Chapter 1 The Impact of English

Answer Key

Listening 1
Pre-listening Vocabulary
A. You will hear the following words in the Al Jazeera discussion Global English. Work with a
partner to match the vocabulary with their definitions.

Vocabulary Definitions

linguistic diversity a range of many people or things that are very different
from each other
denounce embedded fixed firmly into a solid object or substance

nuance democratize to make a country or an institution more democratic

democratize infiltrate to enter or make somebody enter a place or an

organization secretly
concession dominant more important, powerful, or noticeable than other things

deplore linguistic connected with language or the scientific study of

language
diversity deplore to strongly criticize somebody/something that you think is
wrong, illegal, etc.
infiltrate nuance a very slight difference in meaning, sound, colour, or
somebody’s feelings that is not usually very obvious
dominant denounce to strongly disapprove of something and criticize it,
especially publicly
embedded concession something that you allow or do (or allow somebody to
have), in order to end an argument or make a situation less difficult

B. Fill in the blanks using the vocabulary from the chart.

1. Charlene and Maryssa deplore the treatment of the caged animals.
2. To democratize the country, the first step was allowing its citizens to vote.
3. The Canadian government had to denounce the actions of the rioters.
4. The shocking events of the past are embedded in his memory.
5. I enjoyed the book although I know I missed the cultural nuance.
6. When buying a new car, Alex made no concession to cost and bought a BMW.
7. In the animal kingdom, the female is often the dominant partner controlling most
situations.

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 8. The extent of different cultures and languages is an indicator of Canada’s diversity.
9. Shauna speaks five languages fluently; her linguistic ability is very high.
10. The spy was able to infiltrate the deepest areas of the government’s security system.

Pre-listening Activity 3
Discuss with a partner how each of the verbs in the list might be used and write them in the Speaker
Intent chart below. When you are finished, check your answers with the whole class.
Speaker Intent
Narrate Inform Persuade
tell demonstrate describe argue
move investigate state cause and effect criticize
entertain present list convince
clarify compare prove
define explain (for example, a process)
classify

Note-Taking
Note-taking in chart form helps keep facts connected to the speakers who stated them. Look at the note-
taking chart created for the panel discussion. Some sentences in the chart give a choice of terms. Listen
to the complete discussion for the first time. It is long, so listen carefully for the information to complete
the notes in the chart by circling the choices you hear. When you’ve finished, share your notes with a
partner to discuss the similarities and differences between your notes.

Main Ideas in Question Form Details from Answers and Comments

Q1. Moderator: What does the McCrum: A widespread/slightly improved/

term Globish mean? overused/simplified version of English.

Q2. Moderator: Wouldn’t Phillipson: Yes, but while people need to understand
learning Globish have a diversity of types of English, they also need to express their
standardizing/democratizing/cu own cultural IDs and needs.
ltural effect?

Q3. (sent by email): How much McCrum: second languages/mother tongues/foreign

power does a country have to stop tongues are more powerful, because they are the essential
the onslaught of English? tongue.

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 Q4. (sent by email): Technology is Phillipson: I don’t think that’s correct. It’s not true that all
often very English-centric. Why do invention/programming/writing is taking place in English.
you think that is?

Q5. (phone caller): [What do you McCrum: It’s just the nature of language and it’s
think about the phenomenon of] comparatively safe/unimportant/harmless.
more and more English words
“creeping in” to languages and
cultures?

Q6. Moderator: How do you feel Phillipson: Languages in countries like Nigeria and Tanzania
about the impact of the loss of a will be disappearing as time goes on, and that is a tragedy.
country/language/culture for a
nation of people?

Listening for the Main Ideas

A. Read the four questions below.
B. Listen to selections from the discussion on Global English and use your notes in the chart above
to help you answer the questions.
1. How do the two experts feel about the worldwide spread of English? Does it promote
understanding between people of different linguistic and cultural backgrounds, or does it
only promote English culture?
McCrum feels that English promotes understanding between ordinary people of different
linguistic and cultural backgrounds. It is not imperialistic.
Phillipson feels that English is only the language of ordinary people in some countries. In the
past, England and the USA imposed their one language—ENGLISH—at the expense of the other
language in the colonized countries, so English became the language of the elite. Its spread is
therefore a sign of imperialism.
2. An email questioner states: “Though the colonists are long gone, English has stayed and
flourished.” What is the reason the emailer thinks that the English language has
flourished?
He thinks that technology is invented by those who use and speak English.

3. Why does Dr. Phillipson disagree with the emailer’s point of view regarding technology
being English-centric?
He claims that it’s not true that all invention is taking place in English.

