UNIT 4

Culture Saves the World

4.1 Cross-Cultural Communication

LEAD-IN: Mapping Out the Context.

1 Generate ideas on the following questions.
1. What does the concept of ‘Cross-Cultural
Communication’ mean?
2. What is ‘Cross-Cultural Education’? What
components does it include?
3. What is the role of Intercultural
Communication in the globalized world?
Cultural diversity, Google images, 2017 [82]
2 Read the following passage on Intercultural Communication and
comment on its interdisciplinary nature.
To understand and to study intercultural relations and
communication, various perspectives are necessary. Intercultural
Communication is therefore an interdisciplinary field of inquiry. The primary
academic disciplines involved in Intercultural Communication studies are:
Psychology, Anthropology, Sociology, Linguistics and Communication. The scope
of Intercultural Communication and the main contributions of the various fields
can be seen as follows (Bennett 1998):
 perception, interpretation, attribution (psychology, linguistics,
communication)
 verbal communication (linguistics, communication)
 nonverbal communication (communication)
 communication styles (linguistics, communication)
 values (psychology, anthropology, sociology).
Moniviestin. University of Juvaskyla, 2017 [83]
3 Analyze the scope of Intercultural Communication and give definitions to
the terms mentioned.

LISTENING
1 Before you listen: Express your ideas on the relations between culture and
communication.
2 Look through the task and discuss what the answers might be.

1. In the Middle East, at a business meeting, it might be

before the actual topic for the meeting comes up.
2. As Eilidh Hamilton mentions, in successful communication what’s right for
the situation will according to the things that people in a
culture think are .
1
3. When Kyung-ja Yoo goes back to Tokyo his friend tells him that he’s
become more and more like .
 4. The results of the research on communication showed that 55% of the
meaning came through , 38% of the meaning came
through and what was understood from the context and
only 79% of meaning was transmitted through itself.
5. One of the big differences between cultures is how important a culture
thinks in general are.
6. If you come from a culture in which is valued than
you’ll probably be less verbal because you’ll be less willing to get into
arguments with other people.
7. In Chinese language people would use their expressions
, Jamaicans tend to put things , Namibia is more of a
culture.
8. The distinction between cultures affects two very important areas of
communication – how we deal with and how we
during a conversation.
9. In turn-taking and solving problems the Indians don’t think it rude to
; in Namibia they have a ; the
Americans would rather get the problem verbally; and
in Japan, in case of a problem .
10.In cross-cultural communication, the most important thing is to be aware of
different , and to think about how we like to
communicate.

BBC Learn English, 2017 [84]

3 Listen to the ‘BBC Learn English Talk about English Part 4’ on
Culture and Communication and complete the gaps with suitable
information. You may write from one to three words.

4 Listen to the part of the talk where three people talk about degree of verbal
communication in their countries and fill in the chart with suitable
information.
George Zhang, Dionne Charmaine, Emma Kambangula,
China Jamaica Namibia
e.g. indirect use of
expressions
2
5 Listen to the part of the talk where three people talk about turn-taking and
problem-solving in their cultures and fill in the chart with suitable
information.

Turn-Taking Problem-Solving
Rajni Baldani, Emma Rebecca Fong on Rebecca Fong on
India Kambangula, Americans the Japanese
Namibia
e.g. they intervene,
interrupt, etc.

6 Questions for Discussion.

1. Is communication a simple process?
2. What do people tend to think about communication?
3. What is the difference between a western idea of business meeting and that
of the Middle East and Arab world?
4. What is successful communication, according to Eilidh Hamilton?
5. What are two ways we communicate?
6. What does Kyung-ja Yoo tell about body language in Tokyo?
7. What kind of experiment on communication was conducted in 1967? What
were the results?
8. What is the difference between ‘verbal culture’ and ‘non-verbal culture’?
9. What does Rebecca Fong mean when she says that cultures are verbal to
different degrees?
10.What do verbal cultures value?
11.How do cultures use silence?
12.What two areas of communication does the distinction between customs
affect?
13.What does Rebecca Fong tell about turn-taking?
14.Why is it important to be aware of different communication styles and to
think about how we like to communicate?

7 Role play the interview with Marc, Rebecca Fong and people from different
cultures on the relations between culture and communication and their
peculiarities.

READING
1 Read the following article with a ‘critical eye’ and comment on it.

3
 Communicating Successfully Across Cultures
by Michael Gates
“If a lion could speak, we would not understand want it had to say” – Ludwig
Wittgenstein
Communicating well across cultures can give us a competitive advantage when
good international collaboration is increasingly the decisive factor for success.
Michael Gates, form Richard Lewis Communication, looks at the challenge and
some possible solutions.
Communication is almost always at or near the top of company surveys on
what can be improved. It is as much about what is behind the words, as the words
themselves. This is true for people from the same culture, but things become even
more of a challenge when the whole mindset is different.

Juan’s Dilemma
I was once coaching the new Latin sales director of a large and successful
company who felt he wasn’t getting anywhere with his exclusively Nordic team.
Juan was disconsolate. A new approach had been agreed at senior level, but as he
tried to explain it he was met by stony silence. The more he talked, the stonier the
team’s silence. And the stonier the silence, the more he talked.
For Nordics, this is confusing – communication that is too wordy, too
emotional and so ultimately they don’t trust it. But the same is true the other way
round: Latins can place little faith in reserved, cold and factual Nordic
communication, with limited eye-contact.
They tend to paint an idealistic picture of the future. Listen to Hugo Chavez,
President of Venezuela, on the desperately ill Fidel Castro: ‘‘I hope he lives 80
more years. I hope he lives 100 more years.’’
Communicating successfully with another culture means understanding their
values and what they trust. Nordics, German and Anglo-Saxon cultures tend to
trust facts, figures and proven competence. Latin cultures tend to trust
charisma, vision and persuasive skills.

Competent Cross-Cultural Communication – a Key Skill for Business

It doesn’t have to be a national culture. There are many different layers of
culture, such as regional, professional, educational, gender, generational, class,
corporate etc. Culture is all the ways of thinking, behaving and communicating we,
a) have learned or acquired, b) share with a group.
So, it could equally be the R&D manager trying to persuade the Business
Development department, or HR attempting to convince Finance.
John Locke, the 17th century political philosopher, believed the vast majority
of human disagreements are verbal, not real. And clarity in communication is a key
issue as we become more global. Without it you get misunderstanding, a break-
down in trust, and business failure. When more than 80% of mergers and
acquisitions bring no value to the shareholders, and the majority of senior
4
managers blame ‘cultural differences’, (KPMG study, 1999), it makes sense to
look at the communication issues behind this.
Business tends to be good at process, and finding the ‘compelling logic’ behind
the changes which bring people who are different together. But human beings defy
logic. As one American manager put it: ‘‘Culture eats processes for lunch!’’
HR can have a role in managing the process of communication within the
organisation. Communication across cultures certainly does need to be managed. It
is too risky to leave it to chance.

What Juan Did Next

Talking about his dilemma began to help Juan understand himself better. In his
culture, winning hearts comes first. Winning minds follows later. But for the
people in his team, the opposite seemed to be true. He began to understand that
they were confused as he sped from one point to another, thought aloud, changed
his mind, and relied on personal charisma rather than the facts to convince them.
Modifying his style did not mean changing his personality or his values and
beliefs. It was simply a small practical step. After some Asian and Latin members
joined the team they formulated some ground rules, not least of
which was to put one member in charge of monitoring the process of
communication during each meeting. The new strategies and approach
are starting to be implemented more thoroughly and show some
successes. The team is even beginning to enjoy the process.
Gates, M. Communicating successfully across cultures, 2007 [85]
2 Explain the meaning of the italicized words and phrases.

3 Questions for Discussion.

1. What challenges do people meet when they communicate across cultures?
2. Would you comment on L. Wittgenstein’s words?
3. What problem did Juan face?
4. What does the author say about Nordics, German and Anglo-Saxon
cultures? What are their communication styles?
5. What layers of culture can you name?
6. What is culture?
7. What does John Locke say about the human disagreements?
8. What is the meaning of the expression “Culture eats processes for lunch!”
9. How did Juan solve his dilemma?
10.What was a new approach to work?

4 Individual Project: Choose the topic from the list below, study it, then be
ready to analyze the concepts mentioned.
1. What are some rules for successful communication in multicultural teams?
Compile a list.

5
 2. What does the concept of ‘communication style’ mean? Research the issue
and prepare a report on the classification and types of communication styles.
3. What is the role of the teacher as communicator? Study the aspects of the
pedagogical discourse and report on your studies.

WATCHING A VIDEO
1 Watch the introduction video on ‘CultureActive’ website and
say what message it conveys.
An Introduction Video
CultureActive, 2017
https://secure.cultureactive.com/components/movie.lasso?m=1 [86]

2 Listen to following programme and fill in the chart with the suitable
information, including not more than three words.
1. The aim of the introduction video is to provide a practical guide to
, gain knowledge and increase an ability to communicate
across cultures.
2. Some elements of ‘The Iceberg of Cultures’ are arts, fashion, food, mass
media, (social norms, rituals and taboos).
3. One difficulty in cross-cultural communication is related to
a culture.
4. The national layer is a general description of a region, ethnicity, generation,
religious beliefs, education or profession; and is also called
.
5. Some areas of misunderstanding include values, communication patterns,
, and .
6. In the age of information, a reasonable model is necessary to focus on the
most things.
7. The Lewis Model classifies cultures into three categories:
, , and .
8. As for style variation, most of people are , as they
possess qualities form three categories.
9. Those which show affinity with all three categories would make good
and in multicultural teams.
10.The ‘CultureActive’ self-assessment quiz can help define a personal
.

