Английский язык для межкультурного и профессионального общения. English for Cross-Cultural and Professional Communication

Москва
Издательство «ФЛИНТА»
2019

Английский язык для межкультурного
и профессионального общения
________________________________

English for Cross-Cultural 
and Professional Communication

Учебное пособие

7-е издание, стереотипное

О.Е. Данчевская
А.В. Малёв

Д19

Данчевская О.Е.
Английский язык для межкультурного и профессионального 
общения. English for Cross-Cultural and Professional 
Communication : учебное пособие / О.Е. Данчевская, А.В. Ма-
лёв. – 7-е изд., стер. – Москва : ФЛИНТА, 2019. – 192 с. + 
CD. – ISBN 978-5-9765-1284-9. – Текст : электронный.

Пособие нацелено на развитие базовой лингвистической подготовки

и формирование надстройки в виде умений межкультурного и профессионально-
делового общения. Содержание данного пособия отобрано в
соответствии с требованиями Государственного образовательного стандарта 
и включает следующие разделы: путешествия, культурные традиции
и праздники англоговорящих стран, современные языки – их настоящее и
будущее, мир средств массовой информации, литературное творчество и
чтение книг, школа как система и современные подходы к обучению, личность 
и характер, работа и карьера и др. В основу пособия положена коммуникативная 
методика обучения иностранным языкам.

Для студентов высших учебных заведений, учащихся профильных
классов старшей школы, слушателей программ в системе дополнительного
образования, а также всех, кто стремится усовершенствовать свой уровень
владения английским языком.

УДК  811.111(075.8)
ББК  81.432.1я73

Д19
А в т о р ы :

Данчевская Оксана Евгеньевна – канд. культурологии, доцент

кафедры фонетики английского языка факультета иностранных языков
Московского педагогического государственного университета 

(Уроки 1, 5, 7, 9, 11, 12, 13);

Малёв Алексей Витальевич – канд. пед. наук, доцент кафедры
методики преподавания иностранных языков, доцент кафедры
лексики английского языка факультета иностранных языков
Московского педагогического государственного университета 

(Уроки 2, 3, 4, 6, 8, 10)

УДК  811.111(075.8) 
ББК  81.432.1я73

© Данчевская О.Е., Малёв А.В., 2013 
© Издательство «ФЛИНТА», 2013

ISBN 978-5-9765-1284-9

СОДЕРЖАНИЕ

Введение .................................................................................................4

Unit 1.  Pitfalls of Biography Writing ......................................................6

Unit 2.  Identity: Our Inner Self .............................................................16

Unit 3.  Education: Cheating at School and University .........................31

Unit 4.  Are We Living a Healthy Life? .................................................41

Unit 5.  Discovering Yourself through Discovering the World ..............52

Unit 6.  Consumerism: the New Drug of Shopping ...............................64

Unit 7.  Manners Make Man ..................................................................74

Unit 8.  Mass Media: Power for Good or Evil? .....................................86

Unit 9.  Charmed by the Written Word ..................................................93

Unit 10. The World of Work ................................................................105

Unit 11. Significance of Traditions ......................................................112

Unit 12. The Past Shapes the Future ....................................................126

Unit 13. Language as a Cultural Value ................................................142

Appendix 1. Proper Table Settings ......................................................152

Appendix 2. Formulas of Socializing ..................................................153 

Glossary ...............................................................................................161

Tapescripts ...........................................................................................176

В В Е Д Е Н И Е

Данное учебное пособие предназначено для студентов высших

учебных заведений разного профиля и слушателей курсов английского 
языка и направлено на развитие иноязычной коммуникативной
компетенции обучающихся.

Овладение коммуникативной компетенцией предполагает сфор-

мированность целого комплекса умений: 1) отбор лексических, 
грамматических и фонетических средств в соответствии с целью
высказывания, а также социокультурными особенностями ситуации
общения; 2) грамотное построение фразы, избегая дословного перевода (
калькирования) с родного языка на иностранный; 3) логически
связное изложение мыслей в сверхфразовых единствах.

Главенствующее значение в деятельности общения играет его

содержание – то, что вы хотите донести до собеседника и что он
в свою очередь адресует вам. В этой связи основной акцент в пособии 
делается именно на повышении содержательной осведомленности 
студентов в рамках тематики, составляющей, на взгляд авторов, 
основу учебной деятельности иноязычного общения с проекцией на
последующее реальное общение. 

Содержание данного пособия отобрано в соответствии с требо-

ваниями Государственного образовательного стандарта и включает
следующие разделы: путешествия, культурные традиции и праздники 
англоговорящих стран, современные языки – их настоящее и будущее, 
мир средств массовой информации, литературное творчество
и чтение книг, школа как система и современные подходы к обучению, 
личность и характер, работа и карьера и др. Авторы стремились 
охватить важные аспекты делового профессионального общения, 
а также культурологическую составляющую межличностного
взаимодействия.

