7нн. Методические указания и задания к занятиям семинарского типа, контрольной и самостоятельной работе по дисциплине
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How do you feel?Follow these instructions. Lean back in your chair. Cross your legs. Fold your arms. Look down. Do you feel in a bad mood? This is negative body language. Lean forward in your chair. Put both feet on the ground, about 30 cm apart. Put your hands loosely together. Look straight ahead. Smile. Do you feel in a good mood? This is positive body language. Stand up. Put your legs apart. Put your hands on your hips. Look straight ahead. Don’t smile. Do you want a fight? This is aggressive body language. Think and answer the questions: What is non-verbal communication? How important is body language in communicating a message? What is more important: the words you say or the gestures you make? Is the body language different in different countries? Do you know any unusual gestures which people of other countries use? There are many different types of nonverbal communication: Facial expressionsfor happiness, sadness, anger, surprise, fear, and disgust are the same across cultures.Body movements and posture. The way you move, sit, walk, stand up, hold your head and carry yourself communicates a lot of information.Gestures. We wave, point, beckon, and use our hands when we’re arguing or speaking animatedly. The meaning of gestures can be very different across cultures and regions, so it’s important to be careful to avoid misinterpretation. Eye contact. The way you look at someone can communicate many things, including interest, affection, hostility, or attraction. Touch. We communicate a great deal through touch. Think about the messages given by the following: a firm handshake, a timid tap on the shoulder, a warm bear hug, a reassuring pat on the back, a patronizing pat on the head, or a controlling grip on your arm. Space. Have you ever felt uncomfortable during a conversation because the other person was standing too close and invading your space? We all have a need for physical space, although that need differs depending on the culture, the situation, and the closeness of the relationship. Voice. We communicate with our voices, even when we are not using words. Nonverbal speech sounds such as tone, pitch, volume, rhythm, and rate are important communication elements. They can show our true feelings and what we really mean. For example, tone of voice can indicate sarcasm, anger, affection, or confidence. Very few gestures are universally understood and interpreted. What is perfectly acceptable in the United States may be rude, or even obscene, in other cultures. Demonstrate the gestures below and write down what you think each gesture means. Are these gestures polite or rude in your country? Beckon with index finger. Point at something in the room using index finger. Make a ‘V’ sign. Smile. Sit with sole of feet or shoe showing. Form a circle with fingers to indicate ‘OK’. Pat somebody on the head. Pass an item to someone with one hand. Wave hand with palm facing outward to greet someone. Nod head up and down to say ‘Yes’. Answer Key for Body Language Activities Each of the following responses gives a general guide to cultural differences in the meaning of gestures. Beckon with index finger. This means ‘Come here’ in the US. To motion with the index finger to call someone is insulting, or even obscene, in many cultures. Expect a reaction when you beckon to a person from the Middle or Far East; Portugal, Spain, Latin America, Japan, Indonesia and Hong Kong. It is more acceptable to beckon with the palm down, with fingers or whole hand waving. Point at something in the room using index finger. It is impolite to point with the index finger in the Middle and Far East. Use an open hand or your thumb (in Indonesia). Make a ‘V’ sign. This means ‘Victory’ in most of Europe when you make this sign with your palm facing away from you. If you face your palm in, the same gesture means ‘Shove it’. Smile. This gesture is universally understood. However, in various cultures there are different reasons for smiling. The Japanese may smile when they are confused or angry. In other parts of Asia, people may smile when they are embarrassed. People in other cultures may not smile at everyone to indicate a friendly greeting as they do in the United States. A smile may be reserved for friends. It is important not to judge other people because they do not smile, or smile at what we would consider ‘inappropriate’ times. Sit with soles shoes showing. In many cultures this sends a rude message. In Thailand, Japan and France as well as countries of the Middle and Near East showing the soles of the feet demonstrates disrespect. You are exposing the lowest and dirtiest part of your body so this is insulting. Form a circle with fingers to indicate ‘OK’. Although this means ‘OK’ in the US and in many countries around the world, there are some notable exceptions: In Brazil and Germany, this gesture is obscene. In Japan, this means ‘money’. In France, it has the additional meaning of ‘zero’ or ‘worthless’. Pat somebody on the head. This is very upsetting to people from Asia. The head is the repository of the soul in the Buddhist religion. People from cultures which are influenced by Buddhism will feel uncomfortable if their head is touched. Pass an item to someone with one hand. In Japan this is very rude. Even a very small item such as a pencil must be passed with two hands. In many Middle and Far Eastern countries it is rude to pass something with your left hand which is considered ‘unclean’. Wave hand with the palm facing outward to greet someone. In Europe, waving the hand back and forth can mean ‘No’. To wave ‘good-bye’, raise the palm outward and wag the fingers in unison. This is also a serious insult in Nigeria if the hand is too close to another person’s face. Nod head up and down to say ‘Yes’. In Bulgaria and Greece, this gesture