6
3 Consider the Lewis Model and classify the following characteristics into the
groups given.

Core Values and Beliefs Social and Business Behaviours

hierarchy, relationships, network,
products, collective memory, facts,
time lines, loyalty, emotion,
intuition, persuasion, law,
products,
courtesy, planning
Truth before diplomacy, looks at general
principles, does several things at a time,
listens most of the time, never confronts,
display feelings, polite but direct, sticks to
facts, statements and promises, talks most of
the time, job-oriented, people-oriented

Culture types/ Multi-Active Linear-Active Reactive

Categories
Core values and e.g. family
beliefs
Social and e.g. people-
Business oriented
behaviors

4 Questions for Discussion.

1. What is the aim of a practical approach described in the video?
2. What is culture? What issues does it address?
3. What aspect of a human life does culture affect?
4. What is cultural behaviour?
5. What is the definition of ‘culture’?
6. What can you tell about ‘The Iceberg of Culture? What are its elements?
7. What do you know about communication patterns, use of time and space,
values? Why are they important?
8. What have you learned about the layers of culture?
9. How is the stereotype described?
10.What are the areas of cross-cultural misunderstanding?
11.What three categories does the Lewis Model classify cultures into?
12.What are the core values and beliefs, and social and business behavior of the
representatives of each type?
13.How can we apply this Model to describe personality style variations?
14.What is the practical value of the Model?

COMMUNICATION
1 ESL Forum: Discuss the following questions.
1. When people from other countries think about your culture, what do they
usually think of?
2. What has surprised you when you've met people from other countries?
7
 3. Are there many people of different cultures in your country?
4. How are your language teachers who are not from your country different
from your other teachers? How are they the same?
5. Why do you think culture is important?
6. If you could change one thing about your culture, what would it be?
7. Would you ever consider marrying or dating someone from
another culture?
8. Would you ever consider living permanently in a country
other than your home country? Why or why not? [87]

FOCUS ON GRAMMAR
Different Types of Phrases
Type of Phrase Definition Example
Begins with a preposition and
Prepositional … by the lake
ends with a noun or a pronoun
Prepositional phrase that She has a fish with red
Adjectival
functions as an adjective gills.
Prepositional phrase that We cheered with loud
Adverbial
functions as an adverb. voices.
Noun or pronoun that renames Lou, a Viking, enjoys
Appositive
another noun or pronoun. plunder.
A verb form used as another part (See the following three
Verbal
of speech. entries.)
Verbal phrase that functions as Eating slowly, the child
Participle
an adjective. was finally quiet.
Verbal phrase that functions as a Partying hearty requires
Gerund
noun great endurance.
Infinitive To sleep late on Sunday
Verbal phrase that functions as a
is a real treat.
noun, adjective, or adverb.
1 Study the following charts and summarize the information about phrases.
A. Types of Phrases

B. Prepositional Phrases
Here are some sample To find out if a prepositional phrase is functioning as
prepositional phrases: an adjectival phrase, see if it answers these questions:
 By the ocean “Which one?” or “What kind?”
 Near the window  The resort is beside the mountain and by the lake.
 Over the cabinet The coordinating conjunction is and.
 With us  You can usually find Macho Marvin in the steam
 In your ear room, on the exercise bike, or under the barbells.
 Under your hat The coordinating conjunction is or.
C. Adjectival and Adverbial Phrases
8
Adjectival Phrases Adverbial Phrases
An adverbial phrase is a Depending on how it is used in a sentence, a
prepositional phrase that prepositional phrase can function as an adverbial
modifies a verb, an adjective, phrase by modifying a verb, an adjective, or an
or an adverb. adverb. For example:
 The price of the  She lost her head at the retro love-in.
promotion was much too The adverbial phrase “at the retro love-in”
steep. describes the verb “lost.”
 The adjectival phrase “of  The salesperson skimmed over the
the promotion” describes product's real cost.
the noun “price.” The adverbial phrase “over the product's
 Something in the corner real cost” modifies the verb “skimmed.”
of the desk was moving.  The boss was thrilled at their attitude.
 The adjectival phrase “in The adverbial phrase “at their attitude”
the corner” describes the modifies the adjective “thrilled.”
noun “something”; the  The rock climbers arrived late at night.
adjectival phrase “of the The adverbial phrase “at night” modifies
desk” describes the noun the adverb “late.”
“corner.”

D. Phrases: Appositives
Appositive phrases are nouns or For example,
pronouns with modifiers.
Appositive phrases provide
additional information and
description to the sentence. As
with solitary appositives,
appositive phrases are placed
near the noun or pronoun they
describe.
Essential appositive
Nonessential appositive
 Columbia University, the second-largest
landowner in New York City (after the
Catholic Church), is part of the Ivy
League.
 David Prowse, the guy in the Darth
Vader suit in the Star Wars movies, did
not find out that his lines were going to
be dubbed over by James Earl Jones until
he saw the screening of the movie.
The famous British mystery writer Agatha
Christie disappeared in 1924 and was missing
for 10 days.
Agatha Christie, the famous British mystery
writer, disappeared in 1924 and was missing for
10 days.

E. Verbal Phrases
Participle phrases  Swimming slowly, I didn't notice the shark on my
contain a participle tail.
modified by an The participle phrase “swimming slowly” describes
adverb or an the pronoun “I.”
9
adverbial phrase.  Annoyed by its heavy breathing, I told it to get lost.
 “My sister, burning the toast, looked distracted.”
Gerund Phrases:  The quiet, steady rowing soothed him.
like a participle, a The gerund phrase is “the quiet, steady rowing.”
gerund can be part of  My evening routine features jogging slowly around
a phrase. the block.
The gerund phrase is “jogging slowly around the
block.”
An infinitive  His goal, to break into Fort Knox, was never
phrase, as with the achieved.
other verbal phrases, The infinitive phrase is “to break into Fort Knox”
contains modifiers and modifies the noun “goal.”
that together act as a  The pilgrim's hope was to reach the shrine before
single part of speech. sundown.
The infinitive phrase “to reach the shrine before
sundown” describes “hope.
Phrase: Introduction. Infoplease, 2017 [88]

The Englsih Phrases

Most phrases have a central word which defines the type of the
phrase. The word is called the Head of the phrase. Some phrases, however, can be
headless. Phrases may be classified by the type of the head they take (according to
classic grammarians). Consequently, we distinguish the following types of phrases
in Modern English:
1. Phrepositional phrase (PP) with a preposition as a head (e.g. in love, over the
rainbow, in the stream).
2. Noun phrase (NP) with a nown as a head (e.g. the black cat, a silken shawl).
3. Verb phrases (VP) with a verb as head (e.g. eat cheese, cut the grass, drink
milk).
4. Adjectival phrase (AP) with an adjective as head (e.g. a deep hole, a giant
tree).

10
Table 1 – The English Phrase Structure according to
M.Y. Blokh

Phrase

Notional words Notional + Notional words

equipotent dominational One is principal

The principal is called ‘Kernell’

syndetical

Adjunct expansion
asyndetical

Table 2 – The English Phrase Structure according to

L. Bloomfield

Phrase

Endocentric
Exocentric
The phrase belongs to the
Does not share the
same class as one or more
form-class of any of
of its constituents.
its constituents
e.g. Poor John run away.

11
 Table 3 – The Syntactic Groups according to
E. Kruisinga

Syntactic groups

Close
(one is the leading element) Loose
A country doctor (comparatively independent)
Mild weather Men and women

Deleted without damage

Should be classified
Are left unaffected
according to the
leading member

Table 4 – Rank Theory of Otto Jespersen

Word combinations

‘Junction’ ‘Nexus’ ‘Adnex’

Dependent Independent
Adjunct (does not give e.g. The door
e.g. the warmest season (summer) complete is red.
Information)

Tuyakaeva D.Sh., A New Approach to the English Phrase Theory, 2013 [89]

2 Match the idioms with their meaning.

12
 ‘Phrases That Aren’t What They Appeared to Be?’
1. a penny for your A. the final problem in a series of problems.
thoughts B. to make a bad situation worse.
2. to add insult to injury C. when someone finds it difficult to choose between
3. a hot potato two alternatives.
4. once in a blue moon D. this means that a person keeps trying to tell
5. to be caught between someone to do something for a long time but he
two stools doesn’t get the desired result.
6. see eye to eye E. this idiom is used to say that two (or more people)
7. to hear it on the agree on something.
grapevine F. when something is done badly to save money. For
8. to miss the boat example, when someone buys products that are
9. to kill two birds with cheap but not of good quality.
one stone G. this idiom is used to say that someone missed his or
10.on the ball her chance at something.
11.to cut corners H. all the advantages
12.to hear something I. to express something that happens very rarely.
straight from the J. feeling slightly ill.
horse’s mouth K. when someone understands a situation well.
13.something that costs L. this means not to take too seriously what someone is
an arm and a leg saying. There is a great possibility that what he/she
14.the last straw is saying is only partly true.
M. to hear something from an authoritative source.
15.to take what someone N. this means to deceive someone into thinking well of
says with a pinch of them.
salt O. to ask someone what he is thinking about.
16.to sit on the fence P. this means ‘to do two things at the same time’.
17.the best of both Q. this idiom is used to express something that happens
worlds as a complete surprise.
18.to put wool over other R. this is used when someone does not want to choose
people’s eyes or make a decision.
19.feeling a bit under the S. to talk about a popular topic, which many people
weather know and speak of.
20.a bolt from the blue T. when something is very expensive.
21.to be blue in the face U. this means ‘to hear a rumour’ about something or
someone.
Learning to Fly, 2017 [90]
3 Read the following sentences and choose the best idiom to fill in
the gap.
1. If you speak for a long time, you ………… (get on/go on/edge
on).
2. If you talk too long on one subject, you …………. (run out/run over/run
on0.
13
 3. Another way to say this is ………….. (tread on/unwind/ramble on).
4. If you say something you have learned quickly and without stopping, you
………….. (knock down/rattle off/rabbit on).
5. An informal word that means the same is to …………… (reel off/rope off/tie
off).
6. To say something suddenly and without thinking is to …………. (ease
up/rub in/blurt out).
7. To speak to someone without letting them answer is to …………. (talk
over/talk at/talk to).
8. To suddenly stop talking in the middle of a speech because you have
forgotten what to say it to ………….. (wipe out/dry up/go over).
Activities for ESL Students, 1999 [91]
4 Individual Project: Search for some other idioms ‘to sound like a native’
and prepare a presentation, using them, in the context of intercultural
communication.

