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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
И. И. Басс, Т. А. Балашова, М. С. АксеноваСтр 1 из 22Следующая ⇒
ВВЕДЕНИЕ Учебное пособие «Английский язык: Межкультурная коммуникация и бизнес в странах Запада и Востока» направлено на приобретение студентами бакалавриата знания базовых ценностей мировой культуры и готовности опираться на них в своем личностном и общекультурном развитии, толерантно воспринимать социальные и культурные различия. Такая целевая установка соответствует требованиям ФГОСа третьего поколения к формированию общекультурных компетенций в результате освоения дисциплины «Иностранный язык» в неязыковых вузах. Пособие реализует междисциплинарный подход — изучение проблем взаимодействия культур в процессе совершенствования языковой компетентности. Пособие состоит из восьми разделов, каждый из которых делится на три подраздела: Controlled Practice — аудиторная работа без предварительной подготовки; Guided Practice — подготовка заданий студентами с последующей проверкой в аудитории; Independent Practice — самостоятельная работа студентов. В пособие входит раздел Exam Practice , который поможет студенту в процессе выполнения тестов и заданий экзаменационного формата проверить свои навыки владения языковыми компетенциями, заданными учебной программой и требованиями к освоению дисциплины «Иностранный язык». Итоговая проектная работа позволит оценить степень сформированности социокультурной, языковой и профессиональной компетенций. Курс завершается итоговым тестированием по трем дидактическим единицам — лексике, грамматике и чтению. В результате учебной работы на основе данного пособия студент бакалавриата приобретёт знания о взаимосвязи культуры и языка, проблемах межкультурной коммуникации в деловой среде; умение предупреждать формирование стереотипов, предубеждений к иноязычной и своей культуре; овладеет навыками межкультурной коммуникативной компетенции в разных видах речевой деятельности, социокультурной компетенцией для успешного взаимопонимания в условиях общения с представителями других культур, когнитивными стратегиями для автономного изучения иностранного языка, приёмами запоминания и структурирования усваиваемого материала, исследовательскими технологиями для выполнения проектных заданий. Учебная работа на основе данного пособия строится с учетом активного использования следующих Интернет-ресурсов: 1. Блок Интернет-ресурсов, посвященный вопросам межкультурной коммуникации и этикету межкультурного взаимодействия в бытовой и деловой среде: http://www.kwintessential.co.uk http://www.worketiquette.co.uk http://www.traveletiquette.co.uk http://www.culturosity.com http://www.intercultures.ca http://www.worldbusinessculture.com 2. Вебкаст BBC по теоретическим вопросам межкультурной коммуникации и практике межкультурного взаимодействия: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml 3. Вебсайты, где изучающие английский язык смогут найти грамматический справочник с подробным описанием основных правил английской грамматики на русском языке: http://catchenglish.ru/ http://www.englishelp.ru http://real-english.ru http://www.native-english.ru http://www.study.ru 4. Портал крупнейшего книготоргового Интернет-магазина, предоставляющий возможность ознакомиться с содержанием научных и научно-популярных изданий по ряду вопросов, в том числе связанных с проблемами межкультурной коммуникации: http://www.amazon.com
CULTURE AND COMMUNICATION UNIT 1 Controlled Practice: Cross-Cultural Awareness SPEAKING
Exercise 1. Read the statements (высказывания) below. Do you agree or disagree with them? Explain your opinion. Use appropriate expressions from the box.
1. The problem with communication … is the illusion that it has been accomplished (осуществлено). (George Bernard Show, a famous British playwright - драматург) 2. Every country has its own way of saying things. The important point is that which lies behind people's words. (Freya Stark, a British explorer and travel writer) 3. To be surprised, to wonder (удивляться) is to begin to understand. (Jose Ortega y Gassett, a famous Spanish philosopher) 4. Your business partner's background culture – the way of life he was brought up in (воспитывался)– will affEct his approach to every decision. (John Mattock, a CEO (исполнительный директор) of an international management training consultancy) 5. Language is what we hear, but culture is how we understand. (Dr. Deborah Swallow, an authority on intercultural communication and business practices) 6. The streets of Vienna are paved (вымощены) with culture, the streets of other cities with asphalt. (Karl Kraus, an Austrian writer) 7. The single greatest barrier to business success is the one erected (возведенный) by culture. (Edward T. Hall and Mildred Reed Hall, American anthropologists)
Exercise 2. Do the Cultural Awareness Quiz to find out how well you know the cultural peculiarities (особенности) of different countries.
Cultural Awareness Quiz
Are the statements true or false?
1. When invited to dine at a French person’s house, you must bring a good bottle of wine with you. 2. Red is considered to be a colour of good luck in China. 3. The Chinese use their hands to emphasise (подчеркнуть) words or a point when talking. 4. Arabs expect gifts to be opened immediately in front of the giver. 5. In China the family name is written and said first. 6. In Italy you will be judged on your appearance. 7. A clock is a popular gift in China. 8. In some Latin cultures people expect their business partners to be late for a meeting. 9. Number 4 is considered lucky in Japan. 10. In India it is common for men to embrace (обнимать) or hold hands.
GRAMMAR Grammar Revision: Tenses Exercise 3. Match the sentences with the tenses and translate the sentences.
READING/LISTENING
On a website www.bbclearningenglish.com you can read and listen to a series of talks about culture and how it affects us. It explores some of the major differences between cultures and looks at what happens when people from different cultures meet and communicate. The series is presented by Marc Beeby. You can download the scripts of these talks free of charge or listen to the talks online.
Exercise 1. Read and listen to Part 1 of the series about culture on the website www.bbclearningenglish.com. You can use the link http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml Exercise 2. In pairs take turns to answer the questions. 1. What is a stereotype? 2. Do we see the world in a different way from people with a different cultural background? Give an example from the text. 3. What gives us an opportunity to come into contact with people from different cultures? 4. How can we avoid cultural misunderstanding and the possibility of conflict? 5. What is intercultural communication? 6. What examples of cultural misunderstanding can you find in the text? 7. Why is it important to study culture and intercultural communication?
VOCABULARY
Exercise 3. Match the words with their definitions.
Exercise 4. Using the Internet resource http://www.amazon.com find a book Intercultural Communication for Business (Managerial Communication) by James S. O'Rourke and Elizabeth A. Tuleja. Read the Table of Contents (pp. vii-xi) and answer the question: What aspects of intercultural communication does the book cover?
Exercise 5. Translate the book description. Is this book useful for your studies? Why?
INTERCULTURAL COMMUNICATION FOR BUSINESS, Second Edition, examines the basis for culture, reviewing the work of social scientists, cultural anthropologists, and global managers on this emerging topic. Definitions of culture, issues of cultural change, and how cultures adapt are included, along with practical examples, case studies, and illustrations of how cultural issues are managed both domestically and internationally. Throughout the text, emphasis is placed on understanding eight dimensions of culture: context, identity, learning, environment, change, time, authority, and achievement. The text begins by providing a foundation for understanding cultural perceptions and stereotypes, and then focuses on understanding frames of reference; language codes, symbols, and context; and verbal and non-verbal communication. Next, it highlights issues of cultural identity regarding individual and collective identity, and examines the effects of culture on power and authority. Finally, it provides practical applications for intercultural communication.
http://www.amazon.com
Exercise 6. From the book Intercultural Communication for Business (Managerial Communication) read and translate the chapter devoted to the definitions of culture (p. 5). Answer the questions. 1. How many definitions of culture are in common use? 2. What does Edward T. Hall say about culture? 3. How does Fons Trompenaars define culture? 4. What is Geert Hofstede's analogy of culture? 5. How do anthropologists C.Kluckhohn and F.Strodbeck construct their definition of culture? GRAMMAR Grammar Revision: Tenses Exercise 7. Using online grammar reference resources (for example, http://real-english.ru) read about the tenses of the English verb. You can use the following link: http://real-english.ru/crash/lesson5.htm Exercise 8. Choose the correct form of the verb, explain why other forms are inappropriate. 1. The world (gets/is getting/was getting) smaller nowadays. 2. Increasing cultural awareness (means/mean/has meant) to see both the positive and negative aspects of cultural differences. 3. When the Venezuelan president (had come/came) to Spain for an official visit he (has come/came) to the king and hugged him. 4. The women I (was working/ had worked/has worked) with asked me if I'd like to do 'Ikebana'. 5. How (do we act/we act) in different situations? 6. What (happens/does happen/happened) when we interact with people from other cultures? LISTENING
Exercise 1. Watch a video devoted to cultural diversity with tips from Snéha Khilay, a trainer from communication skills experts Speak First. www.youtube.com/watch?v=ZDvLk7e2Irc
Exercise 2. Answer the questions. 1. What is cultural diversity? 2. How does communication differ in different cultures? 3. What cultural differences does cultural diversity cover? 4. What are the four tips on cultural diversity? 5. How can we summarise cultural diversity? READING Exercise 3. Match a sentence in A with corresponding sentences in B. Translate the sentences.
Exercise 4. Communicating across cultures carries myriad challenges, and scholars have studied the process for decades. There are six important oral and nonverbal factors that can make a significant difference when communicating with individuals from another culture. To find out what these factors are read and translate the text Barriers to Intercultural Communication. Use the link http://www.ehow.com/list_6303080_six-barriers-intercultural-communication.html Exercise 5. In their book 52 Activities for Improving Cross-Cultural Communication Donna M. Stringer and Patricia A. Cassiday point out six primary sources of cross-cultural miscommunication. Match the subtitles of the text with the passages.
