the summer before looking for jobs and then they found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problems of such new graduates who might be stuck at home and advises their parents to be there for their children (ie to be available if their children want to talk about the problem or if they need help). The article recommends finding work in a bar or supermarket rather than sitting unemployed at home since this is more likely to lead to better employment later. The style is partly of a report, but also of a humorous comment for light entertainment (seen in the jokey language and problem-solving advice to parents). Why finding a job in 2008 is so difficult for university graduates? Universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years (over 45% of young adults now go on to higher education), so there are more graduates looking for jobs. This competitive situation became a lot worse in 2008 onwards with the credit crunch and economic depression, which meant that there were fewer jobs available and a rise in unemployment. Thus new graduates have to be active to seek a job, they need to fill in many application forms and try to get job interviews: they won’t find employment by lying on the sofa at home. Culture points honours degree: Traditionally, in the British university system, BA and BSc honours degrees are awarded in different categories: a first class degree (written using Roman numbers as I), a second (divided into two subcategories, written as IIii and IIii, which are called “a two one” and “a two two”), a third (written III) and a pass degree. Most people get a second. There are also ordinary degrees with more general courses of study without these categories. Generation Y and Grunt: The main idea here is that there is a succession of different generations or cohorts of adults who come into the workforce in North America which are given different informal names to characterize them. First, “Baby boomers” were born in the great increase (the boom) of birt hs after World War II (1946–1960), followed by “Generation X” people (born 1960–1980) who were said to bring new attitudes of being independent, informal, entrepreneurial, and expected to get skills and have a career before them. “GenerationY” or the “Millenial Generation” (born 1980s and 1990s and becoming adult in the new millenium) are now making up an increasing percentage of the workforce; they are said to be spoilt by doting parents, to have structured lives, to be used to teamwork and diverse people in a multicultural society. In the passage, this generation is now becoming (morphing into) Generation Grunt, which is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience before they find something more suitable. “Grunt” also refers to coarse behaviour or bad manners and to the deep sound that is made by a pig;
卷A Part III Vocabulary and Structure ( 11 minutes ) 41. Steam turbines (涡轮机) are used for the _____ of electricity. A) construction B) manufacturing C) change D) generation 正确答案： D 42 Jo hn says that his present job doesn’t provide him with enough _____ for his organizing ability. A) scope B) opening C) capacity D) range 正确答案： A 43. The scientists have absolute freedom as to what research they think is best to _____. A) engage B) devote C) seek D) pursue 正确答案： D 44. One foolish mistake can _____ you in a good deal of trouble. A) release B) involve C) evolve D) empower 正确答案： B 45. The doctor suggested __________ my diet with vitamins E and A. A) supplement B) supplementing C) add D) adding 正确答案： B 46. ____________, this essay is quite good except for a few spelling mistakes. Which one of the following choices is NOT appropriate to fill in the blank? A) On balance B) Generally C) Generally speaking D) In balance 正确答案： D 47. Up the chimney roared the fire, and ______ the room with its broad blaze. A) brightened B) lingered C) furnished D) fused 正确答案： A 48. Now the cheers and applause _____ in a single sustained roar. A) mingled B) concentrated C) assembled D) permeated 正确答案： A
Unit One People Around Us Enhance Your Language Awareness Words in Action ▆ Working with Words and Expressions 1.In the box below are some of the words you have learned in this unit. Complete the following sentences with them. Change the form where necessary. ▆ Answers: 1) crease 2) hint 3) assured 4) awaiting 5) hovering 6) scrawled 7) glistening 8) frail 9) sole 10) visible 11) engaged 12) biased 13) dreading 14) grinning 2.In the boxes below are some of the expressions you have learned in this unit. Do you know how to use them in the proper context? Now check for yourself by doing the blank-filling exercise. Change the form where necessary. ▆ Answers: 1) for fear of 2) pulled up 3) except for 4) get by 5) make a living 6) every so often 7) in the background 8) Shut off 9) each and every 10) as it is 11) wraps … around her little finger 12) caught us …unawares ▆Increasing Y our Word Power 1.Choose the definition from Column B that best matches each phrasal verb in Column A, paying attention to the V+ Prep./Ad. collocation.