READING
1 Read the excerpt form the article with a ‘critical eye’ and say to what extent
you agree or disagree with the author.
Assumption of Similarities
By LaRay M. Barna
One answer to the question why misunderstanding occur is that many people
naively assume that certain similarities exist among all people of the world; they
expect that simply being human makes everyone alike. Unfortunately, vastly
different values, beliefs, and attitudes that vary from culture to culture are often
overlooked. Saying that ‘people are people’ is a common trap, even when it
reduces the discomfort of dealing with difference.
The assumption of similarity does not often extend to the expectation of a
common verbal language, but it does interfere with decoding nonverbal
symbols, signs and signals. A person’s cultural upbringing determines whether
or not an emotion will be displayed or suppressed, as well as on which occasion
and to what degree. The situations that bring about an emotional feeling also differ
from culture to culture, as humans are in many ways depending on their culture.
Since there seem to be no or very few universals that can be used as a basis
for automatic understanding, we need to treat each encounter as an individual case.
Only with the assumption of differences can reactions and interpretations be
adjusted to fit regularly. Without this assumption of differences, one is likely to
misread signs and symbols and wrongly judge the scene.
Many people who prepare for intercultural encounters might only gather
information about the customs of the other country and learn a bit of the language.
Behaviours and attitudes of its people are sometimes researched, but often from a
secondhand source. However, information gained this way is general, rarely
sufficient and may or may not be applicable to a specific situation. Also, knowing
14
“what to expect” often blinds the observers to all but what confirms their
preconception. Any contradictory evidence that does filter through the screens
of preconception is likely to be treated as an exception and thus discounted. A
better approach is to form a framework for on-site observations. It is even more
important to develop an investigative, nonjudgmental attitude,
along with a high tolerance of ambiguity.
[
92]
2 Explain the meaning of the italicized words and phrases.

3 Read the excerpt and answer the following questions 1-5, choosing the
suitable answer (A, B, C or D).
1. The reasons misunderstandings occur include
A assumption of similarities of values
B overlooking of a variety of values, beliefs and attitudes
C discomfort of dealing with difference
D all points mentions above
2. The assumption of similarity implies (choose two answers)
A a person’s upbringing
B expectation of a common verbal language
C decoding nonverbal symbols, signs and signals
D an emotional feeling
3. The assumption of differences
A makes people’s understanding and behaviour adequate
B makes people treat each encounter according to a scheme
C makes people misread signs and symbols
D makes people wrongly judge the scene
4. The best approach to prepare for the intercultural communication means
A gathering information about the customs of the target country
B learning a language of the target country
C researching behaviours and attitudes of the people
D on-site observations and development of the tolerant attitude
5. Information about the target country gained from a secondhand resource
might be
A general
B rarely sufficient
C not always applicable to a certain case
D all the points mentioned above

4 Collaboration: Choose one of the topics below and prepare a project.

1. Prepare a report on the theories of communication (2 A4 sheets).
15
 2. Prepare a report on contemporary approaches to modeling of the
Intercultural Communication (2 A4 sheets)

WATCHING A VIDEO
1 Watch the following video and comment on the situation.
Cultural Diversity Examples: Avoid Stereotypes while Communicating
Positive Revolution (1.50 min), 2014

https://www.youtube.com/watch?v=XUO59Emi3eo
Cultural Diversity: Avoid cultural stereotypes while talking to people from other
cultures. Multi Cultural Communication made easy: stop prejudging, assuming and
antagonising [93]
2 Analyze the behavior of two interlocutors. What was wrong? Why?

COMMUNICATION
1 ESL Conversation: Look through the following questions.
Card A Card B
1. What are some stereotypes? 1. Have you ever been in a situation where
2. How is your country you felt you had to "do as the Romans
stereotyped? do"?
3. Do you stereotype people? 2. What is culture shock?
4. Does stereotyping help you in 3. Have you ever experienced culture shock?
some way? 4. What is reverse, or re-entry, culture
5. Why do you think people shock?
stereotype? 5. Have you ever experienced reverse culture
6. How can stereotypes be shock?
damaging? 6. What is the best/most important thing
7. Do you think that it is a good your culture has given to the world?
idea to stereotype people? 7. What is the best/most important thing
8. How are various nationalities your culture/country has adopted from
stereotyped? another culture?
9. How can being stereotyped 8. What does it mean to be polite in your
hurt your job opportunities? culture?
10.What is the difference between 9. What is considered rude in your culture?
stereotypes and prejudices?
11.Are stereotypes offensive?
Funny? Realistic?
[94]
2 Discuss the issues with a partner.

16
‘SELF-STUDY’
1 Read the book ‘When Cultures Collide: Leading Across
Cultures’ by Richard Lewis, pdf., then study the graph and
comment on the Richard Lewis Model of Cultural Types.[91]

[96]
2 The International Project: Work in small groups and prepare
your project.
The participants work out the forms of the world perception in various cultural
backgrounds in order to reveal the mechanisms/forces contributing to the
development of the subject of ‘the personality of the Intercultural
Communication’: A group of students performs a cultural map of the target
language country(-ies); the map(s) do not show the real geographical and political
features of the countries, but present the people’s perception of these countries,
based on the stereotypes of cultural images characteristic of Kazakhstani students.
The results of the project make up a tapestry of cultural associations of the target
language country, as reflected in the contemporary Kazakhstani youth’s
consciousness.
3 Debate: Argue for or against the following issue.
‘Is Cross-Cultural Education a fashion or a necessity?’

READING
1 Read the following excerpt with a ‘critical eye’ and comment on it.

‘Day Sixty: Tingri to Rongbuk

17
…This is my first chance to have some time with Migmar, who has so far been
preoccupied with getting us into China. He’s 27, the son of Tibetan nomads who
were enlightened enough to send him to school, from where he won a place at
Lhasa University. He reads Chinese (the Dalai Lama would have approved) and
English, which, despite the fact he’s never left Tibet, he speaks pretty well.
I’m impressed by the richness of the decoration on almost every inch of the
timber columns, beams and ceiling boards, and Migmar explains that in the 9 th
century a Tibetan warlord tried to eradicate Buddhism and the only way that the
culture survived was through a pictorial code. The Buddhist heroes were depicted
as animals: dragons, tigers, even sheep. What began as a cipher developed into a
rich tradition of imaginative painting, a particular target during the Cultural
Revolution, when a renewed and virulent attempt was made to destroy Tibet’s
Buddhist past.
Instead of continuing along the Friendship Highway to Lhasa, we turn south
on a dirt road, towards the heat of the Himalaya. Apart from the occasional four-
wheel drives like our own, traffic consists of horses and carts trotting between
isolated settlements, usually of low, whitewashed houses with prayer flags
fluttering from poles at each corner of the roof. The harshness of life up here in this
dry and windy rain shadow of the Himalaya is etched on the faces of the farmers
and their families. Skin is weathered and cheeks red and rough from the sun,
cluster round as soon as we stop, asking us to give them something.
At one stop the villagers are celebrating with music and dancing. Music
seems to lighten the load, and getting out the three-string guitars is a popular move.
Soon a circle is formed and dancers are moving slowly round with a step that
doesn’t seem to vary, though, judging by reactions, the words they sing have been
brought up to date. The women wear big, coral earrings, flower pattern shirts and
the traditional Tibetan chuba, a long, sleeveless dress tied with a sash at the waist.
Some of the men wear their version of the chuba, big, wide-sleeved coats, and one
or two are in sheepskin jackets, leggings and heavy boots of the kind I
haven’t really seen since pop festivals of the late sixties.
Migmar says that at times like New Year dances like this can be
spun out for several days.’
The Excerpt from ‘Himalaya’ by Palin M.,
in Travel Stories, edited by L. Thompson; Series editor: C. Jones., Macmillan publishes Limited,
2011, pp.53-55 [97]
2 Respond to the following questions.
1. Where does the story take place? Describe the setting and the time of the
story?
2. Why might the author go to China?
3. What would you tell about Migmar?
4. What impression did the decoration of the building make on the author?
5. What was the only way that the Tibetan/Buddhist culture survived?
6. How did the author travel along Chine?
18
 7. What was the landscape of the Himalaya region?
8. What kind of people did he meet on his way?
9. What event were the villagers celebrating at one stop?
10.What were they wearing?
11.What did Migmar say about the event?

