Baigiang GTVH

1
UNIT 1 GREETING
I. Learning objectives: By the end oI the lesson, the students will be able:
- to identiIy diIIerent ways oI greeting in diIIerent countries/ cultures
- to be aware oI the diIIerent ways oI greeting
II. Ways of working: 5air work, grou5 work
III. Teaching materials: reading 5assages, 5ictures, 5osters
IV. Anticipated problems: students oI diIIerent levels
V Procedure
WARMER
Look at the list oI things you might do when you meet someone Ior the Iirst time.
Check the things you usually do. Put an x next to the things you never do.
shake hands
use his/ her Iirst name
ask what his/ her job is
buy him/ her a drink
ask how much he/ she earns
look at him/ her directly
bow to him/ her
kiss him/ her on the cheek
Iind out about his/her Iamily
give him` her a business card
touch him/her on the arm
stand very close to him/ her
hug him/ her when you say
goodbye
5ut your hands in your 5ockets
and lean against the wall.

For the items you never do, can you think oI a country where someone would act this
way?

2

PRE- TEACHING
SREETINSS FROM AROUND THE WORLD
Con you mime fhese7

ToIk obouf fhese quesfions.
I) hich greefings ore fypicoI in your counfry7
Z) Con you nome o counfry for eoch greefing7

, kiss on the cheek
, hug
, h,ndsh,ke
, bow
, p,t on the b,ck
3

There ore differenf kinds of hondshoke. hof kind of hondshoke do you usuoIIy give7
The 'upper hond' hondshoke
The 'bone crusher' hondshoke
The firm hondshoke
The Iimp hondshoke or 'deod fish'
The 'fwo-honded' hondshoke
- TC
A RITUAL LOSES ITS GRIP
By most accounts, handshakes started as a way to show that neither 5erson was
holding a wea5on. Desmond Morris, the anthro5ologist, calls the handshake s 'tie-sign
because the bond it creates. Through the centuries, the growing use oI the handshake
reIlected greater equality among individuals, and it was used to seal agreements. The
handshake became a Iriendly greeting, a sign oI res5ect, a bet that new Iaces would be
remembered.
Handshakes can be bad Ior your health. The Massachusetts Medical Society
recently started an advertising cam5aign that encouraged 5eo5le to wash their hands
more oIten, 5ointing out in one radio s5ot that 'any Iriendly handshake can carry many
illnesses.
Robert E. Swindle, a retired business 5roIessor in Peoria, Arizona, wants to
abolish handshaking altogether. AIter all, now that most 5eo5le don`t carry concealed
wea5ons in their hands, the ritual has lost its useIulness, he said.
But iI Mr. Swindle got his way, something would clearly be lost in society. Allen
Kono5acki, who runs a sales training com5any in Chicago called the Incomn Center,
tried an ex5eriment last year to better understand the handshake eIIect. ' A handshake,
Mr. Kono5acki said, 'creates a higher level oI trust, a degree oI intimacy with matter oI
seconds.
Some sociologists say the a55arent dro5 in the traditional value oI a handshake
reIlects a general decline oI loyalty in American society to institutions like marriage and
between em5loyers and their workers.
But Alan WolIe, a sociologist at Boston University, disagreed. He said that while the
handshake has been devalued by those in media s5otlight, the gesture carries just as
much weight as it always has among most 5eo5le because so many Iace-to-Iace
encounters have been re5laced by 5hones, Iaxes, and E-mail. 'The handshake is really
reserved Ior s5ecial moments, he said.
And you never know when such moments might arise. In January, a small grou5
oI men were moved to shake hands oI staII members in a bank in central Italy. It was,
aIter all, a s5ecial time Ior everyone involved. The men were about to leave, having just
Iinished robbing the bank.
I. Read this article. Find the underlined words that match these definitions.
4

1. strong connection
2. hidden
3. made something less im5ortant
4. eliminate
5. a Ieeling oI closeness
6. Iinalize
II. Match the person or group to the statements they would agree with.
Desmond Morris
Massachusetts Medical Society
Robert E. Swindle
Allen Kono5acki
Some sociologists
Allen WolIe

a. Shaking hands is an
unnecessary ritual.
b. The ritual oI handshaking is
just as im5ortant as it used to
be.
c. Peo5le shake hands less oIten
because they are not as loyal
to one another.
d. Handshaking brings 5eo5le
together.
e. There is a 5ositive outcome
when you shake hands.
I. Shaking hands can be
unhealthy.

5

MEETINS AND SREETINS CUSTOMS

There are many diIIerent greeting customs around the world. Here are some.
Chile
Peo5le usually shake hands when they meet Ior the Iirst time. When two women
Iirst meet they sometimes give one kiss on the cheek. (They usually 'kiss the air)
women also greet both male and Iemale Iriends with a kiss. Chilean men give their
Iriends warm abrazos (hugs) or sometimes kiss women on the cheek.
Finland
Finns greet each other with a Iirm handshake. Hugs and kisses are only Ior close
Iriends and Iamily.
The Philippines
The everyday greeting Ior Iriends is a handshake Ior both men and women. Men
sometimes 5at each other on the back.
Korea
Men bow slightly and shake hands to greet each other. Women do not usually
shake hands. To address someone with his or her Iull name, the Iamily name comes Iirst,
then the Iirst name.
How do you think the peopIe in these countries greet e,ch other?
6

The United States
Peo5le shake hands when they are Iirst introduced. Friends and Iamily members
oIten hug or kiss on the cheek when they see each other. In these situations, men oIten
kiss women but not other men.

I. Individual work
According to the article, in which country or countries are the following true?
Check (1 the correct boxes.

II. Pair work
How do these people greet each other in your country?
two male Iriends
a male and a Iemale Iriend
two strangers
two Iemale Iriends

I. !eopIe shoke honds every fime fhey meef
Z. omen do nof shoke honds.
3. omen kiss of fhe firsf meefing.
4. en hug or pof eoch ofher on fhe bock.
b. omen kiss moIe friends.
o. The fomiIy nome comes firsf.

ChiIe FinIand The PhiIippines Korea The US

7

INTRODUCTIONS
Read this extract from a magazine article.

POST- TEACHING
Discuss these rules with your 5artner:
1. Are these rules true in you country?
2. Were they more im5ortant in the 5ast?
3. Are rules still im5ortant nowadays?
4. Do you 5reIer having rules, or not?
Introducing yourselI
v Shaking hands Iirmly, and look at the
other 5erson in the eye. Smile!
Men shake hands with men.
Women choose whether to shake hands
with men or not. The woman oIIers her
hand Iirst.
Nowadays women oIten shake hands with
women (but not always).
v Say How do you do`. In the USA the
res5onse is Pleased to meet you.` Or
Fine, thanks.` In Britain, the res5onse
is usually How do you do.`
v ive inIormation about yourselI.
State your name.
Add extra inIormation (job, com5any or
where you live)
v Exchange business cards.
Introducing other 5eo5le
v Introduce in the correct order.
Introduce lower status to higher status.
Introduce younger 5eo5le to older 5eo5le.
Introduce men to women.

Dr Lauren K. Beckenbauner
HOW TO BE
SUCCESSFUL IN LIFE

8

UNIT 2 CROSSING CULTURES
- to be aware oI some diIIiculties encountered while 5eo5le are living in Ioreign
countries
- to learn about diIIerent customs
VI. Anticipated problems: students oI diIIerent levels
V. Procedure
WARMER
I. Pair work
1. What are the three things you miss (or would miss the most iI you moved to another
country)?
2. Think oI three things that make liIe easy and three things that make liIe diIIicult Ior a
5erson living in a Ioreign country.
3. These words used to describe how 5eo5le sometimes Ieel when they live in a Ioreign
country. Which are 5ositive (P)? Which are negative (N)?

