Giáo trình Speaking 4 (Phần 2) - Trần Thị Gia Quý

Nội dung text: Giáo trình Speaking 4 (Phần 2) - Trần Thị Gia Quý

1. UNIT 4: PERSONAL RELATIONSHIPS I. WARM-UP - Look at the pictures in your book. Can you guess the relationship between the two people in each picture? What are they doing? Look at the gestures they make. How close are they? - Are friends important in your life? Why? Do you have many close friends? Do you have different “circles of friends”? Is it difficult to keep friendship? II. READING Some main ideas: - The dictionary defines the word “friend” as “one attached to another by affection or esteem” - Americans use the word “friend” freely. It is difficult to formulate a precise definition of this word as it is used in the United States. Circle of Friends - It is common for Americans to have different “circles of friends” such as church friends, work friends or sports friends. - “Best friends” are usually two people of the same sex who have known each other for a long time. People usually have more casual friends than close or best friends. Mobility and Friendship - Americans are geographically mobile and learn to develop friendships easily and quickly. - Relationships based on a common activity may fade or end when the activity ends. In these friendships, shared daily experiences form the foundation for the relationship. Enduring friendships develop when individuals have similar interests and a common outlook on life. The high rate of mobility in the United States can explain a great deal about transient (short) friendships. Instant Friendships - Instant friendships may appear to be deep and personal but are really superficial. Friendship and friendliness are not synonymous. Friendliness characterizes much of American daily interaction but is not always an indication of friendship. Strangers may share life histories without any intention of pursuing a relationship. Characterizing instant friendships is the appearance of two people becoming close but, in reality, there is no 17
2. strong bond between them. Brief encounters do not always imply desire for further contact. Male- Female Relationships - In the United States men and women socialize relatively freely and develop a variety of relationships. Single people of opposite sexes may be close friends and share personal problems with each other without being romantically involved. There are no fixed rules for romantic or intimate relationships but there are restraints. Men and women interact in varying degrees of intensity. Dating may be serious or casual. The commitment and obligations of people who are dating depend principally on the couple’s attitude. - Married men and women sometimes consider each other best friends as well as spouses. They also associate with members of the opposite sex either as couples or independently. This does not mean that there are no constraints on the married men and women. The limitations of these relationships are not always visible but they do exist. Most, but not all, married American couples practice monogamous relationships. Intercultural Friendships - With foreign visitors, Americans may not always be the first ones to begin friendships. However, it is important to know that Americans are receptive to developing friendships with international visitors. It is advisable to approach Americans first to initiate friendships. - A characteristic of American personal relationship is the absence of fixed rules governing them. Therefore, a variety of friendships are possible in the United States. III. COMPREHENSION QUESTIONS Answers: 1. a 2. a 3. c 4. b 5. a 6. c 7. a 8. b 9. b 10. c IV. VOCABULARY Some new words: - Esteem (n): respect - Formulate (v): to express or reduce to a formula; to express in a systematic way - Precise (a): clearly expressed; definite; exact - Console (v): comfort - Segregation (n): separation; isolation from a group - Mobile (a): moving, able to be moved, easily and quickly from place to place; easily and often changing 18
3. - Relocate (v): establish, become established, in a new place or area - Fade (v): go slowly out of view, hearing or the memory; disappear slowly - Enduring (a): lasting - Transient (a): lasting for a short time only; brief - Superficial (a): of or on the surface only; not thorough or profound - Pursue (v): follow - Encounter (n): meeting - Terminate (v): end, cease - Spouse (n): wife or husband - Monogamous (a): having one wife or husband or lover at a time - Isolation (n): the state of being apart or alone Vocabulary Exercises A. Definitions 1. partner 2. precision 3. acquaintances 4. companion 5. formulate 6. consoled 7. segregate 8. esteem B. Multiple Choice 1. d 2. c 3.d 4.a 5. c 6. d 7. a 8. b 9. d 10. c 11. d 12. a 13. a C. Words in Sentences 1. Being faithful to one’s spouse is one precious characteristic needed to be preserved. 2. Monogamous relationships are always important in the society. 3. It is so terrible to live in isolation from other people. 4. To be a successful language learner, you should not be passive in the classroom. 5. This city has a great tourism potential. 6. Overcoming one’ own bad habits is the greatest challenge to each person. D. Word Forms 1. a. references b. reference c. refer 2. a. mobility b. mobile 3. a. superficial b. superficiality c. superficially 4. a. desirable b. desire c. desire d. desirous 5. a. socially b. sociable c. socialize d. social 6. a. intensity b. intense c. intensely d. intensified 7. a. alternate b. alternates c. Alternatively d. alternatives V. CONVERSATIONAL ACTIVITIES Some guide for understanding the quotations and proverbs: 19
4. - “Friendship is the inexpressible nor measure words” : When you have a real friend beside you, you feel very comfortable and safe, you can say many things without worrying about choosing the words you use. - “Don’t walk in front of me And just be my friend.” : Friends are equal. - “Everyone’s friend is no one’s friend.” : It’s difficult to get on well with every person around us, so when a person can make friend with everyone, this kind of friendship is usually superficial and therefore is not lasting. - “Cooked at one stirring makes friends too easily”: Easy come, easy go. - “In trade and commerce friendship ceases.”: In trade and commerce where money and benefits come first, friendship cannot exist. - “Friends are made in wine and proved in tears.” : A friend in need is a friend indeed. Only through difficulties that you can find who is your real friend. - “When you require nothing, go to your friends.”: Don’t think of what your friends can give you. - “If your friend be honey, do not eat him.”: Don’t take advantage of your friends. - “Don’t wash the cup of friendship with vinegar.”: Don’t behave badly with your friends. - ”There is no better mirror than an old friend.”: You can understand you easily thanks to your old friends. - “Among soldiers and friends, compliments are superfluous.” : Compliments are unnecessary among friends and soldiers. - “It is ret to take trouble for a friend.”: We are willing to take trouble for our friends. - “One is never a friend by force.”: Friendship cannot be formed by force. Etc. Discuss: These quotations and proverbs imply that friendship is so precious and delicate. Friendship can only be formed based on true emotions, be kept by the efforts from each person. The longer friendship you have, the more precious it is. B. C. Case Studies Situation 1 - A Date with Mona Maybe in Mona’s culture, there are certain strict rules governing male-female relationships. Going to a man’s house for dinner and cooking for a man are beyond what a girl is allowed to do. Moreover, this is perhaps the first time she hears a man say that, so she feels hurt and angry. - In Mona’s family, men and women do not eat at the same room, and women usually do not join in the talk with male guests. The girl - Mona can only talk, for the first time, with John in her parents’ presence. 20