3 Questions for Discussion.

1. What do you think about travelling as a way of experiencing other cultures?
2. Why is it necessary to preserve the world’s cultural heritage and observe
customs and traditions?
3. What customs do you practice?
4. What are your favorite customs?
5. What customs do you think should be revised?
6. What customs do you think should no longer be practice?
7. What customs (from elsewhere) do you think should be included in our
culture? [90]

4 Collaboration: Choose the topic and prepare a project.

1. The World Cultural Heritage.
2. The Cultural Heritage of Kazakhstan.

‘SILENT COMMUNICATION’
1 According to https://moniviestin.jyu.fi/ohjelmat/hum/viesti/en/ics/30, some
of the best known cross-cultural value studies are
 Parsons & Shils (1951): pattern variables
 Kluckhohn & Strodtbeck (1961): value orientations
 E.T. Hall (1966): high contact & low contact; (1976) monochronic &
polychronic time concept; (1976) low & high context
 Hofstede (1980; 1983; 1991; 2001): work-related values
 Chinese culture connection (1987): "Confucian work
dynamism/long term orientation"
 Schwartz (1987/1992; 1994; 2002): Schwartz Value Inventory
 Trompenaars (1993: 1997): cultural dimensions [83]

2 Choose from some aspects from the list provided, research the topic and
write an overview essay of the information (in at least 200-250 words).

PROJECT WORK
1 Choose One of the assignments below and prepare a project.
19
1) Reflection (1-2 pages)
 Please explain briefly your own interest in Intercultural Communication
(ICC).
 How does ICC link to your major studies? (If you are an ICC major, please
think of your previous studies, or other subjects you might have studied.)
Please give some ideas of how you could combine or apply an ICC
perspective to your selected field of studies.
 What was especially interesting or even surprising for you in this material
(texts, video, and pdfs)? Please choose two topics, and discuss them briefly.

2) Information search (about 1 page)

 Choose an academic journal that concentrates on intercultural
communication research. For example, you can search for and choose
Journal of International and Intercultural Communication or Journal of
Intercultural Communication Research.
 Go through 2 most current issues available of the selected journal and
observe the research topics there. Which disciplines / perspectives seem to
be prevalent? What kind of perspectives seem to be missing? What
approaches would you find important to study within ICC, and why?
 Choose one article of interest from the last two issues. Describe briefly its
basic claims, and critically discuss your views about them.

20
 4.2 Maintaining Cultural Identity
LEAD-IN:
1 Scan the concept map and comment on the meaning of the concept of
‘identity’.
2 Study the issue in detail and explain the meaning of various aspects of
identity
given. [83]

WATCHING A
VIIDEO
1 Watch the videos on
the list and say what
cultural
heritage is and why it
is

important to preserve it.

Honoring Cultural Heritage (1.29)

Bureau of Educational and Cultural Affairs, 2015

https://www.youtube.com/watch?v=Vcjts7sp7no [98]

"What Is Heritage?" by David Wardrop, UN Westminster Branch Chairman

(3.50)

Muslim Heritage, 2014 [99]

https://www.youtube.com/watch?v=9_DjafrJMcA

2 Discuss the following statement.

‘Cultural Heritage is the Root of Identity’.
3 Role-play the interview with David Wardrop on cultural heritage and
identity.

21
4 Collaboration: Prepare a project on one of the following topic.
1. Cultural Heritage of the World.
2. Cultural Heritage of Kazakhstan.
READING
1 Read the article with a ‘critical eye’ and say what cultural identity is.

Cultural Identity
By Vivian Hsueh-Hua Chen
Assistant Professor, Nayang Technological University, Singapore
Center for Intercultural Dialogue
Key Concepts in Intercultural Dialogue
What is it?
Cultural identity refers to identification with, or sense of belonging to, a
particular group based on various cultural categories, including nationality,
ethnicity, race, gender, and religion. Cultural identity is constructed and
maintained through the process of sharing collective knowledge such as
traditions, heritage, language, aesthetics, norms and customs. As individuals
typically affiliate with more than one cultural group, cultural identity is complex
and multifaceted. While formerly scholars assumed identification with cultural
groups to be obvious and stable, today most view it as contextual and dependent
upon temporal and spatial changes. In the globalized world with increasing
intercultural encounters, cultural identity is constantly enacted, negotiated,
maintained, and challenged through communicative practices.

Fit with Intercultural Dialogue?

One’s cultural identity is created in relation to others within a unique social
context. All cultural identities are defined by recognizing others’ presence and
cultural practices. Intercultural dialogue is essential to constructing
cultural identity as it encourages individuals to see similarities with
and differences from others and define who they are. Intercultural
dialogue produces a contested space where cultural identity is
constantly redefined and negotiated.
Chen V. H-H. Key Concepts in Intercultural Dialogue, No.22, 2014 [100]
2 Explain the meaning of the italicized words and phrases.

3 Questions for Discussion.

1. What does cultural identity refer to?
2. How is it constructed and maintained?
3. Why is cultural identity complex?
4. What is the difference between then views of formerly scholars and today’s
experts on cultural identity?
5. What is the significance of cultural identity in the globalized world?
6. How is one’s cultural identity created?
22
 7. How are all cultural identities defined?
8. What is the role of intercultural dialogue in constructing cultural identity?

READING
1 Read the excerpt from the article with a ‘critical eye’ and comment on it.
For Europe’s Youth, Identity Transcends Borders and Politics
by Molly McCluskey

Nyman changed her mind as she traveled with school groups and camps
throughout Europe. Now 25, she serves as president of the European Youth Forum,
a platform that represents 99 youth-focused organizations in Europe.
“This generation is the most European ever,” Nyman said. “Looking at a lot
of young Europeans doing exchanges, studying in a different country, knowing
people from different parts of Europe, - all of these things, being very mobile – it’s
crucial that there are people who are not locked behind national borders.”
Across Europe, stories like Nyman’s abound. Everyone I interviewed speaks
at least their native language and English. Many speak three, four or even five
languages in varying levels of fluency, picking up terms and phrases here and there
with an enviable ease. Even those who claim their national origin as their primary
sense of identity readily and easily pass between geographic borders for work,
leisure, and love.
Like many Americans, who identify themselves by their state when in the
United States or by their country when traveling abroad, many young Europeans
use multiple identifiers, depending on their audience, with a concept of identity
that expands and contracts contextually.
“I like to identify globally, or as a citizen of Earth,” said Vanja Smailović,
27, an IT engineer at Ericsson, and a PhD Candidate at the University of Zagreb,
Croatia. “But if I must, I’d like to identify as an European first and finally,
Croatian.”
Fabian Weiss, 28, a freelance photographer from Germany, has lived and
studied in Austria, Denmark and the UK. For the past year and a half, he has been
living in Estonia and travels frequently throughout the continent. He speaks
multiple languages, but Estonian is not one. This language barrier has made it
difficult for him to feel he is truly part of the culture.
“I’ve thought about that question (of identity) before over and over again,”
he said. “And I guess that I come to the conclusion that I am both European and
also Allgäuer, the region where I grew up and a term for the geographical area. I
guess this is because the place is just so beautiful and I identify a lot with it in
terms of outdoor activities and culture and food.”
Those interviewed who identified the most strongly as European were, not
coincidentally, the ones who traveled the most frequently or had lived or attended
school in a country not their own.

23
 “If I put myself into the condition of a young person from Italy who has
never got out of his region – and this is probably the majority of people, especially
in the south – I can see that, in his perspective, Europe doesn’t mean anything, as
he has never actually seen any of it,” said Fabrizio Varriale, 31, an architect and
PhD student.
It is one thing to be exposed to different countries in Europe due to
schooling, job opportunities, or travel with friends or colleagues. It is another when
someone is forced to leave their country due to a common problem affecting many
young people. High rates of unemployment, underemployment, or unpaid work
such as internships are examples of causes of forced migration.
“The EU, as an economic entity, seems to have not understood
the whole consequences of this phenomenon,” he said. “Also I really
believe that all the positive aspects of the EU don’t count for nothing,
if then we have to witness the decline of countries such as Greece
because of badly planned economic integration at the EU level.”
Diplomatic Courier, 2017 [101]
2 Questions for Discussion.
1. Why do people pass between geographical borders?
2. What are the tendencies of cultural identification for Europe’s youth?
3. What are the similarities between cultural identification of Europe’s youth
and American people?
4. Would you analyze the stories of European youth and their attitude to the
question of identity?
5. What makes the ways of cultural identification in Europe different for those
who leave their country for their own purposes and those who are forced to
leave their country?
6. What might be the consequences of the phenomenon of forced migration,
cultural identification issues including?
3 Collaboration: Study the issue and prepare a project on the theme.
What is the definition of cultural identity in Kazakhstan and central Asian region
(or any other region in the world, e.g. the USA)?

‘SELF-STUDY’
1 Dwell on the following issue.
 ‘Identity and Alterity in a Globalized World’
2 Read the related chapters of the book by Della Chiesa, B., J.
Scott and C. Hinton (eds.) (2012), Languages in a Global World:
Learning for Better Cultural Understanding, OECD Publishing, at
http://dx.doi.org/10.1787/9789264123557-en and prepare a report
or an analysis of the issue under consideration [102]
COMMUNICATION
1 ESL Conversation: Look through the following questions.
Card A Card B
24
 1. Are identity cards compulsory in
your country?
2. What are the advantages of
identity cards?
3. What kind of information should
and shouldn’t be on ID cards?
4. Do you think ID cards can solve
social problems?
5. What is your ‘identity’?
6. Would you like to see an ID card
that is also a passport and
credit/debit card?
2 Discuss the issue with a partner.
1. What do you think of the idea of
having to carry an ID card?
2. Where and when do you need to
show ID?
3. Do you think governments want
too much control with ID cards?
4. What are the dangers of ID cards?
5. What do you think about the idea
of a world identity card?
6. Would you like to be able to do
the design for your ID card? [103]

LISTENING
1 Before you listen: Express your ideas on the relations between language and
culture.
2 Look through the task and discuss what the answers might be.

