- •Intercultural communication contents
- •2.1 Reading:
- •3.1 Reading:
- •Embarrassing Situations
- •Ecotourism
- •Agree or disagree with the following statements, explain your viewpoint.
- •In the box there are 14 words from the recording. Below are the definitions of these words. Put the words into the gaps in the sentences.
- •Ecotourism
- •Consider the following open statements and enlarge on them expressing your point of view on different aspects of holiday travel. You are free to discuss other issues referring to (eco)tourism.
- •1. Before reading the text look at the title and sub-heading of the article and try to answer the following questions:
- •Body language
- •2. Read the text and find out what body language people use to say:
- •3. Read the text again and decide if the following statements are true or false according to the text.
- •Vocabulary. Match the following words to their Russian equivalents.
- •5. Match phrasal verbs to the correct meaning.
- •6. Fill in the gaps with the correct particle out or up:
- •7. Underline the correct word in each pair.
- •Match the words from the text “Cross-Cultural Communication: Translating Non-Verbal Cues” with their definitions
- •6. Now come up with your own suggestions, ideas, and considerations that may help deal with the following situations:
- •Below are the definitions of the words in the box. Match the words and the definitions.
- •A management consultant talks about intercultural competence as a vital business skill for today’s global workers. Listen to the interview, then for each question, select the best answer.
- •III. Answer and discuss the following questions with your partner:
- •Universities
- •10.Text 6. The Pros and Cons of Studying in a Foreign Country
- •11.The Pros and Cons of Studying in a Foreign Country
- •1.Experience Abroad and Employers
- •2.Financial Issues of Living Abroad
- •3.Dealing With Foreign Culture
- •4.Academic Issues of Spending Time Abroad
- •5.Full Time or Part Time Study?
- •3.3 Speaking: learning styles
- •Reading
- •Vocabulary
- •Speaking
- •Have you changed your attitude to British people after reading the text?
- •Is there any surprising or shocking information in the text?
- •4.2 Text 8. Doing business in Russia
- •1. Find the right meaning for the words from the text:
- •2. Match the words with their definitions:
- •3. Complete the sentences using these words from the text:
- •4. Decide if the statements are true or false.
- •5. Read the text again and summarize each paragraph in two or three sentences.
- •6. Discuss in pairs or small groups:
- •4.3 Text 9. Doing Business in the usa
- •3) Decide if the following statements are true or false.
- •4) Match the words with their definitions
- •2. Complete the sentences with a word or phrase from the box
- •5) Discuss the following questions
- •6) Fill in the table using the chart and information from the text Differences between the business cultures
- •Vocabulary
- •5.1 Read the text Major Religions and do the tasks after it.
- •2. Match the names of the religions with the facts about them.
- •3. Answer the questions about the four major religions.
- •4. Answer these questions.
- •5. Match the places of pilgrimages with their descriptions. Find more information about the places and share it in class.
- •6. Complete the text with the derivatives from the words in the right-hand column
- •7. Have you ever heard the name of Confucius ? Say where he lived and when and what made him famous. Then read the text to see if you were right. Do the task after the text.
- •5.2 Read the text and do the tasks (1—5) after it circling one of the letters (a—d).
- •9.Find in the text Religious Education (Ex. 8) the words and word combinations which mean the same as the words and phrases below. Make up your own sentences with them.
- •10.Choose the best item to complete the sentences.
- •11. Express the same in English.
- •117997, Москва, Стремянный пер., 36.
5.Full Time or Part Time Study?
There are many ways in which one can study abroad. The most popular are the Junior Year Abroad and Junior Semester Abroad programs. These are perfect for students wanting a taste of another country without having to leave their old life behind for too long. This is particularly true for the Junior Semester Abroad. For someone looking for more, and who is willing to get their visa and go without looking back, then consider studying at a foreign university for your entire degree. This is becoming a more popular option, as foreign universities offer excellent education at a lower tuition cost. It’s not for the homesick, but it makes for a wonderful adventure.
Studying abroad can be an exciting and fulfilling experience, but it is important to do as much research as possible in order to avoid unpleasant surprises. If you have a particular program in mind remember to apply early to avoid disappointment.
After reading
What is the significance of the following words/phrases. Tell a partner.
Appealing, downside, employee, job applicants, make contacts, go into business, benefit, tuition costs, homesickness, socialize, get involved in, keep in contact with, popular option, do research, avoid disappointment
Answer the questions
1. According to the text, what are the most common aspects of studying abroad?
2. How can a future employee benefit from studying abroad?
3. While living in a foreign country, which financial problems do students usually face with? Are they significant or insignificant?
4. How to battle homesickness should you feel it?
5. What is the issue of credits and why should it be discussed before?
6. Why is the Junior Year Abroad program so popular among the students?
3.2 Listening:
GLOBAL WORKFORCE DEVELOPMENT
Before listening try to answer he following questions:
What effect do you think globalization may have had on education?
Do you think that education will keep playing an important part in our globalised world?
How should our system of education change to adapt to increasing globalization?
While listening to a part of a talk about global workforce development fill in the missing information in the numbered space:
Employers and educators face the rapid advance of _____________ (1).
Universities can develop a global workforce by encouraging students to _________________ (2) as part of their course.
Erasmus is an international undergraduate student exchange scheme, which operates within _______________ (3).
Global workforce development doesn’t have to involve ______________ (4).
Students need to have a deep understanding of their own culture before they can begin to _____________ (5), ______________ (6) and _____________ (7) other cultures.
After listening get ready to answer the following questions and start a discussion with your partner:
What is the main theme of this talk?
a. How companies can help their employees become global-ready.
b. What students can do to become global-ready.
c. How universities can help students to become global-ready.
What does the concept “global-ready” mean?
How can intercultural competence help one become a global-ready worker?
Do you think you will be global-ready when you graduate from your alma mater?
Audioscript GLOBAL WORKFORCE DEVELOPMENT
One of the biggest challenges facing employers and educators today is the rapid advance of globalisation. The marketplace is no longer national or regional, but extends to all corners of the world, and this requires a global-ready work-force. Universities have a large part to play in preparing students for the twenty-first century labour market by promoting international educational experiences.
The most obvious way universities can help develop a global workforce is by encouraging students to study abroad as part of their course. Students who have experienced another culture firsthand are more likely to be global-ready when they graduate. There are, of course, well-established international undergraduate student exchange schemes, such as Erasmus, which operates within Europe, and the exchange partnerships that exist between universities around the world. The Fulbright program in the US enables graduate students to study and conduct research abroad. We need to expand and add to such schemes, to enable many more students to study abroad.
Global workforce development doesn’t always have to involve travel abroad, however. If students learn another language, and study other cultures, they will be more global-ready when they graduate. It is important to point out that students also need to have a deep understanding of their own culture before they can begin to observe, analyse and evaluate other cultures. In multicultural societies, people can study each other’s cultures to develop intercultural competencies such as critical and reflective thinking, and intellectual flexibility. This can be done both through the curriculum, and through activities on campus outside of the classroom such as art exhibitions and lectures from international experts.
Many universities are already embracing this challenge and providing opportunities for students to become global citizens. Students themselves, however, may not realise that when they graduate they will be competing in a global labour market, and universities need to raise awareness of these issues amongst undergraduates.