- •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 5 time orientation
(Intermediate - upper-intermediate)
I. Pre-reading task
Before you read look up the meaning of the following words.
derive (v) tried-and-true method apply to (v)
urgent (adj) reverence for (n)
How do you understand time orientation in terms of culture?
II. Read the text and make notes on the three main types of culture orientation.
Time orientation refers to the value or importance placed on the passage of time by the members of a culture. Communication is a process, which means that people's behaviors must be understood as part of an ongoing stream of events that changes over a period of time. Individuals in a culture share a similar worldview about the nature of time. Different cultures can have very different conceptions about the appropriate ways to comprehend how events and experiences should be understood. Specifically, some cultures are predominantly past-oriented, others are present-oriented, and still others prefer a future-oriented worldview. These cultural orientations about time, take note of the amazing degree of interrelationship that characterize the various aspects of a culture.
Past-oriented cultures regard previous experiences and events as most important. These cultures place a primary emphasis on tradition and the wisdom passed down from the older generations. Consequently, they show a great deal of deference and respect for parents and other elders, who are the links to these past sources of knowledge. Events are circular, as important patterns perpetually reoccur in the present, and therefore tried-and-true methods for overcoming obstacles and dealing with problems can be applied to current difficulties. Many aspects of the British, Chinese, and Native American experiences, for instance, can be understood only by reference to their reverence for past traditions, family experiences, or tribal customs. An example of a past-oriented culture is the Samburu, a nomadic tribe from northern Kenya who revere their elders.
The elders are an invaluable source of essential knowledge, and in an environment that by its very nature allows only a narrow margin for error, the oldest survivors must possess the most valuable knowledge of all. The elders know their environment intimately - every lie and twist of it. The land, the water, the vegetation; trees, shrubs, herbs - nutritious, medicinal, poisonous. They know each cow, and have a host of specific names for the distinctive shape and skin patterns of each animal in just the same way that Europeans distinguish within the general term flower, or tree.
Present-oriented cultures regard current experiences as most important. These cultures place a major emphasis on spontaneity and immediacy and on experiencing each moment as fully as possible. Consequently, people do not participate in particular events or experiences because of some potential future gain; rather, they participate because of the immediate pleasure that the activity provides. Present-oriented cultures typically believe that unseen and even unknown outside forces, such as fate or luck, control their lives. Cultures such as those in the Philippines and many Central and South American countries are usually present-oriented, and they have found ways to encourage a rich appreciation for the simple pleasures that arise in daily activities.
Future-oriented cultures believe that tomorrow - or some other moment in the future - is most important. Current activities are not accomplished and appreciated for their own sake but for the potential future benefits that might be obtained. For example, you go to school, study for your examinations, work hard, and delay or deny present rewards for the potential future gain that a rewarding career might provide. People from future-oriented cultures, which include many Euroamericans, believe that their fate is at least partially in their own hands and that therefore they can control the consequences of their actions. [10]
III. Comprehension check
Match the types of cultures with their features.
1. Past-oriented culture
2. Present-oriented culture
3. Future-oriented culture |
- current activities are not appreciated for their own sake - believe in supernatural forces - place a primary emphasis on traditions - believe that fate is in their hands - deal with problems in tried-and-true methods - place a major emphasis on spontaneity - deny present rewards for the potential future - pleasure – first, but not the goals - show great respect for elders
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IV. Speaking
How would you define your culture in terms of “time orientation theory”? Prove your answer by the vivid examples.