Vocabulary and grammar

1. Read the text about the process of adjusting to living in the US. Fill in the gaps changing the form of the word given in brackets. Then explain the words in bold and use them in the sentences of your own.

When international students attend schools in the United States, they often experience (vary) _______________ degrees of emotional and physical distress in the first few months of living in the new country. These (feel) _____________ of distress and (alien)_____________, known as culture shock, tend to disappear with time although some students suffer more than others. Research shows that this "up­rooting disorder" will be (severe) _______________________ if students are highly motivated, psychologically ma­ture, (experience) ______________________ in living in other countries, and competent in the language. Of course, if students don't have a good command of English, the language barrier will make it even (hard) _________________ for them to learn the appropriate social skills they need in their new environ­ment.

First of all, in trying to adjust to the customs and traditions of this country, students may find the general pace of life a problem. This is (particular) _____________________ true for students who are attending schools in large cities because life in large cities in the United States is lived at a fast pace. People seem to rush around and don't take time to relax, except on weekends. Families rarely eat lunch together, and some don't even eat dinner at the same time because they are just too busy (try) ______________ to keep up with all their activities. According to one Chinese visitor, "The average American does not understand the calm conversing, napping, strolling, sitting quietly, and various other kinds of leisurely (relax) ________________________ that Chinese enjoy. They think they are alive only when they are 'doing' and 'moving.'

Another problem is caused by the fact that most new students lack the social support systems they had in their home countries. A network of friends can enable an international student to overcome many difficulties, and it is especially (help) ____________________ to form friendships with native English speakers. However, although North American students can seem friendly, their (friend) __________________ is rather superficial and insincere. "Let's get together," they say, without setting a definite date. "Hi. How're you doing?" they ask, without expecting or waiting for an answer. To international students, Americans appear to be self-absorbed and uninterested in making friends.

Also, ethical beliefs and value systems differ from culture to culture, and students may feel anxious about living in a society whose values do not match theirs. For instance, some international students may consider the attitudes of Americans much too liberal in regard to moral issues, such as young men and women (have) ______________ inti­mate relationships or living together before marriage. Moreover, the use of drugs and alcohol may be (accept) ______________________ to them.

Finally, the bland North American food is usually not at all (appeal) __________________ to students whose native food is (spice)_______________, healthful, and full of variety. Hot dogs, hamburgers, potato chips, and French fries can become (bore)_____________________ on a daily basis, and they aren't as healthful as fresh fruits and vegetables or rice and beans. Because they dislike the food, many students do not eat properly during their (one) ___________ few months in the United States. Therefore, it is fairly common for them to lose weight or get sick during this period of (adjust)_______________________.

Despite these various problems, most international students are flexible enough to acquire the (cope) ___________ skills (require) ___________________ in their new surroundings as they become more aware of others' values and practices. Gradually, they grow accustomed to the lifestyle in the United Sates, build a network of friendships, and learn to enjoy the benefits of living abroad. Actually, culture shock can be a positive experience of growth and learning and is a normal (respond)______________________ to change. In fact, students who have become assimilated into North American culture may even have reverse culture shock when they return to their home countries.

WRITING

1. Write a Case Study Report analyzing the problems Dita Rantung is having. Follow the plan:

1. Statement of the problem (definition, analysis).

2. Suggestion of possible solutions.

   1. Solution 1.

   2. Solution 2.

   3. Solution 3.

3. Evaluation of Possible Solutions.

   1. Solution 1: - advantages;

- disadvantages;

2. Solution 2: - advantages;

- disadvantages;

3. Solution 3: - advantages;

- disadvantages.

4. Selection of a Solution (choice, justification).

2. Write a letter from Dita to her parents in Indonesia. Tell them about the problems she’s having in getting used to living in the United States. Use the vocabulary from exercises 2,3,1 p.3.

3. Write an essay describing your experiencing culture shock (amount of stress or difficulty you faced, how you adjusted to living abroad, etc. ).

4. Your pen-friend is coming to visit you soon and feels a bit worried about it because it’s his first visit to Russia and he doesn’t know what to expect. Write him a letter describing your life style, daily routines, food, the climate of your region, etc. Give him advice on what to take.

SPEAKING

1. Divide the class into two teams, have a debate on the following topic:

International students shouldn’t come to another country to study untill they have mastered the language.

Follow the rules:

1. Each team should have approximately the same number of members.

2. Each team should elect a leader who will give the two-three minute opening presentation and a two-three minute closing summation.

3. All members of the team should be prepared to speak at least once and to give a rebuttal to the opposing team’s statements.

4. All team members must contribute equally to the debate.

5. The person who is speaking should not be interrupted.

2. Role-play one of the following.

   1. The scene between Dita and Sandra when they go out to dinner together and Dita tries to tell Sandra ho unhappy she is, but Sandra is unsympathetic.

   2. The scene between Dita and her Arts teacher.

   3. The scene n the future when Dita meets her adviser and receives some moral support and practical advice.

Remember to plan and practice before you present your role-play:

*work in teams of two or three, the third person can serve as a director to help the two actors prepare and rehearse the role –play;

*discuss the role-play scenario with your partners, choose your role, and reread the text;

*develop several objectives for your role play and write them down;

*think about your character and plan what your character will say (make notes about the broad ideas and emotions you will act out, decide how to achieve your objectives);

*rehearse your role-play with your partner (don’t try to write out the dialogue; let your dialogue develop naturally and spontaneously; remember about eye contact, facial expressions, gestures, and body language);

3. Discuss the role-plays you’ve seen. What reactions did you have? Were the objectives of the students presenting the role-play achieved?

4. Prepare and give an oral presentation on one of the topics listed.

   1. Reasons International Students Attend College Abroad.

   2. Three Major Cultural Differences between Russia and Indonesia (the USA, Japan, etc.)

Follow the plan:

1. Introduction (background, main idea).

2. Reason 1 (reason, analysis).

3. Reason 2 (reason, analysis).

4. Reason 3 (reason, analysis).

5. Conclusion (summary, restatement of the main idea).

5. Do library or internet research to speak on the topics provided.

   1. Culture Shock (definition, symptoms, stages, ways to avoid and to overcome).

   2. Organisations which help newcomers to cope with culture shock (names, functions, programmes, examples).

   3. Reverse culture shock |culture shock on return (symptoms, reasons, ways to cope).