- •Предисловие
- •Culture shock and multiculturalism unit I
- •1. Discuss the questions with the members of the class.
- •Coming To North America
- •Discussion points.
- •Vocabulary
- •Explain the words underlined in the text. Consult the dictionary for other meanings.
- •Fill in the gaps with the words from ex.1. You can use each word more than once.
- •Give the Russian equivalents to the following word combinations
- •Discuss Dita’s problems with a friend. Try to use at least one word combination from ex. 1,2,3 in every exchange.
- •Vocabulary and grammar
- •Write a Case Study Report analyzing the problems Dita Rantung is having. Follow the plan:
- •Write an essay describing your experiencing culture shock (amount of stress or difficulty you faced, how you adjusted to living abroad, etc. ).
- •Role-play one of the following.
- •Discuss the role-plays you’ve seen. What reactions did you have? Were the objectives of the students presenting the role-play achieved?
- •Prepare and give an oral presentation on one of the topics listed.
- •On alienation and the esl students
- •Eating in america
- •Culture shock: a Fish Out Of Water
- •2. Answer the questions of the quiz.
- •3.Complete the paragraph by filling in the appropriate word: disease, slang, culture, idioms, cues, shock, newcomer, gestures, adjust. (One word is not used)
- •4. Answer the questions of the quiz.
- •1. A friend of yours who doesn’t know English is writing a report on culture shock. Translate one of the articles given above for him.
- •Студенты – иностранцы и культурный шок
- •Социальные роли
- •Ценности
- •Модель культурного шока
- •Некоторые последствия культурного шока
- •Как помочь себе
- •В заключение…
- •This is an extract from the article for people going to the usa on work&travel programme. Translate it from Russian into English.
- •Unit II
- •Read the text and say if you’ve got the answers to the questions given above. The development of multiculturalism
- •Use the material provided in the table to draw a timeline. Mark the peak periods. These are some key-words that might help you. Do the internet or library research to mark the other periods.
- •Make a speech about the reasons for immigration to the usa. Use the information of the table and the timeline to give examples.
- •Study the table and speak about the latest tendencies of immigration to the usa.
- •Make a report about an immigrant who became a self-made person.
- •1. Read the text and say why a country needs immigrants.
- •Coming to america
- •Appendix
- •Culture Shock: It's the Little Things That Count in the Biggest Ways
- •Vocabulary list
- •References
- •Методическое пособие по культуре речевого общения для студентов обучающихся по специальности «031202 – Перевод и Переводоведение» (1 ия, английский)
- •620017 Екатеринбург, пр. Космонавтов, 26.
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Discuss the role-plays you’ve seen. What reactions did you have? Were the objectives of the students presenting the role-play achieved?
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Prepare and give an oral presentation on one of the topics listed.
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Reasons International Students Attend College Abroad.
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Three Major Cultural Differences between Russia and Indonesia (the USA, Japan, etc.)
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Follow the plan:
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Introduction (background, main idea).
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Reason 1 (reason, analysis).
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Reason 2 (reason, analysis).
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Reason 3 (reason, analysis).
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Conclusion (summary, restatement of the main idea).
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Do library or internet research to speak on the topics provided.
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Culture Shock (definition, symptoms, stages, ways to avoid and to overcome).
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Organisations which help newcomers to cope with culture shock (names, functions, programmes, examples).
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Reverse culture shock |culture shock on return (symptoms, reasons, ways to cope).
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6. Game. One of the students chooses a stage of culture shock. The other students ask him| her yes-no questions trying to guess the stage.
READING 2
1. You are going to read several articles related to culture shock. In which article would you expect to find the following words and word combinations?
tasteless, readjustment, potluck supper, missionary, teaching experiences
2. Now read the articles to see if your expectations were correct and answer the questions that follow each article.
On alienation and the esl students
Laura Carey
Among the clutter of ads on the bulletin board in the neighborhood bookshop, I found a notice about a political organization I would have liked to have joined. Every month, people with whom I shared basic principles met to discuss their frustrations, grieves, and small triumphs and to bask in the luxury of common thought.
Next to that notice in the bookshop hung another, inviting women of all ages to informal biweekly potluck suppers. I wanted to go. I hadn't seen any of my women friends or my mother or my sister for six months. I was an American alone in Barcelona. But every time I bought a new supply of books, I stared at those notices longingly and then headed home to my tiny piso to read. I knew that I should go to the meetings and the potluck suppers; I knew that I should make the most of my year in Spain. Attending such gatherings would mean that I was at least trying to stave off my homesickness and the occasional bouts of loneliness by joining some of the groups whose addresses, meeting dates, and times I knew by heart.
But I just couldn't—or wouldn't. I felt uneasy about joining such groups. It was the language barrier—and probably the culture barrier, too, though I rarely admitted it even to myself. If these barriers loomed so large for me —an adult with a loving family and a modest bank account waiting back home—how formidable must they seem to the students in my English-as-a-second-language (ESL) classes in California? I've always known that their lives have been traumatic: escaping from war-torn Laos in the middle of the night or fleeing from screaming poverty in Mexico, only to meet with frustration and alienation in the promised land. I felt sympathy for these students, but I couldn't feel their feelings.
I still can't know what it is like to be a child wrenched from home and tossed into dangerous foreign waters. But I have been given a glimpse of life as an alien, and my heart hurts when I think of my students. They wouldn't want my sympathy, though. They are human beings, and, at 16 or 17 years of age, they are more adult and worldly than I; they would insist on their dignity.
