Кудинова Практическиы курс англиыского языка для студентов международник Ч.2 2014

11.Я слежу за своим здоровьем и ем только домашнюю еду.

12.Этим летом я наконец-то еду в свой родной город. Я не был там уже 8 лет. Уверен, что там все очень изменилось. – А ты будешь устраивать вечеринку по поводу возвращения домой?

Vocabulary: Countries, Nationalities and Languages

The people

When you are talking about people in general from a particular country, there are some nationalities that you can make plural with an V, but others can only be formed with the definite article (and no plural V): Brazilians, the British, Germans, the French, Russians, the Dutch, Israelis, the Japanese.

e.g.: (The) Italians are usually very loud. e.g.: The Swiss are usually very ...

Note:

With both groups you can also use the word 'people': British people, German people, etc.

When you talk about one person from these countries, you need to add woman/man/ person to the group on the right: a Brazilian but a Japanese person; a German but a Swiss person, etc.

Using 'the'

Most names of countries are used without 'the', but some countries and other names have 'the' before them, e.g. The USA, The United Kingdom / UK, The Commonwealth.

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Some countries may be referred to with or without 'the' (the) Lebanon, (the) Gambia, (the) Ukraine, (the) Sudan.

Adjectives referring to countries and languages

With -ish: British, Irish, Flemish, Danish, Turkish, Spanish With -(i)an: Canadian, Brazilian, American, Russian, Australian

With -ese: Japanese, Chinese, Guyanese, Burmese, Maltese, Taiwanese With -i: Israeli, Iraqi, Kuwaiti, Pakistani, Yemeni, Bangladeshi

With -ic: Icelandic, Arabic

Some, adjectives are worth learning separately e.g. Swiss, Thai, Greek, Dutch, Cypriot.

Nationalities

Some nationalities have nouns for referring to people, e.g. a Finn, a Swede, a Turk, a Spaniard, a Dane, a Briton, an Arab. For most nationalities we can use the adjective as a noun, e.g. a German, an Italian, a Belgian, a Catalan, a Greek, an African. Some need woman/man/person added to them (you can't say 'a Dutch'), so if in doubt, use them, e.g. a Dutch man, a French woman, an Irish person, an Icelandic man.

Peoples and races

People belong to ethnic groups and regional groups such as Afro-Caribbeans, Asians and Orientals and Latin Americans. What are you? (e.g. North African, Southern African, European, Melanesian)

They speak dialects as well as languages. Everyone has a;'mother tongue or first language; many have second and third languages. Some people are perfect in more than one language and are bilingual or multilingual.

1. Rewrite the sentences below without using the word 'people' but keeping

the meaning the same. Look at the two examples first.

Examples: Russian people go there for holidays.->Russians go there for holiday.

British people work some of the longest hours in Europe. ->The British work the longest hours in Europe.

1.Swiss people are often multi-lingual.

2.American people love baseball.

3.Dutch people nearly always speak English.

4.Italian people love their cars.

5.Japanese people often take short holidays.

6.We do all our business with French people.

7.German people go there in the summer.

8.People from Israel travel a lot.

2. Make nationality/cultural identity adjectives from these nouns and put them into the correct group. Example: Turkey ->Turkish (group A)

group E: -ese adjectives

3. Make a noun meaning 'a person from that country or geographical region'. Example: Denmark –> a Dane

3.Britain

4.Correct the mistakes in these sentences.

Example: She went to the Russia on holiday. She went to Russia (no 'the,')

1.I think she married a Scottish.

2.Have you ever heard Bulgarish music? It's really wonderful.

3.He went to work in the Centre East, in Jordan, 1 think.

4.I would like to live in UK for a while to improve my English.

5.I love the colour of the Mediterranean Sea.

5. What do we call ...?

1.A person who speaks two languages perfectly?

2.The different ways of speaking in one and the same language?

3.The language you learnt from your birth?

4.The country whose capital is Manila?

5.The national language of the Netherlands?

6.Mark the main stress on the words in the box, and practise saying them.

What do you notice about the stress on words ending -ia, -ian, and -esel

7. Complete these sentences with the name of the people from the country above.

Reading and Listening: Defining Culture

1. What do you understand by “a culture”? What comes to your mind?

2. What do you think are the typical features of your own culture?

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3. Read the information from a website quickly and choose a heading for each section from the box:

Architecture, Climate, Cuisine, Customs/traditions, Geography, Historical events,

Institutions, Language, Life rituals, Religion, Rules of behaviour, the arts, Values

4. Before you read the text “What is Culture?” match the following vocabulary units to their Russian equivalents to help you understand the

5. Read the text again and find the equivalents to these words and phrases.

1. близость, 2. береговая линия, 3. засуха, 4. произношение, 5. суеверие, предрассудок, 6. религиозные верования/убеждения, 7. мужчина, 8. женщина, 9. праздничный день, 10. юбилей, 11. нашествие, вторжение, 12.

голод, 13. стихийное бедствие, 14. зрелость, 15. законодательство, 16. соотношение, 17. искусственная среда, 18. наследие

WHAT IS CULTURE?

The word 'culture' has a number of meanings, but in its widest sense it refers to everything that makes up the identity of a particular group of people, society or nation.

1._____the general terrain and physical features such as mountains, rivers, proximity to the sea, whether there is a coastline.

2._____weather conditions in different seasons, length of seasons, average temperatures and types of extreme weather if appropriate, e.g. hurricanes, typhoons, droughts.