II. Group work
Imagine you are going to live in a Ioreign country. Write sentences using your own
inIormation. Then write three more sentences.
1. The thing that I`d be worried about
2. Something I`d Ieel conIident about
3. The 5erson that I`d miss the most
4. Someone I`d never miss
onxious foscinofed coIm comforfobIe
secure confidenf sure of oneseIf curious
suspicious uncerfoin depressed emborrossed
uncomforfobIe worried nervous
The language is one thing that I`d be worried about.
My dog is the thing that I`d miss the most.
My mom`s cooking is something that I`d really miss.
One thing that I`d be worried about is the language.
The thing that I`d miss most is my dog.
Something that I`d really miss is my mom`s cooking
9

5. Something I might be uncomIortable about
6. The thing that I`d Iind most exciting
III. Group work
Compare. Do you feel the same way? Complete these customs

IV. Discussion
Talk about these questions.
1. Does your culture Iollow any oI these customs?
2. Why do you think 5eo5le have these customs?
3. What other interesting customs do you know?
4. What customs should a visitor to your country know about?
PRE- TEACHING

I. Pair work
Student A Read the statements.
Student B Check the statements that are true in your country.

CANADA AND THE US
Don`t arrive iI you`re invited to someone`s home.
INDONESIA
Never 5oint to anything with your .
kOREA
Don`t something to an older 5erson or su5erior with only one hand.
MUSLIM COUNTRIES
Don`t eat with your hand.
SAMOA
Don`t when you`re walking in 5ublic.
THAILAND
Never touch anyone exce5t a on the head.
DIFFERENT CUSTOMS
Wh,t kinds of beh,;iour ,re ,ccept,bIe in some cuItures but not in others?
10

Check the st,tements ,bout cuItur,I beh,;iour th,t ,re true in your country,
Soci,Iizing
I. !eopIe offen kiss friends on fhe cheek when fhey meef.
Z. f's OI fo osk peopIe how much money fhey eorn.
3. f's oII righf fo osk someone whof his or her reIigion is.
4. f's common fo infroduce yourseIf fo new neighbours ond give fhem o smoII giff.
b. !eopIe oIwoys orrive on fime when fhey ore invifed fo someone's home.
o. f's OI fo osk for o second heIping when eofing of o friend's house.
7. f's OI fo drop by o friend's house wifhouf coIIing firsf.
8. f's OI fo bring o friend or o fomiIy member when you're invifed fo o porfy of someone's
home.
9. hen friends hove dinner ouf fogefher, eoch person poys his or her shore of fhe cheque.
Out in the pub
I0. f's OI fo bIow your nose in pubIic.
II. f's oII righf fo chew gum whiIe foIking fo someone.
IZ. f's common fo borgoin when you buy fhings in sfores.
I3. f you wonf fo smoke oround ofher peopIe, you shouId oIwoys osk if if's OI
At work ,nd schooI
I4. n on office, peopIe usuoIIy prefer fo be coIIed by fheir firsf nome.
Ib. n high schooI, if's common fo coII o feocher by his or her firsf nome.
Io. Sfudenfs oIwoys sfond up when fhe feochers enfers fhe cIossroom
D,ting ,nd m,rri,ge
I7. !orenfs offen decided whom fheir chiIdren wouId morry.
I8. Teenogers go ouf on dofes o Iof.
I9. mon usuoIIy gives o womon o giff when fhey go ouf on o dofe.
Z0. Young peopIe usuoIIy Iive wifh fheir porenfs offer fhey gef morried.
II. Group work
Com5are answers. How many are the same? How many are diIIerent?
Do you like (or would you like) to live in a Ioreign country? How do you Ieel (or would
you Ieel) about moving there?
11

WHILE- TEACHING
Reading Pasage

I. Complete the diagram with your own ideas.

Canadians and Americans usually ti5 in 5laces like restaurants, air5orts, hotels,
and hair salons because many 5eo5le who work in these 5laces get low salaries. A ti5
shows that the customer is 5leased with the service.
At air5orts, 5orters usually get a dollar ti5 Ior each bag. Hotel bellho5s usually get
a dollar Ior carrying one or two suitcases. A hotel door attendant or 5arking valet also
gets about a dollar Ior getting a taxi or Ior 5arking a car. Many 5eo5le also ti5 hotel
room attendants, es5ecially when they stay in a hotel Ior several days. They usually
leave a dollar Ior each day.
The usual ti5 Ior other kinds oI services- Ior exam5le, Ior taxi drivers, barbers,
hairdressers, waiters, and waitresses is between 10 and 20 5er cent oI the bill. The size
oI the ti5 de5ends on how 5leased the customer is. In most restaurants, the check does
not include a service charge. II the grou5 is large, however, there may be an added
service charge. There is no ti55ing in caIeterias or Iast-Iood restaurants.
II. Pair work Read the article. Then talk about these questions.
1. How much do you ti5 someone in North America who:
- takes your bag at an air5ort?
- 5arks your car at a hotel or restaurant?
- serves you in a Iast Ioot restaurant?
2. What ti5 should you leave Ior the Iollowing:
- a $27 haircut?
- a $50 restaurant check?
- a $14 taxi Iare?
POST- TEACHING
Do you tip for ser;ices in your country? When?
Peo5le receiving
ti5s
Places where
5eo5le ti5
12

Group Work Do you think ti55ing is a good or bad custom? Why?
SUPPLEMENTARY READING
Ten General Tips for Crossing Cultures:
1. LEARN and OBSERVE -- S5end time 5re5aring and learning about the country or
culture you 5lan to enter so that a mental Ioundation is laid. Any good student would
study the subject matter beIore an exam or 5resentation, and the same 5rinci5le a55lies
in the realm oI international travel. Also, be culturally aware. Observe cultural
similarities and diIIerences and use them to understand the behavior oI your
international counter5art. Ado5ting an analytical 5ers5ective on cultural norms and
values is central to crossing cultures.
2. SOCIAL STRUCTURE -- Ex5ect that the notion oI 'equality is not a universal one.
Men and women are not treated equally across the world, and likewise, 5eo5le oI
diIIering ethnicity, religious, linguistic and status are oIten not treated equally either.
Learn to sus5end judgment in order to Iunction within the host country, and be sure to
learn how to distinguish between gender, cultural, ethnic, linguistic, religious or status
diIIerences. OIten these Iactors Iunction in tandem with one another, while being
distinct. Understanding the social structure oI a country will oIten hel5 in 5arsing how
the structural elements contribute to the social and cultural distinctions.
3. SUSPEND VALUES -- Whatever 5ersonal values (see #2 in regard to the value oI
equality) may be held at home, it is very likely that they will not easily translate into
other cultures and contexts. The Iamed anthro5ologist, CliIIord eertz, reminds us that
iI we ex5ect to Iind 'home truths in other 5arts oI the world, we might as well stay
home. Patience, Ilexibility and tolerance are, thus, requisite qualities Ior all travelers.
Res5ectIully adhere to cultural norms, even iI you do not agree with them, and try not to
take oIIense to habits and customs with which you may not be Iamiliar. Try to Iunction
'within the host country`s culture and social system rather than a55roaching it
antagonistically. In this regard, the old adage oI 'When in Rome, do as the Romans.
remains golden advice.
4. NETWORKS-- Build a network or 5ersonal and 5roIessional contacts iI you 5lan to be
in another country or culture Ior an extended stay. Note: Cross-culture ex5ert, Roger
Axtell, suggests Iinding a mentor with ex5erience who can act as a s5onsor, hel5
socialize you into the new culture, and in the case oI business 5roIessionals, even extend
your credibility. In many countries, Irom the most basic Iunctions to the most
bureaucratic oIIices rely u5on networks oI contacts.
5. PERSONAL APPEARANCE -- Seriously consider the matter oI 5ersonal a55earance
and selI-5resentation. OIten considered a 'soIt or insigniIicant subject, selI-
13

