- •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
2. Give examples of different borrowings in the English language.
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The French borrowings
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The Spanish borrowings
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Borrowings from the Indian languages
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The Dutch and German borrowings
V. Speaking
-
How do you think why the English language has borrowed so easily words from other languages?
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What borrowings can be traced in the vocabulary system of your language?
Text 4 british and american english*
(Intermediate)
I. Pre-reading task
Before you read look up the meaning of the following words.
overestimate(v) transmit from…to(v)
evaluate(v)/ evaluation(n) refer to(v)
Read the quotation at the top of the text and comment on it.
II. Read the text and while reading fill in the table with the necessary information.
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Differences |
British English |
American English |
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“The limits of my language are the limits of my world".
Ludwig Wittgenstein
Language - whether it is English, French, Russian, Hindi, or one of the world's other numerous languages - is a taken-for-granted aspect of people's lives. The importance of language in intercultural communication is difficult to overestimate. It allows people to understand messages about many different topics from literary thousands of different people. Language allows us to talk with others, to understand or disagree with them, to make plans, to remember the past, to imagine future events, and to describe and evaluate objects and experiences that exist in some other location. Language is taught by individuals to others and thus is transmitted from generation to generation in much the same way that culture is.
Five different but interrelated sets of rules combine to create a language. These parts or components of language are called phonology, morphology, semantics, syntactics, and pragmatics. Every part has its own unique features in different languages.
The best-known example of vocabulary differences associated with the Sapir-Wharf hypothesis is the large number of words for snow in the Eskimo language. (The language is variously called Inuktitut in Canada, Inupit in Alaska, and Kalaallisut in Greenland.) Depending on whom you ask, there are from 8 to 50 different words for snow in the Inuktitut language. For example, there are words that differentiate falling snow, or gana, and fully fallen snow, or akillukilk. The English language has fewer words for snow and no terms for many of the distinctions made by Eskimos.
There are numerous other examples of languages that have highly specialized vocabularies for particular features of the environment. For instance, in the South Sea islands, there are numerous words for coconut, which not only refer to the object of a coconut but also indicate how the coconut is being used or refer to a specific part of the coconut. Similarly, in classical Arabic over 6,000 words are used to refer to a camel.
Another variation in vocabulary concerns the terms a language uses to identify and divide places on the colour spectrum. For example, the Kamayura Indians of Brazil have a single word that refers to the colours that English speakers would call blue and green. The best translation of the word the Kamayuras use is "parakeet coloured". The Dani of West New Guinea divide all colours into only two words, which are roughly equivalent in English to "dark" and "light".
No language is spoken precisely the same way by all who use it. The sounds made by a person from England when speaking English may be contrasted to the speech of English-speaking U.S. Americans. Even among those who share a similar language and reside in the same country, there are important variations in the way the language is spoken. These differences in language use include the way the words are pronounced, the meanings of particular words or phrases, and the patterns for arranging the words (grammar). Terms often associated with these alternative forms of a language include dialect, accent, argot (pronounced "are go"), and jargon. Here are some samples of difference between American English and British English.