Exercise 6. Using the Internet resource http://www.amazon.com find a book 52 Activities for Improving Cross-Cultural Communication by Donna M. Stringer and Patricia A. Cassiday. In the Introduction (pp. x – xi) read about Cross-cultural miscommunication and check your answers. GRAMMAR
Grammar Revision: Tenses
Exercise 7. Fill in the gaps with the correct form of the verb. Translate the sentences. 1. Most businesses and other organisations __________ across cultures every day of the week. a) are working b) work c) worked
2. Just because the globalisation of business __________, cultural differences are not necessarily diminishing. a) increase b) increases c) is increasing
3. Breaking the ice before a business meeting is a good idea and __________ everyone more comfortable and able to talk freely. a) will make b) will have made c) have made
4. The fusion of cultures __________ a unique and colourful set of traditions and social etiquette in Mexico. a) have created b) has created c) had created
5. “Where are you from?” is a tough question to ask in the UK, as it can be seen as culturally insensitive. It is better to ask something like "Where __________?" a) have you travelled b) do you travel c) did you travel
6. Referring to the whole United Kingdom as England, or referring to UK citizens as "the English" __________ Scottish or Irish people. a) will have offended b) offended c) will offend
7. In many ways, in the post-1949 period in China, gender relations __________ under the Chinese Communist Party. a) changed b) had changed c) have changed
8. Many people in China __________ and lived abroad and may be more comfortable and knowledgeable about your culture than you are about theirs. a) worked b) have worked c) had worked
9. Germans enjoy telling people about their last trip or where they __________ to go for their vacation. a) have planned b) had planned c) are planning
10. Peter the Great __________ St. Petersburg, __________ Russian army and __________ Russian navy. a) has established, reorganized, built b) had established, had reorganized, had built c) established, reorganized, built Vocabulary to learn 1. affect sth /sb 2. appropriate / inappropriate 3. assume sth / assumption 4. attitude 5. awareness 6. background culture 7. break the ice 8. dimension of culture 9. definition / define 10. challenge 11. consider 12. common 13. come into contact with sb 14. conduct transactions 15. cultural issue 16. cultural perception 17. cultural diversity 18. environment 19. encounter with sb 20. evaluate sth 21. fusion of cultures 22. identity 23. interact with sb 24. insensitive 25. intercultural communication 26. judge sb/sth 27. maintain eye contact with sb 28. obstacle 29. take an approach 30. tolerant of sth UNIT 2 READING Exercise 1. In your own words and from your own experience say why cultural awareness is important, then read the situation and answer the question: What was the monkey's mistake? The Monkey And The Fish
A typhoon had stranded a monkey on an island. While waiting for the raging waters to recede, it spotted a fish swimming against the current. It seemed obvious to the monkey that the fish was struggling and in need of assistance. Being of kind heart, the monkey decided to help the fish. At considerable risk to itself, the monkey reached down and snatched the fish from the threatening waters. It carefully laid the fish on dry ground. For a few moments the fish showed excitement, but soon settled into peaceful rest. The monkey felt happy and satisfied. It had successfully helped another creature. adapted from Cross-cultural Connections by Duane Elmer
Exercise 2. Read the answer to the question in a book by Duane Elmer Cross-cultural Connections (p. 15-16) Use the link to find the book: http://www.amazon.com/Cross-Cultural-Connections-Stepping-Fitting-Around/dp/0830823093 Answer the question: In what way might people be like the monkey?
Exercise 3. Read and translate the definition of cross-cultural awareness (1) and the text about communicating across cultures (2): (1) Cultural awareness is “developing sensitivity and understanding of another ethnic group. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others. Cultural awareness must be supplemented with cultural knowledge …” (Diane L. Adams (Ed.), Health issues for women of color: A cultural diversity perspective, Thousand Oaks, SAGE Publications, 1995)
(2) Communicating Across Cultures
In the global economy cross-cultural awareness is becoming more and more important. Today more than ever, business is conducted in some kind of multicultural environment ‐ at the office or with customers and colleagues abroad. Many companies, however, do not offer their personnel the necessary training to succeed in the global marketplace. Misunderstanding and poor communication are the result. Furthermore, employees are unable to manage cultural differences, expatriates suffer from culture shock which negatively impacts the company's productivity. So how can one communicate across cultures effectively? Knowledge of a foreign language is a key element in communicating across cultures. It not only promotes understanding and mutual respect but also gives an insight into foreign cultures and different ways of thinking. Learning a new language broadens our horizons, builds and strengthens relationships while allowing us to take advantage of new opportunities. Moreover, cultural competence is now recognized as a critical element to succeeding on the global stage. Intercultural or cross-cultural trainings provide management and staff with the knowledge and tools to develop general and specific intercultural skills in order to work more effectively with international clients or colleagues. www.acrosscultures.info ‐ Cross‐Cultural Training Exercise 4. Read the steps of gaining cross-cultural awareness and put them in the right order. Step _____________. Then try to see the differences. When dealing with people from a different culture keep the differences in mind and try to act accordingly. Step _____________. Spend some time in a different culture. Observe the local culture, find out the most important do’s and don’ts, take a genuine interest in their customs and traditions. Step _____________. Try to identify your patterns of behaviour and beliefs. You have to understand that your cultural background affects your patterns of behaviour. Keep in mind that people tend to take the values, customs and traditions, the do’s and don’ts of their culture for granted. Step _____________. Put stereotypes and assumptions aside and soon you will learn much more about their cultures and your own as well. Keep an open mind and you will gain cross-cultural awareness. SPEAKING
Exercise 5. You are to give a 3-minute talk on Cross-Cultural Awareness. Use the texts from exercise 3 and 4 to make a list of key phrases and compare it with the list below. Translate the key phrases.
to gain cross-cultural awareness, to develop sensitivity, openness and flexibility, to manage cultural differences, suffer from culture shock, to impact the company's productivity, to promote understanding and mutual respect, to give an insight into, to broaden horizons, to succeed on the global stage, to provide sb with the knowledge and tools, to develop intercultural skills, to understand your cultural background, to identify your patterns of behaviour and beliefs, to realize the differences, to keep in mind, to act accordingly, take an interest, to keep an open mind, put stereotypes and assumptions aside, to learn about, their culture and your own culture.
Exercise 6. Prepare your talk using the linking words and phrases from the box.
Exercise 7. Deliver your talk to the group. Begin it with the topical sentence: In the global economy cross-cultural awareness is becoming more and more important.
GRAMMAR
READING/LISTENING
Exercise 1. Read and listen to Part 2 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml Answer the questions:
1. What is culture? Give a broad definition. 2. What three groups does culture consist of? 3. What are the visible products of culture? 4. What is considered to be disrespectful in Jamaica? 5. What definition does Edward T. Hall give to culture? 6. Why do we find it difficult to say what culture is? 7. What did a person from Pakistan find out when he came to England? 8. How do Japan and Korea differ in non-verbal behaviour? 9. How do you acquire your culture? In what way is learning another culture different? 10. Is culture homogenous?
Exercise 2. Are the following statements are true or false? Correct the false ones. 1. It is easy to define what culture is. 2. Culture can be divided into three groups: products, ideas and behaviours. 3. Language, gesture and communication are the visible products of a culture. 4. Habits, routines, social etiquette could come under the heading of behaviour. 5. In the third group there are things that make up our world view. 6. A North American anthropologist defined the word “culture” forty years ago. 7. We are not free because our behaviour is controlled by our culture. 8. Learning about another culture is as complicated as learning another language. Exercise 3. Read the text again and write down the key words and phrases to summarise the following points: 1. The first aspect of culture. 2. The second aspect of culture. 3. The third aspect of culture.
WRITING
Exercise 4. In the text find two sentences that could be an INTRODUCTION and a CONCLUSION to the question about the three aspects of culture. Write a short essay under the headline: Three Aspects of Culture (150-180 words)
VOCABULARY
Exercise 5. Match the words with their definitions.
Exercise 6. Fill in the gaps with the words from the box.
1. A lot of people make the __________ that poverty only exists in the Third World. 2. Can TV violence cause aggressive __________ ? 3. There is a __________ change in attitudes to working women. 4. People tend to get angry if anyone challenges their religious __________. 5. I look on it as an opportunity __________ fresh skills. 6. The firm wanted to avoid any __________ questions about its finances. 7. I was __________ of the fact that I had to make a good impression. 8. It is wrong to see people from Pakistan or India as being one __________ group. 9. Something as simple as a greeting can __________ quite different forms of non-verbal communication in different societies. GRAMMAR
Follow up: In Argentina greater emphasis is placed upon the spoken than the written word. Don't rely solely on email to convey a message — follow up with a phone call or a meeting.
Put off: You should not be put off by people standing in close proximity to you or by strong levels of eye contact — this is normal in Argentina and should not be viewed as threatening or invasive.
make out: Australians prize their egalitarian approach to life – people should not try to make out that they are better than others.
go over: It is often useful to go over the same point several times from different angles in order to avoid misunderstanding.
watch out: When in disagreement with you, Czechs will often go silent and look downwards – watch out for this in meeting situations.
break into: Who you are and who you know are important issues in Egypt; therefore it can be difficult to break into business without access to the right initial contacts.
back away: People may stand much closer to you than you are comfortable with. Try not to back away as this can seem stand-offish.
carry out: In Germany once decisions have been made, everybody is expected to carry them out without question, regardless of their agreement or disagreement with the original decision.
In Germany employees expect to be given precise, detailed instructions regarding specific tasks, but then expect to be left to carry them out without interference or supervision.
find out: In Germany meetings tend to be formal, unless on a one-to-one basis. If you want to find out opinions, possible trends of thinking etc., it is often more successfully done in an informal one-to-one meeting.
make up: In Hong Kong, businesses come in all shapes and sizes and although dominated by a few very large conglomerates, its beating heart is made up of small to medium sized family-run businesses.
READING/LISTENING
Exercise 1. Read and listen to Part 10 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml Exercise 2. Answer the questions. 1. In what cases can communication problems arise? 2. What is the difference between how people eat in Western countries and in Morocco? 3. What shapes our attitudes to things and the way we evaluate the world? 4. What is ethnocentrism? 5. What do stereotypes prevent us from?
Exercise 3. Match the beginning and the end of the sentences. Translate the sentences.
VOCABULARY
Exercise 4. Fill in the gaps with the words from the box. Translate the sentences.
1. People can get used to some obvious differences, such as food, music, architecture, but they have problems with __________ things, such as political or religious or social ideas. 2. Food __________ are various in different countries. 3. People are __________ inside the ideas and beliefs of their cultures and they don’t even know it. 4. Communication problems can __________ because of the many difficulties we face when we try to interact with people from other cultures. 5. When we visit foreign countries, we’ll probably be faced with some serious __________ problems. 6. The greatest __________ between cultures is that people are all born ethnocentric. 7. There are big __________ differences in many Asian countries which may shock Europeans. 8. We tend to think that the way we do things is __________ to the way another culture does something.