5resentation can be critical to business success by 5ortraying care and 5roIessionalism in
cultures where a55earances are key Iactors. A55earance can also contribute to saIety
Iactors as it can bring unwanted attention to travelers, thus making them targets Ior
criminal activities. Pay close attention to how your international counter5arts 5resent
themselves in the 5roIessional and 5ersonal domains.
6. SELF-PRESENTATION -- ThoughtIully take into account the matter oI 5ersonal
behavior and selI-5resentation. The old adage 'just be yourselI is 5leasant rhetoric to
the ears oI Iellow Westerners, and es5ecially Americans. While such naturalness and
ease may require little eIIort, it is the single most 5roblematic attitude oI international
travelers as it demonstrates a gross incognizance oI cultural diIIerences. Instead,
observe how 5eo5le in the host country behave and attem5t to emulate that behavior
with subtlety. OIten, small changes such as modulating one`s voice or behaving more
Iormally in status-oriented cultures are suIIicient Iorms oI cultural integration.
7. PARA-LANGUAGE -- Pay close attention to '5ara-language, that is, gestures and
body language in other countries. The way in which Americans nod 'yes (u5 and
down) means the o55osite thing in other countries such as India. Hand movements are
also critical as they can oIten denote e5ithets and other colorIul meanings. The Chinese,
however, have a com5lex and esoteric code oI hand gestures that are involved in
commercial transactions. Do not assume universal meanings as something as seemingly
ubiquitous as a smile may not translate the same meaning in other cultures. Westerners
assume the smile transmits 5ositive Ieelings, however, in Eastern cultures, smiling oIten
connotes discomIort or embarrassment. In still other cultures, smiling demonstrates
weakness or shallowness. Close attention should also be 5aid to eye contact, hand
shaking and s5atial relationshi5s.
8. PROTOCOL -- ive some thought and attention to the matter oI 5rotocol. In written
communication with 5eo5le Irom other countries and cultures, distinctive 5ractices are
the norm. Take time to Iind out about a55ro5riate and 5olite customs oI written
communication. In-5erson communication and etiquette is also key. Westerners, and
es5ecially North Americans, tend to adhere to inIormality in greetings and introductions,
oIten 5reIerring to interact on a Iirst name basis. Other cultures such as Middle
Easterners, 5reIerence more Iormal interactions, while Latin Americans 5ay close
attention to titles. Beyond the realm oI communication, take time to learn about the
status hierarchy. As noted in #3, equality is not a universal value and many cultures
tend to be status-oriented. Many cross-cultural ex5erts recommend using bilingual
business cards where titles Iavorably denote status.
9. PUNCTUALITY -- Remember that the notion oI time is a culturally constructed one.
Try to adhere to culturally-a55ro5riate norms oI 5unctuality. Euro5ean countries and the
14

United Kingdom have a high regard Ior the issue and demand 5recise attention to
5unctuality, while Canada, the United States, and Australia ex5ect and a55reciate
5rom5tness. In contrast, the Mediterranean countries tend to have a more relaxed
attitude toward 5rom5tness and in Latin America and AIrica, time is a very Iluid
consideration!
10. DRINKING AND DINING -- Think about culturally distinct norms oI dining when
traveling or living in another country. Table etiquette should be considered. Although
Americans tend to cut meat with the right hand and then Ili5 to Iork use with that very
hand, Euro5eans and many Latin Americans unwaveringly use the Iork in the leIt hand
and the kniIe in the right hand. In Asian cultures where cho5sticks are used, learning
how to eIIiciently use these utensils in advisable. Pay attention to where utensils are
5laced on the 5late during and aIter eating as the cues oI etiquette evolved in order to
signal to waiters and attendants when more Iood was requested or when one is Iinished
with a meal. Travel also involves consuming Ioreign and exotic Ioods. Although your
Iirst im5ulse may be to reIuse to eat the shee5`s brain oIIered in the Middle East or 5ig
intestines oIIered in South East Asia, remember that these Ioods are considered
delicacies at home and are likely oIIered in the s5irit oI honor. When serving meals to
5eo5le oI other cultures, remember to consider religious restrictions (Muslims and Jews
do not eat 5ork; Hindus do not eat beeI; and various denominations oI Christianity and
Islam do not drink alcohol). II you are the 5erson with a religious or dietary restriction,
sim5ly ex5lain that Iact to your host while noting that you have no objection to others
5artaking the 5articular Iood or drink.
Com5iled and written by CountryWatch.com, A5ril, 2001.
15

UNIT 3 CULTURE CLASH
- to identiIy characteristics oI diIIerent cultures
- to be aware oI diIIerent cultural characteristics
V. Procedure
PRE- TEACHING
National characteristics
I. Read the following letter and do the exercises
This is a letter Irom Dave. Dave is an American exchange student in Frank`s home,
while Frank is staying in the U.S. with Dave`s Iamily.
Dear Fred,
Hi' How are you getting along in the States? Im having a wonderful time here in
England with your family and friends. Everyone is so friendly and hospitable. They all
welcome me into their homes and treat me as one of the family.
Ive been very surprised by English people. I thought they would all be very
conservative and traditional. Instead Ive found them very open to new ideas. I also
thought English people would be rather shy. But most people seem very outgoing and
self-confident, almost as much as Americans. I find the English very tolerant too.
Nobody here seems to mind very much how you dress or what you say. Of course, there
are some narrow-minded people too. But I dont think there are as many as there are
back home in the States.
I often think of you in my home and what you must be thinking about Americans, I
imagine you think were too hard-working and materialistic I never reali:ed how much
Americans talk about money, until I came to Britain. And you probably also think that
Americans are very rude compared with the British. I dont think were really so rude
its fust that we sometimes forget to use all those polite phrases like ' Do you mind` and
' Could I` and 'May I`
One difference I have noticed is that the British dont seem as optimistic as
Americans. In America we always think we can change things and make them better. But
I get the feeling that the British have a rather pessimistic view of life.
Im feeling la:y, so thats all Im going to write now. I look forward to hearing your
impressions of the US.
Yours,
Dave
16

Exercise 1
According to Dave, do these words best describe British 5eo5le (B) or American 5eo5le
(A). Tick the a55ro5riate column.

Exercise 2
Find the words in Dave`s letter which mean the Iollowing
a) treating someone as one oI the Iamily
b) not minding how other 5eo5le dress and talk
c) not o5en to new ideas
d) sure oI yourselI
e) using words like '5lease and 'may I
I) thinking you can make things better
Exercise 3
Find Iive 5airs oI words which are o55osite in meaning and use them to Iill in the chart.
Tolerant o5timistic lazy rude 5essimistic
Polite shy narrow-minded outgoing hard-working
and
and
and
and
1ust for fun
Think oI nationality (Ior exam5le English, American, or your own nationality).
Put these characteristics in order Irom most ty5ical (1) to least ty5ical (8) oI that
nationality.
5olite
shy
traditional
hos5itable
Iriendly
tolerant
hard-working
materialistic
Now com5are your answers with other 5eo5le`s and see whether they agree with you.

rude
materialistic
hard-working
tolerant
sell-conIident
o5timistic
American people British people
17

