face2face (2nd edition) - Culture Shock

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VOCABULARYAND SKILLS8C

HELP WITH VOCABULARY Verb patterns

a Look at the verbs in bold in the fi rst paragraph of the article. Which verb forms come after these verbs?

b Look at the verbs in blue in the rest of the article. Underline the verb form that follows them. Then write the verbs in blue in the table.

+ verb+ing + infi nitive with to + infi nitive

love plan should

c Check in VOCABULARY 8.4 p142.

4 Work in pairs. Student A p102. Student B p108.

3

Vocabulary Common verbs

1 a Work in pairs. Read sentences 1–8. Which of the verbs in bold do you know? Check new verbs in VOCABULARY 8.3 p142.

1 In Thailand it’s rude to touch people’s heads and point your feet at people.

2 People in Europe don’t expect a lot of eye contact when you talk to them.

3 In Asian countries a lot of eye contact seems aggressive and unfriendly.

4 It’s OK to stand quite close to people in South America.

5 It’s OK to interrupt Japanese people while they are talking.

6 You should avoid leaving empty bottles on the dinner table in Russia.

7 In most Asian countries you must take off your shoes in people’s homes.

8 It’s a good idea to admire beautiful things in an Arab person’s home.

b Work with your partner. Do you think the sentences in 1a are true or false?

Reading and Speaking2 a Read the article and check

your answers to 1b.

b Read the article again. Choose three things that you think are surprising.

c Work in pairs. Compare ideas.

QUICK REVIEW should, shouldn’t, must, mustn’t What advice can you give people who want to learn English? Make sentences with You should/shouldn’t … and You must/mustn’t … . Work in pairs and compare ideas. What’s the best piece of advice, do you think?

Vocabulary common verbs; verb patterns

Skills Reading: a magazine article; Listening: an interviewCultural differences

Body languageMost travellers enjoy meeting new people, but sometimes you can be rude without saying anything. In Russia, for example, you should never shake hands in a doorway, and if you’re travelling in Thailand, never touch people’s heads or point your feet at people. When the Japanese meet new people they like giving business cards – but you should read the card carefully, not just put it in your pocket.

Face-to-face communicationIn most countries in Europe people expect a lot of eye contact when you talk to them, but in many Asian countries a lot of eye contact seems aggressive and unfriendly. And in South America people usually stand quite close to each other when they talk, but in countries like the UK or the USA you need to give people more ‘personal space’. Also, it’s very rude to interrupt Japanese people while they are talking to you. You must wait until they fi nish before you start speaking.

A lot of people love travelling to different countries, but if you’re planning to go abroad this year, Neil Palmer has some advice on what you should do in different situations around the world.

A l t f l l t lli tt diff t t ii b t if ’

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7 CD2 51 Listen again. Choose the correct words/phrases in these sentences.

1 In China you should/shouldn’t accept a present immediately.

2 You should give presents in China with one hand/both hands.

3 In Thailand you should/shouldn’t open a present when you get it.

4 Knives are a good/bad present to give in Japan.5 You should never give Chinese/British people four

of anything.6 You shouldn’t give your Turkish hostess white/red

fl owers.

HELP WITH LISTENING Linking: review (1)

a Work in pairs. Notice the extra linking sounds /j/, /w/ and /r/. Then mark the consonant-vowel linking in these sentences.

But�it isn’t as easy�/j/�as that, is it?

If you�/w/�accept it immediately, people might think you’re greedy.

And is there�/r/�anything you shouldn’t give as a present?

b Look at Audio Script CD2 51 p161. Check your answers.

c Look again at Audio Script CD2 51 p161. Listen to the interview again and notice the linking.

9 a Work on your own, or in pairs with someone from the same country. Write your top ten tips about how to behave in your country. Use these ideas.

● body language

● face-to-face communication

● eating out

● in the home

● giving and receiving presents

● what (not) to wear in different situations

● going to a wedding

● on public transport and in shops

● other dos and don’ts

When you meet a friend you should kiss them on both cheeks.

You must refuse a present three times before you accept it.

b Work in groups. Compare your tips with other students. Are any of your tips the same?

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Listening and Speaking5 Work in pairs. Discuss these questions.

1 What was the last present you gave? Who did you give it to? Why?

2 What was the last present you received? Who was it from? Did you like it? Why?/Why not?

6 a Before you listen, check these words/phrases with your teacher.

greedy knives death a funeralan odd number an even number

b CD2 51 Listen to an interview with the travel writer, Neil Palmer. Put the topics he talks about in order.

● things you shouldn’t give to people

● accepting and refusing presents

● giving fl owers

● opening presents

Eating outIn restaurants in China you should always try to leave a bit of food on your plate, but it’s OK to start smoking before other people fi nish eating, which you mustn’t do in the UK. If you’re in India, remember to eat with your right hand – the left hand is ‘dirty’. Also avoid leaving empty bottles on the dinner table in Russia – that’s bad luck.