GRAMMAR
Exercise 5. Using online grammar reference resources (for example, http://www.native-english.ru) read about adjectives. You can use the following links:http://www.native-english.ru/grammar/english-adjectives http://www.native-english.ru/grammar/adjectives-degrees-of-comparison
Vocabulary to learn 1. acquire sth 2. accordingly 3. arise 4. barrier 5. be conscious of / consciously 6. considerable 7. come up with 8. do’s and don’ts 9. embarrass / embarrassing 10. ethnocentrism / ethnocentric 11. expatriate 12. flexibility 13. gain 14. get on with 15. gender 16. homogenous 17. identify 18. impact 19. insight into 20. keep in mind 21. keep an open mind 22. observe 23. obvious 24. patterns of behaviour 25. product of culture 26. require 27. refer to 28. similar to sb/sth 29. staff 30. succeed in 31. superior to sb/sth 32. take for granted 33. values 34.verbal/non-verbal behaviour 35.visible/invisible UNIT 3 LISTENING Exercise 1. You are going to listen to people talking about culture shock. Before you listen do the following quiz:
Culture Shock 1. When do people experience culture shock? a) When they meet a foreigner for the first time. b) When they move to a new place. c) When they go to live in a foreign country.
2. The first phase of culture shock is known as __________ a) the recovery stage. b) the honeymoon stage. c) the rejection stage.
3. How do people usually feel during the first stage of culture shock? a) lonely and depressed b) bored and homesick c) happy and excited
4. How may people feel during the second stage? a) homesick and lonely b) interested and amused c) they have no particular feelings
5. What word could describe the third stage of culture shock? a) adjustment b) rejection c) enthusiasm
6. What feelings do people have during the fourth stage of culture shock? a) They may feel angry, misunderstood, or even incompetent. b) They have a feeling of belonging. c) They are extremely stressed.
7. Why might reverse culture shock be a problem? a) You may feel depressed. b) It is extremely stressful. c) Most people do not expect it.
* If you are not sure how to answer the questions you can read more about Culture Shock using the following link: http://andromeda.rutgers.edu/~oiss/pdfs/Student%20Life/Cultural%20Adjustment.pdf
Exercise 2. Now listen to Part 11 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml and check your answers.
Exercise 3. Listen again and put the sentences into the right order.
a) You adjust properly and start to appreciate the culture for what it is – you start to understand the values and the norms of that culture and its customs. b) The first phase is called the honeymoon period which takes from a few weeks to a few months. You’ve got lots of things to look forward to and you tackle all your problems with good humour. c) The degree to which people experience culture shock depends on how different their culture is from the one that they’ve grown up in, their role in the new culture, whether they have people to talk to, and their personality. d) Culture shock is a part of learning about another culture – and the more times we experience culture shock the easier it’s getting for us. e) You begin to realise that you are an outsider and you might begin to idealise your own culture, romanticise it, think about how everything at home is wonderful. f) You might find some difficulty re-adapting to your own culture. It can be quite a challenge going back home and this can be referred to as re-acculturation or re-entry shock. g) You integrate with the culture and you make more effort to become part of the community – you make friends and find out about the manners and customs of the particular place that you’re in.
Exercise 4. In Part 11 listen to five people talking about their experience of culture shock. Match the speaker with the main point they make. There are two extra sentences.
SPEAKING
Exercise 5. Work in pairs. Make a list of key words and phrases that deal with culture shock. Using the key words and phrases take turns to tell your partner about:
- what culture shock is and why people experience it; - the “honeymoon” phase of culture shock; - the “homesickness” phase; - the “integration” phase; - the “adjustment” phase; - reverse culture shock.
WRITING
Exercise 6. What advice would you give to people who experience culture shock? Browse the Internet for advice on how to get over culture shock.
Exercise 7. Summarise the information you have found in a short essay “How to get over culture shock” (200-250 words). READING/SPEAKING
Exercise 1. Read and listen to Part 4 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml Answer the questions:
1. What is important in business communication for westerners? 2. Is the attitude to business communication different in the Middle East? Illustrate your answer with an example from the text. 3. What do the numbers 55%, 38% and 7% refer to? 4. What do “verbal cultures” value? 5. What is important in “non-verbal” cultures? 6. How do people communicate in Namibia? 7. How do Americans deal with problems? Do Japanese talk about problems? Exercise 2. Complete the sentences from the text. Translate the sentences. 1. Communication seems such a normal thing to do that ______________________________________________________________. 2. A westerner would definitely__________________________________. 3. In the Middle East, people would look at communication as ______________________________________________________________. 4. Successful communication isn’t just a question of getting the language right, it’s also a question of _______________________________________ . 5. We need to be careful when __________________________________. 6. Many academic studies of culture make a distinction between ______________________________________________________________. 7. If you come from a culture in which social harmony is valued then ______________________________________________________________. 8. If you come from a verbal culture then __________________________. 9. The distinction between verbal and non-verbal cultures affects ______________________________________________________________. 10. If we are aware of different communication styles, it can help us ______________________________________________________________.
Exercise 3. Prepare a 3-minute talk about the distinction between verbal and non-verbal cultures. GRAMMAR Grammar Revision: Articles
Exercise 4. Using online grammar reference resources (for example, www.catchenglish.ru) revise how to use articles. You can use the following link: http://catchenglish.ru/uroki-po-temam/tablitsa-upotrebleniya-anglijskikh-artiklej.html Exercise 5. Fill in the gaps with articles where necessary. Translate the sentences. 1. How should __________ “normal” business meeting be run? 2. __________ Eilidh Hamilton has recently been living in __________ Syria in __________ Middle East. 3. __________ westerner would go in with things they want to talk about, __________ Arab would look at it from a very different perspective. 4. In __________ Middle East you’d always be served __________ glass of __________ water followed by __________ cup of __________ coffee. 5. We use __________ body language, we vary __________ sound of our voices to express emotions like __________ surprise or __________ anger. 6. In 1967 __________ researchers conducted __________ experiment on everyday communication situations. 7. Verbal cultures value and enjoy __________ talk, __________ argument, __________ explanation, non-verbal cultures respect __________ listening, __________ silence, __________ social harmony. 8. If you come from __________ verbal culture you’ll need to think about __________ effect you’ll have if you talk a lot in __________ non-verbal culture.
READING Exercise 1. Read an article about etiquette in Japan using the following link: http://www.traveletiquette.co.uk/EtiquetteJapan.html
Exercise 2. Summarise the information from the article in the table.
Exercise 3. Read an article about etiquette in Russia using the following link: http://www.traveletiquette.co.uk/travel-etiquette-when-travelling-russia.html
Exercise 4. Summarise the information from the article in the table.
Exercise 5. Read an article about etiquette in England using the following link: http://www.ehow.com/about_6637551_social-etiquette-england.html Are the statements true or false? Correct the false ones. 1. Safe topics of small talk conversation in England include politics and private issues. 2. In a conversation with your acquaintance from England you can also discuss films, books, music, television and the arts. 3. Jobs and cars are not appropriate topics for discussion. 4. In England you should refrain from asking about personal topics. 5. British people find it funny if you criticize their food. 6. A typical tip for waiters in restaurants is about 5 percent of the bill. 7. Some restaurants add the tip to the bill. 8. English business professionals typically dress conservatively. 9. In England people rarely keep eye contact during conversations. 10. British businessmen typically make decisions quickly. Exercise 6. Complete the table with the key words and phrases from the article. Summarise the information from the article with the help of the key words and phrases in the table.
VOCABULARY
Exercise 7. Use a dictionary to translate the words. Choose an appropriate word from the box to fill in the gaps.
1. If you come from a culture in which social harmony is valued then you'll probably be less verbal and you'll be less willing to ____________ with other people because that would destroy the harmony. 2. ___________ is important to English people. 3. They consider staring to be __________. 4. __________- the words that you use in a conversation are not as important as you might think. 5. Many British people, ___________ men, like holding conversations about soccer.
Exercise 8. Using the Internet resource http://www.amazon.com find a book Culture Shock! Britain: A Survival Guide to Customs and Etiquette by Terry Tan. Do the Culture Quiz (pp. 286-289). Read the comments to check your answers.
Exercise 9. In the same book read about the do's and don'ts of the etiquette in Britain (pp. 292-295). Are the statements true or false? 1. You must help handicapped people without asking and being asked. 2. You should inform your neighbours if you are going to have a party with dance and music. 3. You can ask personal questions when meeting someone for the first time. 4. You can ask the price of the things in someone else's home. It shows that you appreciate the item. 5. It is OK to engage bus drivers in conversation. 6. It is inappropriate to speak loudly on your mobile, especially on trains and buses. 7. The British burn garden rubbish before 7 pm. Vocabulary to learn 1. acquaintance 2. adjust / adjustment 3. adapt to sth 4. acculturation 5. appreciate 6. be aware of 7. community 8. conduct an experiment 9. depend on 10. degree 11. distinction between 12. experience sth 13. expect 14. feel homesick 15. get into arguments 16. handicapped 17. honeymoon period/stage 18. invasive 19. make an effort 20. outsider 21. particular / particularly 22. privacy 23. realise 24. refrain from 25. reject/rejection 26. remain 27. reverse culture shock 28. tackle problems 29. vary 30. verbal content
UNIT 4 READING/LISTENING
Exercise 1. Read and listen to Part 3 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml Exercise 2. In pairs take turns to answer the questions: 1. What does the term “building-blocks” of culture mean? 2. What is the most important “building-block” of culture? 3. Is the way you speak to somebody junior to you different from the way you speak to somebody who is senior to you? 4. How can we prove that culture and language are tied together? 5. Do people from other cultures use language in exactly the same way we do? 6. Describe Benjamin Lee Whorf's linguistic discovery. What was his conclusion? 7. How do you understand the idea in the sentence: “The customs of a language, its grammar, the words themselves, are a product of the way the people of a culture experience the world”. Prove it with an example from the text.
Exercise 3. Match the beginning of the sentences with the end. Translate the sentences.
VOCABULARY
Exercise 4. Fill in the gaps with the correct word. Translate the sentences. 1. Language and culture are fundamentally __________ together. a) tied b) related c) connected
2. Language is a tool to help people from the same culture __________ effectively. a) meet b) communicate c) rub shoulders
3. We don’t all __________ the world in the same way. a) connect b) experience c) aware
4. The important thing is __________ of linguistic and cultural differences when we meet people from different backgrounds. a) to realise b) to be aware c) to understand
5. And when we do this, we take an important step on the road to more __________ intercultural communication. a) affective b) affluent c) effective LISTENING Non-verbal Communication People from different cultures speak different languages but also use non-verbal communication in different ways. Listen to what people say about non-verbal communication in Part 5 of the series of talks about culture http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml Exercise 5. Choose the best way to complete the sentences. 1. If people use non-verbal communication in ways we recognise __________ a) there can be problems. b) we think of them as people we can get on with. c) we start talking to them.
2. The hand movements usually indicate that the person ___________ a) tries to calm down. b) is emotionally overwhelmed. c) is from England.