5. - Mona’s culture is quite different from American culture. - In Mona’s culture, a girl may not go to a man’s house perhaps. He might have invited her to a restaurant or a canteen. Situation 2: A Friend of a Friend Mr. Umm might get hurt because Michael went directly to meet Mr. Tahh. Mr. Umm might think that Michael did not respect him and his friendship. - In Mr. Umm ’s culture, he might want to tell Michael about Mr. Tahh first and then he himself would take Michael to Mr. Tahh and introduce them to each other. Michael should go with Mr. Umm to meet Mr. Tahh. Situation 3: Luncheon Date Suun felt hurt because Randy told him a lie. Suun wanted to be a close friend with Randy not only at university but also in life, but Randy only wanted to be classmates. Randy didn’t decline Suun’ s invitation honestly because he might be afraid the true reason might not be so persuasive. Situation 4: Maliyta’ s Party Experience In America, when Americans first meet a person at a party, they socialize with each other , show interest in something often only for politeness. They haven’t thought of establishing a friendship with any guest they meet. And they do not think that Maliyta’s invitation is sincere. Moreover, they may come to Moliyta’ s house when she insisted and gave them the definite time and date. UNIT 5: FAMILY VALUES I. WARM-UP Look at the graphs showing the geographic mobility, the size of family, the number of working wives with children in America. Give your remarks and compare with Vietnamese families. II. READING Some main ideas: Child raising - Acculturation, which begins at birth, is the process of teaching new generations of children the customs and values of the parents’ culture. How people treat newborns, for example, can be indicative of cultural values. - Americans traditionally have held independence and a closely-related value, individualism, in high esteem. Parents try to instill these prevailing values in their children. 21
6. - Many children are taught at a very early age to make decisions and be responsible for their actions. Often children work for money outside the home as a first step to establishing autonomy. Many parents believe that managing money helps children learn responsibility as well as appreciate the value of money. Young Adulthood - Upon reaching an appropriate age (18-21 years), children are encouraged, but not forced, to “leave the nest” and begin an independent life. After children leave home, they find social relationships and financial support outside the family. Parents do not arrange marriages for their children, nor do children usually ask permission of their parents to get married. Romantic love is often the basis for marriage. Although children chose their own spouses, they still hope their parents will approve of their choices. - Many parents feel that children should make major life decisions by themselves. - Coexisting with love between parents and children are the cultural values of self-reliance and independence. The Elderly - Societal and familial treatment of the elderly also reflects this independence and individualism. Their financial support is often provided by social security or welfare system which decrease dependence on their family. Additionally, older people may seek their own friends rather than become too emotionally dependent on their children. - There are problems with growing old in the United States. Glorification of youth and indifference to the aged have left many older people alienated and alone. The Nuclear and the Extended Family - In the United, the nuclear family, which consists of he father, the mother, and the children, is considered “the family”. The extended family, common in other cultures, includes grandparents, aunts, uncles, cousins, nephews, nieces, and in-laws. The distinction between the nuclear and extended family is important because it suggests the extent of family ties and obligations. Family Roles The culture imposes set roles upon parents. Traditionally, the male has been responsible for financial support of the home and family members. The female has often been responsible for emotional support, childraising, and housekeeping. However, among some people in parts of the United States, these parental functions are no longer fixed. Stability and Change in the Family It is almost impossible to describe a “typical American family” because the United States is such a heterogeneous country. Although members of ethnic, racial, or economic groups 22
7. may assimilate into the educational and employment system of the establishment, they often maintain their cultural heritage within the home. - Changes in the American family structure are evidenced by increased rates of separation and divorce. These shifts in family relationships may be interpreted as a breakdown or alternatively, as an adaptation of the American family to changing roles, attitudes and values. III. COMPREHENSION QUESTIONS Answer: 1. a 2. c 3. c 4. a 5. c 6. c 7. c 8. a 9. a 10. b IV. VOCABULARY Some new words: - Prevailing (a): most frequent or usual - Instill (v): introduce (ideas, etc.) gradually - Assert (v): make a claim to; declare - Glorification (n): giving glory and honor to; or being given glory and honor - Alienated (a) (feel) shut out from the society - Segment (n): division or section - Communal (a): of or for a community - Residence (n): place where one lives - Impose (v): lay or place a tax, duty, etc on; force sth on sb - Prescribe (v): advise or order the use of; say, with authority, what course of action is to be followed - Heterogeneous (a): made up of different kinds - Assimilate (v): absorb, eg ideas, knowledge; (allow people to) become part of another social group or state - Crumble (v): break, rub, or fall into very small pieces - to cut the cord: be independent of one’s parents - to be tied to mother’ s apron strings: be dependent on the mother - Breadwinner (n): person who works to support a family - Close-knit family : closely- united family Vocabulary Exercises A. Fill- in 1. generation 2. prevailing 3. instilled 4. self-reliant 5. manager 6. career 7. assert 8. autonomous 23
8. B. Multiple Choice 1. c 2. b 3. a 4.a 5. c 6. d 7. c 8. b 9. d C. Word Forms 1. a. imposed b. imposing c. imposition 2. a. prescriptions b. prescribed c. to prescribe 3. a. preserved b. preservatives c. preservation 4. a. professional b. profession c. professionally D. Definitions 1. heritage 2. inevitable 3. trends 4. racial 5. adapt 6. assimilate 7. breakdown 8. shifted 9. heterogeneous 10. estimated E. Matching Retirement b convenience d Distinguishing f residence c Borrow g labor a Crumbling e F. Phrases and Expressions 1. a 2. c 3. c 4. c 5. a 6. a 7. a 8. c V. CONVERSATIONAL ACTIVITIES A. A case study: Youth and the Family Discuss: The problems between Carol and her parents were that they have different opinions about how to choose a boyfriend and Carol did not want to stop seeing Bill. - I think both Carol and her parents have reasonable thoughts. Carol liked Bill because he was hard-working and he was a nice guy; while her parents did not like Bill because he did not have college education and had different family background (his parents were farmers whereas Carol’s parents were professors.) D. Division of Labor The following is only the suggested answer. You can give the answer of your own. Father Mother Child Grandparents (or other relative) Financial support √ √ Keeping the family accounts √ √ 24
9. Shopping for food √ √ √ Cooking dinner √ √ √ √ Housekeeping √ √ √ √ Home repairs √ √ √ Punishing the children √ √ √ Disciplining the children √ √ √ Major family decisions √ √ √ Buying a car √ √ Moving to a new home √ √ Children’s education √ √ Selecting a spouse for a √ √ √ child Vacations √ √ √ √ Divorce √ √ Supplementary Vocabulary and Phrases - matriarchy (n): social organization in which mothers are the heads of families matriarchal (a) - patriarch (n): male head of a family or tribe patriarchal (a): of or like a patriarch - puberty (n): stage at which a person becomes physically able to become parent; maturing of the sexual functions - Adolescence (n): period of life between childhood and maturity; growth during this period - Juvenile (n): young person UNIT 6: EDUCATIONAL ATTITUDES I. WARM-UP - Look at the picture in your book. What place is it? - How did you feel when you first registered to a university? What did you have to do? Have you ever studied in a foreign country? 25