Структура отдельных модулей пособия варьируется в соответ-

ствии с особенностями изучаемой темы, а также формируемыми навыками 
и умениями. Однако неизменным остается наличие основного 
и дополнительного текстов, заданий на антиципацию, проверку
усвоения полученной информации, а также критического анализа и
оценки прочитанного материала, сопоставление сходных и различ-

ных точек зрения, доказательство своей точки зрения, в том числе 
основываясь на собственном опыте. Некоторые модули пособия содержат 
аутентичные фрагменты взаимодействия между людьми в 
различных контекстах, записанные на аудио и видеоносители. Пособие 
содержит также задания, направленные на развитие надпредмет-
ных умений, которые востребованы в профессиональной деятельности 
в самых разных сферах – написание дефиниций, составление 
классификаций, систематизация и реферирование материала.
В конце пособия приводится приложение, содержащее дополнительный 
лексический и культурологический материал по ключевым 
разделам, а также глоссарий – слова и выражения, необходимые для 
эффективного общения в рамках изученных тем.
Надеемся, что занятия по данному пособию окажутся полезными 
для вас не только с точки зрения развития языковых умений, 
но также для развития общей эрудиции, критического мышления и 
полноценного общения в современном поликультурном мире. Желаем 
вам успеха!

UNIT 1
PITFALLS OF BIOGRAPHY WRITING

INTRODUCTION TO TEXT 1

Discuss the following questions with the group:
1. What is the difference between a biography and autobiog-
raphy?
2. What biographies or autobiographies do you know / have 
you read? What is your impression of them?
3. Why do you think people write biographies and autobiogra-
phies?
4. What is usually included in biographies and autobiogra-
phies? What could be the criteria for choosing these events?
5. Would you like to write your autobiography or memoirs?

TEXT 1

Autobiography

Why do people write biographies and autobiographies? Why 
do we enjoy reading them? The answers to these questions partly 
lie in human psychology.

We all have our past. There are people whose life is so full of 
interesting experiences which can serve a lesson, an example, a 
piece of advice or just intelligent reading for others that a special 
genre in literature -- autobiography -- has existed for centuries. It is 
true that some lives are much more intricate than any fiction can 
describe. A curious fact is that some well-known writers started by 
creating memoirs of their childhood, youth or hard years wishing 
to share this with their readers. Some autobiographies describe 
whole epochs and help understand historical events and people’s 

mentality in definite periods. Maybe that’s the reason why memoirs 
will never go out of fashion and can often compete with world clas-
sics. 

A biography is a description or account of someone’s life. An 

autobiography (auto meaning “self”, giving “self-biography”) is a 
biography of a person’s life written or told by that same person. A 
biography is more than a list of impersonal facts (education, work, 
relationships, and death), it also portrays the subject’s experience 
of those events. Unlike a profile or curriculum vitae (resumé), a bi-
ography presents the subject’s story, highlighting various aspects 
of his or her life, including intimate details of experiences, and may 
comprise an analysis of the subject’s personality.

A work is biographical if it covers all of a person’s life. As such, 

biographical works are usually non-fiction, but fiction can also be 
used to portray a person’s life. 

The word autobiography was first used by the poet Robert 

Southey in 1809 in the English periodical, the Quarterly Review, 
but the form goes back to antiquity. Biographers generally rely on a 
wide variety of documents and viewpoints; an autobiography how-
ever may be based entirely on the writer’s memory. Closely as-
sociated with autobiography (and sometimes difficult to precisely 
distinguish from it) is the form of memoir.

A memoir is slightly different in character from an autobiogra-

phy. While an autobiography typically focuses on the “life and time” 
of the writer, a memoir has a narrower, more intimate focus on his 
or her own memories, feelings and emotions. Memoirs have often 
been written by politicians or military leaders as a way to record 
and publish an account of their public exploits. 

Autobiographical works are by nature subjective. The inabi-

lity -- or unwillingness -- of the author to accurately recall memories 
has in certain cases resulted in misleading or incorrect information. 
Some sociologists and psychologists have noted that autobiogra-
phy offers the author an ability to recreate history.

One of the first great autobiographies of the Renaissance is 

that of the sculptor and goldsmith Benvenuto Cellini (1500--1571), 
written between 1556 and 1558, and entitled simply Vita (Italian: 

Life). He declares at the start: “No matter what sort he is, everyone 
who has to his credit what seem or really are great achievements, 
if he cares for truth and goodness, ought to write the story of his 
own life in his own hand; but no one should venture on such a 
splendid undertaking before he is over forty.” These criteria for au-
tobiography generally persisted until recent times, and most seri-
ous autobiographies of the next three hundred years conformed 
to them.
The earliest known autobiography in English is the early 15th-
century Booke of Margery Kempe, describing among other things 
her pilgrimage to the Holy Land and visit to Rome. The book re-
mained in manuscript and was not published until 1936.