WHILE -TEACHNG
CULTURE CLASH
I. Discus these questions.
- Have you ever been to another country or had contact with 5eo5le Irom another
culture?
- Have you ever had any ex5eriences that were caused by cultural diIIerences?
You`ve just got on a 5lane Ior your long-haul Ilight to Australia. The Ilight is Iull
and there`s someone sitting in the seat next to you. You know that you are going to
s5end the next twenty hours or so next to your Iellow 5assenger. What would you like to
ha55en:
You start a conversation with the other 5erson and really get to know him/ her?
You sit quietly next to each other and 5erha5s just beIore you land you`ll say how
nice it was to meet?
You wait Ior the other 5erson to start a conversation?
Would it make a diIIerence iI the other 5assenger was:
older than you?
younger than you?
oI the o55osite sex?
Irom a diIIerent culture?
These are questions Irom a cross-cultural worksho5 which hel5s business 5eo5le to
avoid misunderstandings when they deal with 5eo5le who come Irom diIIerent cultures.
Ideas about 5olite behaviour vary Irom one culture to another and it`s easy to cause
oIIence, or Ieel oIIended, iI you don`t know what other cultures ex5ect.
Some societies, such as America and Australia, Ior exam5le, are mobile and very
o5en. Peo5le here change jobs and move house quite Irequently. As a result they have a
lot oI relationshi5s that oIten last only a short time, and they need to get to know 5eo5le
quickly. So it`s normal to have Iriendly conversations with 5eo5le that they have just
met, and you can talk about things that other cultures would regard as 5rivate.
At the other extreme are more crowded and less mobile societies where long-term
relationshi5s are more im5ortant. A Malaysian or Mexican business5erson, Ior exam5le,
will want to get to know you very well beIore he or she Ieels ha55y to start business. But
when you do get to know each other, the relationshi5 becomes much dee5er than it
would in a mobile society.
To Americans, both Euro5eans and Asians seem cool and Iormal at Iirst. On the
other hand, as a 5assenger Irom a less mobile society 5ut it, it`s no Iun s5ending several
hours next to a stranger who wants to tell you all about his or her liIe and asks you all
sorts oI embarrassing questions that you don`t want to answer.
Cross-cultural diIIerences aren`t just a 5roblem Ior travellers, but also Ior the
airlines which carry them. All airlines want to 5rovide the best service, but ideas about
18

good service vary Irom 5lace to 5lace. This can be seen most clearly in the way that
5roblems are dealt with.
Some societies have universalist` cultures. These societies have a strong res5ect
Ior rules, and they treat every 5erson and situation in basically the same way.
Particularist` societies, on the other hand, also have rules, but they are less
im5ortant than the society`s unwritten ideas about what is right or wrong Ior a 5articular
situation or a 5articular 5erson. So the Iormal rules are bent to Iit the needs oI the
situation or the im5ortance oI the 5erson.
This diIIerence can cause 5roblems. A traveller Irom a 5articularist society, India,
is checking in Ior a Ilight in ermany, a country which has a universalist culture. The
Indian traveller has too much luggage, but he ex5lains that he has been away Irom home
Ior a long times and the suitcases are Iull oI 5resents Ior his Iamily. He ex5ects that the
check-in clerk will understand his 5roblem and will bend the rules Ior him. The check-in
clerk, however, ex5ects that iI she ex5lains the rules, the customer will understand. II he
were allowed to have too much luggage, it wouldn`t be Iair to the other 5assengers. But
the traveller thinks this is unIair, because the other 5assengers don`t have his 5roblem.
II. Do the following excercises
1. Read the first paragraph and answer the questions.

- What do your res5onses show about your culture?

- Do you think 5eo5le Irom other cultures would give the same res5onse?

2. Read the rest of the article quickly and answer these questions.

- What diIIerences is it about?

- In what context do these diIIerences emerge?

- Who does this cause 5roblems Ior?
3. The text describes two ways in which cultures differ.
- Com5lete the scale.
.........
universalist
less mobile
.........
. Read the text again. For each of the four types of society or culture, fill in the
missing information.
More mobile Less mobile Unisersalist Particularist
the
distinguished
Ieatures.
More mobile
cultures are
characterized
Particularist
cultures Ieel
rules should
19

by the Iact that
5eo5le change
jobs and move
house
Irequently
on occasion be
bent to suit the
individual
situation
the eIIects on
behaviour.

Long-term
relationshi5s
are very
im5ortant, and
a business
5erson would
want to know
you well
beIore starting
business
And ex5ect
everyone
Iollow them

countries or
regions that
have the
culture.

India is an
exam5le oI
this kind oI
society
how the
o55osite kind
oI culture sees
it.
Peo5le Irom
less mobile
societies Iind
it
embarrassing
to talk to a
virtual
stranger about
matters they
regard as
dee5ly
5ersonal
Members oI
5articularist
societies see
this inIlexible
Members oI a
5articularist
society can`t
understand
this attitude,
as, they think
that Iairness
can only be
achieved iI
everyone
Iollows the
same rules
III. Group work
Discus these questions.
1. What do you think are the 5lus and minus 5oints oI the diIIerent ty5e oI culture?
What do you think oI the Indian traveller`s 5roblem?
2. Where would you 5ut your country on the scale above?
POST - TEACHING
Think about
1. What characteristics do 5eo5le Irom other countries think 5eo5le Irom your country
have? Do you think they are right or wrong?
2. Do you sometimes Ieel shy? In what situations?
20

3. In what ways do you think your 5arents` generation is diIIerent Irom your
generation?
Are you o5timistic or 5essimistic about the Iuture? Why?
21

UNIT CULTURE SHOCK
I. Learning objectives: By the end oI the lesson, the students will be able to:
- be aware oI culture shock
- avoid culture shock
II. Ways of working: group work
III. Teaching materials: reading passages, powerpoint.
VI. Anticipated problems: students with different levels
V. Procedure
PRE- TEACHING
What may you Iind iI you go abroad?
- The climate
- The Iood
- The language
- Social behaviors
WHILE - TEACHING
Task1 Read the article and answer the questions below
1. What is the culture shock?
2. What are the 5hases oI culture shock?
3. How many stages are there Ior the 5rocess oI cultural adjusment?
4. Why is the culture shock considered as stage oI disease?
5. How many sym5toms oI transition shock are there? What are they?
Culture shock reIers to the anxiety and Ieelings (oI sur5rise, disorientation,
uncertainty, conIusion, etc.) Ielt when 5eo5le have to o5erate within a diIIerent and
unknown cultural or social environment aIter leaving everything Iamiliar behind and
they have to Iind their way in a new culture that has a diIIerent way oI liIe and a
diIIerent mindset such as in a Ioreign country. It grows out oI the diIIiculties in
assimilating the new culture, causing diIIiculty in knowing what is a55ro5riate and what
is not. This is oIten combined with a dislike Ior or even disgust (moral or aesthetical)
with certain as5ects oI the new or diIIerent culture.
The shock (oI moving to a Ioreign country) oIten consists oI distinct 5hases, though
not everyone 5asses through these 5hases and not everyone is in the new culture long
enough to 5ass through all three:
- Honeymoon Phase - During this 5eriod the diIIerences between the old and new
culture are seen in a romantic light, wonderIul and new. For exam5le, in moving to a
new country, an individual might love the new Ioods, the 5ace oI the liIe, the 5eo5le's
habits, the buildings and so on. During the Iirst Iew weeks most 5eo5le are Iascinated by
the new culture. They associate with the nationals that s5eak their language and are
22

5olite to the Ioreigners. This 5eriod is Iull oI observations and new discoveries. Like
many honeymoons this stage eventually ends. 'When an individual sets out to study, live
or work in a new country, he or she will invariably ex5erience diIIiculties with language,
housing, Iriends, school, work.
- Negotiation Phase - AIter some time (usually weeks), diIIerences between the
old and new culture become a55arent and may create anxiety. That sense oI excitement
will eventually give way to new and un5leasant Ieelings oI Irustration and anger as you
continue to have unIavorable encounters that strike you as strange, oIIensive, and
unacce5table. These reactions|...|are ty5ically centered around the Iormidable language
barrier as well as stark diIIerences in: 5ublic hygiene; traIIic saIety; the ty5e and quality
oI the Iood|...|. One may long Ior Iood the way it is 5re5ared in one's native country,
may Iind the 5ace oI liIe too Iast or slow, may Iind the 5eo5le's habits annoying,
disgusting, and irritating etc. This 5hase is oIten marked by mood swings caused by
minor issues or without a55arent reason. This is where excitement turns to
disa55ointment and more and more diIIerences start to occur.