3. In the Middle East a man doesn't maintain eye contact with a woman when he is talking to her __________ a) if he is bored. b) because it is invasion of her privacy. c) if she is married.
4. Westerners are shocked __________ a) when they see people bow to each other. b) when people stare at them. c) when they see Arab men holding hands in the street with other men.
5. According to the research done in cafes around the world couples would touch each other more frequently __________ a) in Brazil. b) in France. c) in England.
Exercise 6. Listen to the text from Part 5 again. Match the two parts of the sentences.
SPEAKING
Exercise 7. In pairs take turns to tell each other about: - what non-verbal communication is and why it is important; - the use of gestures or hand movements in different cultures; - maintaining eye contact; - greetings; - keeping distance; - touching. GRAMMAR
Rebecca Fong Societies and cultures establish rules about how 1.____________ you can stand to people in different situations. There are rules about how close you can stand to someone if you're very familiar with them or how 2.__________ it's polite to stand away from them if you need to keep a 3.___________ distance. And these are very different rules from culture to culture. So Middle Eastern and Hispanic cultures tend to stand the 4. ____________ distance apart when they're having conversations, whereas Scandinavians or Scottish people stand relatively 5. _____________ apart. Some research shows that English people usually stand or sit about six to ten inches 6. _____________ apart than Dutch people do and in the Netherlands English people are seen by Dutch people to be quite 7. ___________ whereas the English apparently see the Dutch as pushy and 8. ______________. Mahmood Jamal I do feel that in tropical climates the body and emotions are 9. __________. When I used to return to Pakistan after having lived in London for a while I used to suddenly emotionally open up. I noticed that people were much 10. _____________ – they'd hold your hand, they'd touch you, you'd sit very close to each other, you are not afraid to talk in an 11. _______________ way, so you are emotionally 12. ___________. And when I used to come back to Heathrow I had to shut down all those systems and put myself in that kind of straightjacket of being very calm, not being too 13. __________ to somebody, standing too 14. ___________ to them and not talking too loudly.
READING/LISTENING
Exercise 1. Read and listen to Part 6 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml
Exercise 2. Put the correct words into the gaps. Translate the sentences.
1. Although we may not be aware of it, time end space are closely ____________ for all of us. 2. Time has ____________ to us as individuals but it also has ___________ to us as cultures. 3. In monochronic cultures time is ___________ and time is moving forwards and time is money. 4. In looking at cultural attitudes to time, T. Hall made an important __________ between ‘monochronic’ cultures – and ‘polychronic’ cultures. 5. For North Americans and British people and other people from monochronic cultures, time is equated with doing something, being active, but usually doing one thing at a time. And one of the by-products of this is that we think that doing nothing is __________. 6. So in cultures which tend to be more polychronic such as Arab, Turk, Spanish, Indian cultures people can be talking to more than one person at a time, they can __________ with more than one person at a time. 7. The differences in the design and use of these public spaces are cultural differences. Even the organisation of our cities can be a __________ of our cultural requirements for space. 8. The Japanese don't have much physical space – they have very small apartments and houses. But what they do with the space is very clever. The spaces are __________. 9. Personal space is such an issue for westerners because they highly value their __________.
Exercise 3. Listen to the text again. In pairs take turns to answer the questions.
1. What manageable periods is time divided into? 2. What important distinction between cultures did the North American anthropologist make? 3. What do people from monochronic cultures value? 4. What attitude to time do polychronic cultures have? 5. What differences can be seen in the way cultures like to organise space? 6. Why is personal space so important for westerners? What about people from the Middle East?
GRAMMAR READING/LISTENING
Exercise 1. Read and listen to Part 7 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml
Exercise 2. Are the following statements are true or false? Correct the false ones. 1. You belong to an individualist(ic) culture if you like privacy, you belong to a collectivist(ic) culture if you like to have other people around you. 2. A collective could be only a big group of people. 3. In individualist(ic) cultures people are linked together very closely. 4. In individualist(ic) cultures people do not have much loyalty to the company they work for. 5. In collectivist(ic) cultures people act in accordance with the group goals. 6. In South Asian culture the community is more important than the individual. 7. In the collectivist(ic) societies action should be accepted and approved of by a group. 8. Individualist(ic) cultures seems to be influencing the character of some collectivist(ic) cultures.
LISTENING
Exercise 3. Use the link http://www.kwintessential.co.uk/intercultural/individualism-collectivism.html to listen to Culturally Speaking: Individualism vs Collectivism talk and finish the sentences:
1. Culture is responsible for ______________ ____________________. In short, culture is responsible for how we live. 2. People in individualistic cultures are more concerned with __________. 3. People in collectivistic cultures are more concerned with ___________ . 4. These basic orientations affect or determine ______________________. 5. People in individualistic cultures tend to emphasise _______________ . 6. People are supposed to look after ______________________________. 7. The United States and Australia are ____________________________ . 8. They also emphasise equality – ________________________________. 9. In collectivistic cultures people stress ___________________________. 10. Family relations, loyalty and harmony are ______________________ . 11. The concept of Individualism vs Collectivism does not explain ____________________________, but it's a starting point for ____________ ________________. 12. Increased understanding is the first step in _____________________ .
VOCABULARY
Exercise 4. Match the words in column A to the words in column B to make phrases. Translate them into Russian.
Exercise 5. Using the Internet resource http://www.amazon.com find a book Intercultural Communication by Everett M. Rogers, Thomas M. Steinfatt. From the Glossary in this book (pp. 265-269) write down the definitions of the following terms:
Acculturation – ______________________________________________ Code – _____________________________________________________ Collectivistic culture –_________________________________________ Communication – ____________________________________________ Culture – ___________________________________________________ Diversity – __________________________________________________ Ethnocentrism – _____________________________________________ High-context culture – ________________________________________ Individualistic culture – _______________________________________ Intercultural communication – __________________________________ Low-context culture – _________________________________________ Nonverbal communication – ____________________________________ Stereotype – _________________________________________________ Values – ____________________________________________________ GRAMMAR Grammar Revision: Pronouns Exercise 6. Using online grammar reference resources (for example http://www.englishelp.ru) read about pronouns. You can use the following links: http://www.englishelp.ru/learn-english/6-grammar/194-pronoun.html http://www.englishelp.ru/learn-english/grammar/196-personal-pronouns.html http://www.englishelp.ru/learn-english/grammar/209-possessive-pronouns.html http://www.englishelp.ru/learn-english/grammar/215-reflexive-pronouns.html http://www.englishelp.ru/learn-english/grammar/279-indefinite-pronouns.html http://www.englishelp.ru/learn-english/grammar/292-indefinite-pronoun-one.html http://www.englishelp.ru/learn-english/grammar/312-universal-pronouns-other.html http://www.englishelp.ru/learn-english/grammar/296-negative-pronouns.html
Exercise 7. Choose the correct pronoun. Translate the sentences. 1. If you’re __________ who likes privacy, your own space, making your own decisions, you probably belong to a culture where the individual is central. a) someone b) anyone c) such
2. In general, Finns are not very good at "small talk" and __________ has to accept that silence doesn't necessarily mean that the conversation has stopped. a) you b) one c) somebody
3. The individualistic modern industrial world seems to be influencing the character of __________ collective cultures. a) some b) any c) each
4. If you are talking to a group, make eye contact with __________ people, and do not focus your attention on one person. a) all b) any c) each
5. Canadians and UK citizens have similar preferences regarding personal space, the use of eye contact, and whether or not to touch __________ while speaking to __________. a) anyone, him b) each other, other c) someone, them
6. Public display of emotions is __________ that is on the increase in the UK, though still it is better to err on the side of caution here. a) anything b) someone c) something
7. __________ people in the UK are monarchists while __________ feel the monarchy is an anachronism. a) Some, others b) Many, other c) few, a few
8. Breaking the ice before a business meeting is a good idea and will make __________ more comfortable and able to talk freely. a) both b) everyone c) somebody
9. As a general rule, the British would keep emotions hidden from public view as they can make __________ feel uncomfortable. a) other b) others c) another
10. In the USA relations between different ethnic communities differ from one state or city to __________. a) others b) other c) another Vocabulary to learn 1. according to / in accordance with 2. approve of / disapprove of 3. despite 4. err on the side of caution 5. establish 6. familiar with 7. frequently / frequency 8. indicate 9. junior / senior 10.keep an appointment 11.linear 12.loyalty 13.monochronic/polychronic culture 14. personal space 15. preferences 16. recognise 17. reflect / reflection 18. related concepts 19. stare at 20. strong affiliation with 21. tied together 22. tool 23. touch sb 24. violation 25. waste time UNIT 5 LISTENING: Exercise 1. There are two different types of cultures – where the individual is seen as central –individualist cultures – and those where the group is the most important unit –collectivist cultures . Listen to Part 8 of the series about culture which deals with the difference between these cultures. Use the following link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml)
Exercise 2. Complete the table with the key words and phrases from the text. Independent, dependent on one another, personal happiness, value autonomy, the norms, the duties, the obligations of the group, freedom and choice, self-sufficiency, equality, education and affluence, social and geographic mobility, media output of films and television shows, personal achievement, family values, security, good social relationships, a globalised society, hierarchy, respect for elders, to be in charge of their own lives, social obligations, the dominant type of behaviour
Exercise 3. Listen to Part 8 again. In pairs take turns to answer the questions.
