- •Методический комментарий
- •Introduction
- •1. Write or say the word you think of first to go with each of the words below. Possible answers are given on the right.
- •2. Now, play the game the other way round. Write or say the nationality you associate with the things listed below.
- •Exercise 3. Where are they?
- •In which cities are the following landmarks?
- •He/she comes from… He/she is… He/she speaks…
- •1.1 National characters
- •Text 1*
- •III. Comprehension check
- •V. Writing
- •Text 2 notes on the british*
- •In the following extract Bill Bryson, an American writer, makes observations of the British people.
- •IV. Language focus
- •1. Match the word with its definition.
- •2. Pick out the words from the text describing the American and the British ways of life.
- •Italian neighbours*
- •II. Skim Extract 1 with Tim’s interview about his living in Italy and find answers to the questions:
- •Extract 2
- •Baby? I'd rather have a mobile phone
- •VIII. Writing
- •Text 4 westerners and the japanese
- •II. Read the first part of the text about Leadership and decide which of the following statements accurately reflect John Mole’s comments.
- •Leadership
- •Attitudes and Behaviour
- •IV. Language focus
- •1. Find English equivalents to:
- •2. Translate the following sentences into English.
- •V. Speaking
- •Text 5 the amish
- •II. Read the article carefully and do the tasks that follow.
- •III. Comprehension check
- •V. Writing
- •Vocabulary box
- •Achievement test 1 national characters
- •Information check (orally)
- •Vocabulary check (in writing)
- •1. Match the two columns.
- •2. Match the definitions below with the words from the box.
- •3. Translate the sentences into English.
- •1.2 Communicating interculturally
- •Importance of intercultural communication*
- •II. Read the text and find information on the following points.
- •IV. Speaking
- •V. Writing
- •Text 2 main concepts of intercultural communication*
- •Culture
- •Subculture
- •Culture Shock
- •Ethnocentric reactions
- •IV. Writing
- •Text 3 understanding culture*
- •II. Read the following text and check if your predictions were right.
- •Text 4 activity orientation
- •Text 5 time orientation
- •Text 6 predictions of communication problems*
- •In what way can we predict communication problems with people from foreign countries?
- •II. Read the text and check whether your predictions were right.
- •1. Control Issues
- •2. Intrapersonal Factors
- •3. Biological Factors
- •4. Interpersonal Factors
- •5. Space and Time Factors
- •6. Geopolitical Factors
- •IV. Language focus
- •V. Speaking
- •VI. Writing
- •Text 7 recognizing cultural differences
- •II. Read the following text and write down the main cultural factors to fill in the table below the text.
- •IV. Writing
- •Text 8 dealing with language barriers
- •Barriers to written communication
- •Barriers to oral communication
- •IV. Language focus
- •1. Fill in the gaps with the prepositions where necessary.
- •2. Find synonyms to the following words in the chart below and learn them.
- •V. Speaking
- •Text 9 suggestions for the cross-cultural sojourner*
- •1. Learn the Rules of the New Culture.
- •2. Assume Responsibility
- •3. Observe Carefully
- •4. Tolerate Differences
- •5. Develop Flexibility
- •IV. Speaking
- •V. Writing
- •Acting out
- •1. Role-play the conversation.
- •2. Role-play the conversation in a travel-bureau.
- •Project writing
- •Social Customs
- •Vocabulary box
- •Achievement test 2 communicating interculturally
- •Information check (orally)
- •Vocabulary check (in writing)
- •1. Define the meaning of the following words in English.
- •2. Match the two columns.
- •3. Translate the sentences into English.
- •1.3 English as a global language
- •Text 1 ways of learning*
- •Starter activities
- •How do you like to learn languages? Look at these extracts from advertisements for methods of learning languages. Choose the methods you would like. Explain and discuss your answers.
- •People learn languages in different ways. Here are some descriptions and explanations of different kinds of language learners. Match the descriptions (1-6) to the explanations (a-f).
- •The table below lists the ways of learning. Complete the column about “you” and discuss your answers.
- •Discussion
- •Text 2 why don’t we all speak the same language?
- •How Did the English Language Begin?
- •III. Comprehension check
- •Text 3 the english language*
- •The english language
- •The english language in north america
- •1. Say whether each of the following sentences is true or false. Correct the false sentences to make them true.
- •2. Give examples of different borrowings in the English language.
- •V. Speaking
- •Text 4 british and american english*
- •The main differences of American English in pronunciation are:
- •1) The pronunciation of r in all positions, e.G. Part, first, corner;
- •VI. Writing
- •Text 5 english as a world language*
- •In the countries listed in the table, English is used either as a first language or as a second. Identify the 7 countries in which it is used as a first language.
- •II. Read the text carefully the spread of english
- •Basic characteristics
- •III. Comprehension check
- •IV. Speaking
- •Text 6 a global language*
- •II. Read the text and check your guesses.
- •V. Writing
- •Imperial english*
- •In this article below Professor Anne Eisenberg writes about the importance of English in the scientific world. For which jobs or subjects is it important to know English in your country?
- •II. Reading
- •1. The statements below express the main idea of each of paragraph. Read the article and match the statements to the paragraphs.