10. Do you think that educational systems are the same among countries? II. READING Some main ideas - At American universities during the first week of each quarter or semester, students have many things to do: registering for classes, becoming familiar with the buildings on campus, buying books, adding and dropping classes, and paying fees. This is also the time for them to anticipate what they will later encounter in the classroom. - International students, accustomed to their countries’ educational expectations, must adapt to new classroom norms in a foreign college or university. It is not always easy to understand a new educational system. Diversity in Education There are considerable variety in university classrooms in the United States. Because of diverse teaching methods and non-standardized curricula, no two courses are identical. Nevertheless, there are shared features in American college and university classrooms. Active Participation - Participation in the classroom is not only accepted but also expected of the student in many courses. Some professors base part of the final grade on the student’s oral participation. - A professor’s teaching style is another factor that determines the degree and type of student’s participation. The Teacher - Student Relationship - Many instructors believe that an informal, relaxed classroom environment is conducive to learning and innovation. It is not uncommon for students to have easygoing and friendly relationships with their professors. However, no matter how egalitarian professors would like to be, they still are in a position of authority. - Professors may establish social relationships with students outside the classroom, but in the classroom, they maintain the instructor’s role. Professors have several roles in relation to students: the may be counselors and friends as well as teachers. Students must realize that when a teacher’s role changes, they must appropriately adapt their behavior and attitudes. Independent Learning - Many teachers believe that the responsibility for learning lies with the student. - The ideal student is considered to be one who is motivated to learn for the sake of learning, not the one interested only in getting high grades. - When research is assigned, the professor expects the student to take the initiative and to complete the assignment with minimal guidance. 26
11. Professors will help students who need it, but prefer that their students not be overly dependent on them. In the United States, professors have other duties besides teaching: doing administrative work, publishing articles and books. Therefore, the time that a professor can spend with a student outside of class is limited. If a student has problems with classroom work, the student should either approach a professor duiring office hours or make an appointment. The Honor System - Ideally, the teacher-student relationship at universities is characterized by trust. The “honor system”, imposed by the teacher and the university, demands that the student be honest in all areas of school work. - Violation of the honor system can result in a student’s failing a course, having a permanent record of the violation placed in the student’s school files, or even being expelled from the university. Competition - Relationships between students in the classroom can be cooperative or competitive. The university classroom in the United States manifests cultural values through professors and students’ expectations and attitudes. III. COMPREHENSION QUESTIONS Answer: 1. b 2. b 3. c 4. a 5. c 6. c 7. c 8. b 9. c IV. VOCABULARY Some new words: - Norm (n): way of behavior typical of a certain group - Humbly (adv): with deference, submissively - Curriculum (n) - curricula (n, pl): course (s) offered in a school or college; course(s) on a particular subject - Parochial (a): supported and controlled by a church - usually refers to schools - Substantiate (v): give facts to support ( a claim, a statement, charge, etc.) - Conducive (a): helping to contribute or lead or produce Âæa âãún, dáùn âãún; coï êch, coï låüi cho - Innovation (n): changing; sth new that is introduced 27
12. - Egalitarian (n, a): (person) favoring the doctrine of equal rights, benefits and opportunities for all citizens - Periodicals (n): books, magazines, journals, etc., which are published at regular intervals (weekly, monthly, annually) - Plagiarize (v): take or use sb else’s ideas, words, etc as if they were one’s own - Expel (v): send out or away by force - Jeopardize (v): put in danger - Manifest (a): clear and obvious - to abide by: be faithful to Vocabulary exercises A. Synonyms 1. disordered 2. used 3. prohibited 4. various 5. official 6. statement 7. proven 8. plan 9. abstract 10. emphasized B. Fill-in 1. administrative 2. deadlines 3. exhausted 4. innovative 5. authority 6. egalitarian 7. subordinates 8. treat 9. disciplined C. Definitions 1. violated 2. reluctant 3. Competition 4. plagiarizing 5. manifestation 6. calculation 7. cheat 8. jeopardize 9.expelled 10.cooperation D. Words in Sentences 1. The college set high norms for selecting the best student of the year. 2. This man always speaks humbly about his job and his position. 3. It is strange that these twins often contradict each other when giving a decision. 4. Most of the students are interested in the curricula of this college. 5. This is a parochial school. 6. Fresh air is conducive to health. 7. Students can find a lot of interesting periodicals in the university library. 8. Cheating is prohibited during the examinations. V. CONVERSATIONAL ACTIVITIES A. Some suggested ideas: Situation 1: Helping someone by cheating is not good and unequal. The teacher will feel uneasy, unfair with other students. The teacher obviously did not feel happy to give the 28
13. student a bad mark, but he hopes that the student should make effort to study better and not be dependent on someone else. Situation 2: The student may raise his hand and say that he thinks it is better to say the statement in another way, and ask if the teacher agrees. The teacher, on the other hand, if finds that what the student has said is correct, should apologize and clarify the misunderstanding for the class. Situation 3: The teacher should ask the three students if they were cheating, persuade them to tell the truth, ask them not to do so the next time; and then give them the same bad marks , maybe fail them. Situation 4: At first the student should ask all of the class to make a suggestion to the teacher to change the attitude and ways of teaching. If there is no results, go to the department counselor and ask for his or her advice. Situation 5: The teacher can ask the student to give the reasons for his saying in front of the class. And if it is not persuasive, tell him that everyone has their own religion and opinions, do not push his own ideas into other people’s minds. Discuss: - The teacher should try to establish good personal relationships with their students. This will help to create a good class atmosphere. The students will feel more comfortable when speaking, discussing and learning in the class. - Sometimes the teacher should be an authority figure (when giving the assignment deadline for example) but sometimes the teacher should try to establish egalitarian relationships with students. - Teachers should be sometimes strict and sometimes lenient. It depends on the situation. - Students should be encouraged to ask questions. This will help them improve their knowledge and activeness and enhance their participation in the class. - A student should be free to express an opinion (as long as it does not go out of the topic) that differs from the teacher’s. This will help to develop their thinking and independence and also help the teacher to know what his/her students are thinking. Follow-up: Suggested ideas: - A good teacher: being understanding, responsible; having good knowledge, sympathy; good methods of teaching, etc. - A good student: responsibility, ability, high learning motivation, autonomy, etc. C. Seeking Information and Services in the University Suggested answer: 1. T 29
14. 2. F. They should ask the administrative officers 3. F. they should ask their professors or the head of their department. 4. T 5. F. They should go to the administrative officers. 6. F. Usually they are not given to the students. 7. T E. Choosing University Courses Suggested answers: Engineering - Lower Division Courses 1. No 2. Cr: Credit 3. Yes. 4. Mathematics 140 5. Practical 6. 3 Engineering: 1. 8 2. Hussain E 3. Time: 13 - 13:50 Day: Tuesday 4. Building HH 221 5. Twice: Tuesday and Thursday. UNIT 7: WORK VALUES I. WARM-UP - Look at the picture in the book. What is the man doing? What is his job? Do you think this is a dangerous job? - Why do many people still feel happy even their work is very dangerous? - What values do you think work can bring to a person? - Read what some people say about their jobs. Do you think they are right? How would you feel if you were doing their jobs? 30