I knew no Spanish when I arrived in Barcelona. As I had stated in my request for a leave of absence, I came to learn Spanish and to teach English as a foreign language, so that I could better serve my ESL students. I studied Spanish every day before work. I used it in the bread shop, in the butcher shop, in the taxi. I practiced on the portero in my building, and sometimes I asked my adult students to clarify some vague grammatical rule that I had just learned.
But I couldn't for the life of me picture myself in a social situation: the gawky American who says everything in the present tense, the woman with the vacant or puzzled look on her face, who can come, go, have, or be but can't walk, run, or laugh for lack of the appropriate verbs. What if they asked me a question? What if someone told a funny joke, and I didn't laugh? What if it were a racist joke, and I did laugh? And worst of all, what if I reached out to people, did my best to be warm and make a friend or two, and they turned away from me, embarrassed or impatient? What then?
It was much easier to be friendly with the other Americans that I met. Most of them were English teachers too, and we shared our daily experiences in the classroom. We discussed our students' progress, and we practiced rolling our r's together. We mourned the exchange rate for U.S. currency, we wondered about politics back home, and we reminisced about tortilla chips, bad coffee, and peanut butter.
Never again will I wonder why my ESL students segregate themselves by nationality. I used to be baffled over the way they grouped themselves in the classroom: Mexicans on the right, Laotians on the left, Hmong in the middle. "But you're all in the same boat!" I would cry. "You should stick together." They would only smile, amused; I didn't know what I was talking about.
I learned quite a bit about language acquisition during the time I spent in Spain, far from the land of convenience, stores and fenced backyards. I was exposed to all sorts of materials for teaching English, and I discovered that the books and cassettes that personalize the material and tell a story are more effective than straight grammar, that drills are not as evil as I once thought, that role playing eventually eases anxiety, and that the daily lives of the students should be incorporated into every lesson plan. I filled notebooks with tips from other teachers, and I compared and contrasted bits and pieces of information from English, Irish, Scottish, and American teachers. But nothing has been more valuable to my life as a teacher than my own fear.
My fear—unfounded, silly, not terribly adult—made me long for the days when the vagaries of the copy machine posed my greatest frustrations. In California I could explain my flu symptoms to my doctor in complex linguistic structures: "Well, my stomach started to hurt the other day after dinner, although even at the dinner table I wasn't as hungry as usual, and the pain is low, almost abdominal." But in Spain I had a brief bout of something intestinal and, pointing at my stomach, I said to the doctor something like: "Me bad." In California I could call virtually anyone on the telephone, ask for instructions or directions, chat about personal or professional subjects, discuss prices, complain. In Spain a telephone call was a major event requiring several minutes with an English/Spanish dictionary and grammar book, a page of carefully drawn notes, and a pushup or two. I phrased my questions so that a simple yes or no would suffice as an answer, and a string of fast Spanish in reply would throw me into despair. But mine was the Caspar Milquetoast of despairs compared to what my ESL students must have endured.
I arrived in Spain by plane, after a movie and chicken cacciatore. Khammay crossed the Mekong River, her stomach empty, her little brother wiggling and crying under one arm. At the airport in Barcelona I caught a taxi; the smiling driver jabbered away while I repeated, "No entiendo." I don't understand. Khammay walked barefoot to a Thai refugee camp, where she was greeted by uniformed soldiers with rifles who leered at her and shouted at her mother, "Stay away from our food. Do not cause trouble."
I stayed in a pension room with a single gas burner for cooking and two hangers in the closet. Mai's family of seven shared a room with a dirt floor with two other families for their entire first year in Thailand. On some days they had no food at all.
While in Spain I took to reading in solitude for entertainment. Occasionally, I found a film in English with Spanish subtitles, and on those rare evenings I felt rich pleasure. Somsack found a cigarette in the refugee camp. He found it in the pocket of someone else's jacket. Somsack learned the value of stealing and the luxurious escape of nicotine.
Although I have brown eyes and brown hair, 1 didn't wear the black loafers and leather coat so typical of the modern young Barcelona woman that year. My hair was cut in an American style, and sometimes I felt a little conspicuous. People did look at me. They knew I wasn't native. But Juan, with his strikingly high cheekbones, baggy pants, slicked-back hair, and rusty girl's bicycle, which he pedals faithfully to school and then to work in the orchards every day, is so different from the others in the sophomore class that he has ceased to be conspicuous. He is mas guapo. In Mexico he would be the object of enormous yearning, but in California he is invisible. And that, I think, is worse.
My responsibility as an educator involves more than what is written in my contract. Every teacher knows this, and some even enter the field because of it. We are role models—expected to exhibit good health and happiness, to show our students what a solid education did for us. "If you want to live the good life, follow my example." we say although not in so many words. But in Spain I saw myself becoming a hypocrite. My wealth and my security, even thousands of miles from home, were insulating me. When the next potluck supper was held, I brought an apple pie.
Reading Comprehension
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Why did Laura Carey go to Barcelona, Spain?
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Why didn’t she join any organisation or go to the potluck suppers?
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Laura says that she felt uneasy about joining social groups. What does she mean? In which situations do you feel uneasy?
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What was Laura worried about in social situations?
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Why was her experience much less difficult than the experiences of her ESL students?
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What made Laura attend the next potluck supper?
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What are the similarities and what are the differences between Dita Rantung and Laura Carey?
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What is the main idea of the reading?