1. What is an individualist society? 2. Can you give a definition to a collectivist society? 3. What are the values of individualistic cultures? 4. What are the values of collectivist(ic) cultures? 5. What is the attitude to religion in India? 6. What plays a great importance in Chinese culture? 7. What is a huge problem in Britain? 8. Why do American norms and values influence other cultures? SPEAKING
Exercise 4. Using the key words and phrases prepare a 2-minute talk on one of the following topics:
Family hierarchy in China the importance, order, the hierarchy, age, to play a great importance, the older generation, to look after the young, to be responsible for bringing them up, in an appropriate manner, the younger generation grows up, they are supposed, to look after the old, the Confucius idea, the hierarchy structure, the older ones have obligations, to live together with their children, more in China than in the West Ideal marriage in Japan to quit your job, as soon as you get married, to be supposed to have children, not to have individual privacy, to get married quite young, after finishing university, to be not allowed to go out with boys, to get engaged, people start asking, to be rushed into the wedding, to be pregnant, to be pressurised
Exercise 5. In pairs take turns to tell your partner the topic you have prepared. READING/LISTENING
Exercise 1. Read and listen to Part 12 of the series about culture using the link: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml Exercise 2. Choose the best answer to the questions. 1. What is the biggest barrier to adjusting to a new culture? a) not knowing the language b) assuming that it will be difficult c) using our own standards to judge other cultures
2. What will learning the language give you? a) self-confidence b) an opportunity to meet people and socialize c) good education
3. According to the text, which is a good way of making friends in a new culture? a) visiting different exhibitions and cultural events b) going to the cinemas, theatres and night clubs c) joining local courses or sports clubs
4. What might be offensive for people from other cultures? a) criticizing their favourite food or sport b) not knowing their history c) being open-minded
5. What shouldn’t you do when you go abroad? a) explore cultural differences b) replicate your home country customs as closely as you can c) eat their food
6. How can living in a foreign culture remain with you as one of the best experiences? a) if you make many friends b) if you visit a lot of places of interest c) if you make a real effort to acculturate
7. What is an unexpected by-product of studying other cultures? a) learning more about your own culture b) socializing c) broadening your mind
VOCABULARY Exercise 3. Fill in the gaps with the correct word. Translate the sentences. 1. __________ yourself with the facts before you go abroad – about the history, the geography, the food, the customs. a) arm b) make master c) inquire
2. The most important thing when you meet people from other cultures is to work on yourself, to __________ your self-awareness. a) rise b) raise c) rouse
3. When you misunderstand something and get frustrated, try not to lose your __________. a) disposition b) mood c) temper
4. Be open and tolerant – try not to __________ things you don’t know about. a) dismiss b) get rid of c) suggest
5. Criticizing or rejecting the culture's favourite food or their favourite pastime or their favourite sport might turn out to be __________. a) introspective b) offensive c) rewarding
GRAMMAR READING
Exercise 1. Are the following statements about China true or false? Translate the true sentences and correct the false ones. 1. The Chinese place great emphasis on “guanxi”, or strong interpersonal relations with family, friends, schoolmates, and business associates. 2. The Chinese place great stress on saving face and avoiding confrontation. 3. Emphasis is placed on the welfare of the individual rather than that of the group. 4. It is regarded as ill-mannered to refuse a request. 5. Not performing a duty brings shame only to the individual but not to his or her family and community. 6. It is uncommon to find three or more generations living in the same home in China. 7. Because male children are more highly valued, many female infants are given up for adoption internationally. 8. Chinese people greatly favor modern, stylish Western dress from brand-name clothing makers. Exercise 2. Are the following statements about Japan true or false? Translate the true sentences and correct the false ones. 1. Japanese society emphasises harmony within the group, if necessary at the expense of individual desires. 2. Japanese people value courtesy and proper social behavior. 3. Men take their wife’s names when they marry. 4. An elderly mother will often move in with the family of her youngest son. 5. The birthrate in Japan has risen in recent years. 6. In Japan many women do not want to give up work when they have children. 7. Many schools do not require their students to wear uniforms. Exercise 3. Finish the sentences in your own words. Use the answer key to check yourself. 1. When a woman marries in China, she often leaves her family to ____________________________________________________________. 2. In China many adult children continue to live with their parents because of __________________________________________________________. 3. The most noteworthy feature of Chinese family life is the ____________________________________________________________. 4. Japanese people bow when meeting one another, and the depth of a bow reflects ______________________________________________________. 5. Directness in speech is considered vulgar, and Japanese people prefer instead to ____________________________________________________. 6. Japanese parents indulge their very young children, but by the age of three or four __________________________________________________. 7. Appearance is very important to the Japanese. Wealthy people often choose to wear ________________________________________________. 8. Some teenagers rebel against social rules by _____________________. GRAMMAR Vocabulary to learn
1. achievement 2. affluence 3. arm oneself with 4. be in charge of 5. bow 6. collectivist culture 7. come across 8. courtesy 9. cultural relativism 10. dismiss 11. emphasise 12. equality 13. explore 14. get frustrated / frustration 15. give up 16. globalised society 17. hierarchy 18. individualist culture 19. insult sb 20. introspective 21. join a club 22. lose temper 23. noteworthy feature 24. obligation 25. observant 26. offend sb / offensive 27. open-minded 28. place emphasis on 29. place stress on 30. quit 31. rebel 32. refuse 33. responsible for 34. rewarding 35. security 36. self-awareness 37. self-confidence 38. self-sufficiency 39. turn out 40.welfare UNIT 6
READING
Exercise 1. What do you know about your own culture? Read encyclopedia entries about Russia and answer the questions. 1. What information could be useful for a tourist from a different culture? 2. What information is of general interest?
RUSSIAN CULTURE The 19th century is generally regarded as the high point of Russian art, especially literature. Beginning with the poet Alexander Pushkin, the author of Eugene Onegin, and continuing with writers such as Michael Lermontov, Nikolai Gogol, Ivan Turgenev, Fyodor Dostoevsky, and Leo Tolstoy, as well as the playwright Anton Chekhov, Russians produced some of the world’s great classic literature. In the graphic arts Russia is best known for its elaborate religious art, much of it dating back to the 10th century. In the performance arts Russians have been world leaders, especially such names as Pyotr Tchaikovsky, Modest Mussorgsky, Nikolai Rimsky-Korsakov, Sergei Rachmaninoff, Sergei Prokofiev, Igor Stravinsky, and Dmitri Shostakovich in classical music and Sergei Diaghilev, Vaslav Nijinsky, Anna Pavlova, Rudolph Nurieyev, and Mikhail Baryshnikov in ballet. Russians are very proud of their high culture, and such activities as attending the ballet are commonplace, even among ordinary people, in a nation where the word “uncultured” has long been an insult. RUSSIAN HOLIDAYS Many folk holidays, which are often accompanied by traditional foods, have gained popularity and have become vital elements of popular culture. Festivities generally include street carnivals that feature entertainers in traditional Russian dress. Maslyenitsa, the oldest Russian folk holiday, marks the end of winter; a purely Russian holiday, it originated during pagan times. During Maslyanitsa (“butter”), pancakes—symbolizing the sun—are served with caviar, fish, honey, and other garnishes and side dishes. Baked goods are ubiquitous on Easter, including round-shaped sweet bread and Easter cake. Traditionally, paskha, a mixture of sweetened curds, butter, and raisins, is served with the cake. Hard-boiled eggs painted in bright colours also are staples of the Easter holiday. The Red Hill holiday is observed on the first Sunday after Easter and is considered the best day for wedding ceremonies. In summer the Russian celebration of Ivan Kupalo (St. John the Baptist) centres on water, and people usually picnic or watch fireworks from riverbanks. Russia also has several official holidays, including the Russian Orthodox Christmas (January 7), Victory Day in World War II (May 9), Independence Day (June 12), Constitution Day (December 12), and Women's Day (March 8).
TRADITIONAL FOOD Although a wide array of imported packaged products are now found in Russian cities, traditional foods and ingredients remain popular, including cabbage, potatoes, carrots, sour cream —the principal ingredients of borsch, the famous Russian soup made with beets. Kvass is also very popular. It is a traditional beverage that can be made at home from stale brown bread. On a hot summer day, chilled kvass is used to make okroshka, a traditional cold soup with cucumbers, boiled eggs, sausages, and salamis. ETIQUETTE One of the most common standards of etiquette has to do with how to address others. Russians use a formal second-person plural form of you to address elders (except for their grandparents and parents), as well as persons of higher social status, casual acquaintances, and strangers; they use an informal second-person singular to address family members, close friends, and colleagues of equal status. Also, it is expected that one address a stranger or casual acquaintance with the full name and patronymic, a kind of “middle name” formed from the person’s father’s first name. Because Russians lived for so long under authoritarian rulers, they make wide distinctions between public and private behavior. In public, Russians tend to be reserved and formal; in private, they are much warmer and more cordial. adapted from Encyclopedia of the World’s Nations and Cultures, and from Encyclopedia Britannica LISTENING
Exercise 2. Watch a video Travel Guide of St. Petersburg in Russia using the following Internet resource: http://on.aol.com/video/travel-guide-of-st--petersburg-in-russia-516939762 Exercise 3. Answer the questions. 1. What historical facts are given about St. Petersburg? 2. What is said about people who live in St. Petersburg? 3. What places of interest are described in the video? 4. What was the city called throughout its history? 5. How many bridges are there in St. Petersburg?
Exercise 4. Tell about the most famous sights in St. Petersburg using the key words and phrases: St. Isaac's Cathedral a) the dome, the highest building, the city's skyline, spectacular view of the city, popular attraction, crowded; The Hermitage c) a wonderful museum, 3,5 million tourists, are proud of, the historical power and elegance, famous paintings, no one was allowed, open to the general public.
Guided Practice: City Tours LISTENING
Exercise 1. Using the Internet resource http://on.aol.com/video/ watch the following episodes and prepare a 5-minute city tour of St. Petersburg:
1. Visit the River Tours in St. Petersburg, Russia The episode deals with places of interest in St. Petersburg. http://www.aol.com/video/visit-the-river-tours-in-st-petersburg-russia/516939764/
2. Visit St. Michael's Palace in St. Petersburg. http://www.aol.com/video/visit-st-michaels-palace-in-st-petersburg/256547063/
3. Visit the Peter and Paul Fortress in St. Petersburg. Built by Peter the Great with the purpose of defense, this fortress is the first pivotal structure of St. Petersburg. Initially a fortress, then a political prison for almost two centuries and now an ensemble of architecture, engineering, and history. The cathedral bell tower which was first to be constructed is nearly 125 meters tall. http://on.aol.com/video/visit-the-peter-and-paul-fortress-in-saint-petersburg--russia-256547259
4. Visit the Winter Palace in St. Petersburg. http://www.aol.com/video/visit-the-winter-palace-in-st-petersburg-russia/438363169/
5. Top 5 Travel Attractions of St. Petersburg, Russia http://www.aol.com/video/top-5-travel-attractions-of-st-petersburg-russia/368062601/ Exercise 2. Prepare your tour in Power Point and present it to the group. Exercise 3. Read the article about St. Petersburg's White Nights. Use the link: http://abcnews.go.com/Travel/Travel/st-petersburgs-magical-white-nights/story?id=10989752#.UVCarzc2TVA Answer the questions:
1. What do foreigners say about people in St. Petersburg? 2. When does the city enjoy White Nights? 3. Why do visitors to St. Petersburg often express frustration? How does the city address this problem? 4. What does "Scarlet Sails" event celebrate? 5. What can people see during the show?