15. II. READING Some main ideas: - People’s primary motivation to work is to earn a living. Their attitudes toward their jobs are related to the nature of their work and the rewards they receive. - One’s job in the Unites States is an important facet of personal identity. Since the American society places a stronger emphasis on “doing” (including producing) than on “being,” work is one of the most important activities in an individual’ s life. What a person “does” helps to determine that person’s prestige. The “Work Ethic” - Attitudes toward work in the United Sates have been greatly influenced by the “work ethic” (or the “Puritan Ethic” or the “Protestant Ethic”). It motivates people to work hard in order to become successful. The “work ethic” imbues work with the quality of goodness. The ethic was an outcome of the religious belief that material success was a sign of God favor, and that those who achieved this success were among God’s “chosen” and would go to heaven. - Whether or not success was achieved, work attained religious and moral value. - An outcome of this American work value is materialism: the tendency to b concerned with wealth and possessions. The “American Dream” - In the United States there is a belief that people are rewarded for working, producing, and achieving. - Many people believe that there is equality of opportunity that allows anyone to become successful. All individuals, no matter how poor, were capable of becoming wealthy as long as they were diligent and virtuous. - Today, however, the poor generally do not rise to the middle and upper classes. The “American Dream” is now described as a myth; it is still difficult for several million Americans to “get ahead.” Rewards and Job Satisfaction - There are some people, however, who do succeed in raising their economic and social levels. “Upward (occupational) mobility” or “climbing the ladder” are terms that refer to one’s advancement in work. Promotions and increased responsibility generally bering higher salaries. - Rewards for achievement in work are personal as well as financial. There is increased job satisfaction when employees have the opportunity to develop creative and intellectual skills. Gaining recognition from fellow workers, supervisors and managers give one a sense of importance and identity in society. 31
16. Workaholics - The word “workaholic” describes an individual who is as addicted to work as an alcoholic is to liquor. They are especially attracted to the notion of “climbing the ladder” so as to increase their status, financial position , and sense of self-worth. They are internally “driven” to work. They have little time for leisure and personal relationships. - There are conflicting points of view about workaholics. Those concerned with mental stress believe workaholics abuse themselves physically and mentally. Others hold that workaholics are valuable members of society because they are extremely productive. The American culture values achievement, efficiency, and production - a workaholic upholds these values. Leisure and Socializing - There is a growing realization in the United States that excessive work demands can be physically and mentally harmful. - Many people have been rebelling against the work ethic, claiming that when a job is so important, personal relationships suffer and relaxation becomes secondary. - Increased leisure time in the United States has not altered the idea that work and payl are distinct activities. People are ambivalent toward work; it is, at the same time, glorified and belittled. III. COMPREHENSION QUESTIONS Answer: 1. b 2. a 3. b 4. c 5. b 6. c 7. b 8. c 9. c 10. b 11. a 12. b IV. VOCABULARY Some new words: - Stimulation (n): act of making someone excited - Gratification (n): act of giving pleasure or satisfaction to; state of being pleased or satisfied - Facet (n): one of the many sides of a cut stone or jewel; aspect, e.g. of a problem - Prestige (n): respect that results from the good reputation (of a person, nation, etc); power or influence coming from this - Imbue (v) (with): (formal) fill, inspire - Virtue (n): (any particular kind of ) goodness or excellence; advantage - Diligent (a): hard-working; showing care and effort (in what one does) - Rag (n): odd bit of cloth; piece of old and torn cloth 32
17. - Inordinate (a): (formal) not properly restrained or controlled; excessive - Compulsive (a): having a tendency or the power to compel (force sb to do sth); caused by an obsession - Abuse (v): make a bad or wrong use of; say severe, cruel or unjust things to sb or about sth; deceive - Uphold (v): support or approve (a person, his conduct, a practice, etc) - Ambivalent (a): having either or both of two contrary or similar values, meanings, etc. - Belittle (v): cause to seem unimportant or of small value - Grind (n): long, monotonous task Grind (down) (v): oppress or crush - Get lost: go away Vocabulary Exercises A. Word Forms 1. a. survivals b. To survive c. survival d. survive 2. a. material b. material c. Materialism d. Materialistic 3. a. stimulation b. stimulating c. stimulus d. stimulated 4. a. gratifying b. gratification c. gratify 5. a. synonym b. synonymous 6. a. prestigious b. prestige 7. a. ethical b. ethic c. ethic 8. a. morally b. moral 9. a. idle b. idly 10. a. virtuous b. virtue 11. a. wealthy b. wealth B. Synonyms 1. authors 2. supported 3. hard-working 4. old clothes 5. series 6. offices 7. advancement 8. acknowledgement C. Fill- in 1. addicted 2. inordinate 3. infrequently 4. leisure 5.efficiency 6. compulsively 7. uphold 8. abused D. Matching Evil k Facet f Imbues b Outcome g Attained m Myth i 33
18. Realization a Rebelling e Relaxation h Perceived j Ambivalent c Belittled l Grinds d E. Phrases and Expressions 1. b 2. a 3. c 4. c 5. b 6. c V. CONVERSATIONAL ACTIVITIES A. Quotations on Work Suggested meaning: - “You shall gain your bread brow.”: You can earn for living by working. - “Do not resent the Most High”: God decided the manual work for you , so be pleased with it. - “Hire yourself to on others.”: Do what is within your ability rather than do the jobs beyond your ability and become dependent on them. - “ You work the earth.”: Everybody has to work, it is the rule of living on the earth. - “Work and love neurosis.”: Without work and love, people will become so sad, bored, and stresses. - “Nothing is really work something else.”: Work usually makes you bored. - “You can’t work so miserable and unhappy.”: Work brings joys as well as miseries to humans B. Job Prestige Discuss: It was really to reach a consensus on occupational prestige within a group because each person has his/her own ideas of the importance of money, social position/status, reputation, relationships at work, work characteristics, etc. C. Role-Plays UNIT 8: TIME AND SPACE PATTERNS I. WARM-UP - Do you value time? - How do you schedule your time every day? Do you have a lot of free time? - Is it possible to be late for appointments? For a party? How long is possible? - Is space important in your country? In the way people design their houses? Cities? Villages? 34
19. - Is privacy emphasized in the way people live? II. READING: Some main ideas: Time: - When travelers lack an awareness of how time is regulated in a foreign country, they can expect to feel somewhat disoriented. Since most people take time for granted, the effects of values, customs, and social etiquette on the use of time are seldom examined. Promptness: - Promptness is important in American business, academic, and social settings. The importance of punctuality is taught to young children in school. Tardy slips and the use of bells signal to the child that punctuality and time itself are to be respected. - People who keep appointments are considered to be dependable. - It is not always possible to be punctual. Social and business etiquette provides rules for late arrivals. - Respecting deadlines is also important in academic and professional circles. - People are culturally conditioned to regular time. Division of Time - Time is “tangible”: one can “gain time,” “spend time,”, “waste time,” “save time,” or even “kill time”! common questions in American English reveal this concrete quality as though time were a possession. The treatment of time as a possession influences the way time is carefully divided. - Americans are taught to do one thing at a time and may be uncomfortable when an activity is interrupted. To accommodate other people’s schedules, Americans make business plans and social engagements several days or weeks in advance. Future Time: - Cultures tend to favor either a past, present, or future orientation with regard to time. A future orientation, encompassing a preference for change, is characteristic of American culture. The society encourages people to look to the future rather than to the past. Technological, social, artistic trends change rapidly and affect people’s lifestyles and their relationships. - Given this inclination toward change, it is not surprising that tradition plays a limited role in the American culture. - High rates of change, particularly in urban areas, have contributed to a focus on the future rather than the past or present. 35