In the homeIf you’re travelling in Asia, someone might invite you to visit them at home. If so, don’t forget to take off your shoes when you arrive. And if you visit an Arab family’s home, don’t admire anything valuable because your host will feel he should give it to you as a present.

With so much to think about, it’s not surprising that a lot of people prefer going on holiday in their own countries – or you might decide to stay at home!

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Vocabulary Common verbs

1 a Establish the context of the lesson by asking students for ways their culture is different from that of the UK or another English-speaking country.

Students work in pairs and say which verbs in bold in sentences 1–8 they know, then check new verbs in Vocabulary 8.3 SB p142. Check any problem verbs

with the class. Point out that the opposite of take off is put on, for

example Why don’t you put on a jumper if you’re cold?.

Model and drill the new words. Pay particular attention to the pronunciation of admire /ədmaIə/.

b Students do the exercise in pairs. Don’t check answers with the class yet.

Quick ReView This activity reviews should, shouldn’t, must and mustn’t. Students work on their own and write sentences giving advice to people who want to learn English. Students then compare ideas in pairs. At the end of the activity, ask students to tell the class what they think is the best piece of advice.

Vocabulary common verbs; verb patterns

Skills Reading: a magazine article; Listening: an interview

Cultural differencesStudent’s Book p66–p67

8CVocabularyaNd SkillS

● If you have a strong class, ask students to try to fill in the gaps before you play the recording again. They then use the recording to check their answers.

extra idea

HeLP wiTH GRAMMARInfinitive of purpose

10 a–b Students do the exercises on their own or in pairs. Check answers with the class.

● a Both sentences have the same meaning.● b To say why we do something, we often use the

infinitive with to. ● Point out that we don’t say: I came here for to

study English. or I came here for study English.● Focus students on the TiP and highlight that

we can also use for + noun to say why we do something: I went to the shops for some milk.

11 a Students do the exercise on their own.

b Students compare answers in pairs. Check answers with the class.

1 to study 2 to visit 3 to see 4 to see 5 to do

12 a Students work on their own and write six places they have been to. They can write the names of countries, regions, towns or cities.

b Use the speech bubbles to show that we often use the infi nitive of purpose to answer questions with Why … ?.

Students work in pairs and swap lists. Students take turns to ask and answer about their partner’s places. Encourage them to ask follow-up questions if possible.

Ask students to tell the class one or two places they’ve been to and why they went there.

Get ready … Get it right!Tell students that some friends are coming to visit their city or country. Students make notes on six places the friends should go and why they should go there, as shown in the examples for Spain. Monitor and check students are making notes, not writing complete sentences.

Put students into groups and choose the appropriate instructions for your class. Focus students on the speech bubbles to remind them of the language they need to use.Students do the activity in their groups. Students then choose the six best places to go from all the groups’ suggestions. Finally, ask each group to tell the class the six places they have chosen and why they chose these places.

Students use the notes they made in 13 to write about the six places, giving reasons why people should visit them and what you can do there.

WritiNG

PhPh Class Activity 8B What should I do? p175 (Instructions p141)

Extra Practice 8B SB p122Self-study DVD-ROM Lesson 8BWorkbook Lesson 8B p41

Further practice

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Reading and Speaking2 a Check students understand empty and valuable.

Focus students on the article. Students read the article and check their answers to 1b. Check answers with the class.

1T 2F People in Europe expect a lot of eye contact. 3T 4T 5F It’s very rude to interrupt Japanese people while they are talking. 6T 7T 8F Don’t admire beautiful things in an Arab person’s home because your host will feel he should give it to you as a present.

b Students read the article again and choose three things that they think are surprising.

c Students work in pairs and compare ideas. Ask students to share answers with the class and fi nd

out which students think is the most surprising fact in the article.

● Alternatively, put students into four groups. Ask each group to read a different section of the article: Body language, Face-to-face communication, Eating out and In the home. Students in each group discuss one thing they find surprising. Ask each group to say which fact in their section they found most surprising and why.

extra idea

HeLP wiTH VOcABuLARY Verb patterns

3 a Focus students on the verbs in bold in the fi rst paragraph of the article and elicit which verb forms follow love (verb+ing), plan (infi nitive with to) and should (infi nitive).

b–c Students do the exercise on their own or in pairs, then check in Vocabulary 8.4 SB p142.

While students are working, draw the table from 3b on the board so that you are ready to check their answers. Check answers with the class.

● b Focus students on the table on the board. Elicit which verbs in blue in the article go in each column and complete the table.

● + verb+ing: enjoy, like, start, finish, avoid, prefer; + infinitive with to: need, try, remember, forget, decide; + infinitive: can, must, might, will

● Point out that some verbs have more than one verb pattern, but the meaning is the same, for example, love, like, start and prefer.

● Point out that like/love + verb+ing is more common in the UK (I like watching TV). In the USA, like/love + infinitive with to is more common (I like to watch TV).