Le?on 9 E xercices de grammaire (participe passé) I. Faites les phrases suivantes en rempla?ant les verbes soulignés par des participes ( présent ou passé ). 1.Ambroise est un enfant aimant beaucoup le football. 2.Une fois arrivé là-haut, je m’arrêterai pour boire. 3.Mon ami ne venant pas, je sors. 4.Ayant réglé le prix de sa pension, il part. 5.N’aimant que le théatre, je ne vais que rarement au cinéma. 6.Lui étant parti, tout est devenu triste. 7.Plus travaillée, cette terre produirait beaucoup. 8.Sa pension payée, Jean peut s’en aller. 9.Prenant un autre chemin, vous arriveriez plus vite. 10.Son travail terminé, il ira dormir. II. Mettez les infinitifs au participe présent ou au participe passé. 1.intéressant https://www.doczj.com/doc/c72052978.html,pris 3.br?lée 4.sachant 5.gêné, pensant 6.s’asseyant/assis 7.se levant, se couchant 8.vaincue 9.venu, pris, couché 10.approchant E xercices de grammaire (dont) I. Mettez ? dont ?ou ? que ? : 1.dont 2.que 3.que 4.dont 5.dont 6.que 7.que 8.dont 9.dont 10.que II. Complétez les phrases suivantes par ?ce qui ?, ?ce que ? ou ?ce dont ? : 1.ce qui 2.ce dont 3.ce qui 4.ce que 5.ce dont 6.ce qui 7.ce dont 8.ce qui 9.ce que 10.ce dont III. C omplétez la phrase par une proposition relative introduite par ? dont ?avec les éléments indiqués : 1.J’habite avec une amie dont la tante travaille à Air-France.
三年级起点《新标准英语》第二册教学分析 赵丽萍 一、学生情况分析 本学期的学生通过上个学期的英语学习，对英语已经有了初步的了解，并掌握了一些日常的对话用语和一定的词汇，也有了学习英语的兴趣。 二、教材分析 根据小学生的生理和心理特点以及发展需求，小学阶段英语课程的目的是激发学生学习英语的 兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感 和良好的语音、语调基础；使他们形成初步用英语进行简单日常交流的能力。同时，注重培养学生 的观察、记忆、思维、想象和创造能力。适当介绍中西文化，培养学生学生爱国主义精神，增强世 界意识，为进一步学习打下基础。 教材编写思路： 以话题为纲，交际功能为主线，兼顾结构，运用英语去完成任务为目的。即： 话题----功能-----结构-----任务 教材结构与内容： 按单元形式整体设计和编写，采用“教案式”编排体系。第一册（下）全书共6单元，2个复习单元。每单元分“ABC”三个部分。教师可自由地选择并灵活地安排教学内容，提高教学效果。由 于课时量的不足，上个学期未能教完所有的课程，因此，对本学期的教学内容安排如下：内容安排： 内容 Module Module 1 Alphabet Module 2 Zoo Module.3Playground Module .4Food . Module5 Time .Module 6Activities .Module7Festivals .Module8Seasons and Weather
.Module9Possessions .Module10Position 三、教材内容与目标 1）能听懂、会说12组会话，并能进行简单的交流； 2）能听说、认读（包括动物、食品、数字、同学、家庭成员、数字等6个话题）的单词，并能简单的运用； 3）能听、做、演游戏； 4）能听、做TPR活动； 5）能学会书中的小制作； 6）能唱书本里的英文歌曲； 7）能听、说、唱书中的歌谣； 具体教学目标是：Module 1 题目Alphabet（字母表） 题材（主要）内容课堂上，Daming询问Smart老师最喜欢的歌曲是什么，Smart老师回答是英语字母歌，并开始带领全班学习这首歌曲。 教学目标 语言知识目标 功能 了解英文字母表； 了解如何询问与陈述自己最喜欢的物品。 语法 （结构、 句子） 学习询问与陈述喜好： What’s your favourite song? It’s the ABC Song. My favourite toy is a car. 词汇 听 能听懂字母歌； 能在听录音的过程中辨别出单词：song, favourite, toy, car, ship, doll 说 能按顺序说出英语字母表； 能在句子中正确使用单词：favourite, toy, car, ship, doll 读 能够认读英语字母； 能在图片的提示下，跟着录音在语句中正确朗读单词：toy, car, ship, doll 写了解英语单词是由字母构成的，字母分大小写。 语言技能目标听 能听懂英语字母的读音； 能在图片的帮助下听懂课文的录音材料。 说 能按顺序说出字母表； 能运用所学语句询问并陈述自己最喜爱的物品：W hat’s your favourite…? My favourite… is a… 读 能看课文按指示认读英语字母，能借助图片读懂课文中询问与陈述喜 好的句子：My favourite toy is a car/ship. 写 了解英语字母分大小写； 了解英语的四线格。
U5 1.培养正确的感情是极其必要的，因为它可以为一个人将来学习和工作的成功奠定基础。 Cultivating the right emotions is indispensable in that it lays the foundations for the success of one’s future work and studies. 2.中国西部发展急需人才，政府为此制定了优惠政策，号召更多大学毕业生去西部工作。West China is crying out for talented people for its development .To this end，the government has laid down favorable policies，calling for more college graduates to go and work there. 3.你怎么可以在我这样艰难的时候对我置之不理呢？我们患难与共差不多半个世纪了。How can you turn your back on me when I am in such difficulty? We have gone through trials and tribulations for practically half a century. 