1. What we do is we use language as a way of things.

2. Language represents the and the that
are standardized by our own culture.
3. Language is also a into the way people from that culture
see the world.
4. Whorf deduced from his studies that how you affects the
language that you speak.
5. Languages are and not universal.
6. The customs of a language, its grammar, the words themselves, are a
of the way the people of a culture .
7. People are also born into a language – and they accept the way it represents
life and experience as .
8. The culture and the language in many ways are .
9. One view is that groups of humans perceive the world in
and because of this they develop a language which shows this world view.
10.Moreover, languages are to reflect individual cultures.

BBC Learn English, 2017 [84]

25
3 Listen to the ‘BBC Learn English Talk about English Part 4’ on ‘Language
and Culture’ and complete the gaps with suitable information. You may write
from one to three words.

4 Questions for Discussion.

1. What did Professor David Crystal say about a word ‘liguaculture’?
2. Why is a language symbolic?
3. Why is a language a window into the way people from this or that culture
see the world?
4. What discoveries did the linguist Benjamin Lee Whorf make? What
language did he study?
5. What conclusion did Benjamin Lee Whorf draw?
6. Why may accurate translation of words form one language into another not
be enough to understand the cultural meaning that lies behind the words?
7. What do the speakers say about the Chinese people’s view towards time,
about a way of greeting in Japan, and about religious terminology in Arab
culture?
8. Why is it natural for people to think that those form other cultures use
language in the same way that they do?
9. What example illustrates the peculiarities of the Chinese society and culture
reflected in the language?
10.What views exist in today’s society about language and culture? Which view
do you support?

5 Individual Projects: Prepare a presentation on one of the following issues.

1. What are the benefits of studying languages and cultures?
2. What relations and meanings does the concept ‘language-culture-
personality’ show?
3. What do famous people say about studying languages (e.g. Nelson Mandela,
etc.)? Search for the quotes and report on your results.

FOCUS ON GRAMMAR
1 Study the following charts and comment on the types of clauses.
‘Small Clauses’
The verbless or small clause is an e.g.
unusual type of clause, While clauses  Susan found the job
usually contain a verb, which is finite or very difficult.
nonfinite, small clauses lack an overt  Lunch over, the guests
verb: departed quickly
Internet Grammar of English, 2017 [104]

Subordinate Clauses: Semantic Types

Temporal  I'll ring you again before I leave.
26
  David joined the army after he graduated.
 When you leave, please close the door.
 As soon as you arrive, give me a call.
Place  I will never forget Seattle where I spent so many
wonderful summers.
Conditional  I'll be there at nine if I can catch the early train.
 Provided he works hard], he'll do very well at school.
 Don't call me unless it’s an emergency.
Concessive  Even though he worked hard, he failed the final exam.
 While I don't agree with her, I can understand her
viewpoint.
 Even though there are many advantages to working the
night shift, people who do so generally feel that the
disadvantages greatly outweigh any financial advantages
that might be gained.
 I tried hard to complete the task, though it seemed
impossible.
Reason  I borrowed your lawn mower, since you weren't using it.
 As I don't know the way, I'll take a taxi.
 I studied hard because I wanted to pass the test.
Result  The kitchen was flooded, so we had to go to a restaurant.
 I've forgotten my password, so I can't read my email.
Comparative  This is a lot more difficult than I expected.
 I think London is less crowded than it used to be.
ThoughtCo, 2017 [105]
The Matrix Clause
Matrix clause – is a subordinate clause minus its subordinate clause.
This is what in popular grammar is called the main clause of a complex
sentence. In grammatical descriptions that use the term main for the
entire superordinate clause, matrix is used to distinguish the part form the whole
Defining the matrix clause according to Traditional Grammar
“Before I got married (subordinate) I had six theories about raising children
(matrix)” (John Wilmot 1647-1680);
Before I got married I had six theories about raising children.
Sentence

Matrix I had six theories about raising children.

Subordinate clause Before I got married.

27
“We never know the love of a parent (matrix) until we become parents ourselves
(subordinate)” (Henry Ward Beecher);

We never know the love of a parent

Sentence

Matrix We never know the love of a parent

Subordinate clause until we become parents ourselves.

Defining the matrix clause according to the Modern linguistics

We will say that the string of words in collectively forms a sentence, which
contains two clauses: matrix clause which is coextensive with the overall sentence,
and a subordinate clause, which reason knows nothing namely. The element that is
complementiser. We can graphically illustrate all this with follows.
(1) “The heart has its reasons of which reason knows nothing” (Blaise Pascal 1623-
1662)
The heart as its reasons of which reason knows nothing
Sentence

Matrix clause The heart has its reasons of which reason knows nothing

Subordinate clause which reason knows nothing

(2) “It should be noted that children are not playing about” (Montaignet 1533-92);

It should be noted that children at play are not playing about

Sentence

Matrix clause It should be noted that children at play are not playing about

Subordinate clause that children at play are not playing about

28
 Oxford Dictionary of English Grammar, 1994 [106].
2 In each of the following sentences, decide which semantic type it is,
from the choices given: Comparative/Concessive/ Conditional/
Reason/ Result/Temporal
1. After visiting Barcelona, the circus moved on to Madrid.
2. We had no electricity during the storm, so we had to use candles.
3. As long as you're over 18, you can join the army.
4. As he doesn't drive, David always travels by train.
5. Amy reached the house just as it started to snow.

3 Use ‘when’, ‘whenever’ or ‘as’ to fill the gaps in the following.

1. . . . (Because) there were no buses we had to take a taxi.
2. . . . he grew older his temper improved. (His temper got better every year).
3. . . . he grew older (he reached the age of, say, 40) his temper improved.
4. . . . the doors opened the crowd began pouring in (They didn't wait for the
doors to open fully).
5. . . . it became dark (after dark), he left his hiding place.
6. . . . the sun went down, great bars of red covered the western sky.
7. . . . he left the house (while he was still in the doorway) he suddenly
remembered where he'd seen her before.
8. . . . he left the house (after leaving it) he turned right.
9. . . .we have a puncture (every time we have one) she just sits in the car while
I change the wheel.
10.Don't exhaust yourself. Sit down . . . you're tired, (as soon as you're tired).
11.. . . (Because) we were tired we sat down beside the stream.
12.. . .we approached the town (came gradually nearer to it) we wondered
whether there'd be room in the hotel.
13. . . . we reached the town (after arriving) we sent Tom to find out about
hotels.
14.I'll have to buy a map . . . (because) I don't know the area.
15. . . . you don't know a district it is always a good thing to have a map.
16. . . . the manager is out (every time he is out) his assistant signs the letters.
17. . . . (Because) the manager is out today I'll sign the letters.
18.The phone rang just . . . I got into my bath. (/ was in the act of getting in).
19.I've given your old jacket away . . . (because) it was too tight for you.
20.A revolver appeared round the edge of the door . . . it swung open (The
revolver appeared before the door was fully open.).
21. . . . the evening wore on there were fewer and fewer people in the streets,
22. . . . he is determined to get something he usually succeeds (Every time he is
determined etc.).
23. He happened to look in at the window . . . he walked past (in the act of
walking past).
29
 24.. . . she finished her training she got a job. (after she had finished).
25.I'll write in Spanish . . . (because) he doesn't understand English.
26.The atmosphere became stuffier . . . more and more people crowd into the
carriage (The more people came in, the stuffier the atmosphere became).
27.He sang . . . he worked (while).
28. . . . the sun rose the fog dispersed (the more sun, the less fog).
29. . . . a kettle boils steam comes out of the spout (every time).
30. . . . you're ready I'll bring in the tea (as soon as).
31. . . . he walked along people began to stare and point (while).
32.. . . I didn't see him I can't very well describe him (because).
33. . . . I've learnt English I'll go to France and learn French (as soon as).
34. . . . the meat was cooked I took it out of the oven (as soon as).
35.. . . the meat was cooked I took it out of the oven (because).
36. . . . I reached the box office all the tickets had been sold.

4 Make up a story about cross-cultural communication, using different types

of clauses.

READING
1 Read the following article with a critical eye’ and comment on it.

Intercultural Awareness
Intercultural awareness is, quite simply, having an understanding of both
your own and other cultures, and particularly the similarities and differences
between them. These similarities and differences may be in terms of values,
beliefs, or behaviour. They may be large or small, and they matter very much when
you are meeting or interacting with people who are from another cultural
background.
Understanding that people from different cultures have different values is the
foundation to good intercultural relationships.
The Importance of Intercultural Awareness
In a multicultural world, most of us need at least some intercultural
awareness every day. For those who live or work away from our native countries,
or who live or work closely with those from another country, it is absolutely vital.
But even just for a two-week holiday abroad, intercultural awareness is a
vital quality that can prevent you from causing offence.
Research from the British Council suggests that employers value
intercultural skills, including foreign languages, but in particular intercultural
awareness, understanding of different viewpoints, and demonstrating respect for
others. There are four groups of people who are most likely to need intercultural
awareness:
 Expatriates
 People who work globally
30
  People who work in multicultural teams
 Tourists
1. Expatriates
Expatriates, or expats, are people who live and work away from their native
country. Usually employed by multi-nationals rather than local companies, expats
may be on quite long postings, perhaps two to three years. They are often quite
senior in their organisation and are expected to be able to apply skills learned
elsewhere to the new location. Lack of intercultural awareness, and in particular
of the way things are done round here, can often damage or derail expat
assignments.
2. People Who Work Globally
Even those based in their native country may, in a global economy, need to work
with people from other countries and cultures. A little intercultural awareness may
prevent them giving or taking offence unnecessarily.
3. People Who Work in Multicultural Teams
There are very few of us who do not have at least some contact with colleagues or
acquaintances who are non-native. Some industries and organizations have large
numbers of migrant workers, for example, healthcare and social care where nurses
are highly sought-after and often recruited from abroad. Intercultural awareness
helps to ease colleague-colleague and colleague-manager interactions and prevent
misunderstandings.
4. Tourists
You may feel that two weeks’ holiday does not justify finding out a
bit more about the culture of the place you are visiting. But as a
visitor, you are, like it or not, seen as a representative of your country.
And it is perfectly possible to give offence inadvertently.
Skills You Need, 2017[107]
2 What groups of people need intercultural awareness?

