- •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
For reading, discussing and reporting
TEXT 1
THE MAN WHO DISCOVERED BRITAIN
He described frozen seas – but no one believed him
ON HIS return from a sea journey north to the Atlantic, the Greek explorer said of Britain: 'The island is thickly populated ... has an extremely chilly climate ...' Of its people, he wrote: "They are unusually hospitable and gentle in manner ... Their diet is inexpensive and quite different from the luxury that is born of wealth... It (Britain) has many kings and potentates who live for the most part in a state of mutual peace ...'
Yet no one believed him. It was the year 304 BC, and the explorer was Pytheas of Marseilles.
For 2000 years historians labelled him a charlatan, although they enjoyed his accounts of his travels as masterpieces of fabrication. Yet Pytheas was the first Greek to visit and describe Britain and its people and, possibly, to sail within sight of the Norwegian coast. He wrote: 'The people of Britannia are simple in their habits and far removed from the cunning and knavishness of modern man ... they do not drink wine, but a fermented liquor made from barley, which they call curmi.'
At the time of his epic journey, the northern waters of the Atlantic were unknown to Pytheas's contemporaries. How could they - familiar only with the warm waters of the Mediterranean - believe that he had seen chunks of floating ice larger than his ship? Or that further north the sea was entirely frozen and the sun never set?
Pytheas was discredited, and although later Greek historians included references to his travels in their books, their attitude was typified by Strabo (born about 63 BC). He wrote: 'Pytheas tells us that Thule [believed then to be an undiscovered northernmost land] is one day's sail from the congealed sea... and this Pytheas saw with his own eves - or so he would have us believe.'
(The Reader's Digest Book of Strange Stories Amazing Facts)
Text 2 the japanese sense of beauty
the japanese have a strong aesthetic sense: they beautify, embellish, adorn and decorate everything they touch. A sandwich in Japan is not just a sandwich, it is a work of art. It is cut into an artistic shape - it can be circular, octagonal or star-shaped - and given a colour scheme with carefully placed bits of tomato, coleslaw and pickles. There is, as a rule, a flag or some other decoration hoisted on top. Every dish is aimed at the eye as well as the palate.
Every tiny parcel, from the humblest little shop, radiates some original charm or at least tries to, and reflects pride: look how well done it is! Every taxi-driver has a small vase in front of him, with a beautiful, fresh, dark-red or snow-white flower in it. Once I watched a man at the counter in a fish-restaurant. Sushi and sashimi - the famous raw fish of Japan - comes in many forms and cuts, and it takes about ten years for a man to reach the counters of a first-class establishment. The man I watched was not bored with his somewhat monotonous job: he enjoyed every minute of it to the full, took immense pride in it. Michelangelo could not have set a freshly carved Madonna before you with more pride and satisfaction than this cook felt when he put a freshly carved piece of raw fish on your plate.
The Japanese are unable to touch anything without beautifying it, shaping it into something pretty and pleasing to the eye. One evening I was walking in one of the slummy suburbs of Tokyo and saw a heap of rubbish outside the backyard of a factory. It was an immense mountainside of rubbish, but it was not just thrown out as it came: all the boxes were piled into a graceful if somewhat whimsical pyramid, while the loose rubbish was placed on top as artistic and picturesque decoration. Someone must have spent considerable time in converting that heap of rubbish into a thing of beauty.
(The Land of the Rising Yen by George Mikes)