- •Уо «Мозырский государственный педагогический университет
- •Essential vocabulary
- •Basic American Values and Beliefs
- •Introduction
- •Basic american values and assumptions a land of diversity
- •Individual Freedom and Self-Reliance
- •Joining and protesting
- •Hurry, hurry, hurry
- •Are americans materialistic?
- •Straight talk
- •Equal ity
- •Achievement, action, work, and materialism
- •Directness аnd assertiveness
- •Equality of opportunity and competition
- •Material wealth and наrd work
- •Vocabulary Check
- •1. Analyze the following abstract notions аз they are treated in the text:
- •2. Study the following idioms and see if you can supply contexts for them:
- •3. Reading comprehension check. Write the letter of the best answer according to the information in the chapter.
- •Cloze Summary Paragraph
- •The Protestant Heritage
- •Vocabulary Check
- •Comprehension Check
- •Cloze Summary Paragraph
- •American Values at the Crossroads
- •A. Vocabulary Check
- •B. Comprehension Check
- •D. Cloze Summary Paragraph
- •Customs vary with culture
- •Usa and uk in comparison
- •Character and characteristics: a humorous look at
- •Stereotypes
- •What the British Think of Americans…
- •What Americans Think of the British...
- •4 Assessing Students' Comparative Skills
- •I Look at the chart and decide whether the student
- •Socio-cultural portrait of the uk & usa
- •British values and assumptions. Monarchy the island people
- •The island people (II)
- •Essential vocabulary
- •I. Define and comment on the following terms used in the texts
- •II. Study the following list of geographic names.
- •The united kingdom
- •Introduction
- •As others see us
- •0 Wad1 come Pow'r the giftie2 gie3 us
- •It wad frae5 mony6 a blander free us
- •Views of britain. The official view
- •Тhe people's view
- •British society a changing world
- •Attitudes
- •Stereotypes and change
- •English versus british
- •Multiculturalism
- •Conservatism
- •Being different
- •The love of nature
- •The national trust
- •The love of animals
- •Formality and informality
- •The scruffy british
- •Public spiritedness and amateurism
- •I. Mark the following areas of activity as 'professional' or 'amateur / voluntary':
- •II. Sort out the following as positively or negatively viewed by the British:
- •Privacy and sex
- •Lovely weather we're having
- •II. Explain the meaning of the following:
- •III. Match the adjectives with the nouns they collocate with:
- •IV. Explain the use of articles with the word England:
- •I. Fill in the grid:
- •II. Sort out the details for each "stereotype" of the English person
- •III. Answer the questions:
- •IV. Do you agree that
- •No longer an island
- •Have the english finally left their
- •Island mentality behind?
- •Cast in the same mould
- •Change of direction
- •I. Match the following proper names with relevant characteristics:
- •Monarchy
- •Vocabulary
- •The royal family
- •The Sovereign
- •The Royal Family
- •The Monarchy
- •I. Great Britain is a monarchy. Find out from your partner: what is the role of the monarch in a highly developed modern country?
- •II. Choose the correct equivalent for the word:
- •V. Say if you agree or .Disagree with the following and explain why:
- •VII. Express your opinion on the following:
- •Adapt or die?
- •I. Find out the following.
- •II. Make sure you understand the following words and expressions:
- •III. Match the words on the left with their definitions in the right-hand column:
- •IV. Fill in the gaps with the prepositions:
- •In groups and pairs discuss:
- •III. Choose the right preposition:
- •IV. Fill in the gaps where necessary with suitable notional or functional words, using your active vocabulary:
- •V. Translate from Russian into English, using your active vocabulary:
- •Russian and belarusian values and assumptions. Sharing Your Own Culture
- •1 Pre-Reading Discussion
- •2 Vocabulary Development
- •3 Reading, Thinking, Sharing
- •1 * What do the Americans who visited Russia or Belarus think about these countries and their people? Read an extract from a diary and list the areas which provoke culture shock in Russia.
- •15 August, 1996 - Vladimir
- •1 September, 1996 - Vladimir
- •A man of the people
- •Russian mentality
- •People of belorussia
- •1. Strike off one inappropriate word in each tine. Translate those used in the text. Make sure you know the weaning and the pronunciation of the rest words.
- •2. Translate the following sentences from Russian into English using the vocabulary from the text.
Achievement, action, work, and materialism
"He's a hard worker, one American might say in praise of another. Or, "she gets the job done". These expressions convey the typical American s admiration for a person who approaches a task conscientiously and persistently, seeing it through to a successful conclusion. More than that, these expressions convey an admiration for achievers, people whose lives are centered around efforts to accomplish some physical, measurable thing. Social psychologists use the term "achievement motivation." to describe what appears to be the intention underlying Americans' behavior. "Affiliation" is another kind of motivation, shown by people whose main intent seems to be to establish and retain a set of relationships with other people. The achievement motivation predominates in America.
Foreign visitors commonly remark that "Americans work harder than I expected them to". (Perhaps these visitors have been excessively influenced by American movies and television programs, which are leas likely to show people working than to show them driving around in fast cars or pursuing members of the opposite вех). While the sо-called "Protestant work ethic" may have lost some of its hold on Americans, there is still a strong belief that the ideal person is a "hard worker". A hard worker is one who "gets right to work” on a task without delay, works efficiently, and completes the task in a way that meets reasonably ' high standards of quality.
Hard workers are admired not just on the job, but in other aspects of life as well. Housewives, students, and people volunteering their services to charitable organizations can also be "hard workers" who make "significant achievements".
More generally, Americans like action. They do indeed believe it is important to devote significant energy to their jobs or to other daily responsibilities. Beyond that, they tend to believe they should be doing something most of the time. They are usually not content, as people from many countries are, to sit for hours and talk with other people. They get restless and impatient. They believe they should be doing something, or at least making plans and arrangements for doing something later.
People without the Americans' action orientation often see Americans as frenzied, always "on the go", never satisfied, compulsively active. They may, beyond that, evaluate Americans negatively for being unable to relax and enjoy life's pleasures. Even recreation, for Americans, is often a matter of acquiring lavish equipment, making elaborate plans, then going somewhere to do something.
Americans tend to define people by the jobs they have. ("Who is he?" "He's the vice president in charge of personal loans at the bank"). Their family backgrounds, educational attainments, and other characteristics are considered less important in identifying people than the jobs they have.
There is usually a close relationship between the job a person has and the level of the person's income. Americans tend to measure a person's "success" in life by referring to the amount of money he has acquired. Being a bank vice president is quite respectable, bat being a bank president is more so. The president gets a higher salary. So the president can buy more things — a bigger house and car, a boat, more neckties and shoes, and so on.
Americans are often criticized for being so "materialistic", so concerned with acquiring possessions. For Americans, though, this materialism is natural and proper. They have been taught that it is a good thing to achieve— to work hard, acquire more material badges of their success, and in the process assure a better future for themselves and their immediate families. And, like people from elsewhere, they do what they are taught.