READING
1 Read the text with a ‘critical eye’ and comment on it.
Travelling to Learn
Having decided in later life that it might actually be quite nice to master
another language, rather than dusting off my schoolgirl French, I opted for a
clean break: Spanish. Three years of half-finished evening classes later, thanks to
the enthusiastic teacher’s efforts I could order in a restaurant and ask directions,
but my conversational skills were limited to asking everybody how many brothers
and sisters they had. The only true way to master a language is to live and breathe
it for a period of time. I toyed with the idea of taking a language ‘immersion’
course abroad, but two little words always stopped me: home stay. Then I saw that
tour operator Journey Latin America had started offering Spanish courses in Peru,
amongst other places. The opportunity to realise two long-held ambitions in one
holiday – to improve my Spanish and to see Machu Picchu – proved irresistible.
31
 My misgivings evaporate the moment I am met by my home-stay family,
the Rojas, at Cusco airport. They greet me warmly, like an old friend. Carlos is an
optician and Carmucha owns a restaurant. With their four children they live in a
comfortable house right in the centre of town. Then I’m whisked off to a family
friend’s birthday party, where I understand nothing apart form the bit they sing
‘Happy Birthday’. By the end of the evening my face aches from holding an
expression of polite, but uncomprehensible interest, and I fall into bed wondering
what I’ve let myself in for.
The following morning, I’m off to school and get to know my new school
chums. We’re aged between 19 and 65, each spending up to a month studying
before traveling around Peru. We had all clearly hit it off with our new families,
though one of us is a bit alarmed at the blue flame that jumps out of the shower
switch in the morning, one of us has a long bus ride in to the school, and another is
disconcerted to find that his host mother is actually six years younger than he is.
We’re all keen to meet our teachers and see which class we’ll be joining, but after
sitting the placement test, we learn that as it’s not yet high season and the school
is not too busy, tuition will be one-to-one. Although some find the prospect
daunting, to mine mind, this is a pretty impressive ratio – though even in high
season the maximum class size swells to four pupils.
As the week unfolds, I slip into a routine. Four hours of classes in the
morning, back home for lunch, then afternoons free for sightseeing. Cusco will
supply anything it can to lure the feckless student away from his or her
homework. It’s all too easy to swap verb conjugations for a swift beer in a bar,
although it’s at least three days before anybody plucks up the courage to ring our
‘Mums’ and ask if we can stay out late – all the more strange when you consider
that our average age is probably thirty-three. But after one strangely unsatisfying
restaurant meal, I decide that true authenticity is back home at the dinner table
with Carmucha.
As the week wears on, a strange thing starts to happen: the
dinner-table chatter, which at first was so much ‘white noise’, starts to
have some meaning and, miraculously, I can follow the thread of the
conversation. What’s more, I’ve started to dream in Spanish!
[108]
2 Respond to the following questions.
1. Why did the author decide to take a language ‘immersion’ course abroad?
2. What prevented the author from taking a language course abroad? What was
different that time?
3. What was the author worried about when she arrived at the airport in Spain?
How did she feel when she met Carlos and Carmucha?
4. What would you tell about Carlos and Carmucha’s family?
5. How did the author spend her first evening in Spain?
6. How did the author spend her next day at a language school?
7. What kind of learners did she meet? What was the class size?
32
 8. What schedule did the author have during the week of study?
9. What kind of place was Cusco? Where did the author go after classes? How
did she try to improve her conversation skills in Spain?
10.Why did she decide that the authenticity was not in a bar or a restaurant but
back home at the dinner table with Carmucha?
11.What was the result of the studies?
12.What impression might she get?
3 Study the words and phrases from the text and explain their meaning.

4 Questions for Discussion.

1. Do you agree with the author that ‘the only true way to master a language is
to live and breathe it for a period of time? Why (not)?
2. What might the author’s cultural background be?
3. What examples illustrate the author’s intercultural awareness?
4. Can you analyze the author’s intercultural encounter?
5. Were the Rojas a typical Spanish family? Why (not)?

COMMUNICATION
1 Retell the story from the perspective of the following characters
 Carlos
 Carmucha
 Language teacher at school
 The owner of the bar/a barmen
 Carlos and Carmucha’s child
2 Role play the situation: with a home-stay family.

3 Respond to the following Questions.

1. If a group of people just came to your country from overseas, what advice
would you give them?
2. What other cultures have you met people from?
3. What do you think is important when visiting another culture?
4. Do you think "when in Rome, do as the Romans do" is always good advice?
Why or why not?
5. Have you ever been in a situation where you felt you had to "do as the
Romans do"?
6. What culture besides your own do you admire and why?

‘SILENT COMMUNICATION’
1 Choose one of the following situation and write a letter.
1. Write a formal letter to the language school Director about a possibility of
taking a language immersion course in Spain.

33
 2. Write an informal letter to Carlos and Carmucha and ask them if they will
agree to be your home-stay family.

PROJECT WORK
1 Create an ‘Identity Canvas’.
1. What do you know about the Great Sandy
Desert Canvas? Research the topic and
prepare a report.
Create your own ‘Identity Map or Canvas’
[109]
2 Read the following recommendations on creating your ‘Identity Canvas’.
To assist you in creating a visual representation of your identity consider the self
enclosed spiral design. This shape is like a mini life cycle and recognises the
interrelationship of all aspects of your life, similar in concept to the Dreaming. It is
important to include your current interests and also activities that do not interest you.
Activities you do not enjoy also influence you so they are part of your identity. Place
the most important aspects of your life closest to the centre and the ones you dislike on
the perimeter.
 Translate your ideas and interests into shapes and symbols on the spiral on the
interactive whiteboard, on your computer or in your visual diary.
 Create emphasis with colour, line, texture, pattern and explore the software
available to include music and sound clips to symbolise your interests.
 To start, insert spiral design place a symbol of yourself at the centre of the spiral,
maybe use your name, initials or perhaps a digital photo.
Identity Logos and Symbols
 Share your identity spiral design with other students.
 Refine these shapes and design a single logo or tag to represent yourself.
 Experiment with the elements of art as you develop this logo or tag.
 Consider how other artists, designers and groups of people design signs to
represent and communicate their ideas and identity.

[110]

34
 4.3 Moral and Ethical Patterns of the Contemporary Society

LEAD-IN: Mapping Out the Context.

1 Generate ideas on the following questions.
1. What do you know about modern problems of education and personality
development?
2. Consider the issues of morals and values, as well as cultural heritage of the
target language countries and Kazakhstan and its role in upbringing and
development of individuals.

READING
1 Read the text and transform it into a scheme.
Types of Values
We can speak of universal values, because ever since human beings have lived in
community, they have had to establish principles to guide their behavior towards
others. In this sense, honesty, responsibility, truth, solidarity, cooperation,
tolerance, respect and peace, among others, are considered universal values.
However, in order to understand them better, it is useful to classify values
according to the following criteria:
 Personal values:
These are considered essential principles on which we build our life and guide us
to relate with other people. They are usually a blend of family values and social-
cultural values, together with our own individual ones, according to our
experiences.
 Family values:
These are valued in a family and are considered either good or bad. These derive
from the fundamental beliefs of the parents, who use them to educate their
children. They are the basic principles and guidelines of our initial behavior in
society, and are conveyed through our behaviors in the family, from the simplest to
the most complex.
 Social-cultural values:
These are the prevailing values of our society, which change with time, and either
coincide or not with our family or personal values. They constitute a complex mix
of different values, and at times they contradict one another, or pose a dilemma.
For example, if work isn’t valued socially as a means of personal fulfillment, then
the society is indirectly fostering “anti-values” like dishonesty, irresponsibility, or
crime.
 Material values:
These values allow us to survive, and are related to our basic needs as human
beings, such as food and clothing and protection from the environment. They are
fundamental needs, part of the complex web that is created between personal,

35
family and social-cultural values. If exaggerated, material values can be in
contradiction with spiritual values.
 Spiritual values:
They refer to the importance we give to non-material aspects in our lives. They are
part of our human needs and allow us to feel fulfilled. They add meaning and
foundation to our life, as do religious beliefs.
 Moral values:
The attitudes and behaviors that a society considers essential for coexistence,
order, and general well being.
[111]
2 ‘Ranking Activity’: What types of values do you consider
important? Choose at least two and explain your choice.

3 A Survey: Basic Human Needs:

3a Look through the list of basic human needs by Steven Reiss, choose three
and rank them in order of importance.
 Authority  Honour  Achievement
 Independence  Idealism  Love
 Curiosity  Social Contact  Physical Activity
 Appraisal  Family  Security
 Order  Status  Nutrition
3b Follow-up: State your ideas:
 Which of the points in the list are easier or harder to obtain?

READING
1 Read the text with a ‘critical eye’ and comment on it.