- •2. Decide which sentences in each paragraph express the main ideas.
- •97 % Населения мира предпочитают английский язык для международного общения
- •Text 8 the language of business
- •II. Read the text and write questions for these answers.
- •Look at the expressions in the box using rule. Use your dictionary to check the meanings of any of the expressions that you don’t know.
- •Complete these sentences using the expressions from the box in Exercise 1. Change the verb tense if necessary.
- •Do You Speak Japanese?
- •Project writing
- •Essay writing
- •Vocabulary box
- •Acievement test 3 english as a global language
- •Information check (orally)
- •Vocabulary check (in writing)
- •1. Define the meaning of the following words in English.
- •2. Give synonyms to:
- •3. Match the professional areas with language needs.
- •3. Complete each sentence with the words from the box.
- •For reading, discussing and reporting
- •Text 2 the japanese sense of beauty
- •Text 3 you have to catch them young…
- •Text 4 when the locals are friendly Free accommodation with plenty of surprises ... Servas is a cheap - and enlightening - way to see the world, says Patricia Cleveland-Peck
- •Text 5 must one be so polite that it hurt?
- •Text 6 should americans be required to learn another language?
- •Discussion
- •Text 7 tips for communicating with people from other cultures
- •Text 8 developing intercultural competence
- •1. Privacy and its implications
- •2. "So much for complaining"
- •3. "When in Rome, do as the Romans do"
- •4. Meals
- •5. Attitude to time
- •6. Academic life
- •7. Facial expressions
- •8. Gestures
- •9. Clothes
- •10. Topics for small talk
- •11. Politeness Strategies
- •Text 9 the image of russia in western travel guides
IV. Language focus
1. Find English equivalents to:
– преодолеть культурный барьер
– праздность, безделье
– проявлять преданность кому-либо
– коллега
– препятствие на пути прогресса
– распространенный
2. Translate the following sentences into English.
-
Никто не должен ущемлять права другого человека.
-
Фирма договорилась о сделке с иностранными коллегами.
-
Многим людям свойственны слабость и легкомыслие.
-
Принять решение также трудно, как и осуществить его.
-
Служащий продемонстрировал преданность своему начальнику.
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Оказавшись в незнакомой стране, бывает трудно преодолеть культурный барьер.
V. Speaking
-
What are the main differences between western and Japanese approaches to business in terms of Leadership and Attitudes/ Behaviour?
-
Would you like to have business with your Japanese counterparts?
Text 5 the amish
(Upper-intermediate)
I. Pre-reading task
Before you read look up the meaning of the following words.
to alleviate to alter
to obviate the need for to be renowned for
to exemplify key values to be of paramount importance
The article below is about the Amish. Do you know anything about them?
II. Read the article carefully and do the tasks that follow.
The Amish are a church community of around 150,000 people living in 22 states of the USA who believe they have been called by God to live a life of faith, humility and service. Keeping large-scale technology and its influence at a distance, they believe that they are living examples of an alternative type of modernity. Some of the main characteristics of their life are summarized below.
Isolation: The philosophy of separateness pervades their entire life, and their distinctive language and clothes create symbolic boundaries. Just as the way we dress may reflect our role and status in society, their clothes, far from being a costume, are an expression of their deepest convictions, symbolizing submission and humility. Amish must marry Amish, and even their schools are separate. Technology which threatens this isolation is not permitted.
Family life: The family and community are of paramount importance to the Amish, who support and care for other members of the community, obviating the need for any kind of personal insurance or pension. They lead a monogamous and patriarchal life, with large families and no divorce. Although they are a people apart they are also a people together.
Simplicity: The Amish invariably live in rural communities, making their living in farm-related activities, for which they are renowned. Manual labour and hard work are prized and they have little regard for labour-saving devices. Their main form of transport is by buggy, and the horses which pull them exemplify key values to the Amish such as tradition, time, nature and sacrifice. Education and training is basic, avoiding intellectualism and anything which encourages a desire for power and lack of humility.
Although perceived as very traditional, the Amish have integrated modern technology into their life where they feel it will enhance their lifestyle. For example, whereas electricity is forbidden in the home, because of the risk of 'hooking up to the world too much', they do use things such as electric fences (to contain cattle), tractors and power saws in their farming. Petrol engines power equipment such as water pumps and washing machines, and bottled gas heats water and operates fridges, stoves and lights.
Other examples of selective adoption are the car and telephone. Car ownership is strictly forbidden, since mobility is a threat to their lifestyle, but the Amish do at times travel in cars, trains and buses driven by others when they want to go further afield than their horse-drawn buggies permit. Similarly, the Amish bond by face-to-face interaction and although they feel that the phone acts as a separator and that alleviating their isolation would be a direct threat to their unity, they did permit, in 1980, the use of community phones. The fact is that phones are very useful - to make contact with doctors (perhaps ironically the Amish frequently use the services of modern medicine) or to order supplies, for example.
The Amish have discovered that the more modern the world becomes the more they are forced to alter their behaviour, attitudes and lifestyle. They selectively have chosen how modern they actually want to be in rejecting computers and accepting chain saws. By taking charge of their destiny and making choices they have been able to maintain their core values while compromising with the changing world. [2, pp. 83-84]