3._____written and spoken means of communication used by a particular group of people; this may include particular dialects, and characteristics of grammar, vocabulary and pronunciation.

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4._____- a particular style of cooking; this will include specialities, unusual dishes and staple diet of a particular area, e.g. rice, potatoes, pasta.

5._____things which are considered important to people and tend to guide their lives, e.g. attitudes to family, money, honesty, superstitions, nature, animals.

6._____-characteristic styles of music, theatre, film, painting, opera, literature, etc. and their relative importance and status.

7._____particular faith/belief systems, e.g. Islam, Christianity, Buddhism, Judaism, including sects within a particular tradition.

8._____-unspoken/unwritten ways of doing things, e.g. rules of etiquette and manners regarding how to eat, socialise, dress, drive, greet and address each other; punctuality, tipping, the way people treat each other (male/ female/adults/children), etc.

9._____-particular national/public holidays, feast days, festivals (e.g. carnivals), commemorations, anniversaries and activities associated with and performed on these occasions.

10._____- (civil) wars, invasions, revolutions, famines, natural disasters, etc.

11._____-birth, marriage, maturity, employment, retirement, death, and how these are treated.

12._____the political system and type of government and/or monarchy, the legal system, education, financial system.

13._____characteristic style of buildings and interior design; also common building materials used, ratio of old/new buildings, the built environment and its

heritage.

Professor Mancini. Institute of Cultural Studies (ICS)

6. Look at these definitions for words and expressions from the text. Which section do you think you might find each of the words in?

a)kind of food eaten every day

b)particular linguistic form (often spoken)

c)ways of behaving politely

d)belief that some things are lucky/unlucky

e)particular type of land

f)a date on which we remember something special or important from the past

g)small group with particular beliefs and practices

h)traditional aspects of parts of a culture, e.g. building

7.Find the words or expressions in the text which match the definitions in Exercise 6.

8.In pairs or small groups, discuss the questions.

1.Which of the 13 factors listed in the text do you think are the most important in defining a culture?

2.Was there anything in the list which surprised you? Why?

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3.Which factors do you think make your culture different from those of other countries? (Think about countries which are far away and those that are near neighbours.)

4.Are there aspects of any other cultures which you admire? What? Why?

Listening and Speaking: Missing your Culture

1.What do/would you miss about your culture when you are abroad?

2.Listen to six people answering the question in Exercise 1. Which person misses which of things? Before you do the listening task, make sure you

know the following vocabulary units:

1) a prayer, mosque, hospitality, 2) a cycling path, 3) superficial, a toboggan, fluffy snow, 4) processing (of food), artificial stuff, to chase the chicken, a snack, to keep slim, a tin roof, a lullaby, 5) a variety (of sth), 6) precisely, a long time in advance, to sip, a tribe, to pass round a pipe of peace, bonding.

3. Listen again. What does ...:

1.Ayla say about Turkish hospitality?

2.Carola say about supermarkets in Germany?

3.Anna say about Russian friendship?

4.Danielle say about food in Cameroon?

5.Alcssandra say about hearing her dialect of Italian?

6.Nancy say about making arrangements in Argentina?

4.Which of the speakers' opinions is most like yours? Is there anything which the speakers said which you thought of? Has anything you have heard changed your ideas from Exercise 1?

5.In groups, agree on 12 items to be placed in a time capsule which will be opened in 200 years' time. Choose the items which you think best represent your culture as it is today.

6.Join with another group and explain the content of your time capsule and the reasons for your choices.

Grammar: Active and Passive Forms of the Verb

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Here are three extracts from a book called Movie Magic. Fill the gaps in each extract with words underneath in an appropriate form - active or passive.

neighbouring chimneys. In the early 1 900s these films – usually very short -

2. Transform the sentences into 2 passive ones as in the example:

E.g. They think he’s lying. It’s thought that he is lying. He’s thought to be lying.

5. They believe he got lost in the 6. They say she has been very ill. forest.

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1. Look at the quote. Do you agree with it?

'A fish only discovers its need for water when it is no longer in it. Our own culture is like water to a fish. It sustains us. We live and breathe through it.'

(Dr F. Trompenaars)

2. Skim the advice leaflet for foreign students. Choose a title for each Extract A and B of the leaflet.

A ___________________________________

Culture shock describes the impact of moving from a familiar culture to one which is unfamiliar. It is an experience described by people who have travelled abroad to work, live or study; it can be felt to a certain extent even when abroad on holiday. It can ailed anyone, including international students It includes the shock of a new environment, meeting lots of new people and learning the ways of a different country. It also includes the shock of being separated from the important people in your life, maybe family, friends, colleagues, teachers: people you would normally talk to at times of uncertainty, people who give you support and guidance. When familiar sights, sounds, smells or tastes are no longer there you can miss them very much.

B______________

The process (of culture shock) can be broken down into five stages:

1. The 'honeymoon' stage

When you first arrive in a new culture, differences are intriguing and you may feel excited, stimulated and curious. At this stage you are still protected by the close memory of your home culture.

2. The 'distress' stage

A little later, differences create an impact and you may feet contused, isolated or inadequate as cultural differences intrude and familiar supports (e.g. family or friends) are not immediately available.

3. The 're-integration' stage

Next, you may reject the differences you encounter. You may feel angry or frustrated, or hostile to the new culture. At this stage you may be conscious mainly of how much you dislike it compared to home. Don't worry, as this is quite a healthy reaction. You are reconnecting with what you value about yourself and your own culture.

4. The 'autonomy' stage

Differences and similarities are accepted. You may feel relaxed, confident, more

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