De5ression is not
uncommon.
- Adjustment Phase - Again, aIter some time (usually 6 12 months), one grows
accustomed to the new culture and develo5s routines. One knows what to ex5ect in most
situations and the host country no longer Ieels all that new. One becomes concerned with
basic living again, and things become more "normal".One starts to develo5 5roblem-
solving skills Ior dealing with the culture, and begins to acce5t the culture ways with a
5ositive attitude. The culture begins to make sense, and negative reactions and res5onses
to the culture are reduced. Reaching this stage requires a constructive res5onse to culture
shock with eIIective means oI ada5tion.
Also, Reverse Culture Shock (a.k.a. #e-entry Shock) may take 5lace returning to
one's home culture aIter growing accustomed to a new one can 5roduce the same eIIects
as described above. This results Irom the 5sychosomatic and 5sychological
consequences oI the readjustment 5rocess to the 5rimary culture.
|8|
The aIIected 5erson
oIten Iinds this more sur5rising and diIIicult to deal with than the original culture shock.
There are three basic outcomes oI the Adfustment Phase:
- Some 5eo5le Iind it im5ossible to acce5t the Ioreign culture and integrate. They
isolate themselves Irom the host country's environment, which they come to 5erceive as
hostile, withdraw into a ghetto and see return to their own culture as the only way out.
These Rejectors also have the greatest 5roblems re-integrating back home aIter return.
A55roximately 60 oI ex5atriates behave in this way.
|citation needed|

- Some 5eo5le integrate Iully and take on all 5arts oI the host culture while losing
their original identity. They normally remain in the host country Iorever. A55roximately
10 oI ex5atriates belong to this grou5 oI Adopters.
- Some 5eo5le manage to ada5t the as5ects oI the host culture they see as 5ositive,
while kee5ing some oI their own and creating their unique blend. They have no major
23

5roblems returning home or relocating elsewhere. A55roximately 30 oI ex5atriates are
these so-called Cosmopolitans.
The 5rocess oI cultural adjustment, which is also known as the U-sha5ed curve oI
cultural adjustment, encom5asses Iive distinct stages:
Stage 1: The Ieeling oI excitement and eagerness. This stage occurs beIore leaving
to go to the new culture.
Stage 2: The Ieeling that everything in the new culture is great. This stage occurs
u5on arrival to the new culture.
Stage 3: The Ieeling oI everything in the new culture is terrible.
Stage 4: The Ieeling oI adjustment. The stage where the visitor begins to Ieel
comIortable and takes ste5s to become more Iamiliar with the culture.
Stage 5: The Ieeling that everything is Iine. The stage where the visitor has
ada5ted to the culture and in some ways is embracing it as their own.

Culture shock is a state oI dis-ease, just like a disease. It has many diIIerent eIIects, time
s5ans, and degrees oI severity
|9|
. Many 5eo5le are handica55ed by its 5resence and don't
recognize what is bothering them. Culture shock sym5toms are really hard to seclude.
Culture shock is a subcategory oI a more universal construct called transition shock.
Transition shock is a state oI loss and disorientation 5redicated by a change in one's
Iamiliar environment which requires adjustment. There are many sym5toms oI transition
shock, some which include:
- excessive concern over cleanliness and health
- Ieelings oI hel5lessness and withdrawal
- irritability
- glazed stare
- desire Ior home and old Iriends
- 5hysiological stress reactions
- homesickness
- boredom
- withdrawal
- excessive slee5
- com5ulsive eating/drinking
- stereoty5ing host nationals
- hostility towards host nationals
|10|

There are no Iixed sym5toms ascribed to culture shock as each 5erson is aIIected
diIIerently.
|11

"Culture shock dis5lays common sym5toms, in Iour stages. The Iirst is the
honeymoon or tourist stage, which lasts a Iew weeks. In this stage, 5eo5le 5erceive
everything around them as great. The next stage is shock, described above. AIter that,
there is negotiation, wherein 5eo5le work to resolve the diIIerences in culture. The Iinal
24

stage is acce5tance when 5eo5le realize that there are both good and bad things about the
culture, and they can work with it."
Madangry , 25 February 2006 (UTC)
Task 2: Presentation of students
Work in grou5 oI 6 or 7 students and make the 5resentation with the Iollowing
guide:
Imagine that you come Irom Indonesia, Vietnam, China, Ja5an, Thailand. Now, you are
studying in Canada, Newzealnd, India or England. Tell us what causes "culture shock"
when you live in the new environment?
Task 3: Discussion
- Students will discuss about what has just 5resented by other grou5s.
- Teacher gives assessment Ior each grou5 5resentation and question.
POST- TEACHING
Discussion:
Why do you think young 5eo5le today don't usually have a culture shock?

FURTHER READING
1IPS FOR OJERCOMIAC " CUL1URE SHOCK"
Each year, millions oI 5eo5le go abroad to work, study, or travel. It's a great way to Iind
out what liIe is like in another 5art oI the world! You're 5robably ho5ing to make new
Iriends and learn about the culture in your host country - everything Irom attitudes and
belieIs to social customs and 5o5ular Ioods. But constantly having to deal with new
situations can be Irustrating, even stressIul.
Homesickness, stress, Iear, and conIusion are all sym5toms oI "culture shock." It is a
result oI carrying out your everyday liIe in a way that you are not used to, as well as
being Iar Irom Iamiliar 5laces and Iaces. At Iirst, you may Ieel like getting on the 5lane
and heading home. It's OK to have those Ieelings, but wait, hang in there! Following
are some ti5s to hel5 you handle the challenges that you will Iace...
Don't expect to be perfect.
You may Ieel Irustrated that you have culture shock, es5ecially since you 5robably s5ent
so much time 5re5aring Ior your tri5. No matter how much inIormation you read, or how
well you s5eak the host language, it is natural to Ieel overwhelmed sometimes. Jet lag
may also be a Iactor - iI you are exhausted Irom travel as well as trying to adjust to a
new time zone, you may not be ready to Iace a new environment. II you give yourselI
some time, things will gradually get easier.
Have an open mind.
While it's certainly OK to Ieel Irustration or conIusion in your new surroundings, try not
to Iorm an o5inion about the new culture too soon. You may be 6uick to fudge the
Iood, manners and communication styles and as a result, you may want to do things the
way you are used to. II you have this kind oI attitude, you will 5robably avoid some oI
25