20. * Knowing how time is regulated, divided and perceived can provide valuable insights into individuals and their cultures. Space Architectural Differences - When we travel abroad we are immediately impressed by the many ways buildings, homes, and cities are designed. The division and organization of space lend character and uniqueness to villages, towns and cities. - The separation of space inside homes may also vary from culture to culture. In most American homes the layout of rooms reveals the separateness and labeling of space according to function - bedroom, living room, dining room, playroom, and so on. Privacy and the Use of Space - Architectural design influences how privacy is achieved as well as how social contact is made in public places. The concept of privacy is not unique to a particular culture but what it means is culturally determined. - People in the United States tend to achieve privacy by physically separating themselves from others. - In some cultures when individuals desire privacy, it is acceptable for them to withdraw into themselves. Young American children learn the rule “knock before you enter” which teaches them to respect others’ privacy. - The way space is used to enable the individual to achieve privacy, to build homes or to design cities is culturally influenced. III. COMPREHENSION QUESTIONS Answer: Time: 1. b 2. a 3. a 4. a 5. c 6. a 7. c 8. c Space 1. c 2. a 3. b 4. a IV. VOCABULARY Some new words: - Etiquette(n): rules for formal relations or polite social behavior among people, in a class of society or a profession. 36
21. - Tardy (a): slow; slow- moving; coming or done late - Tangible (a): that can be perceived by touch; clear and definite; real - Slot (n): narrow opening through which sth is to be put; slit for a coin in a machine - Rigid (a): stiff; unbending; firm; strict; not changing - Version (n): account of an event, etc, from the point of view of one person; translation into another language - Intuitive (a): having the power of immediately understanding sth without conscious reasoning or study Vocabulary Exercises: A. Synonyms 1. confused 2. recognition 3. manner 4. speed 5. festivals 6. holy 7. impolite 8. promptness 9. late 10. funny B. Definitions 1. conditioned 2. slots 3. tangible 4. dependable 5. accommodate 6. prior 7. fine 8. engagement 9. possession 10. scheduled C. Multiple Choice 1. d 2. a 3. a 4. b 5. c 6. b 7. a V. CONVERSATIONAL ACTIVITIES A. Use of Time Directions: Verbs Adverbs Adjectives Expressions Use, abuse, Wisely, fast, Fleeting, exhausting, special, Just a second cram, quickly instant The busier, the time, spend, better. hurried, To beat the clock To slow down his pace Discuss: Suggested ideas: - The advantage of the way R.R. uses time: he can finish many things. The disadvantage: he always has to be in a hurry, in an exhausting state and not everything is done well. 37
22. - Some expressions in Vietnamese: Vàõt chán lãn cäø maì chaûy Næåïc âãún chán måïi nhaíy Âi âáu maì väüi maì vaìng. Maì váúp phaíi âaï maì quaìng phaíi dáy. Etc. - American proverbs and expressions: + “A stitch in time saves nine.”: If you do something in time, you can save a lot of effort and time afterwards. + “Time is money”: You should value time. If you use the time properly, you can do many things and earn a lot of money. + “Kill two birds with one stone.”: You can complete two things with only one action. + “Time is of the essence.”: Time is very precious, very necessary for everyone, thus it needs to be valued. + “Do not put off until tomorrow what you can do today.”: Don’t leave what you can do today until the next day. You should finish it as soon as you can. B. Multiple - Choice Questionnaire 1. b 2. b 3.c 4. d 5. c / d 6. b 7. c / d C. Use of Space in Interaction Directions: Suggested ideas: Is the most formal: a / e Is the least formal: c / d Encourages the most student participation: c (for small classes) / d (for big classes) Encourages the least student participation: e Is preferable for language learning: c, d, b (It depends on the lesson characteristics. If teacher - student interaction is prominent, d is appropriate. If student - student interaction is emphasized, c or d is preferable) Is the most common in classrooms in your country (Vietnam): e UNIT 9: CULTURAL CONFLICT I. WARM-UP: 38
23. - Have you ever been to another country? - I f yes, so did you know a lot about the country before going there? Did you find any differences in culture - that is, customs, habits, gestures, behaviors, etc. between that country and your country? How did you feel about these differences? - If no, imagine that you are going to a country you know very little about. What differences do you expect to see in the lifestyles, gestures, behaviors, etc. between the cultures of your country and that country? - Do you think that you can adapt quickly to a strange living environment? II. READING Some main ideas: - Before you go to visit a part of the world about which you know very little, you will expect that the spoken language, some gestures, customs, the climate and foods, etc. will be different. - From the moment you arrive, your (cultural and personal) background will influence everything you expect and a great deal of what you do and do not do. Most of the people you meet will be similarly influenced by their own backgrounds, culturally, socially and personally. - Most of what you do (in a foreign country) will be “what comes naturally” - which means you have always done or seen others do in your own country. Most of our behavior is outside our awareness so that “normal behavior” means behavior according to the norms of our culture and not what is done everywhere or done “naturally.” Communication and Culture - “Intercultural Communication” is communication between members of different cultures. It involves differing perceptions, attitudes, and interpretations. - Communication problems can be compounded among people who do not have the benefit of shared experiences (i.e. language and culture). - Cultures do not communicate; individuals do. - Everyone has a unique style of communication, but cultures determine a general style for their members. We are not always aware of the subtle influences of our culture. Likewise, we may not perceive that others are influenced by their cultures as well. Misinterpretations - Problems and misinterpretations do not result every time members from two cultures communicate. However, when cultural conflicts do arise, they may be perceived as personal than cultural. 39