VOCABULARY NOTES

 intricate – запутанный, замысловатый
 exploit – деяние, подвиг, похождение
 credit – честь, репутация
 venture – отважиться, решиться
 persist – упорствовать, сохраняться, продолжать существовать
 
conform to smth. – следовать, подчиняться правилам, 
соответствовать, приспосабливаться 

EXERCISES

I. Give the definition of a biography, autobiography and mem-
oir. Which is more personal? Which is more detailed? 

II. Answer the questions about the text:
1. What information do we get from a biography?
2. What is the difference between a biography and a CV?
3. When can we call a work “biographical”? How is it different 
from fiction?
4. When and by whom was the word “autobiography” first used?

5. Who usually writes memoirs and why?
6. Why are autobiographies usually subjective?
7. How did Benvenuto Cellini describe the purpose of writing 
an autobiography? What criteria did he state for it?
8. What was the first autobiography in English?

III. Explain the difference between the following words and use 
them in the sentences of your own:

Memory, memoir, reminder, reminiscence, recollection, resem-
blance; memorize, remind, recall, recollect, remember, resemble.

IV. LISTENING. Listen to the conversation between three 
friends and match the opinions with the names of the people who 
expressed them. Be careful: there is one statement which wasn’t 
mentioned. Share your own view on the question. 
The first speaker is Susan.

Susan 
 
 
Arthur  
 
Margaret

1. Autobiographies are rather useless.
2. Any person can write an autobiography if he has something 
to share.
3. Writing an autobiography takes a lot of time.
4. There’s no place for imagination when writing an 
autobiography.
5. It’s hardly possible to risk to entrust every event of your 
life to a biographer.
6. A biographer can misrepresent things.
7. Writing an autobiography is better than having a biography 
written by someone.
8. It’s dull just to enumerate all the facts of your life.
9. What you include into your autobiography should be really 
important to you emotionally.
10. Both positive and negative experiences deserve to be 
recorded.

INTRODUCTION TO TEXT 2

What would you write in your autobiography? Why?

Read the pieces of autobiography written by three different 
people: 

TEXT 2

A.  If I were to write an autobiography, I’d try and avoid the trap 
of reinventing the actual history and detail of my own lived experi-
ence. There could be a tendency to want to present the facts in 
a slightly different manner; embellishing the narrative to make it 
seem more glamorous, exciting or readable. A good autobiography 
is characterised by rigorous, perhaps even a ruthless honesty. 
And a willingness to uncover all the facets of one’s character, even 
those which could happily remain in the recesses of the mind far 
from the page and public scrutiny. For if the fear of revealing all is 
too overwhelming, then why undertake the task in the first place. 
Therefore, the decision to write an autobiography is not one that 
should be taken lightly. The objective must be to write what you 
know about yourself with an air of detachment, almost as though 
you had been observing an interesting stranger for many years. 
With this capacity you are in an ideal position to share something 
intimate and of value that will render the exercise worthwhile for 
the author and reader alike.

-- Paul Flitcroft (England)
SANE Director of  Fundraising & Marketing

B.  The “boulders” on the hill above Mycenae on which I 
hopped from one to another, trying to avoid the dry, sharp branches 
of the bushes in between, were, as I later believed, old coral heads, 
which had rather sharp grooves to them. I had, as was usual for 
me, decided to get an overview of the site from atop the hill beside 
it, and so I walked through a small shepherd's gate and then up-
wards from out of the ruins. As I reached the top I -- while watching 

some scattered goats winding their ways foraging on some small 
paths between the boulders -- decided to walk to the other side of 
the hill so that I could see the open plains below, though the day 
was rather overcast. I remember thinking how now no one in the 
world knew where I was at that time, not family or friends, not even 
the personnel at the site behind me that Schliemann had found; 
most did not even know I was traveling in the Peloponnesus from 
Tübingen to view the historic sites I had for months been studying 
for my MA with Antioch College.

I sat, and looked and thought…about what I had seen, about 
my trip, about myself.

After deciding it was getting late, and time to return to the ar-
chaeological site, I was somewhat stunned when -- hurrying back 
across the hill -- I suddenly found myself laying in a bush with my 
arms scratched and bleeding, having slipped in my “tennis shoes” 
on a long-worn coral head. (One scratch to my surprise left a scar 
I could clearly see for more than two decades, though it was not 
really deep.) I recognized that if I was seriously injured here, no 
one would even miss me to come and help.

When I finally -- now in a more cautious hurry -- came over to 
the other side of the hill, I saw that all the tourist buses were gone, 
and -- as I learned after another maybe 15 minutes walking -- the 
isolated historical site was closed, and everyone had left. 

-- Stephen Lapeyrouse (USA) about a time in spring of 1979
Author, essayist, English language private tutor, host and 
founder of English Language Evenings Moscow, and editor for 
the newspaper English

C. I remember the boat that took us out into the swells of the 
Pacific Ocean, beyond the last headland of the Queen Charlotte 
Islands. There at the end of the world, abandoned, alone, majestic, 
is the ancient Haida village of Chaatl.  The pebble beach remains 
untouched, empty; and for a moment it seems there are ghostly