the very ex5eriences that you came Ior. Your ex5ectations as well as common cultural
stereoty5es will oIten be inaccurate. Don't think oI the host culture as better or worse,
just diIIerent - you'll be more willing to try new things.
Participate.
This is obvious, but everybody needs to be reminded. Just watching liIe go on around
you isn't good enough - you really need to try things Ior yourselI. Don't worry about
making a mistake; 5eo5le in your host country will generally be very understanding and
willing to hel5 iI you have questions. II you are unsure oI what to do in a Iormal setting,
Iollow others' lead. Active 5artici5ation in conversation is im5ortant, es5ecially iI you
want to become Iluent in the local language - your eIIorts will be a55reciated!
Talk about it.
Don't Iorget about the organizations and 5eo5le that are there to hel5 you. For exchange
students, your s5onsoring agency will 5robably have a local volunteer who will be
checking on you. Colleges and universities generally have oIIices that concentrate on the
needs oI international students and their Iamilies. Talk to members oI your host Iamily
or Iriends that you've made there. All oI these 5eo5le will be ha55y to hel5, and will
have lots oI good advice since they've 5robably had other students with the same issues
in the 5ast. But you must be willing to discuss your concerns with them. You won't
oIIend anyone, so be honest!
Here's how one student dealt with being overseas: "When I Iirst arrived I became
homesick. I told my host Iamily how I was Ieeling and made sure they understood that it
was nothing they had done. Eva, the youngest oI my three host sisters turned on Kasey
Kasem?s America?s To5 40 weekly radio 5rogram. We s5ent an aIternoon talking and
listening to Iamiliar music Irom home. It was so comIorting. I soon recovered Irom my
homesickness, which only lasted a cou5le oI days, and thoroughly enjoyed my time over
there."
Keep in touch.
Write letters or call your Iamily regularly. Talking to someone Iamiliar to you always
makes you Ieel better, and they can encourage you when you're Ieeling homesick. A
good idea is to make 5lans to call every week on the same day and time: Ior exam5le,
every Sunday at 75m. That way, you'll never be disa55ointed that nobody is home to
answer your call, and you'll have something to look Iorward to each week. Ask your
Iamily to send 5hotos in their letters to you, and to send you cli55ings Irom news5a5ers
or magazines. Postcards are an easy way to kee5 your Iamily inIormed oI your travels. II
you're going to be able to use email while you're abroad, you'll be able to kee5 in touch
with lots oI Iriends and Iamily very inex5ensively!
Your study abroad ex5erience is a unique and s5ecial time in your liIe, one that you'll
never Iorget. II you Iollow our suggestions, you'll be able to handle it well, and have a
wonderIul time. ood luck!!
By Susan Ernenwein and Alice Hoover
26

UNIT 5 NON-VERBAL COMMUNICATION
SPEAKING WITHOUT WORDS - BODY LANGUAGE
1. Learning objectives: By the end oI the lesson, the students will be able:
- to be aware oI the diIIerent meanings oI the same gestures
- to know how diIIerent 5eo5les use body language to communicate
- to talk about non-verbal communication in Vietnam
V. Procedure
WARMER
Look at the pictures what do you think the lesson is about?

How many diIIerent Iorms oI communication can you name? Com5lete the s5ider gram

27

PRE -TEACHING
1. Match the words with the gestures:
a. cla5 b. thum5 down c. o5en hands d. index Iinger u5
2. What do you think people usually mean with these gestures?

COMMUNICATION
body language
technological/ media
language
1 2
3
4
28

2. How do you interpret a smile` in Vietnamese culture?

WHILE- TEACHING
Reading the passage 1
More than halI oI what we communicate is not communicated through words but
through body language. This includes our 5osture, Iacial ex5ressions, and gestures.
Because body language is so im5ortant, you`ll want to know what yours is saying and
how to inter5ret other 5eo5le`s too. Here are some exam5les oI body language and its
meaning. (Note: these meanings are Ior North America. Inter5retation may diIIer a bit in
other cultures)
II your 5osture is slum5ed and your head is down, this could mean that you are
sad or lack conIidence. II your 5osture is straight but relaxed, you are ex5ressing
conIidence and Iriendliness.

being 5olite
acce5ting
Wh,t does it s,y?

29

A smile is a sign oI Iriendliness and interest. But 5eo5le sometimes smile just to
be 5olite. To get another clue Irom 5eo5le`s Iaces, notice their eyes. Friendliness and
interest are ex5ressed when a 5erson`s eyes meet yours (es5ecially when you`re the one
who`s talking) and then look away and meet yours again. A 5erson who doesn`t look
away is ex5ressing a challenge. A 5erson who doesn`t look at you is ex5ressing lack oI
interest or is shy.
Hand gestures can mean a 5erson is interested in the conversation. But re5eated
movements- like ta55ing a 5encil or ta55ing a Ioot oIten mean the 5erson is either
im5atient or nervous. Stay away Irom someone who 5oints at you while talking with
you. That 5erson may be angry with you or Ieel su5erior to you.

I. Read the article. Then circle the letter of the correct answer.
1. While you`re talking to your boss, he or she is ta55ing a Ioot. This might be a sign
that your boss:
a. is im5atient with what you are saying.
b. is interested in what you`re saying.
c. Ieels he or she is su5erior to you.
2. II you want to show someone that you`re interested, you should:
a. continue to look at the 5erson without sto55ing
b. look away Irom the 5erson
c. look at the 5erson but not Ior too long
II. Pair work
Talk about these questions
30

1. Do you agree with all the inter5retations given in the article? II not, what don`t
you agree with?
2. How aware are you oI the 5eo5le`s body language?
3. What do you notice most- 5eo5le`s 5osture, Iacial ex5ressions, or gestures?
4. Why do 5eo5le sometimes ex5ress more through body language than through
words?

31

What gesture do you use to signal Yes` in your country? What gesture do you use
to mean No`/ maybe`?

Many 5eo5le believe that there is only one way to signal yes and one way to
signal no the head nod and the head shake and that these actions are global in their
distribution. This is close to the truth, but it is not the whole truth. In certain regions
there are other, less well-known head movements that are used locally to signiIy
aIIirmatives and negatives and unless these are understood, travellers may Iind
themselves in diIIiculties. There are Iive main head actions: 1. THE HEAD NOD

The head moves vertically u5 or down on one or more occasions; the down
movement usually stronger than the u5 movement. This occur almost everywhere Irom
Eskimos to Australian Aborigines and it is always a yes sign, never a no sign.
HE HEAD NOD
3. THE HEAD NOD

The head turns horizontally Irom side to side with equal em5hasis leIt and right.
This is the most common Iorm oI negative res5onse and can mean 'I cannot and 'I will
not to ' I disagree and 'I do not know. It can also signal disa55roval or
bewilderment.

The head turns shar5ly to one side and back again to the neutral 5osition. This is
halI a head shake and means much the same. It may be em5loyed as a no sign in 5arts oI
Ethio5ia and elsewhere.

The head tilts rhythmically Irom side to side. To most Euro5eans this would mean
'Maybe yes, maybe no, but in Bulgaria and 5arts oI reece, Turkey, Iran and Bengal,
this rocking movement oI the head is said to be a re5lacement Ior the more Iamiliar head
nod. In other words it means yes, rather than maybe, and the movement is suIIiciently
similar to the more common head shake to cause some conIusion.

1. THE HEAD NOD

2. THE HEAD SHAKE

3. THE HEAD TWIST

4. THE HEAD SWAY

5. THE HEAD TOSS

32

The head is tilted shar5ly back and returns less shar5ly to the neutral 5osition.
This is a s5ecial way oI saying no in reece and 5art oI the Mediterranean.
Comprehension Check
How much can you remember Irom the text? Cover the text and then see how
much oI the box you can Iill in. When you have Iinished, read the text again to check
your answers.

He,d ,ctions Description Me,ning
4. The heod moves
verficoIIy up ond down.

Yes oImosf everywhere
Z.

The heod shoke
b. The heod furns shorpIy
fo one side ond fhen
bock fo fhe neufroI
posifion

o in ,,,,,,.
4

The heod swoy ,,,,,,,..in urope
8uf yes in,,,,,,,.
b The heod is fiIfed
shorpIy bock ond refurns
Iess shorpIy
fo fhe neufroI posifion.