24. - Some misunderstandings are insignificant and can be easily ignored or remedied. Other conflicts are more serious in that they can cause misinterpretations and create persistent negative attitudes towards foreigners. Ethnocentrism - Difficulties in intercultural communication arise when there is little or no awareness of divergent cultural values and beliefs. In cross-cultural interaction, speakers sometimes assume that what they believe is right, because they have grown up thinking their way is the best. This ethnocentric assumption can result in negative judgments about other cultures. Another manifestation of ethnocentric attitudes is that people become critical of individuals from different cultures. Stereotypes and Prejudice - Sometimes negative reactions do not result from actual interaction but rather from the fixed, preconceived beliefs we have about other people. These overgeneralized beliefs or “stereotypes” frequently shape people’s perceptions of each other. - Stereotypes originate and develop from numerous sources such as jokes, textbooks, movies, and television. Stereotypes perpetuate inaccuracies about religious, racial, and cultural groups. - Stereotypical beliefs prevent us from seeing people as individuals with unique characteristics. Negative stereotypes lead to prejudice: suspicion, intolerance, or hatred of other cultural groups. - Stereotypical remarks can be made casually in daily conversations and may or may not have serious consequences. Nevertheless, people’s initial impulse is to become angry rather than to clarify the distortion. Educating others is one way to try to correct misperception. At the same time, individuals need to become fully aware of their own preconceptions. Establishing personal relationships with individuals from different religions, cultures, or races may be the best way to break down stereotypes and prejudice. * Cultural conflicts occur as a result of misinterpretations, ethnocentrism, stereotypes, and prejudice. Preventing these conflicts is possible with increased awareness of our own attitudes as well as sensitivity to cross-cultural differences. Developing intercultural sensitivity does not mean that we need to lose our cultural identities - but rather that we recognize cultural influences within ourselves and within others. III. COMPREHENSION QUESTIONS Answer: 1. c 2. b 3. c 4. a 5. c 6. b 7. c 8. b 9. c 10. c IV. VOCABULARY 40
25. Some new words: - Analogous (a): similar or parallel (to) - Subtle (a): difficult to perceive or describe because fine or delicate; complex; sensitive - Pucker (v): draw or come together into small folds or wrinkles - Remedy (v): put right; provide a cure for - Persistent (a): refusing to make any change in; continuing; occurring again and again - Divergent (a): getting farther apart from a point or from each other as they progress - Ethnocentric (a): vë chuíng, cho dán täüc mçnh laì cao hån caí - Preconceived (a): form (ideas, opinions) in advance (before getting knowledge or experience) - Stereotype (n): fixed, formalized or standardized (and therefore perhaps false) phrase, idea, belief - Portray (n):make a picture of; describes vividly in words - Primitive (a): of the earliest times; of an early stage of social development; simple; old- fashioned - Distort (v): pull, twist, out of the usual shape; give false account of; twist out of the truth - Perpetuate (v): preserve from being forgotten or from going out of use - Irrational (a): not endowed with reason; not guided by reason - Impulse (n): push or thrust; impetus; sudden inclination to act without thought about the consequences Vocabulary Exercises A. Multiple Choice 1. d 2. a 3. c 4. b 5. d 6. c 7. c 8. a 9. b B. Word Forms 1. a. preconceived b. preconception 2. a. portrayed b. portray 3. a. distortion b. distorts c. distorted 4. a. perpetuated b. were perpetuated c. perpetuated 5. a. inaccurate b. inaccurately c. inaccuracies 6. a. suspicious b. suspiciously c. suspect 7. a. intolerance b. intolerant c. intolerantly 8. a. hatred b. hatred c. hate 9. a. ambition b. ambitious c. ambitiously C. Definitions in Context 41
26. 1. to be rejected: to be refused to accept 2. victim (n): person suffering injury because of the ill-will of sb 3. irrational (a): not endowed with reason; not guided by reason 4. impulse (n): impetus; tendency to act without reflection 5. clarify (v): make sth clear D. Matching Puckering g ethnocentric d Overgeneralized j stereotypes e Civilized h primitive b Image f Prejudice a Bright c Indeed i V. CONVERSATIONAL ACTIVITIES UNIT 10: CULTURAL ADJUSTMENT I. WARM-UP Imagine you come to visit a country that you have never been to. How would you feel when you have found many differences in customs, languages, behaviors, attitude or emotion expressions, etc.? Do you think it is easy to be familiar with these differences? How would you try to overcome these differences? In what field do you think culture shock can happen? What would you do if you meet culture shock? II. READING Some main ideas: - Living in a second culture, foreign visitors sometimes are elated ( with new foods and aromas, different faces, foreign languages, and interesting customs), sometimes they are depressed (because of their difficulties in understanding the adjustment problems). Culture Shock - “Culture shock” occurs as a result of total immersion in a new culture. It happens to “people who have been suddenly transplanted abroad.” Newcomers may be anxious 42
27. because they do not speak the language, know the customs, or understand people’s behavior in daily life. - The notion of “culture shock” helps explain feelings of bewilderment and disorientation. - Language problems do not account for all the frustrations that people feel. When one is deprived of everything that was once familiar, difficulties in coping with the new society may arise. The Adjustment Process - Newcomers feel at times that they do not belong and consequently may feel alienated from the native members of the culture. When this happens, visitors may want to reject everything about the new environment and exaggerate the positive aspects of their own culture. Conversely, visitors may scorn their native country by rejecting its values and instead choosing to identify with (if only temporarily) the values of the new country. This may occur as an attempt to overidentify with the new culture in order to be accepted by the people in it. - Reactions to a new culture vary, but experience and research have shown that there are distinct stages in the adjustment process of foreign visitors. The severity of culture shock depends on visitors’ personalities, language ability, emotional support, the duration of stay, and the extent of differences between the two cultures. The adjustment stages in a second culture: honeymoon period, culture shock, initial adjustment, mental isolation and acceptance and integration. The Re-entry Process A similar process occurs when visitors return to their native countries, although the stages are usually shorter and less intense. The stages of the re-entry process: acceptance and integration, return anxiety, return honeymoon, re-entry shock, and re-integration. Individual Reactions - Individuals experience the stages of adjustment and re-entry in different ways. - Day-to-day living in another culture is undoubtedly an educational experience. III. COMPREHENSION QUESTIONS Answer: 1. b 2. a 3. b 4. c 5. b 6. c 7. a 8. a 9. b 10. b IV. VOCABULARY Some new words: 43
28. - Elated (a): stimulated, made high-spirited - Aroma (n): sweet smell, fragrance; quality or surrounding atmosphere considered typical - Beset (v): close in on all sides, have on all sides - Vacillate (v): waver; hesitate; be uncertain (in opinion, etc.) - Immersion(n): putting under the surface of (water or other liquid); absorbing, involving deeply - Transplant (v): take up (plant, etc) with their roots and plant in another place; transfer (tissue or an organ, eg. a heart or kidney) from one body to another - Bewilderment (n): state of being puzzled, confused - Deprive (v): take away from; prevent from using or enjoying - Exaggerate (v): stretch beyond the truth; make sth seem bigger, better, worse, etc. than it really is - Converse (a): (idea, statement which is) opposite to (another) - Scorn (v): feel or show contempt for; refuse (to do sth as being unworthy) - Severity (n): quality of being stern, strict, severe, violent - Symptom (n): change in the body’s condition that indicates illness; sign of the existence of sth - Typify (v): be a symbol of; be representative of - Fatigue (n) condition of being very tired; weakness in metals caused by prolonged stress - Strain (v): stretch tightly by pulling; make the greatest possible use of; exert one’s utmost - Disrupt (v): break up, split; separate by force a State, an empire, communications, other non-physical things - Exile (v): send sb away from one’s country or home, as a punishment - Roller coaster: xe læía åí häüi chåü (âãø treí con chåi) Coaster (n): ship that sails from port to port along the coast; small mat to protect a polished table, etc, from drips or moisture Vocabulary Exercises: A. Definitions 1. beset 2. deprived 3. immersed 4. scorned 5. converse 6. exaggeration 7. aromas 8. elated 9. transplant 10. enthusiastic 11. abroad 12. vacillating 13. bewilderment B. Multiple Choice 1. d 2. c 3. b 4. b 5. d 44