4. How does Robert McCrum feel about mixing English with other native languages so that
new versions like Hinglish, Singaporean English, or Hong Kong English are evolving?
He feels that this is a natural way that languages evolve; it is a normal thing.

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Listening Comprehension
Listen to selections from the discussion on Global English once again and answer the questions as you
listen. When you are finished, share your answers with a classmate and discuss any differences you may
have.

1. Approximately how many native speakers of English are there in the world?
328 million

2. Approximately how many ESL learners are there in the world?

as many as a billion

3. What was Robert McCrum’s most recent accomplishment?

He has written “Globish: How English Became the World’s Language.”

4. What is Dr. Robert Phillipson famous for?

his research, which denounces (speaks poorly of, puts down) linguistic imperialism

5. Which country has made a strong effort to try to keep English out of its culture and language?
France

6. In what situations do people usually default to Globish?

If they need to communicate with each other for business or cross-cultural purposes

Vocabulary and Language Chunks

Write the number of the expression next to its meaning. After checking your answers with your teacher
or class, choose three expressions and make your own sentences.

Expressions Meanings
1. cultural roots 5_ hierarchy, used to determine the most and least important
2. draw a distinction 3_ go to an automatic or logical
3. default to something 4_ the attributes of something
4. the nature of 1_ background; heritage
5. pecking order 2_ compare and contrast different things

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Listening 2
Pre-listening Vocabulary
Use your dictionary to help you and your partner complete the sentences with these words from the
audio.
ascertain etymology futile
self-regulating replicate derivatives

1. The word needs to be explained by its etymology to see how it has changed over time.
2. The possibility of those changes being accepted is zero, so it’s a futile attempt.
3. They’re trying to replicate a sports drink that already exists, not create a new one.
4. Most new words are derivatives of other words, they already exist in another form.
5. Franco’s teammates helped the referee ascertain who had scored the goal.
6. The study group is self-regulating so the participants don’t require any supervision.

Note-Taking
The British Council is an organization that provides educational and cultural opportunities through its
work in over 100 countries, to help build and form education systems. At the British Council event
recorded in this panel discussion, experts field questions from the audience.

Listen to the British Council panel discussion: “Who Cares About English?” for the first time. Try not to
concern yourself with who is talking, but focus on what is said, and list the points of view expressed that
you hear in short phrases.
Answers may vary.

Topic: Regulating English

Sub-topic 1: Should it be regulated?

Example:

Speaker’s point of view (POV): Regulating is a good thing, isn’t it? (This is what you
hear.)

POV: Regulating … good? (This is what you write in your own words.)

poets and individuals used to regulate it

a dictionary doesn’t regulate; it describes and explains

no, we don’t need it; languages need to grow

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 that it isn’t regulated is a strength

Sub-topic 2: Adding new words to the English language

it’s unnecessary

meanings and senses of words change

people are not trying to replicate; they are trying to expand

most new words don’t last

it’s exciting to invent new words

Sub-topic 3: Who should regulate English?

poets, individuals

12 worthies (a group of “specialists”)

media, dictionaries, writers

Listening for the Main Ideas

Listen to the panel discussion “Who Cares About English?” once again and answer the four questions.
1. Explain panel chair John Knagg’s question, “(Regulating) is a good thing, isn’t it?”
b. He thinks control of the language is necessary so that everyone understands.

2. What questions are asked about English having a prescriptive language authority like
French does?
b. Do we need this in England? Who would run it?

3. What do the speakers agree is the strength of a language like English?

a. It isn’t regulated, it changes, and it grows.

4. Why is choosing 12 “worthies” (knowledgeable people) to regulate the language futile?

a. Other countries would never agree on what a British regulator decided.

Listening Comprehension
A. Read the questions below.

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 B. Listen to the panel discussion “Who Cares About English?” once again and answer the six
questions.

1. According to the first panellist, who were the key historical legislators who organized and
recorded the English language?
Individuals, (key figures, poets, for example)
(The legislators have always been individuals … poets have often been the people who did it,
people like John Dryden, Jonathan Swift, Samuel Johnson were the key figures trying to straighten
out the English language as well as recording it …

2. “The OED (Oxford English Dictionary) is the final word. It is descriptive.” What does it
describe?
It describes and records what’s out there (what people say).

3. Why is a word like achy-breaky in the OED?

Because it’s being used, therefore it needs to be explained.

