- •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
Text 6 should americans be required to learn another language?
Many people believe that Americans should become bilingual. (Bilingualism means to speak two languages.) They argue that the fastest-growing segment of the United States population is Hispanic and that it would benefit the nation if every person spoke both English and Spanish. Although the best time (and perhaps the only time) to learn a language fluently is during childhood, only 5 percent of the children in the United States study a foreign language in elementary school.
One plan proposed by those who believe American children should be bilingual calls for total immersion of children from kindergarten through second grade—meaning that this age group would learn all of their lessons in a second language. For example, English-speaking children would learn in Spanish while Spanish-speaking children would learn in English. This plan is offered as an option in 93 school districts. In some districts, parents can also choose a partial immersion where language and reading are taught in English but all other classes are in the second language.
Those who favor partial or total language immersion believe that this is the easiest way for the nation to become bilingual. They point out that because young children can easily go from one language to another, elementary school is the place to begin. They argue that Americans are too ethnocentric, that Americans don't realize that other cultures and languages are just as rich as ours, and that use of another language would add a valuable diversity to the American experience. These people would probably agree with Jesse Jackson that America is not so much a melting pot as a mixed salad—a place where separate and distinct elements make up the whole.
Others are opposed to any kind of plan for bilingual education. They maintain that America has a tradition as a melting pot and that for this idea to work, everyone must speak the same language. The English language is also associated with patriotism: many consider it as American as the flag and the national anthem. Their position is that any ethnic group that wants to live in the United States should learn English. Many also believe that the schools should be under no obligation to offer bilingual education.
(News-week, Special Issue)
Discussion
1. Can you come up with additional reasons why the United States should be bilingual? Any reasons against bilingualism?
2. Canada is a bilingual nation. What are the arguments for and against bilingualism there?
3. Most language experts agree that language determines the way we look at the world. Would we look at the United States in another way if everyone were bilingual?
Text 7 tips for communicating with people from other cultures
LEARNING ABOUT A CULTURE The best way to prepare yourself to do business with people from another culture is to study their culture in advance. If you plan to live in another country or to do business there repeatedly, learn the language. The same holds true if you must work closely with a subculture that has its own language, such as Vietnamese-Americans or Hispanic-Americans. Even if you end up doing business with foreigners in your own language, you show respect by making the effort to learn their language. In addition, you will learn something about the culture and its customs in the process. If you do not have the time or opportunity to actually learn a new language, at least learn a few words.You should also read books and articles about the culture and talk to people who have dealt with its members, preferably people who have done business with them. Concentrate on learning something about their history, religion, politics, and customs. Find out about a country's subcultures, especially its business subculture. Does the business world have its own rules and protocol? Who makes decisions? How are negotiations usually conducted? Is gift-giving expected? What is the etiquette for exchanging business cards? What is the appropriate attire for attending a business meeting? Seasoned business travelers suggest the following:
• In Spain let a handshake last five to seven strokes; pulling away too soon may be interpreted as a sign of rejection. In France, however, the preferred handshake is a single stroke.
• Never give a gift of liquor in Arab countries.
• In England never stick pens or other objects in your front suit pocket; doing so is considered gauche.
• In Pakistan don't be surprised when businesspeople excuse themselves in the midst of a meeting to conduct prayers. Muslims pray five times a day.
• Allow plenty of time to get to know the people you're dealing with in Africa. They're suspicious of people who are in a hurry. If you concentrate solely on the task at hand, Africans will distrust you and avoid doing business with you.
• In Arab countries never turn down food or drink; it's an insult to refuse hospitality of any kind. But don't be too quick to accept, either. A ritual refusal (((! don't want to put you to any trouble" or "I don't want to be a bother") is expected before you finally accept.
• Stress the longevity of your company when dealing with the Germans, Dutch, and Swiss. If your company has been around for a while, the founding date should be printed on your business cards.
These are just a few examples of the variations in customs that make intercultural communication so interesting. [3, pp. 570-571]