29. 6. d 7. c 8. b 9. b 10.a 11. a C. Matching Disrupted c Renewed i Balanced f Exile h Refugee a Voluntarily e Undoubtedly g Facing d Striking b D. Phrases and Expressions 1. c 2. b 3. c V. CONVERSATIONAL ACTIVITIES * For further practice and reference, see the book “I Think You Think” by Alexander, L. G. and Kingsbury, R. H. ASSIGNMENTS ASSIGNMENT 1 1. Have you experienced many changes in your hometown? In your country? Talk about some of them and the way they have affected your life. 2. If you suddenly had to live in a foreign country, what problems do you think you would face? 3. Do you think that you can adapt easily to a quite unfamiliar living environment such as in a foreign country? How? ASSIGNMENT 2 1. What role does time play in your daily life? How do you divide your time between work, family, social activities and entertainment? 2. What do you often do on your holiday? How often do you travel? How do you think the people in your country spend their holiday? 45
30. 3. Which of the things below do you think the people in your country like doing on holiday? Say the benefits and the limitations when doing each. Visiting places of historical interest Going to parties / night clubs / discos Swimming Going for walks in the countryside Eating out in restaurants Learning something new Sunbathing Shopping Being very active Doing lots of sightseeing Etc. ASSIGNMENT 3 1. Do you think that the relationships between people within the society or the family are changing? In a better or worse tendency? What affects and leads to these changes: limited time, altering lifestyles, different opinions of life or difficulties in earning for a living, etc.? 2. Is friendship precious to a person’s life? How should people do to build and to defend a good friendship? 3. It has been said that loneliness is one of the greatest problems in cities today. Do you agree? Why/ Why not? ASSIGNMENT 4 1. Talk about different 20th century experiments in marriage e.g. contract marriage (the spouses draw a contract before getting married), living with each other without marriage, and so on. 2. Look at the list below. They all describe personal characteristics. Rich attractive truthful Independent sexy considerate 46
31. Talkative faithful ambitious Patient tidy amusing Decisive intellectual broad-minded Choose the six personal characteristics out of those listed which best describe the kind of person you think you are. Work out a description of your ideal marriage partner. Choose the six personal characteristics you would most like to see in your partner. Discuss with you r partner. 3. “Relations are a nuisance.” Do you agree or not? State your reasons. ASSIGNMENT 5 1. Work in pairs. Discuss the following questions: a. Do you work? * If YES - What do you do? - Do you like your job? - Which of the things below do you do in your job? * If NO - What would you like to do? - Why? - Which of the things below would you do in your ideal job? wear a uniform work at night use your hands give orders drive a car work in an office travel work with money use a computer meet a lot of people wear smart clothes speak on the telephone work outside sell clothes work at weekends 2. Which jobs in your country do you think are: * very exciting * very well-paid * very boring * very dirty * very glamorous * very dangerous 3. Discuss about the role of work in life. Do you consider your work the most important thing in your life? Is it good to be a workaholic? 4. It is possible that in the future, office hours will be more flexible, i.e. people can start and finish work when they find it suitable, as long as their work is completed well. Do you think that this is good idea? Think of the society and of people’s life then. 47
32. ASSIGNMENT 6 1. Do you have a good memory? Can you remember things accurately? Can you remember a. the name of your first school teacher? b. what you had for lunch yesterday? c. what time you woke up last Saturday? d. the date of your last visit to the dentist? e. what you were wearing last Tuesday? f. what color shoes the person next to you is wearing (don’t look!)? g. who was the last person to come into the classroom? 2. Tell about the best or worst experience you have had in your life. 3. Do you like playing dangerous sports? Think of the dangers the player might suffer from when climbing up high mountains, discovering deep holes/ caves, diving, hang- gliding, etc. What joys do they have when doing them? ASSIGNMENT 7 1. There is going to be a Festival in your hometown. Many visitors will come for sightseeing and learning about the culture of your hometown. Plan three exciting and informative days for the visitors. Try to keep everyone happy by planning for them to go to the famous landscapes as well as giving them chances to experience the typical culture features of your hometown. 2. What kind of food will you recommend foreign visitors, e.g. English, American, etc. to eat? Why? 3. What do you think are the differences in the way people in your country and in a foreign country you know spend their free time? 48
33. ASSIGNMENT 8 1. What are typical houses like in your country? How are they generally designed? Talk about the rooms, the ways of decoration, furniture, the garden, etc. 2. Compare houses in your country with houses in another country that you know. 3. Is privacy considered important in designing a house? How? ASSIGNMENT 9 1. It is the 23rd century. Global warming has resulted in dangerously high sea levels, covering an extra ten per cent of the world’s land mass. The world’s governments are encouraging mass migration to space, where a man-made space station, Cerinia 1000, is waiting to host 200,000,000 new space inhabitants. You and your partner have applied for space emigration and you are looking at spaceships available on the market. For financial reasons you have decided to buy a spaceship together. Read the government regulations and find out how many passengers you must have on your spaceship. SPACE POOLS REGULATIONS The following regulations must be followed by all space immigrants traveling in private spaceships. 1. All spaceships must carry a minimum of four passengers for maximum energy efficiency. 2.All spaceships must carry at least two women aged between 20 and 40. 3. All spaceships must carry at least one man aged between 20 and 50. 4. All spaceships must carry at least two members of the following list of professions. DOCTOR NURSE CIVIL ENGINEER ELECTRONIC ENGINEER ELECTRICIAN PLUMBER FARMER VET BOTANIST If the passenger list does not include the above-mentioned 49
34. passengers, the private spaceship will be forced to accept guests chosen by the government, or lift-off will not be permitted. 2. Discuss with your partner who you would like to take with you, and why. ASSIGNMENT 10 1. You have to choose a team of four people for a sailing race. Which of the following people would you definitely not choose? Why? A skipper a navigator a radio operator a runner A cyclist a physiotherapist a sailor a cook A weight-lifter a sports trainer 2. Discuss with your partner: - What is your favourite time of the day? Why? - Which is the favourite day of the week? Why? - Which is the favourite season of the year? Why? 3. Look at the adjectives below. Choose the two that you think best describe your partner. Artistic sociable hard-working adventurous Laid-back noisy creative quiet Intellectual physically active physically less active Tell your partner which adjectives you chose and why. Do you agree with your partner’s choice? ASSIGNMENT 11 1. How concerned are you about the environment? What actions have you taken as a result of your concern? 2. For which of the following offences do you think people should pay a fine: Smoking in public Dropping litter Begging Taking animals to restaurants Splashing pedestrians Queue-jumping And why? 50
35. 3. “Don’t tell me your troubles. I’ve got troubles of my own.” Is this a common attitude in today’s world? Discuss. ASSIGNMENT 12 Discuss the situation with your partner and decide on the proper level of formality. You can use the suggested expressions if you want to. Then practice. Roleplay 1: Professor A and student B meet in the corridor. B has a class in another building and is already late, but doesn’t want to be rude to Professor A, who is very friendly and talkative this morning. Useful expressions: A: article on communication has just been published Get your comments B: copy it later (chemistry) class Role-play 2: A is in a new class at school and want to make new friends. A introduces himself or herself to B, who seems to know the way around. Useful expressions: A: English, too? Have an apartment? B: courses are great? Live on campus? Role-play 3: A and B work in the same department. A has just started this week. They meet C, presient of the company, at the water fountain. Useful expressions: A : newest___ B: like you to meet C: increased productivity ASSIGNMENT 13 Discuss the situation with your partner and decide on the proper level of formality. You can use the suggested expressions if you want to. Then practice. 51