How Are Moral Values Important to Our Society?

Morals act as a motivation for leading a good life while values can be called as an
intuition. Morals are related to ones religion, business or politics whereas values
are personal fundamental beliefs or principles.
Moral values are defined as standards of what is right and wrong, which
govern the behaviour of an individual. One’s moral values can come from family,
society, religion or self. However, in this competitive society, I feel that it is not
uncommon that some people sacrifice their moral values for one’s benefit, for
example, lying in order to protect one’s interests. The foundation of a society
where people value themselves beyond the good of the society would be weak.
When one is only concerned about oneself and not the good of the society as a
whole, one would only do things that benefit oneself and disregard the society. It
would ultimately harm the society if people become self-centered. This is due to
the fact that usually the good of the society would mean the good of each and
every individual in the society. However, as this group of people is blinded by their
self-centeredness, they would be unable to see that and become only interested of
36
the short-term gains. Therefore, it is crucial to establish a strong moral foundation
in the society.
I feel that moral education must begin when the child is young, as it takes
time for the child to internalize it. Both families and schools should be responsible
in bringing up children with moral values. There has been over emphasis on
academic subjects and neglected moral education as a result. Parents are the first
teachers that children encounter and emulate, therefore parents have to set a good
example for them. In schools, teachers can come up with interesting ways to
impart moral values and life skills to students.
This also applies to a government, where high-ranking officials with good
moral values would mean that their subordinates would also follow suit and thus
would be able to form a solid foundation of good governance. Corruption would be
minimized to the minimum, the country and society as a whole would be able to
prosper.
[112]
2 Post-Reading Task: Discuss the following questions:
 What was the author’s intention?
 What is crucial to establish a strong moral foundation in the
society?

3 Work in pairs, and explain the following words and phrases for your
partner to name.
Card A
1. to trade off
2. to disregard the society
3. ultimately
4. crucial
5. to establish a strong moral
foundation in the society
6. to internalize smth.
7. to emulate
8. to set a good example for smb.
9. to come up with smth.
10. to impart moral values and life
skills to smb.
Card B
1. to apply to
2. high-ranking officials
3. to follow suit
4. to form a solid foundation of good
governance
5. to prosper
6. to be deep seated
7. to keep on doing smth.
8. interests, positions, needs
9. intrinsic motivation
10. extrinsic motivation

‘SILENT COMMUNICATION’
1 Dwell on the following statement.
“Morals are generally taught by the society to the individual whereas values come
from within. To what extent do you agree or disagree with the statement?
2 Write an essay in the space provided (in at least 200-250 words).
37
COMMUNICATION
1 Debate: Argue for or against the following issue.
“Morals are deep seated whereas values keep on changing with time and needs.”

FOCUS ON GRAMMAR
1 Study the following chart and comment on it.
Clauses of Purpose
to + infinitive e.g. David went out to buy a bottle of wine.
in order to/so as to + infinitive We were asked to say over in order to finish
(formal) the project.
so that + can/will – used for a Here’s my number so that you can call me if
present or future reference you have a problem.
so that +could/would – used for a We left early so that we would be able to
past reference park close to the stadium.
in case + present tense – present or Take your hat in case it gets too hot.
future reference
in case + past tense – used for past We took an umbrella in case it rained.
reference
for + noun – used to express We went out for a pizza.
purpose
for + -ing – used to express purpose This function on the air conditioner is for
and/or function of something reducing humidity.
in order not to/so as not to + We walked in quietly so as not to wake up
infinitive the children.
prevent + noun/pronoun + from + I parked the car under a tree to prevent it
ing from getting too hot.
[113]
2 Combine each of the following pairs of sentences into one sentence
using so as/in order where necessary.
e.g. He sent me to Spain. He wanted me to learn Spanish.
He sent me to Spain to learn Spanish.
e.g. He turned out the light. He didn't want to waste electricity.
He turned out the light so as not to waste electricity.
1. I am buying paint. I want to paint my hall door.
2. He tied a knot in. his handkerchief. He hoped that this would remind him to
meet the train.
3. He opened the lions' cage. He intended to feed the lions.
4. He left his rifle outside. He didn't want to frighten his wife.
38
5. He has a box. He plans to put his savings in it (Omit it).
6. We had no cups but he gave us coconut shells. He said we could drink out of
them (Omit them).
7. He rushed into the burning house. He wanted to save the child.
8. He read only for short periods each day. He didn't want to strain his eyes.
9. They got up very early. They wanted to get to the top of the hill before
sunrise.
10.He rang the bell. He wanted to tell us that dinner was ready.
11.We must keep our gloves on. We don't want to get frost-bitten.
12.The farmer put a scarecrow up in the field. He wanted to frighten I the birds.
13.I took off my shoes. I didn't want to make any noise.
14.Before the carpenter came she covered the floor with polythene sheeting.
She wanted to protect the carpet.
15.The boys are collecting sticks. They intend to put them on the fire (Omit
them).
16.He was playing very softly. He didn't want to disturb anyone.
17.I am sending him to the USA. I want him to study electronics there.
18.I sent him out of the room. I wanted to discuss his progress with his
headmaster.
19.He fixed a metal ladder to the wall below his window. He wanted to be able
to escape if there was a fire.
20.He changed his address constantly. He wanted to elude the police.
21.The police have barricaded the main streets. They want to prevent the
demonstrators from marching through the town.
22.They evacuated everybody from the danger zone. They wanted to reduce the
risk.
23.I am learning Greek. I wish to read Homer.
24. He sent his children to his sister's house. He wanted them to watch the
television programme.
25.He sent his children to their aunt's house. He wanted to have some peace.
26.The town council has forbidden coal fires. They are trying to keep the air
clean.
27.They employed a detective. They wanted to learn what I did in the evenings.
28. I am saving up. I want to buy a helicopter.
29.He coughed. He wanted to warn them that he was coming.
30.You should take your holidays in June. In this way you would avoid the
rush.
31.I keep my hens in a field surrounded by wire netting. I want to protect them
against the foxes.
32.I am learning skiing at an indoor school. I want to be able to ski when I get
to Switzerland.
33.The workmen left red lights near the hole. They wanted to warn motorists.

39
 34.He invented a wife and six children. By this trick he hoped to avoid paying
income tax.
35.Some women tint their hair when it goes grey. They want to look younger.
36.He didn't tell her he was going up in the spacecraft. He didn't want to alarm
her.
3 A purpose clause introduced by ‘so’ that can sometimes be replaced by
‘prevent/avoid’ + gerund or ‘allow/enable/let/make’ etc. + infinitive.
The two sentences:
He rumpled the bedclothes. He wanted to make me think he had slept in the
bed.
could be combined:
He rumpled the bedclothes so that I should/would think he had slept etc. or
to make me think he had slept etc.
An in case clause is useful when we mention the possible future action we
are taking precautions against:
Don't let him play with scissors. He may cut himself.
could be expressed:
Don't let him play with scissors in case he cuts himself.
Sometimes an in case clause can be replaced by a negative purpose clause.

3a Combine two sentences to make one, using the purpose clause.

1. Put the cork back. Someone may knock the bottle over.
2. The airfield authorities have put arc lights over the damaged runway. They
want repair work to continue day and night.
3. The girl packed the vase in polyester foam. She didn't want it to get broken in
the post.
4. He wore a false beard. He didn't want anyone to recognize him.
5. She built a high wall round her garden. She didn't want her fruit to be stolen.
6. They talked in whispers. They didn't want me to overhear them.
7. Aeroplanes carry parachutes. The crew can escape in case of fire.
8. He telephoned from a public call-box. He didn't want the call to be traced to his
own address.
9. I am putting nets over my strawberry plants. I don't want the birds to eat all the
strawberries.
10.We keep a spade in the house. There may be a heavy fall of snow in the night.
11.We put bars on the lower windows. We didn't want anyone to climb in.
12.You should carry a jack in your car. You may have a puncture.
13.We built the roof with a steep slope. We wanted the snow to slide off easily.
14.The notices are written in several languages. The government wants everyone
to understand them.
15.I put my address on my dog's collar. I want anyone who finds him to know
where he comes from.
16.I have put wire over my chimney-pots. I don't want birds to build nests in them.
40
17.Write your name in the book. He may forget who lent it to him.
18.He chained up the lioness at night. He didn't want her to frighten anyone.
19.Don't put on any more coal. The chimney may catch fire.
20.The burglar cut the telephone wires. He didn't want me to call the police.
21.Take a torch with you. It may be dark before you get back.
22.The manufacturers have made the taps of their new gas cooker very stiff. They
don't want young children to be able to turn them on.
23.Don't let the baby play with my glasses. He may break them.
24.The debate on education has been postponed. The government want to
discuss the latest crisis.
25.If someone knocks at the door at night don't open it. It may be the
escaped convict.
[57]
3 Talk about society and values, using the purpose clause.

WATCHING A VIDEO
1 Watch the video in which Kathleen Wallace, Professor of Philosophy,
discusses the "Ethics and Human Values Series" and teaching at Hofstra
University, and comment on it.
Ethics and Human Values Series (3.47)
Kathleen Wallace

Hofstra University, 2010

https://www.youtube.com/watch?v=WUlwtUHxREw [114]

2 Questions for Discussion.

1. What is the aim of the “Ethics and Human Series”?
2. How do people encounter ethical issues in their life and in society?
3. Do people always reflect on the values and ethical issues they confront?
4. What is the aim of the initiative on campus?
5. What does the Professor say about ‘engaging into the examined life’?
Whose quote does she use to explain her stance?
6. How will the work be organized?
7. What topics will they plan to discuss?
8. What make the process of being a part of a conversation on campus
dynamic?