● Note that some verbs, for example need, try and remember, change their meaning depending on the verb pattern that follows. However, at this level we suggest you just focus on the verb patterns in the table as these are the most common, and leave the analysis of these different meanings for later on in students’ language development.

● Ask students to think of other verbs they know to add to the table and add students’ correct suggestions to the table on the board. Students copy the table into their notebooks.

Suggested answers: verb+ing: hate, would you mind; infinitive with to: would love, would hate, would prefer, want, ask; infinitive: shall, could, have to, let’s.

extra idea

4 Put students into pairs, student A and student B. Student As turn to SB p102 and student Bs turn to SB p108. Check they are all looking at the correct exercise.

a Focus students on the example. Students work on their own and fi ll in the gaps with the correct form of the verb in brackets. Student As check their answers with another student A. Student Bs check their answers with another student B. Check answers with the class.

Student A: 2 study 3 coming 4 to do 5 visiting6 live 7 to buy 8 watchingStudent B: b to study c learn d to learn e studyingf to do g see h doing

b Students work with their partner and take turns to ask and answer the questions. Encourage students to ask follow-up questions.

c Ask students to tell the class two things they found out about their partner.

Listening and Speaking5 Check students understand present, and point out

that we say give someone a present, not present someone.

Give students a minute to read the questions and think of their answers. Students work in pairs and discuss the questions. Ask students to share interesting answers with the class.

● Before students work in pairs, tell the class your answers to these questions. This can act as a model when they do the activity.

extra idea

6 a Pre-teach the vocabulary. Note that the aim is to highlight which words you need to pre-teach in order to help students understand the interview that follows. The vocabulary is not in the Language Summaries in the Student’s Book.

Check students know which part of speech these words are (for example, greedy is an adjective, death is a noun, etc.).

Point out that knives is the plural of knife. Model and drill the new words. Pay particular

attention to the pronunciation of knives /naIvz/, death /deθ/ and funeral /fjunərəl/.

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b Tell students they are going to listen to an interview with the travel writer who wrote the article (Neil Palmer). Give students time to read the list of topics.

cD2 51 Play the recording (SB p161–p162). Students listen and put the topics in order. Check answers with the class.

1 accepting and refusing presents 2 opening presents3 things you shouldn’t give to people 4 giving flowers

7 Give students time to read sentences 1–6. cD2 51 Play the recording again (SB p161–p162).

Students listen and do the exercise. Students check answers in pairs. Check answers with the class. Ask students which facts from the interview they found surprising or unusual.

1 shouldn’t 2 both hands 3 shouldn’t 4 bad 5 Chinese 6 white

HeLP wiTH LiSTeNiNG Linking: review (1)

This Help with Listening section reviews the different ways we link words by adding the sounds /j/, /w/ and /r/, and consonant-vowel linking.

8 a Give students a few moments to read the sentences in 8a. Point out the extra linking sounds /j/, /w/ and /r/.

Focus students on the example Butit and ask students why we link the words shown (the fi rst word ends in a consonant and the second word starts with a vowel sound).

Students work in pairs and mark the consonant-vowel linking.

b Students look at Audio Script cD2 51, SB p161 and check their answers.

c cD2 51 Play the recording again. Students read the Audio Script, listen and notice the extra linking sounds /j/, /w/ and /r/ and the consonant-vowel linking.

9 a Give students a few moments to read the topics and check they understand them.

Focus on the two examples and highlight the use of should and must to give advice. Students work on their own or in pairs with a student from the same country and write their top ten tips. While students are working, check their sentences for accuracy and help with any new vocabulary.

b Put students into groups. Students compare tips and fi nd out if any of them are the same.

Finally, ask students to share interesting or unusual tips with the class.

● If you have a multilingual class, ask students to give mini-presentations to the class on how to behave in their countries. Students can prepare their presentations on their own or in pairs with someone from the same country. Allow extra preparation time for this in class, or students can prepare their presentations for homework and give their talks in the following class.

extra idea

PhPh Class Activity 8C Find someone who … p176 (Instructions p141)

Extra Practice 8C SB p122Self-study DVD-ROM Lesson 8CWorkbook Lesson 8C p43

Further practice

Students work in pairs and write the words in the table, then check in Vocabulary 8.5 SB p143. Check answers with the class. Check students understand the new words in the Language Summary. Point out that some of the words can go in more than one group.

Also establish that the word ‘touristic’ does not exist in English. We say a place is touristy, not touristic. Point out that we also use hot with food to mean spicy.

Quick ReView This activity reviews verb patterns. Students work on their own and think of six sentences – one for each verb pattern in the list. Students work in pairs and take turns to tell their partner their idea. Encourage students to ask follow-up questions if possible. Ask students to share interesting ideas with the class.

Real World questions with What … like?

Vocabulary adjectives (3)

What’s it like?Student’s Book p68–p69

8D rEAL

wORLD

1 Establish that the vocabulary in the box is used to describe towns and cities, or the people, food and weather in these towns/cities.

face2face Second edition Pre-intermediate © Cambridge University Press 2012