36. Roleplay 1: A, B’s boss, wants to invite B to a formal dinner party. B wants to go but isn’t sure how to get there or what to wear. Useful expressions: A: dinner party at my house Just a few business associates Wear a dark suit and tie I’ll draw you a map B: I would be delighted to Rather formal I’ve never been to your house Thank you Looking forward to (meeting your wife) Role-play 2: A and B share an office in a publishing firm. A has a very nice set of pencils for making illustrations. One day when A is on a coffee break, B breaks a pencil. B finds one in A’s set and is using it when A returns. A sees the pencil and the open set, and is very angry. Useful expressions: A: no privacy around here can’t leave anything unlocked B: broke my own pencil Only borrowing it Role-play 3: A has just eaten dinner at B’s apartment. A really liked the meal, except for the dessert, which A couldn’t finish. They are leaving the dinner table, and A feels obliged to say something about the meal to B. Useful expressions: A: dessert - very rich in nutrition Chicken - delicious Must have taken hours B: typical meal Love to cook Not hard at all 52
37. ASSIGNMENT 14 1. Imagine that it is now the year 2001 and that there are no longer lots of different governments in the world. Instead there is a world government consisting of two people elected from each country. In groups discuss the policies that you would like the world government to follow. Use the following headings to help you: Taxes Equal rights Development Pensions Unemployment Education Health 2. Write down ten principles for the world government to adopt, e.g. The government should create jobs. Which do you think are the most important? ASSIGNMENT 15 1. Look at the list below and tick those things which make you laugh. * Comedy programs on television which make fun of famous people. * Very clever jokes * People with funny faces * Jokes about sex * Cartoons on television * Puppet shows * Films in which everything goes wrong * Comedians imitating famous singers * Plays in which the characters do ridiculous things * Ridiculous things happening in real life Compare your list in groups. Tell each other why some of the things on the list make you laugh and why some of them do not. Tell each other about other things that make you laugh. 53
38. 2. In groups, tell each other about films, books, plays, people, television programs and real-life events which have made you laugh. Tell each other jokes and stories which have made you laugh. ASSIGNMENT 16 1. In pairs, match each job to its correct description. Job Description Undertaker Helps children to cross the road Conductor Improves people’s appearances Lollipop lady Performs dangerous acts in films Stunt man Puts people to sleep Plastic surgeon Arranges funerals Anaesthetist Collects bus fares Choose two jobs from the table - the job you would most like to have and the job you would least like to have. Then fill in a table like the one below, listing the advantages and disadvantages of the two jobs you have chosen. Talk with your partner. Job Advantages Disadvantages 1 2 3. Here are some questions from an interview for the job of store detective in the new hypermarket. Put them in the order you would ask them if you were the interviewer. Then add two questions of your own. * What do you like doing in your spare time? * Why have you applied for this job? * What things about the job do you think you would find difficult? * Why do you think you are suited to the job? * Tell me about your family. * What would you say if you saw someone stealing something in the store? * What would you like to be doing in five years ‘ time? In pairs take it in turns to be the interviewer and interviewee for this job. 54
39. ASSIGNMENT 17 1. Work with your partner to explain each of these types of programs: Quiz show Play Current affairs Film Documentary Sport Soap opera Educational Comedy Variety show Chat show Have you watched television this week? Write down the names of some of the programs you watched. Work in pairs or groups. Take it in turn to describe one of the programs you saw. 2. Here are some statements about children watching television. Which do you agree with? Why? Work in groups of three to four students and try to reach agreement. YES NO Children watch too much television Parents should make sure their children do not watch too much television. Children like programs with a lot of violence in them. Children who like violent programs are the ones who break the law a lot. Cartoons are popular because they have a lot of violence in them. Boys watch television more than girls. Children watch a lot of television because they are bored. Children from poor families watch more television than children from rich families. Children are more likely to watch television by themselves than with their parents. In general watching television is bad for children. ASSIGNMENT 18 1. Do magazines in your country have Agony Column? Discuss the following questions with your partner. - What kinds of problems do people write about in an Agony Column? - What kind of people send in letters to an Agony Column? - Where can you find an Agony Column? 55
40. - Do you think advice from an Agony Column helpful? - Why do people like to read Agony Column? 2. Work with your partner. Talk together and think of a problem you could write about in a letter to an Agony Column. Then plan and write the letter. Exchange your letter with another pair. Talk about he problem in their letter and work out a response. 3. People from different countries deal with marriage problems in different ways. Talk about some of the ways in which marriage problems are dealt with in your country. ASSIGNMENT 19 1. What is/was your school like? Work with a partner and prepare a description. Talk about some of the following in your description: - the size of the school - whether the school is co-educational or single sex - whether there are separate classes for clever and less able students - whether there are school fees - what the minimum school-leaving age is - whether there is a school uniform - what happens to less able students - the school rules. 2. Imagine that you could choose your own English language program. What kind of program would you choose? Here is a questionnaire to help you describe the program you would like. Work through the questions by yourself. Then compare your answers with a partner’s. a. How many students would you like in your class? b. Would you prefer the class to be mixed ( i.e. male and female students)? c. Would you prefer to learn with students of the same age as yourself? d. How many hours per week would you like to learn English? e. Do you want to learn all the language skills (speaking, listening, reading and writing)? Are some more important than others? f. Would you prefer to follow a single textbook or to use several? g. Would you like the chance to work in a language laboratory? h. Would you like to do plenty of language drills? 56
41. i. Would you like plenty of opportunity to work in groups with other students? j. Would you like to work with students of the same level of English as yourself or with students of mixed ability? k. What else would you like in your program? 3. Prepare a short talk describing the kind of English language program you would like. You can make use of these expressions: If I could choose my own language program, I would I would prefer to I would like the opportunity to My program would include It would be better to than to Give your talk to the rest of the class and be ready to answer questions when you have finished. ASSIGNMENT 20 1. Is it important to you to live in a clean place? Why? How often do you clean your room/ apartment/ house? Do you think it’s different when you don’t live alone? Would having a roommate affect your feelings about a clean place? Why? 2. Do you think children should help out at home? Will you (or do you) give your children their own household duties? Why? 3. Do you have a roommate now, or have you ever had one? How do you (or did you) get along? What are the good and bad things about having a roommate? 57