4. What is the name of the French authority the panel refers to?
Académie Française

5. When, according to the female panellist, is it unnecessary to create new words?

when we already have a word for the thing or concept

6. Finish this sentence: “English is self-regulating through _________ , _______ , and

________.”
Students may choose three of these four: the media, education, dictionaries, and writers.

Pronunciation Activity 1
Work with a partner. Practise saying each voiceless sound and then add voice to it and write the sound
you hear. Complete the table with the voiced sounds.
For example, the sound /p/ is voiceless, but if you make the sound of /p/ but add voice, you’ll hear /b/.
Therefore, /b/ is voiced.

Both /p/ and /b/ are articulated the same way—the only difference is vocal cord vibration.

voiceless /p/ /f/ /k/ /s/ /t/ /θ/ /∫/ /t∫/

voiced /b/ /v/ /g/ /z/ /d/ /ð/ /ʒ/ /dʒ/

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Pronunciation Activity 3
Listen and categorize each -s ending as a Rule 1, Rule 2, or Rule 3 sound. When you are finished, share
your answers with a classmate.

surveys 2 millionaires 2 messages 3 incomes 2

books 1 tablets 1 quarters 2 months 1
retailers 2 laptops 1 wages 3 places 3
values 2 grounds 2 doubts 1 questions 2
dollars 2 choices 3 differences 3 colleges 3

Pronunciation Activity 5
A. Listen to the news story about millionaires shopping. As you listen, circle word endings in the
news story that have the final -s sounds:
/s/, /z/, and /Iz/

Note! Focus on sounds, not spelling: sometimes even a word that ends in e, like finance, has a
final -s sound.

B. Now, read the news story out loud to your partner and identify the final -s sounds as one of these:
Rule 1: /s/, Rule 2: /z/, or Rule 3: /Iz/, by writing the correct numbers above the circles you made.

Canadian Millionaires Shop at Walmart

2 1 1 1 1
Forget about one’s affluence, it’s the price that counts—according to a 2016 survey that

2 2 1
shows millionaires are just like us: they love shopping at Walmart.

1 2 2 2 1 1 1 2
Like us, millionaires spend their dollars on clothes, food products, cosmetics, drinks, cars,

1 2 1 1 2 2
car maintenance, computers, laptops, and tablets. Two-thirds of the millionaires

2 2
interviewed shopped more often at Walmart stores than at The Bay or Sears.

2 2 1 2 1
For many reasons, we respect millionaires and hunt for tips and ideas on the spending habits

1 2 3
that make them rich, and, it’s fun to consider the similarities and differences between

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 2 1 2 2 3 1
millionaires and the rest of us in terms of salaries and shopping choices. Nevertheless, one

1 1 1 2 1
thing is certain: it’s obvious that all of us try to get the best value for our dollars and cents.

Pronunciation Activity 6
Listen and categorize each -ed ending as a Rule 1, Rule 2, or Rule 3 sound. Practise saying the words as
you complete the exercise. Share your answers with your partner.
worked 1
played 2
wanted 3
jumped 1
needed 3
lived 2
studied 2
risked 1
watched 1
loved 2
kissed 1
tasted 3
believed 2
feared 2
invited 3

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Pronunciation Activity 7
Listen to and repeat each sentence, focusing on accurate word endings. Circle the word that you
hear.
1. Can you lend me your (cart/card)? 4. We (live/lived) in Saskatoon.
2. Place the (bet/bed) over here. 5. The files we needed were (scant/scanned).
3. I (work/worked) a lot with my sister. 6. Have you (built/billed) the company?

Pronunciation Activity 10
A. Read the dialogue on the next page and underline all front vowels (the first two lines have
already been done).
B. Write all the front vowel words from the dialogue in the appropriate boxes in the chart.
Compare your answers with those of your partner.
C. Listen to the dialogue and practise it out loud with your partner.

Dialogue
Anna: Hey Steve, ready?
Steve: Uh huh. Hi, Anna. I’ve been ready since last term. I’m studying math for the last
time.
Anna: You and Ben, he’s registered too.
Steve: Oh yeah, I see him sitting over there. He has his headphones on.
Anna: Yeah. Looks like he’s singing.
Steve: And the teacher’s going over to his seat! She’s asking Ben to leave!!
Anna: Hmm. Maybe Ben isn’t registered.
Steve: No, Anna, I just think he’s a really bad singer.
Note that some words must appear twice.

Sound /i/ /I/ /eI/ /ɛ/ /æ/

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 Words Steve since hey ready Anna
from
been him maybe Ben last
dialogue
ready him registered math
studying his there and
he’s registered headphones yeah
see singing has
he going asking
teacher asking bad
seat isn’t
she’s think
leave singer
maybe
really

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