33

ITALIAN DICTIONARY OF GESTURES
Note:
to com5ile (synonym)
index Iinger (realia)
to signiIy (synonym)
cuteness (translation) attraction
5inkie (realia)
to eliminate (synonym) leave out
to conduct (synonym) carry out
slash (mime) 5hat ngang
array (synonym)
Iacial tics (translation)
A reci5e Ior trouble in Italy: Make a Iist, extend index Iinger and 5inkie, thrust
Iorward and u5. A snarl is o5tional.
The gesture an insult suggesting an unIaithIul wiIe is 5art oI the array oI hand
jabs, Iacial tics and arm movement that add signiIicance and sentiment to nearly every
conversation among Italians.
'There are gestures Ior everything Irom making love to making dinner. The hands
can oIten say things better than words, said Milan design artist Bruno Munari, who
com5iled a book illustrating some oI the most 5o5ular Italian gestures.
Munari`s Dictionary oI Italian estures contains dozens oI exam5les stretching
Irom early 19
th
century Na5les to modern signals Ior a cellular tele5hone call.
Squeezing your chin between thumb and index Iinger signiIies cuteness. Pulling
down slightly on the skin under the right eye with an index Iinger shows an agreement
has been reached. Consider something Ioolish? Place hands together as iI in 5rayer then
lower the 5inkies.
'You need to kee5 u5, said Munari.
The idea Ior the book came when Munari, 87, was on vacation and joking with a
Iriend about the sco5e oI Italian gestures. A list was started. The vulgar signs were
eliminated as well as ones that could be considered oIIensive, such as a Ilick oI the
earlobe to signiIy homosexuality.
With gestures, entire conversations could be conducted in silence.
'What do you want? (Fingerti5s 5inched together.)
'I`m hungry. (A cutting motion oI the hand above the to5 oI the stomach.)
'And something to drink? (Thumb ti55ed down toward mouth.)
'No, everything`s Iine. By the way, it was delicious. (Shake hand with 5alm
down. Then stick index Iinger in cheek and rock side to side.)
34

Some gestures are obvious in their intent. A threat is a thumb slashing across the
neck. I`m angry: curl your index Iinger.
'A Ioreigner can come to Italy and learn the language 5erIectly, but without
knowing the gestures you are not really Iluent, said Munari. 'A lot can be said with no
words at all.
I. Pair work List the part of body mentioned.
II. Pair work Match the gestures and their meanings.

Gesture Meaning
1. Curl one`s index Iinger
2. Slash thumb across the neck
3. Squeeze one`s chin between thumb and
index Iinger
4. Fingerti5s 5inched together
5. A cutting motion oI the hand above the to5
oI the stomach
6. Thumb ti55ed down toward mouth
7. Shake hand with the 5alm down
8. Stick index Iinger in cheek and rock Irom
side to side
a. A threat
b. I`m angry.
c. Cuteness
d. Something to drink?
e. No, everything`s Iine.
I. By the way, it was
delicious.
g. What do you want?
h. I`m hungry.

Reading the passage

osf froveIIers expecf fo confronf Ionguoge differences in cross-
cuIfuroI sifuofions. 8uf whof offen fokes froveIIers by surprise is fhe
differences in non-verboI Ionguoge
35

John and Joan are no strangers to cross-cultural situations. Since their retirement a
decade ago, they have lived in Tibet, a Navaho American Indian reservation in Arizona,
and two diIIerent cities in China.
Yet, when they travelled to India last year, they were suddenly conIronted with a
conIusing mix oI signals.
Whenever they would ask an Indian a question, the Indian would say 'no with his
head, even though he may say 'yes with his mouth.
For Singa5oreans and other Asians, the way Indians move their heads while
s5eaking is as common as a smile or a shrug. But to uninitiated Americans like John and
Joan, it was unIamiliar. They could only inter5ret this shaking oI the heard as a gesture
oI negation.
'They should warn you beIore you enter the country, said Joan with a laugh.
'Maybe they could 5ut a big red notice on the customs Iorms.
Fortunately Ior these veteran travellers, they know to ex5ect a certain amount oI
conIusion in cross-cultural situations. But this kind oI conIusion is not readily noticed or
ex5ected by novice travellers.

Most travellers ex5ect to conIront language
diIIerences in cross- cultural situations. But what oIten
takes them by sur5rise is the diIIerences in non-verbal
language.
Non-verbal, or body language, includes such motions as
head gestures, Iacial ex5ressions, hand gestures,
5hysical touch, even eye contact. This language is as much
36

a 5art oI our daily communication as verbal language and is oIten honest.
Researchers have shown, Ior instance, that many 5eo5le cannot lie successIully
because their actions betray them. Invariably, writes communication ex5ert Allan Pease,
'numerous micro gestures will be transmitted when telling a lie. 'These include Iacial
muscular twitching, ex5ansion and contraction oI 5u5ils, sweating at the brow, blushing,
increased rate oI eye blinking and numerous other minute gestures that signal deceit
Many non-verbal signals are universal in nature. Smiling and laughing, Ior
instance, indicate 5leasure and enjoyment wherever you go. Shrugging is also a
universal sign that shows a 5erson does not know or does not understand something.
Most non-verbal language, however, is culture-bound, and a Iundamental mistake
made by travellers is to assume it is not. Such assum5tion can lead to disastrous results.
One writer relates a story oI an American businessman making a sales 5itch in
Brazil. As he Iinished his 5resentation in the board room oI an inIluential com5any, he
liIted his hand in the American 'OK signal index Iinger and thumb joined at the ti5,
the three other Iingers 5ointing out. The board room suddenly turned chilly. What had
meant 'OK to the American was actually an oIIensive gesture to the Brazilians.
Other non-verbal blunders are not as serious, but can nevertheless be disconcerting.
An American teacher named Pat was teaching at a college in China. One day she walked
by the o5en door oI a lecture theatre and saw one oI her Chinese colleagues giving a
lecture to about 80 students. As she ha55ened to catch the lecturer`s eye, she raised her
hand and waved. To her astonishment, the lecturer sto55ed in the middle oI the lecture
and came to the door to see what she had wanted.
'Do you need to see me? the man asked.
'No, said Pat, her Iace crimson with embarrassment. ' I was just saying Hi! the
lecturer was surely conIused by this Ioreign woman`s actions: why would she sto5 him
in the middle oI the lecture just to say hello? Americans have a re5utation Ior being
Iriendly, but this was too much!
Later, Pat learnt that the way she had waved, with her 5alm turned downward and
her Iingers waving u5 and down, was a beckoning motion in Chinese culture. In
American culture, it is a way oI saying hello.
Mr. Stu Imbach, an American living in Asia, relates a similar ex5erience in
Thailand. When he beckoned to a Thai acquaintance with his 5alm turned u5wards,
curling his Iingers towards himselI in the American way, the man looked conIused. 'Do
you want me to Ily? he asked jokingly.
As a teacher oI English as a Second Language in the US, I noticed numerous
cultural diIIerences in non-verbal behaviour.
In one classroom, it was not uncommon to have a mix oI Ja5anese, Saudi, Korean,
South American and Euro5ean students. As I 5assed out a work-sheet or a textbook, I
would watch each 5erson as they received it. The Ja5anese and Koreans would sit u5
straight and received the item with two hands. The Euro5eans and South American
37

students would reach u5 with one hand. This is also the way my American students
would receive something. For Asians, it is 5olite to extend two hands to receive what is
handed to them, be it a cu5 oI tea, a book or a business card. But Ior many, including
Americans there is nothing im5olite about using one hand.
In the classroom, I have to be aware oI non-verbal signals to avoid oIIending my
students. For instance, I was always careIul not to cross my legs in such a way that
would ex5ose the sole oI my shoe to a Saudi student. In his culture, this would send the
signal that he was beneath me, a thing to ste5 on.