means ‘No’. Reading Eye contact In many Western societies, including the United States, a person who does not maintain 'good eye contact' is regarded as being slightly suspicious, or a 'shifty' character. Americans unconsciously associate people who avoid eye contact as unfriendly, insecure, untrustworthy, inattentive and impersonal. However, in contrast, Japanese children are taught in school to direct their gaze at the region of their teacher's Adam's apple or tie knot, and, as adults, Japanese lower their eyes when speaking to a superior, a gesture of respect. Latin American cultures, as well as some African cultures, such as Nigeria, have longer looking time, but prolonged eye contact from an individual of lower status is considered disrespectful. In the US, it is considered rude to stare – regardless of who is looking at whom. In contrast, the polite Englishman is taught to pay strict attention to a speaker, to listen carefully, and to blink his eyes to let the speaker know he or she has been understood as well as heard. Americans signal interest and comprehension by nodding their heads or grunting. A widening of the eyes can also be interpreted differently, depending on circumstances and culture. Take, for instance, the case of an American and a Chinese discussing the terms of a proposed contract. Regardless of the language in which the proposed contract is carried out, the US negotiator may interpret a Chinese person's widened eyes as an expression of astonishment instead of as a danger signal (its true meaning) of politely expressed anger. If necessary read the text again. Then comment on the following: observations about many people from the United States; observations about the English; an observation about Japanese children; the meaning of lowering one's eyes in Japan; why looking at someone for a long time may be considered disrespectful; the meaning of widened eyes in Chinese culture. On your own. Find out more information about certain aspects of body language in other cultures and prepare a short report containing interesting and useful facts for travelers abroad. Writing your report you may think about handshake, bowing, kissing or other aspects of nonverbal communication. Role-play The class is going to present and observe 3 conversations. Divide all students into three groups: Speakers (3 persons), Listeners (3 small groups) and Observers (the rest of the class). Each speaker works with one group of listeners while the rest of the class observes. Speakers: you are going to talk about certain aspects of body language in other cultures for about 3 minutes. Listeners: read the instructions below. Group 1. You are going to avoid eye contact. Don’t look directly at the speaker. Look away, look past them, look down – but do not look them into the eyes! Group 2. You are going to listen with great attention. Try to keep eye contact with the speaker as much as you can. Group 3. You can do what you want. Just sit back and listen to the speaker in your normal way. Observers: What did you notice about each interaction? Discuss. Unit 5 TRAVELLING Vocabulary. This is the usual sequence of activities when you get to the airport. Read the text and make sure you know the words in bold. First you go to the check-in desk where they weigh your luggage. Usually you are permitted 20 kilos, but if your bags weigh more, you may have to pay excess baggage (= you pay extra). The airline representative checks your ticket and gives you a boarding card for the plane with your seat number on it. Then you go through passport control where an official checks your passport, and into the departure lounge. Here, you can also buy things in the duty-free, e.g. perfume, alcohol and cigarettes. About half an hour or forty minutes before take-off, you are told to go to a gate number, e.g. gate 14, where you wait before you get on the plane. When you board (= get on) the plane, you find your seat. If you have hand luggage, you can put it under your seat or in the overhead locker above your seat. The plane then taxis (= moves slowly) towards the runway, and when it has permission to take off, it accelerates along the runway and takes off. Note: The verb to taxi is generally only used in this context. Reading Read in information webpage and compete the gaps with the words from the box:
BRITISH AIRWAYS check-in information for passengers For all domestic and European 1)_______, check-in is one and a half hours before departure. For international departures, check-in is two hours before 2) ________. You must check in within the recommended time before your departure. Your 3) ________ must be securely closed and locked. Every piece of your checked baggage must be labeled with your 4) ________ and destination address. We suggest a label should always be put inside each piece of luggage. You must remove all old destination labels from previous 5) ________. Old labels may delay your baggage. Do not carry unidentified objects for other people. You may carry 6) ________ as cabin baggage. British Airways recommend passengers include important documents, cash, valuable items, medication and 7) ________ (portable computers) in their cabin baggage. Do not pack these in your checked baggage. British Airways recommend passengers do not carry items which are considered a security risk in their cabin baggage (e.g. scissors), 8) ________ (or similar items). British Airways recommend that all software on laptop computers is backed up before travelling. Each item of checked baggage will be given a destination tag showing your flight 9) ________ and a section will be attached to your ticket. Please check that the tag shows the correct destination and flight number. The departure gates for British Airways flights close ten minutes before the aircraft 10) _________ time and late arrivals at the gates may not be allowed to board. Read the webpage again. Are the following statements true or false? Correct the false statements.