3 Collaboration: Consider the following questions and prepare your own

presentation for participation in the "Ethics and Human Values Series".

41
 1. ‘Ethics on Campus’: What do we expect from one another in our roles as
students, faculty, administrators and a staff? How can we cultivate
relationships of mutual respect?
2. ‘Integrity and Public Responsibility’: What are our responsibilities as
students, faculty, administrators and a staff? Why is academic integrity
important?
3. ‘What is the Good Life?’: How does college and going to college contribute
to good life? Is good life just living well materially or is it something more
than that? What contribution does the college make to that?

READING
1 Discuss the following statements:
1. It is never too early to begin teaching your children good values, which will
help them, grow up to be kind and productive members of society.
2. Teaching your children good values will help them be more responsible,
have higher self-esteem and lead more productive lives.

2 Read the article and comment on it.

How to Teach Your Child Good Values
Teaching good values takes time, patience and consistency, but it is one of the most
important things you can do for your child.
Discuss the importance of good values.
Always keep the lines of communication open between you and your children.
Talk to your children about specific values, such as honesty and compassion, as
situations or experiences arise. When your child is struggling with certain issues,
such as seeing his friends poke fun at other children, start a conversation with him.
Ask open-ended questions, such as "How did you feel when Mickey called that kid
a dummy?" Share some of your personal experiences to build a connection and to
make the conversation more relevant for your child.
Lead by example.
Teach your child the values you want her to learn, such as self-discipline, kindness
and social responsibility, through your own actions. For example, when your child
sees you stick to a diet and exercise program which results in your successful
weight loss, she'll better understand what it means to have self-discipline. Having
your family volunteer at the local soup kitchen during the holidays is one way for
your children to learn about kindness and compassion. Help your children learn
about social responsibility by participating in the neighborhood recycling program.
Share quality time.
Spend time doing fun, interactive activities with your children. Plant a vegetable
garden and visit an animal conservation center. Teach your children to value the
earth, plants, animals, other people and themselves. Expose your children to
variety of customs, cultures, and languages to help them become more aware of the
world around them and to facilitate respect for diversity. Spend quality time
42
reading educational books that promote positive values and teach moral lessons.
Play games and sports together as a family.

Use media effectively.

Expose your children to the types of books and television programs that support
your values and beliefs. Do not allow your children to play violent video games or
watch crime-focused television shows. Explain to your children why it is best to
avoid certain programs. Stick to uplifting, motivational shows. Watch programs
with your children so you can talk about the moral lessons or values represented.
[115]
3 Find the meaning of these structures:
 keep the lines of communication
 struggling with
 poke fun at
 recycling program
 crime-focused
 stick to uplifting
4 Concept Map: Make up your own ‘List of Steps of Teaching Children Good
Values’.

5a Work in groups of three, study the list of words and phrases.

Card A Card B Card C
1. a crises arises 1. raise them to be 1. open-ended
2. go against one’s responsible and questions
beliefs conscientious adults 2. relevant
3. identify one’s values 2. peer pressure 3. social responsibility
4. fit into 3. adolescents 4. share quality time
5. withstand smth. 4. penetrate 5. recycling
6. stand strong on one’s 5. become victims of programme
views deviant influences 6. expose to
7. break through with 6. keep intact 7. promote positive
opposing beliefs 7. compatible, values
8. a warm comforting compatibility 8. crime-focused
connection 8. keep the lines of 9. stick to uplifting
9. solid family values communication 10. consistency
10.downright scary 9. struggling with
10. poke fun at
5b Be ready to give definitions and situations where these words and phrases
could be used.

READING
1 Read the following excerpt with a ‘critical eye’ and comment on it.
Long Way Round (an Excerpt)
43
 Chasing Shadows across the World
By Ewan McGregor and Charley Boorman
‘We set off the next day for Ulan Ude, across the border in Russia, meeting
the support crew at the frontier. Having abandoned Russ’s damaged pick-up, they
were all travelling in one vehicle, their equipment and language piled perilously
high on a roof rack and towed behind them in a trailer. I had very mixed emotions
as we slipped effortlessly through the border controls. Mongolia had put me
through a physical and emotional wringer. My thoughts were still very much with
those street children in the government support centre. Riding across Mongolia had
been incredibly demanding, bit it had offered everything I’d been looking for on
the trip, a pastoral paradise full of curious, open-hearted people who welcomed me
into their homes because I was a passing traveler, not because I was Obi-Wan
Kenobi on bike. Those dreadful first few days – the hardest days I’d ever had on a
bike – had taught us a valuable lesson: if we had bailed out then and headed for
Russia, we would have missed the most beautiful part of Mongolia. It had been
like riding through the pages of National Geographic. Every time we blinked there
would be a jaw-dropping sight to look at or think about. A land in which most of
the people still rode horses and wore traditional clothes, it was timeless without
being stuck in the past. Much of the rural population still lived in gers, but they’d
have solar panels and satellite dishes. All the guys we met just wanted to be
herdsmen, happy to spend their lives on horses, rounding up sheep and goats, while
the girls all had ambitions to head to Ulaanbaatar to go to university. And it had
been wonderfully liberating to walk around markets unrecognized. Anonymous. It
was what I had dared dream Kazakhstan would be like, but we were
prevented by the police and media attention from experiencing
Kazakhstan in the way I had hoped. Mongolia couldn’t have been more
removed from that experience or from western culture. It was
completely unspoiled and untouched and I felt really privileged to have
traveled through so much of it as well as proud that Charley, Claudio and I had got
through the toughest parts on our own’.
The Excerpt from Long Way Round‘’ by E. McGregor and Ch.Boorman, in Travel Stories, edited
by L. Thompson; Series editor: C. Jones., Macmillan publishes Limited, 2011, pp.188-189 [116]

2 Respond to the following questions.

1. What is the setting and the time of the story?
2. What impression did Mongolia make on the author?
3. What challenges did the travelers face in the country?
4. What does the author tell about people they met?
5. Why does he compare travelling in Mongolia with the pages of ‘National
Geographic’?
6. What did the author mean, saying ‘it was timeless without being stuck in the
past’?
7. How does rural population live in Mongolia?
44
 8. What did young people in Mongolia tell about their plans for the future?
9. Did the author manage to visit Kazakhstan? Why (not)?
10.Did Mongolia seem to have any features of western culture?

3 Questions for Discussion.

1. To what extent do you think globalization and westernization affect
countries in the world (e.g. Kazakhstan)?
2. What do you know about the author of the excerpt? What is his occupation?
3. Do you ‘hear’ the author’s voice in the text? What phrases indicate it?
4. If the foreign travelers came to Kazakhstan, what would you recommend
that they should visit or see in our country?

4 Individual Project: Study the issue and prepare a presentation.

 Create a ‘Cultural Profile’ of Kazakhstan.
 Write an article for ‘National Geographic’.

‘SILENT COMMUNICATION”: A Discussion Essay

1 Choose one topic and write your essay.
1. Some people think that family values and culture have great influence on
person’s development, while others consider that external influence plays a
more important role in person’s life.
2. When a country develops its technology, the traditional skills and ways of
life disappear. It is pointless to try and keep them alive. To what extent do
you agree or disagree with this opinion?
2 Discuss both views and give your own opinion. Write a discussion essay in at
least 200-250 words.

COMMUNICATION
1 Discuss the following statements.
1. Morals act as a motivation for leading a good life while values can be called
as an intuition.
2. Morals are related to ones religion, business or politics whereas values are
personal fundamental beliefs or principles.
2 Discuss in Groups.
1. How important are morals and values to the family system? List all the
ideas, present your list to the other groups.
2. What are the five most important values of your culture? (For example,
Family)
3. What is the best/most important thing your culture has given to the world?
4. What is the best/most important thing your culture/country has adopted from
another culture?
5. What is crucial to establish a strong moral foundation in the society?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
45
UNIT 4: POFL EXAM OVERVIEW
COMMUNICATION
Part 1: Monological form of communication.
Speak on one of the given situations.
Candidate A:
Many countries aim to improve their living standard by economic development,
but some important social values are lost as a result. Do you think the advantages
of economic development outweigh the disadvantages?
Candidate B:
In some countries children have very strict rules of behavior, in other countries
they are allowed to do almost anything they like. To what extent should children
have to follow rules? Use your own ideas and knowledge to support your stance.
Part 2: Dialogical form of communication.
Talk to your partner and express your opinion on the following topic.
Problem: Culture and Personality Development
Candidate A:
You consider that our personalities are predetermined as a result of our genes
before we are born and there is nothing that can be done to alter our character
traits.
Candidate B:
You believe that there are different factors that affect our personality. Talk to your
partner and support your stance with examples.
Use the language of the unit in your discussion (vocabulary and grammar).

‘SILENT COMMUNICATION’
1 Read the following task.
Some people think that cultural education is the necessity, while others believe that
it is a fashion. To what extent do you agree or disagree with the opinions
expressed? Use your own ideas and knowledge to support your stance. Discuss
both views and give your opinion.
 To what extent do you agree or disagree with this opinion?
 Give reasons for your answer and include any relevant examples from your
own knowledge or experience.
2 Write your essay in at least 250 words. Use the language of the unit in your
essay (vocabulary and grammar).

REFLECTION, SELF-ASSESSMENT AND PORTFOLIO

CREATION
1 Using the ‘Self-assessment Grid’, reflect on the information you acquired
while working at the Unit 4, competences you developed.

46
2 Collect the best papers (mind-maps, etc.) created by you in your ‘Portfolio
File 4.

47