Exercise 4. Using the Internet resource http://www.amazon.com find a book Russia – Culture Smart!: the essential guide to customs and culture by Anna King MPhil. Read the Introduction to the book (pp. 8-9) and answer the questions:
1. What kind of country is Russia? 2. What are some stereotypical impressions of Russia? 3. What is unique, tragic and unpredictable in Russia? 4. What questions do travellers to Russia often ask? 5. What is the purpose of the book? 6. Who is the book for?
Exercise 5. Using the Internet resource http://www.amazon.com find a book Sunlight at Midnight: St. Petersburg and the Rise of Modern Russia by W. Bruce Lincoln. Read the Prologue of the book (pp. 1-11). Match the points with the page(s) where you can find this information:
Exercise 6. Read the Prologue of the book (pp. 1-11) again and write down the key information about each point above. TEST Choose the correct answer to fill in the gaps. Translate the sentences. 1. Cultural awareness recognises that we are all shaped by our cultural __________, which influences how we interpret the world around us, perceive ourselves and relate to other people. a) interaction b) history c) background d) attitude
2. With the globalisation of business, increased diversity in the workplace and multicultural emphasis in society, cultural __________ has become one of the most important business tools in almost every industry. a) awareness b) differences c) assumptions d) background
3. When working in the global commercial environment, knowledge of the impact of cultural __________ is one of the keys to international business success. a) circumstances b) community c) attitude d) differences
4. To a westerner, personal space __________ can lead to discomfort, and the communicator may view a resulting step away as a sign of distrust. a) interaction b) violation c) assumptions d) taking
5. Each person is an individual, so try not to make ___________ about a person of another culture based on what you have learned. a) violation b) understanding c) beliefs d) assumptions
6. Cultural _____________ can hinder effective communication. a) awareness b) identity c) barriers d) background
7. Many of the __________ and class issues which were so much a feature of the British industrial landscape have been replaced by more modern business models – often heavily influenced by US thinking. a) privacy b) obligations c) hierarchy d) values
8. __________ is the idea or belief that one culture is superior to another. a) Hierarchy b) Acculturation c) Ethnocentrism d) Stereotype
9. In the United States, communicators tend to __________ direct eye contact with others during one-on-one communication, and make sporadic eye contact with an audience when communicating with large groups. a) take b) maintain c) have d) hold
10. Cultural __________ is being aware of the cultural differences in values, beliefs and behaviors. a) sensitivity b) diversity c) assumption d) frame of reference
11. In previous years intercultural communication ___________ mostly a business concern. a) is b) has been c) was d) had been
12. As has already been pointed __________, British managers tend more towards generalisation than specialisation. a) at b) on c) out d) in
13. Be patient with __________ during intercultural communication. a) each b) other c) others d) any
14. The more you are aware of the diversity that can exist between people in Great Britain __________ tuned in to British culture you will become.
a) the more b) more c) the much d) the most
15. Intercultural communication skills ___________ help you avoid misunderstandings and misinterpretations due to ineffective communication. a) must b) can c) ought d) need to
16. __________ use of first names is very typical in __________ USA. a) A... the b) The... the c) – … the d) – … –
17. In comparison with many other cultures, relatively __________ preparation is done for meetings in the UK. a) little b) few c) a little d) a few
18. The British usually complain that there is no point in having a meeting with the Germans because they __________ already __________ the outcome prior to the meeting. a) had … decided b) have … decided c) were … deciding d) did … decide Vocabulary to learn 1. address a problem 2. attend 3. attraction 4. be proud of 5. casual 6. commonplace 7. cordial 8. crowded 9. deal with 10. defense 11. dome 12. fortress 13. hinder 14. imperial invincibility 15. originate 16. performance arts 17. predictable / unpredictable 18. prior to 19. regard as 20. reign 21. reserved 22. siege 23. spectacular view 24. tomb 25.there is no point (in) CULTURE AND BUSINESS UNIT 7 LISTENING Exercise 1. Before you listen to a talk about Geert Hofstede's research of intercultural communication match the notions with their definitions.
Exercise 2. Listen to Part 9 of the series devoted to culture at http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml and check your answers.
Exercise 3. Listen to Part 9 again. In pairs take turns to answer the questions.
1. Where did Hofstede conduct his survey? 2. What was the purpose of his research? 3. What kind of power relation is there in Brazil? 4. What is the dominant factor in the power distance? 5. What type of cultures tend to worry about the future? 6. Who do you have to obey in the Chinese culture? 7. In what type of culture is there a tendency for a desire to advance, to earn a lot, to be competitive? 8. What type of culture is the Indian culture and why? 9. What countries are the lowest on masculinity index? 10. Why is Hofstede's research important? What is its practical application?
Exercise 4. In a short summary (200-250 words) write what you've learnt about cultural dimensions and why it is necessary to know about them. READING Exercise 1. Read the text and translate the first or the second part. GRAMMAR READING Exercise 1. Read the text and translate one part of it. What is the main idea of each passage? WRITING Exercise 2. Using the information from the article write a short answer to one of the following questions:
a) In what way does the Japanese culture determine the business organisation in Japan?
b) Why are the characteristics of business organisations in Japan different from those in the West?
c) What are the two pillars of a Japanese business organisation? GRAMMAR Vocabulary to learn 1. ambiguity 2. avoid 3. application 4. available 5. conduct survey 6. contemporary world 7. contribute 8. consequence/consequently 9. constitute 10. controversial 11. corporate identity 12. corporate environment 13. decision-making process 14. devote oneself to 15.efficient management/ efficiency 16. go bust 17. household 18. information flow 19. interpersonal competition 20.lifetime commitment /employment 21. make an investment in 22. make sacrifices 23. obey / obedience 24. participation 25. peculiar 26. proclaim sth 27. promotion 28. purpose 29. receive feedback 30. regulations 31. reveal sth 32. run business 33. supplier 34. take sth into consideration 35. uncertainty
UNIT 8 Controlled Practice: Cultural Awareness in Business READING Exercise 1. Read the text and translate one part of it. READING Exercise 1. Read two interviews with businessmen working in Japan. GRAMMAR Vocabulary to learn
1. advertisement 2. (the) be-all and end-all 3. be involved in 4. benefits 5. comprise 6. communication gap 7. conclusion 8. consumer 9. convention 10. cope with problems 11. emanate from 12. expand the market 13. face criticism 14. find common ground 15. joint venture 16. launch a company 17. likely / unlikely 18. look forward to 19. meet needs 20. negotiations 21. network of contacts 22. outsourcing 23. overcome 24. prejudice 25. profit 26. proficiency 27. protect/protection 28. provide services 29. regardless of 30. retirement 31. recruit 32. salary 33. sense of superiority 34. sign a contract 35. target
Exam Practice I
Translate one of the texts using an English-Russian dictionary. TEXT 1 TEXT 2 Japanese-style management The universality of Japan's civilisation can be seen in the booming sales overseas of domestically developed videocassette recorders, facsimiles, and other products known in Japan as "mechatronics," or mechanical and electronic devices. Japanese-style management in its stereotypical form is said to be a combination of three elements: lifetime employment, the seniority system, and enterprise unions. Note that while labour unions today are still organized separately at each enterprise, there have been gradual changes both in lifetime employment and in the practice of basing wage hikes and promotions fairly exclusively on seniority. Perhaps we should instead define Japanese-style management as a set of techniques for managing an efficiently systematised organisation. Among these techniques are quality control circles as well as the "ringi" system, an arrangement for circulating ideas and reaching decisions from the bottom up. The core technique lies in the organised management of systems. As far as the institutions Japan has built in its modernisation process are concerned, whether they be in the political, industrial, technological, or educational domains, fundamental differences from the counterpart institutions in the industrial West are hard to find. But when it comes to the way these institutions are run, we find that separate Japanese principles of some sort seem to be at work. The key principle has come to be known as "groupism" or "group-centred orientation."
from A Symposium on Culture and Society “Japan and Europe: Changing Contexts and Perspectives”
TEXT 3 American Meetings
When asked to describe meetings in the USA, a word which Americans often use is 'aggressive'. This 'confrontational' approach, (where openly and directly debating all the relevant issues even at the expense of personal relationships is valued) is very alien to those cultures who always put diplomacy and harmony at the heart of their approach to meetings. Of course, many cultures mistakenly see this direct approach between colleagues as a sign of bitter, personal animosity — which it always invariably is not. Time pressured, ambitious American business executives do not have time for the vagueness, diplomacy and lack of focus which they perceive as typifying meeting situations in such diverse cultures as the UK and Japan. Meetings often include formal presentations by one or more of the participants and these presentations are a vital element in the demonstration of professional competence. Thus, presentations should not only be relevant and well researched but also delivered in a positive, enthusiastic and committed manner. The meeting and especially one in which a presentation has to be made, is seen as an opportunity to impress — important if personal success is to be achieved. Meetings are increasingly virtual with one or more participants joining from a completely separate location.
from http://www.worldbusinessculture.com TEXT 4 TEXT 5 Exam Practice II Exercise 1. Read the text Considerations When Conducting Business Internationally using the following link http://www.worketiquette.co.uk/considerations-when-conducting-business-internationally.html Exercise 2. Retell the text and answer the questions.