4.网虫们很多时间都泡在网上，以至于他们无法分辨虚拟世界与现实世界。 Web addicts spend so much time on the Internet that they are unable to draw a distinction between the virtual world and the real world. 5.生活在城市的人常常会有这样的幻想：乡村生活是闲适安逸的。其实不一定是这回事儿。Urban residents often have the illusion that rural life is always leisurely and comfortable. In fact, that may not be the case. 6.远程学习是个全球化的趋势。随着它的迅速发展，人们无论身处何地都能有同样方便的途径享受教育资源。 Distance learning is a global trend. With its quick growth，people are given an equally convenient access to educational resources，no matter where they are. U6 1.我们中国人会再三地请客人多吃饭桌上的菜，以表明我们好客。 As a proof of our hospitality，we Chinese will repeatedly ask our guests to help themselves to
A place in society Unit 5
Unit 5?A?place?in?society 154 Teaching suggestions and answer keys Starting point 1 Work in pairs and discuss the quotations. Which one do you agree with most? A nation as a society forms a moral person, and every member of it is personally responsible for his society. Thomas Jefferson, US President G enerally, we agree with this because it shows that society and individuals have a reciprocal relationship, to some extent they depend on each other. The nation or society forms a moral person and has a good influence on people. But there are also people who are influenced by negative aspects of society. Meanwhile, it is also the responsibility of every individual to protect the society, because it is everyone’s interests that they are protecting, not the interests of someone else. (? Ask Ss to discuss Confucius’ idea of the individual, the family, the country and the world, in relation to this quotation. It appears that Confucius’ idea emphasizes the contribution of individuals to society.) T here is no such thing as society: There are individual men and women, and there are families. Margaret Thatcher, UK Prime Minister T o the prime minister, the concept of society is probably a myth, and in its place, we actually have a collection of disparate individuals. But of course, there are individuals and families, there is also society. We really don’t agree with this. Maybe she was trying to emphasize that individuals are responsible for their own actions and that they should not blame society when things go wrong. 2 Work in pairs. Read the proverbs from different languages and discuss the kind of individual or social values they suggest. ?When the cat’s away, the mice will play. The mice will not play when the cat is there because they are afraid of it. This shows fear of authority, or a lack of trust because the mice will only behave when the cat is there. ?Let sleeping dogs lie. Dogs can be dangerous so do not wake them up when they are sleeping. This means do not stir up trouble unnecessarily. It shows a value of stability. ?Don’t put all your eggs in one basket. If there is a problem, all of the eggs will be affected because they have been kept in one place. This shows the value of prudence or the virtue of taking precautions – some of the eggs should be kept in another safe place. ? One swallow doesn’t make a summer. The swallow is a migrant bird that comes to Europe in summertime, but if you see only one that does not necessarily mean that summer has arrived. A single case does not confirm a phenomenon; we need more evidence. ? There’s no smoke without fire. Smoke is a sign of fire, so if you see smoke there must be a fire somewhere nearby. This shows the value of being aware of causes and connections.