Do you think these recommendations make sense? Speaking Student A. You are a check-in attendant. With the passenger, go through the security procedures and find out if all the rules are followed. If there are any problems, explain the passenger what she/he should do. Be polite but assertive. Student B. You are a passenger. You have failed to follow two of the recommendations for passengers. Think which and why. Explain that to the check-in attendant. Prepare a dialogue. Then act it out Listening. Look at the flight information screen and answer the questions: What is the abbreviation for New York airport? What is the abbreviation for London Heathrow? What is the abbreviation for ‘operated by’? How many different airlines have flights to London? What does the asterisk (*) mean?
Now listen to the airport announcements and complete the information: Vocabulary. Read the text and make sure you know the words in bold During the flight you may want or need to understand certain announcements; these come from the captain (= the pilot) or from an air steward or stewardess / cabin crew / flight attendants (= people who look after the passengers): Please fasten your seat belt and put your seat in the upright position. We are now cruising (= flying comfortably) at an altitude (= height) of 10,000 meters. May we remind passengers (= ask passengers to remember) that there is no smoking until you are inside the terminal building (= where passengers arrive and depart). The cabin crew (= air stewards) are now coming round with landing cards. (These are cards you sometimes have to fill in when you enter certain countries.) Language for. Telling rules to people Read these regulations and divide them into three groups: prohibition advice obligation. Can you paraphrase these sentences? Example: You can’t use your mobile phone. You are not supposed to use your mobile phone. Do not use your mobile phone. How do they differ in register? Which of the phrases are most officious? How can you tell the rules to people? Speaking. Role-play Student A. You are a ‘difficult’ passenger. Yes, you have ignored some of those silly flight rules but you have an important reason. Try to persuade the flight attendant to bend the rules for you. Anyway, people are more important than regulations! (Example: I’m using my phone because I need to make an urgent call. This will take just one minute!) Student B. You are a flight attendant. A passenger is breaking the rules during the flight. Go over and speak to him. Be assertive but polite. Act out your dialogues. Language for. Requests and asking for permission. Here are some formulas for requests. Which are polite? Not very polite? Extremely polite? When would you use them?
Speaking. Role play Student A. You are a passenger on a plane flying economy class. You want to know about the following:
Student B. You are the flight attendant flying to London from New York. Read the following information about various procedures on board of aircraft and get ready to answer your passenger’s questions: non-smoking flight; no seats are available in business class for economy class passengers; vegetarian meals must be booked in advance; no mobile phones; laptops no problem. Make a dialogue. Present your dialogue to the class. Reading This text describes the usual sequence of activities after you leave the plane. But the paragraphs are jumbled. Number them in the correct order from 1 to 6. What helped you decide? At Passport Control there are often two routes, one is for citizens of the country, the other is for non-citizens (or aliens). THE IMMIGRATION OFFICER will check your passport (and take your landing card if you have one), and may ask you questions. In some countries they will put a stamp in your passport. As soon as you leave the plane, follow the signs to PASSPORT CONTROL (or Immigration). At international airports these signs will be in English as well as the local language. Collect your luggage and look for the sign to CUSTOMS. In most countries the signs are red for Goods to Declare and green for Nothing to Declare. In the European Union there is also a blue sign for travellers from other European Union countries. After you have been through passport control, FOLLOW THE SIGNS to the Baggage Hall. There will usually be a picture of a suitcase on the sign. After Customs look for the EXIT. If someone is meeting you they will be waiting at the Meeting Point. You will see signs for taxis, buses or trains that will take you to your destination. In the BAGGAGE HALL there may be several carousels. There will be TV monitors which show you the right carousel for your luggage, e.g. AC 862 Toronto – 4. Language for Giving instructions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||