1. What should business people take into consideration when they are doing business in another country? 2. What kind of research should be done before you visit another country? 3. Do you need to learn the local language? 4. What is the appropriate behaviour to establish trust with your host? 5. Is it a good idea to be too informal with your business partner in Asia? Why? FINAL TEST VOCABULARY Task №1 Fill in the gap: __________ among individuals in individualist societies tends to be quite verbal. a) Relationship b) Talk c) Attitude d) Communication Task №2 Fill in the gap: We could get a good idea of what __________ is like by looking at the things that people produce, the way they behave, and the way they see the world. a) culture b) communication c) behaviour d) society
Task №3 Fill in the gap: An arrangement for a meeting at an agreed time and place for some special purpose is a/an __________. a) contract b) appointment c) party d) communication Task №4 Fill in the gap: Cultural __________ is developing sensitivity and understanding of another ethnic group. a) diversity b) experience c) awareness d) knowledge GRAMMAR Task №5 Fill in the gap: We need to be __________ when we meet someone from another culture. a) carefree b) careless c) careful d) carefully Task №6 Fill in the gap: When you are in a foreign country you may have very __________ friends there. a) much b) a few c) few d) little Task №7 Fill in the gap: We find it much __________ to get on with cultures who do things in a similar way to us. a) more easy b) easier c) more easier d) easily Task №8 Fill in the gap: In __________ Middle East you’d always be served __________ glass of __________ water. a) the, a, - b) -, -, - c) -, the, the d) the, the, -
Task №9 Fill in the gap: The Japanese __________ the other hand don't have much physical space – they have very small apartments and houses. a) in b) on c) from d) with
Task №10 Fill in the gap: The trade imbalance between Japan and Europe would not be resolved easily __________ we do not take the necessary approach in shedding light on cultural and social differences. a) because b) as soon as c) until d) unless
Task №11 Fill in the gap: The world __________ smaller nowadays. a) gets b) had got c) is getting d) had been getting
Task №12 Fill in the gap: The Japanese would criticise Europeans for __________ on Sundays. a) don't working b) not being worked c) not having worked d) not working
Task №13 Fill in the gap: Criticising or rejecting the culture’s favourite food or sport might turn __________ to be offensive. a) - b) out c) up d) in
Task №14 Fill in the gap: People who work for the large Japanese corporations __________ sacrifice much more of their own private lives than is the case in any other society. a) must have b) ought c) can d) have to
Task №15 Fill in the gap: __________ avoid insensitive comments and misunderstandings, you should research and learn about specific cultures. a) Because b) Due to c) Unless d) In order to
Task №16 Fill in the gap: It is regarded as ill-mannered to refuse a request, and __________ a duty brings shame not only to the individual but to his or her family and community as well. a) don't perform b) not to perform c) not performing d) without performing READING Read the text CULTURE AND CIVILIZATION 1. Both civilization and culture are fairly modern words, having come into prominent use during the 19th century by anthropologists, historians, and literary figures. There has been a strong tendency to use them interchangeably as though they mean the same thing, but they are not the same. 2. Although modern in their usage, the two words are derived from ancient Latin. The word civilization is based on the Latin civis, “inhabitant of a city.” Thus civilization, in its most essential meaning, is the ability of people to live together harmoniously in cities, in social groupings. From this definition it would seem that certain insects, such as ants or bees, are also civilized. They live and work together in social groups. So do some microorganisms. But there is more to civilization, and that is what culture brings to it. So, civilization is inseparable from culture. 3. The word culture is derived from the Latin verb colere, “to till the soil” (its past participle is cultus, associated with cultivate). But colere also has a wider range of meanings. It may, like civis, mean inhabiting a town or village. But most of its definitions suggest a process of starting and promoting growth and development. One may cultivate a garden; one may also cultivate one's interests, mind, and abilities. In its modern use the word culture refers to all the positive aspects and achievements of humanity that make mankind different from the rest of the animal world. Culture has grown out of creativity, a characteristic that seems to be unique to human beings. 4. One of the basic and best-known features of civilization and culture is the presence of tools. But more important than their simple existence is that the tools are always being improved and enlarged upon, a result of creativity. It took thousands of years to get from the first wheel to the latest, most advanced model of automobile. It is the concept of humans as toolmakers and improvers that differentiates them from other animals. A monkey may use a stick to knock a banana from a tree, but that stick will never, through a monkey's ingenuity, be modified into a pruning hook or a ladder. Monkeys have never devised a spoken language, written a book, composed a melody, built a house, paved a road, or painted a portrait. To say that birds build nests and beavers their dens is to miss the point. People once lived in caves, but their ingenuity, imagination, and creativity led them to progress beyond caves to buildings.
from Encyclopedia Britannica
KEYS Unit 1
Controlled Practice: Exercise 2. Cultural Awareness Quiz. 1. False. If you bring your own wine the host might think that you do not trust his or her taste to select the proper wine for the dinner. Proper etiquette is to send flowers or a bottle of good wine the next day. 2. True 3. False. The Chinese don’t usually use their hands to emphasise words or a point when talking. 4. False. It is rude to open a gift in front of the giver as it makes the gift more important than the giver. 5. True 6. True 7. False. You should not give a Chinese person a clock as a gift as clocks are indicative of death and funerals. 8. True 9. False. Number four is considered unlucky because it is pronounced the same as the word for death (shi). 10. True Independent Practice: Exercise 7. Grammar Revision: Tenses. 1. b 2. c 3. a 4. b 5. a 6. c 7. a 8. b 9. c 10. c
Unit 2
Guided practice: Exercise 7. Grammar Revision. Prepositions and Phrasal Verbs. 1. up with 2. of, about, among 3. of, at, into 4. up 5. by 6. for 7. up, in 8. In, by, in, without Independent Practice: Exercise 6. Grammar Revision: Adjectives. 1. a 2. b 3. a 4. c 5. c 6. a 7. c 8. a 9. b 10. c
Unit 3
Controlled Practice: Exercise 3: c, b, e, g, a, f, d. Exercise 4: Speaker 1. f Speaker 2. a Speaker 3. e Speaker 4. b Speaker 5. d c, g – extra Independent Practice: Exercise 5: 1. False 2. True 3. False 4. True 5. False 6. False 7. True 8. True 9. True 10. False Independent Practice: Exercise 9: 1. False 2. True 3. False 4. False 5. False 6. True 7. False
Unit 4
Controlled Practice: Exercise 6. 1. d 2. g 3. a 4. b 5. c 6. e, f 7. h 8. f, e Controlled Practice: Exercise 8. Grammar Revision: Adjectives. 1. close 2. far 3. respectful 4. smallest 5. far 6. further/farther 7. distant 8. aggressive 9. more expressive 10. closer 11. emotional 12. alive 13. close 14. close Independent Practice: Exercise 7. Grammar Revision: Pronouns. 1. a 2. b 3. a 4. a 5. c 6. c 7. a 8. b 9. b 10. c Unit 5
Guided practice: Exercise 3. Vocabulary. 1 a 2 b 3 c 4 a 5 b Exercise 4. Grammar Revision: Phrasal Verbs and Prepositions. 1. on 2. out 3. on 4. out 5. in 6. by 8. about Independent Practice: Exercise 1. Are the following statements about China true or false? 1. True 2. True 3. False. Emphasis is placed on the welfare of the group rather than that of the individual. 4. True 5. False. Not performing a duty brings shame not only to the individual but to his or her family and community as well. 6. False. Because of housing shortages, it is common to find three or more generations living in the same home. 7. True 8. True Independent Practice: Exercise 2. Are the following statements about Japan true or false? 1. True 2. True 3. False. Women usually take their husband’s name when they marry, though sometimes a man marrying an only daughter will take his wife’s family name. 4. False. An elderly mother will often move in with the family of her oldest son. 5. False. The birthrate in Japan has dropped in recent years, leading to fears that the population will become disproportionately elderly. 6. True 7. False. Many schools require their students to wear uniforms. Independent Practice: Exercise 3. Finish the sentences in your own words. 1. When a woman marries, she often leaves her family to become part of her husband’s family in a household run by the husband’s mother. 2. Many adult children continue to live with their parents because of housing shortages but also because of a tradition of caring for parents in their old age. 3. The most noteworthy feature of Chinese family life is the “one child per family” policy. 4. Japanese people bow when meeting one another, and the depth of a bow also reflects the social standing of the individuals bowing to one another. 5. Directness in speech is considered vulgar, and Japanese people prefer instead to hint at or otherwise suggest their opinions and desires indirectly. 6. Japanese parents indulge their very young children, but by the age of three or four a child is expected to begin preparing for school and a future career. 7. Appearance is very important to the Japanese. Wealthy people often choose to wear expensive designer clothes. 8. Some teenagers rebel against social rules by bleaching their hair or wearing outrageous fashions. Independent Practice: Exercise 4. Grammar Revision: Phrasal Verbs and Prepositions. 1. a 2. b 3. a 4. a 5. a 6. a 7. b 8. b 9. a 10. a
Unit 6
Test: 1. c 2. a 3. d 4. b 5. d 6. c 7. c 8. c 9.b 10. a 11. c 12. c 13. c 14. a 15. b 16. b 17. a 18. b Unit 7
Guided Practice: Exercise 5. Grammar Revision: Conjunctions. 1. c 2. a 3. b 4. b 5. c 6. a 7. c 8. b 9. b 10. c Independent Practice: Exercise 6. Grammar Revision: Passive Voice. 1. are made 2. are not expected 3. be characterised, to be seen 4. will be found/are found 5. having been educated 6. is not seen 7. are often found 8. is placed 9. has been noted, being passed, 10. being spoken, be interpreted
Unit 8
Guided Practice: Exercise 4. Grammar Revision: Gerund/Infinitive/Participle. 1. b 2. c 3. a 4. b 5. c 6. a 7. b 8. a 9. b 10. a Exam Practice I: TEST 1. d 2. a 3. b 4. c 5. c 6. c 7. b 8. a 9. b 10. a 11. c 12. d 13. b 14. d 15. d 16. c 17. True 18. False 19. No information 20. False 21. 2 22. 3 23. 4 24. 1
Appendix (for Project Work) Useful Resources
1. Elmer, D. Cross-Cultural Connections: Stepping Out and Fitting In Around the World / Duane Elmer. – InterVarsity Press, Illinois, 2002 2. Encyclopedia of the World’s Nations and Cultures / George Thomas Kurian, Editor. – Facts on File, 2007. [Электронный ресурс]. – Режим доступа: http://ru.scribd.com/doc/28676644/Encyclopedia-of-the-World-s-Nations-and-Cultures (дата обращения 28.01.13) 3. Encyclopedia Britannica. 4. Evans, Virginia. Practice Exam Papers 1-2: for the Revised Cambridge FCE Examination / V. Evans. — Newbury: Express Publishing, 2002. 5. Evans, Virginia. Listening and Speaking Skills: for the Revised Cambridge FCE Examination 1-2 / V. Evans, J. Milton. — Newbury: Express Publishing, 2002. 6. Greenall, S. People Like Us, Too: exploring cultural values and attitudes / S. Greenall. — Oxford: Macmillan Publ. Ltd, 2004. 7. Japan and Europe: Changing contexts and Perspectives/ A symposium on Culture and Society: Brussels, 13-14 October 1987 8. Japan Career Vol.01-Vol.03 9. Keller, E. Conversation Gambits. Real English Conversation Practices / Eric Keller. – Language Teaching Publications, 2006. 10. King, A. Russia – Culture Smart!: the essential guide to customs and culture / Anna King. – Kuperard; Reprinted edition, 2007 11. Lincoln, B. Sunlight at Midnight: St. Petersburg and the Rise of Modern Russia / Bruce Lincoln. – Basic Books, 2002 12. McCarthy, M. English Vocabulary in Use/ M. McCarthy, F. O'Dell. — Cambridge; New York; Melbourne; Madrid; Cape Town: Cambrige Univ. Press, 2005. 13. Nettle, M. Developing Grammar in Context: intermediate with answers / M. Nettle, D. Hopkins. — Cambridge; New York; Melbourne; Madrid; Cape Town: Cambrige Univ. Press, 2003. 14. O'Driscoll, J. Britain. The country and its people: an introduction for learners of English / J. O'Driscoll. — Oxford: Oxford Univ. Press, 1995. 15. O'Rourke, J.S. Module 4: Intercultural Communication for Business (Managerial Communication) / J. S. O'Rourke, E. A. Tuleja. – South-Western College Pub, 2008 16. Oschepkova, K. Macmillan Guide to Country Studies. — Oxford: Macmillan Publ., Ltd, 2007. 17. Redman, S. English Vocabulary in Use: pre-intermediate & intermediate: 100 units of vocabulary reference and practice / S. Redman. — 2 ed. — Cambridge: Cambrige Univ. Press, 2006. 18. Rogers, E.M. Intercultural Communication / Everett M. Rogers and Thomas M. Steinfatt. – Waveland Press, 1998 19. Side, R. Grammar and Vocabulary for Cambridge advanced and proficiency: With key / R. Side, G. Wellman. — Edinburgh Gate: Pearson Education, Ltd, 2001. 20. Stringer, D. M. Cassiday 52 Activities for Improving Cross-Cultural Communication / Donna M. Stringer and Patricia A. Cassiday. – Nicholas Brealey Publishing, 2009 21. Tan, T. Culture Shock! Great Britain: A Survival Guide to Customs and Etiquette / Terry Tan. – Graphic Arts Center Publishing Company, 2005 22. Vince, M. Advanced Language Practice : English grammar and vocabulary / M. Vince. — Oxford: Macmillan Publ. Ltd, 2003. 23. Walker, E. Grammar practice: For upper intermediate students with key / E. Walker, S. Elsworth. — Edinburgh Gate: Longman: Pearson Education, Ltd, 2000. 24. Сатинова, В.Ф. Читаем и говорим о Британии и британцах / В. Ф. Сатинова. — 5 изд. — Минск: Вышэйш. шк., 2000.
