
- •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
Attitudes and Behaviour
Etiquette
Japanese in Europe have reluctantly learned to use first names but feel more comfortable when addressed by the last name followed by san. Senior people may be addressed by their title plus san instead of last name. First names are reserved for family and close friends.
Titles, modes of address and language are carefully measured to indicate relative status, as are the other subtle status symbols of office life such as job titles or the positioning of desks in an open office. For example, seniors would have their backs to the windows where they could enjoy the privilege of natural light, in contrast with the fluorescent lighting pervading Japanese offices. While very sensitive to fine distinctions of rank, the western use of material goods to communicate achievement and authority are noticeably lacking. Offices are workmanlike, cars are unostentatious and so on.
More important than the actual forms of language and behaviour is pervasive politeness and a concern to avoid embarrassment to oneself or others. Displays of temper or any other uncontrolled emotions are seen as a sign of weakness.
Japanese manners are based on reciprocation, a sense of mutual indebtedness. To many westerners the excessive deference of a subordinate to a superior is less surprising than that it is returned in kind. Relationships between all levels are built on exchange, whether gifts, courtesies, help, information and so on.
Extreme politeness does not exclude openness in relationships. Europeans, especially women, may be surprised at the personal nature of conversations. This is usually because Japanese need to know people well before they can be comfortable with them. In some European countries you need not trust people to work with them as long as they do their job. In a Japanese environment there is a higher tolerance of professional and human frailty, but it is compensated with a greater demand for loyalty and trust.
Punctuality
Japanese are very punctual when politeness requires it and especially with senior people. Otherwise time is fluid. A meeting will carry on until it is finished or interrupted by the demands of a senior person outside. The working day can be very long, reflecting a demanding work ethic and a high level of commitment. Being the first to leave, even if you have no work to do, is a snub to the group and an embarrassment to your senior. As in Japan, Japanese may regularly work on Saturdays, rarely take more than a week's vacation or their full entitlement, and count sick days as holiday.
Humour
On informal occasions when they know everyone well, Japanese will be humorous and entertaining. At a formal meeting or among strangers they may be awkward and withdrawn and too nervous to loosen up. In presentation and speeches to westerners many have learned that the audience expects jokes and informality and respond accordingly. Japanese do not usually appreciate flippancy or triviality and find self-deprecation a mystery.
Social life
The most common complaint among westerners is that most major decisions seem to be made outside office hours by their Japanese colleagues. While in day-to-day activities they are kept well informed, they are kept in the dark about the overall direction of the company. For a westerner to progress in a Japanese company it is essential to work late in the evening and at weekends. This can be a major impediment for women who wish to progress in a Japanese company. In the workplace itself most of the women I talked to did not find Japanese more chauvinistic than their western counterparts. The difficulty was in establishing the appropriate relationships, as well as finding the time, to join in the after-hours discussions.
It is not so easy for men either. While the expatriate Japanese is considerably more flexible and adaptable to European ways than the stereotypical image of the chauvinistic and single minded Tokyo salaryman, it is hard to break into the inner circle. As in any foreign company a first requirement is to make an effort to speak the employer's language. As well as being practically useful it demonstrates a commitment to career and company to which Japanese are particularly sensitive.
It is this level of dedication to the organization which is probably the biggest hurdle to making any more than an averagely successful career in a Japanese company. The emotional and practical commitment that Japanese expect is incomprehensible to most westerners. The term 'British disease' is a byword among Japanese for idleness and is extended to most other western countries. The Japanese disease is Karoshi, or death by overwork. The difference between the British and Japanese diseases is perhaps the biggest cultural hurdle for each side to overcome. [5,135]