Appendix I Key to Exercises (Units 1-8) Unit 1 Part I Pre-Reading Task Script for the recording: The song you are about to hear is all about taking a break from city life, escaping from the crowds, rinding a quiet place, far from trie human race. For those of us who live in cities, getting out in the country can provide a welcome break, letting us recharge our batteries. Out in the country, as the song says, we can find a place to stand alone and take tack somethin' worth remembering. The countryside also promises escape from the pollution of the city, somewhere to get some decent air to breathe. The countryside also offers somewhere where the sun is not hidden by smog, making it seem no more than a bright spot in the nighttime. So, just remember, as the song advises, whenever you need a bit or room to move When life b ecomes too fast
1)What I didn’t count on was that over time I would sincerely take pride in being a social worker.(我不曾想到，随着时间的流逝，我果真以身为社工而感到自豪） 2)Shooting a quick look at the clock on the wall, Grandma let out a cry, “Oh, My dear /My goodness/My gracious, we’re going to miss the train!”(奶奶迅速瞥了一眼墙上的时钟，发出一声惊呼;天哪，我们要赶不上火车了！) 3)At the kindergarten entrance, I always see some kids/children holding firmly on to their parents. Should young parents be sterner towards their kids/children and leave immediately under these circumstances?(我总在幼儿园门口看到一些孩子抓住父母不让走。请问；在这种情况下，年轻的父母是得对孩子严厉些，赶紧离开？） 4)In the dim street light stood a weeping little girl/ a girl weeping. （昏暗的路灯下站着一个哭泣 的小女孩。） 5)When making donations, rich people should be as considerate as possible in order not to put the recipient in an embarrassing situation. 6)Since last month, my work has been revolving around the routine office duties, so now I am counting the days until the National Day comes, when my friends and I are going hiking in the countryside. 1)In either friendship or love / In both friendship and love, you should never expect to take / receive the maximum while you give the minimum. （无论是友情还是爱情，你都不可能期待自己付出最少而得到最多。） 2)I built all my hopes on his promise(s), only to find that he was not a man of sincerity at all. （我 把全部希望寄托在他的承诺上，结果却发现他根本不是个真诚的人） 3)We took Mother to all the best hospitals we could find, but all our efforts were in vain; she failed to survive the disease. （我们带父母亲去了所有我们能找到的最好的医院，但是一切都是徒劳的，母亲还是没能熬过那次疾病) 4)Valentine’s Day is an annual holiday celebrated on February 14, a perfect dayto express love to the object of your / one’s affection. 5)In the information era, communications with far-away friends via e-mail can be almost / virtually simultaneous. 6)Love needs to be nurtured, and the “eternal / everlasting love”that we all dream to have is not forged until we learn to appreciate and tolerate the other. 1)The gasoline price is now at an all-time high, which has brought about wide public concern. (当下汽油价格达到历史新高，这引发了公众的广泛关注） 2)He found that fish and rice feature the Japanese diet, and he then proceeded to write a report on Japanese cooking culture. （他发现鱼和米方是日本人的饮食特色，随即开始就日本饮食文化撰写一份报道） 3)The spectators expected me to come in first but they were in for a shock. With a tumble, my chances for a gold medal in figure skating evaporated. （观众们以为我会轻而昐举名列第一名，哪知我使他们大吃一惊。因为跌倒，我获得花样滑冰金牌的希望就化为了泡影） 4)He was a beggar but he didn’t look the part at all, because he was clean-shaven, wearing glasses and a brand-new suit.
L e?o n1 2 Journal intime Avant la classe LA VIE EN ROSE Quand je la prends dans mes bras Elle me parle tout bas Je vois la vie en rose Elle me dit des mots d’amour Des mots de tous les jours Et ?a me fait quelque chose ll est entré dans mon coeur Une part de bonheur Dont je connais la cause C’est elle pour moi Moi pour elle dans la vie Elle me l’a dit, L’a juré pour la vie Et dès que je l’aper?ois Alors je me sens en moi Mon coeur qui bat Des nuits d’amour à en mourir Un grand bonheur qui prend sa place Les ennuis, les chagrins s’effacent Heureux,heureux à en mourir Quand je la prends dans mes bras Elle me parle tout bas Je vois la vie en rose Elle me dit des mots d’amour Des mots de tous les jours Et ?a me fait quelque chose ll est entré dans mon coeur Une part de bonheur Dont je connais la cause C’est elle pour moi Moi pour elle dans la vie Elle me l’a dit, L’a juré pour la vie
Key to Exercises Opener Going on a working holiday has many advantages: ? A working holiday visa grants you access to a country for a longer period of time than a standard tourist visa. ? The travel is sustainable in the sense that you can keep refilling your travel funds with employment. ? You can try different types of jobs, even the ones that you normally wouldn’t do when at home. And in this sense, a working holiday could be a life-changing experience. ? You are more likely to meet and make friends with the locals, not just other tourists. They can introduce you to a new culture. ? A working holiday makes a good break. A popular time to sign up for a working holiday is the break between high school and college or the break after college and before entering the real working world. Transcript: A working holiday is when you spend a significant amount of time in another country and have the working rights to back it up. You are able to pick up a job or two (or 6) and break that arrangement up by traveling or moving on to a new location in the country. In general, a working holiday visa grants you access to a country for a longer period of time than a standard tourist visa. In Australia, for example, the typical tourist visa is for 3 months while a working holiday visa is for 12 months. With a working holiday visa, you can work as you go, meaning you won’t necessarily go into debt while spending time abroad. Your method of travel may vary. Some prefer to travel up-front for several months and then spend the rest of the time working in one or two different locations. Others prefer to work for a month, travel for a month and then work for a month again. Either way, the travel is sustainable in the sense that you can keep refilling your travel funds with employment. With a working holiday visa, you are basically given the opportunity to test out any type of job, and you are probably put in a position to accept ones that you normally wouldn’t when at home. You never know what you might discover. A working holiday, in this sense, could end up