И. И. Басс, Т. А. Балашова, М. С. Аксенова
АНГЛИЙСКИЙ ЯЗЫК:
Учебное пособие для студентов вузов
Санкт-Петербург Издательство СПбГУКИ 2013
УДК ББК А Учебное пособие издается по решению Редакционно-издательского совета Санкт-Петербургского государственного университета культуры и искусств
Учебное пособие подготовили: И. И. Басс, Т. А. Балашова, М. С. Аксенова
Ответственный за выпуск: заведующая кафедрой иностранных языков, доктор филологических наук, доцент И. И. Басс
Редактор: И. Б. Ревич, старший преподаватель кафедры иностранных языков СПбГУКИ
Рецензенты: Л. В. Азарова, кандидат филологических наук, доцент, зав. кафедрой связи с общественностью Санкт-Петербургского государственного электротехнического университета «ЛЭТИ» им. В. И. Ульянова (Ленина) (СПбГЭТУ) Е. В. Бурмистрова, кандидат филологических наук, доцент кафедры иностранных языков СПбГУКИ А Басс И. И. Английский язык: Межкультурная коммуникация и бизнес в странах Запада и Востока: учеб. пособие для студентов вузов культуры и искусств / И. И. Басс, Т. А. Балашова, М. С. Аксенова. – СПб: Изд-во СПбГУКИ, 2013. – 97 с.
Пособие разработано для студентов-бакалавров различных направлений подготовки вузов культуры и искусств и посвящено вопросам взаимосвязи культуры и коммуникации, культуры и бизнеса. Пособие построено на основе оригинальных текстов социокультурной направленности из периодической печати, научной, научно-популярной и справочной литературы. Тексты сопровождаются заданиями на развитие навыков чтения, аудирования, письма, перевода и устной речи. Тестовые задания, задания экзаменационного формата и проектная работа позволяют оценить уровень знаний и степень сформированности умений и навыков студентов в соответствии с требованиями к освоению дисциплины «Иностранный язык» в рамках Учебно-методического комплекса. Предназначено для аудиторной и самостоятельной работы. ISBN УДК ББК © Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Санкт-Петербургский государственный университет культуры и искусств», 2013 СОДЕРЖАНИЕ ВВЕДЕНИЕ................................................................................................................. 5 CULTURE AND COMMUNICATION.................................................................... 7 UNIT 1............................................................................................................................ 7 Controlled Practice: Cross-Cultural Awareness.................................................... 7 Grammar Revision: Tenses.......................................................................................... 8 Guided Practice: What is Culture Like?................................................................ 10 Grammar Revision: Tenses........................................................................................ 13 Independent Practice: Barriers to Intercultural Communication.................... 13 Grammar Revision: Tenses........................................................................................ 16 UNIT 2.......................................................................................................................... 18 Controlled Practice: How to Gain Cross-Cultural Awareness......................... 18 Grammar Revision: Phrasal Verbs.......................................................................... 20 Guided practice: Three Aspects of Culture .......................................................... 22 Grammar Revision: Prepositions and Phrasal Verbs.......................................... 25 Independent Practice: Understanding Other Cultures....................................... 26 Grammar Revision: Adjectives................................................................................. 28 UNIT 3.......................................................................................................................... 30 Controlled Practice: Culture Shock....................................................................... 30 Guided Practice: Culture and Communication................................................... 33 Grammar Revision: Articles..................................................................................... 34 Independent Practice: Culture and Etiquette...................................................... 35 UNIT 4.......................................................................................................................... 38 Controlled Practice: Language and Culture....................................................... 38 Grammar Revision: Adjectives................................................................................. 42 Guided Practice: Time and Space in Different Cultures.................................... 43 Grammar Revision: Modal Verbs............................................................................ 44 Independent Practice: Individualist and Collectivist Cultures (I)................... 45 Grammar Revision: Pronouns.................................................................................. 47 UNIT 5.......................................................................................................................... 49 Controlled Practice: Individualist and Collectivist Cultures (II).................... 49 Guided Practice: Intercultural Advice................................................................... 51 Grammar Revision: Phrasal Verbs and Prepositions.......................................... 53 Independent Practice: China and Japan.............................................................. 53 Grammar Revision: Phrasal Verbs and Prepositions.......................................... 55 UNIT 6.......................................................................................................................... 57 Controlled Practice: Russian Culture................................................................... 57 Guided Practice: City Tours..................................................................................... 59 Independent Practice: Project Work I.................................................................... 62 TEST............................................................................................................................ 63 CULTURE AND BUSINESS................................................................................... 67 UNIT 7.......................................................................................................................... 67 Controlled Practice: Geert Hofstede's Dimensions of Culture......................... 67 Guided Practice: Japan as a Global Housekeeper.............................................. 68 Grammar Revision: Conjunctions........................................................................... 69 Independent Practice: Business Organisation and Culture.............................. 71 Grammar Revision: Passive Voice........................................................................... 74 UNIT 8.......................................................................................................................... 76 Controlled Practice: Cultural Awareness in Business ....................................... 76 Guided Practice: Foreigners in Japan.................................................................. 78 Grammar Revision: Gerund/Infinitive/Participle................................................ 82 Independent Practice: Project work II................................................................... 84 Exam Practice I........................................................................................................... 86 Exam Practice II......................................................................................................... 89 FINAL TEST................................................................................................................ 90 KEYS............................................................................................................................. 96 Appendix (for Project Work).................................................................................... 99 Useful Resources................................................................................................ 100
ВВЕДЕНИЕ Учебное пособие «Английский язык: Межкультурная коммуникация и бизнес в странах Запада и Востока» направлено на приобретение студентами бакалавриата знания базовых ценностей мировой культуры и готовности опираться на них в своем личностном и общекультурном развитии, толерантно воспринимать социальные и культурные различия. Такая целевая установка соответствует требованиям ФГОСа третьего поколения к формированию общекультурных компетенций в результате освоения дисциплины «Иностранный язык» в неязыковых вузах. Пособие реализует междисциплинарный подход — изучение проблем взаимодействия культур в процессе совершенствования языковой компетентности. Пособие состоит из восьми разделов, каждый из которых делится на три подраздела: Controlled Practice — аудиторная работа без предварительной подготовки; Guided Practice — подготовка заданий студентами с последующей проверкой в аудитории; Independent Practice — самостоятельная работа студентов. В пособие входит раздел Exam Practice , который поможет студенту в процессе выполнения тестов и заданий экзаменационного формата проверить свои навыки владения языковыми компетенциями, заданными учебной программой и требованиями к освоению дисциплины «Иностранный язык». Итоговая проектная работа позволит оценить степень сформированности социокультурной, языковой и профессиональной компетенций. Курс завершается итоговым тестированием по трем дидактическим единицам — лексике, грамматике и чтению. В результате учебной работы на основе данного пособия студент бакалавриата приобретёт знания о взаимосвязи культуры и языка, проблемах межкультурной коммуникации в деловой среде; умение предупреждать формирование стереотипов, предубеждений к иноязычной и своей культуре; овладеет навыками межкультурной коммуникативной компетенции в разных видах речевой деятельности, социокультурной компетенцией для успешного взаимопонимания в условиях общения с представителями других культур, когнитивными стратегиями для автономного изучения иностранного языка, приёмами запоминания и структурирования усваиваемого материала, исследовательскими технологиями для выполнения проектных заданий. Учебная работа на основе данного пособия строится с учетом активного использования следующих Интернет-ресурсов: 1. Блок Интернет-ресурсов, посвященный вопросам межкультурной коммуникации и этикету межкультурного взаимодействия в бытовой и деловой среде: http://www.kwintessential.co.uk http://www.worketiquette.co.uk http://www.traveletiquette.co.uk http://www.culturosity.com http://www.intercultures.ca http://www.worldbusinessculture.com 2. Вебкаст BBC по теоретическим вопросам межкультурной коммуникации и практике межкультурного взаимодействия: http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_whoonearth_archive.shtml 3. Вебсайты, где изучающие английский язык смогут найти грамматический справочник с подробным описанием основных правил английской грамматики на русском языке: http://catchenglish.ru/ http://www.englishelp.ru http://real-english.ru http://www.native-english.ru http://www.study.ru 4. Портал крупнейшего книготоргового Интернет-магазина, предоставляющий возможность ознакомиться с содержанием научных и научно-популярных изданий по ряду вопросов, в том числе связанных с проблемами межкультурной коммуникации: http://www.amazon.com
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