It was also interesting to watch the graduation
ceremony at this school. As the students acce5ted their
certiIicates Irom their teachers, a variety oI non-verbal
behaviour was exhibited. The Koreans and Ja5anese would
bow slightly and 5erha5s would shake hands with the male
teachers and even touch them on the shoulder or back in a
kind oI a hug. The South Americans would kiss their
teachers- iI oI the o55osite sex- on both cheeks, while
the Asians in the audience laughed and jeered among themselves.
While I lived in China in 1990, one oI the strangest sights Ior me was to see young
men holding hands or walking arm in arm. The Iirst time a Chinese Iriend took my hand
in his and laced his Iingers with mine was excruciating Ior me.
I knew that this gesture meant that we were good Iriends, and nothing more, but
that did not ease my discomIort. I knew another American teacher in China who use to
wear gloves whenever he went to see a Iilm with a 5articular student even in
summertime. The student liked to hold his teacher`s hand and lean close to him to
translate the dialogue.
Many Singa5oreans today are Iamiliar with American behaviour, mostly because oI
Hollywood`s inIluence. But this does not mean miscommunication does not take 5lace
between Singa5oreans and Americans. This is es5ecially true with the older generation.
For instance, when my 5arents visited Singa5ore two years ago, my wiIe`s Iour aunties
took every o55ortunity to visit them. Even though my wiIe`s aunties did not s5eak
English and my 5arents, needless to say, did not s5eak Hokkien, they got on quite well
together.
When it came time to say goodbye, all Iour aunties were ready with a comIortable
handshake. But my Iather, Ieeling that the relationshi5 warranted more than a
handshake, 5roceeded to hug each one with a genuine American hug. As he went down
the line, the women`s Iaces turned red and they snickered. But each returned the hug.
I was not at all embarrassed at this scene, I was glad to see such acce5tance and
love transcend diIIerences in culture.
38

My Iather showed them his love in the only way he could ex5ress it. And the
aunties acce5ted the gesture graciously.
Comprehension check
1. Name motions used in body language

2. Name the micro gestures related to telling lies

3. Name some non-verbal signals that are universal in nature.
.....................................
. Different interpretations of the same gesture
Non-verbal signals Meaning Cultures

Body Language

micro gestures
39

UNIT 6 VERBAL COMMUNICATION
to be aware oI the diIIerences in verbal communication across cultures
to raise awareness oI verbal communication
IV. Anticipated problems: students oI diIIerent levels
V. Procedure
PRE- TEACHING
Communicating with other 5eo5le is 5art oI our daily liIe, yet there are many
diIIerent styles oI communication. We all have a 5articular way oI communicating that
seems selI-evident and natural to us, so we can be sur5rised, Irustrated, or hurt when
someone misunderstands us. In the Iollowing readings, you will read about the
diIIerences in styles oI communicating between the two genders (men and women) and
between two cultures. As you read try to answer these questions.
1. What is the diIIerence between Eastern- and Western-style conversations?
2. What is the diIIerence between men`s and women`s styles oI communicating? In this
culture? In your culture?
3. Have you ever been misunderstood because oI diIIerent styles oI communication?
WHILE TEACHING
Task 1 Reading comprehension
~CONVERSATIONAL BALLGAMES
by Nancy Masterson Sakamoto
In the following reading, Nancy Masterson Sakamoto explains the difference between
Japanese and American conversational styles. Born in the United States, Sakamoto has
lived and taught English in Japan. She is currently professor of American Studies at
Shitennofi Gakuen University, Hawaii Institute. The following selection is an excerpt
from her textbook, Polite Fictions (1982).
AIter I was married and had lived in Ja5an Ior a while, my Ja5anese gradually
im5roved to the 5oint where I could take 5art in sim5le conversations with my husband,
his Iriends and Iamily. And I began to notice that oIten, when I joined in, the others
would look startled, and the conversational to5ic would come to a halt. AIter this
ha55ened several times, it became clear to me that I was doing something wrong. But Ior
a long time, I didn`t know what it was.
Finally, aIter listening careIully to many Ja5anese conversations, I discovered what
my 5roblem was. Even though I was s5eaking Ja5anese, I was handling the conversation
in a Western way.
40

Ja5anese-style conversations develo5 quite diIIerently Irom Western-style
conversations. And the diIIerence isn`t only in the languages. I realized that just as I ke5t
trying to hold western-style conversations even when I was s5eaking Ja5anese, so my
students ke5t trying to hold Ja5anese-style conversations when they were s5eaking
English. We were unconsciously 5laying entirely diIIerent conversational ballgames.
A Western-style conversation between two 5eo5le is like a game oI tennis. II I
introduce a to5ic, a conversational ball, I ex5ect you to hit it back. II you agree with me,
I don`t ex5ect you sim5ly agree and do nothing more. I ex5ect you to add something a
reason Ior agreeing, another exam5le, or an elaboration to carry the idea Iurther. But I
don`t ex5ect you always to agree. I am just as ha55y iI you question me, or challenge
me, or com5letely disagree with me. Whether you agree or disagree, your res5onse will
return the ball to me.
And then it is my turn again. I don`t serve a new ball Irom my original starting line.
I hit your ball back again Irom where it has bounced. I carry your idea Iurther, or answer
your questions or objections or challenge or question you. And so the ball goes back and
Iorth, with each oI us doing our best to give it a new twist, an original s5in, or a
5owerIul smash.
And the more vigorous the action, the more interesting and exciting the game. OI
course, iI one oI us gets angry, it s5oils the conversation, just as it s5oils the tennis
game. But getting excited is not all the same as getting angry. AIter all, we are not trying
to hit each other. We are trying to hit the ball. So long as we attack only each other`s
o5inions, and do not attack each other 5ersonally, we don`t ex5ect anyone to get hurt. A
good conversation is su55osed to be interesting and exciting.
41

II there are more than two 5eo5le in the conversation, then it is like doubles in
tennis, or like volleyball. There`s no waiting in line. Whoever is nearest and quickest
hits the ball, and iI you ste5 back, someone else will hit it. No one sto5s the game to give
you a turn. You`re res5onsible Ior taking your own turn.
But whether it`s two 5layers or a grou5, everyone does his best to kee5 the ball
going, and no one 5erson has the ball Ior very long.
A Ja5anese-style conversation, however, is not at all like tennis or volleyball. It`s
like bowling. You wait Ior your turn. And you always know your 5lace in line. It
de5ends on such things as whether you are older or younger, a close Iriend or a relative
stranger to the 5revious s5eaker, in a senior or junior 5osition and so on.
When your turn comes, you ste5 u5 to the starting line with your bowling ball, and
careIully bowl it. Everyone else stands back and watches 5olitely, murmuring
encouragement. Everyone waits until the ball has reached the end oI the alley, and
watches to see iI it knocks down all the 5ins, or only some oI them, or none oI them.
There is a 5ause, while everyone registers your score.
Then, aIter everyone is sure that you have com5letely Iinished your turn, the next
5erson in line ste5s u5 to the same starting line with a diIIerent ball. He doesn`t return
your ball, and he does not begin Irom where your ball sto55ed. There is no back and
Iorth at all. All the balls run 5arallel. And there is always a suitable 5ause between turns.
There is no rush, no excitement, no scramble Ior the ball.
No wonder everyone looked startled when I took 5art in Ja5anese conversations. I
5aid no attention whose turn it was, and ke5t snatching the ball halI-way down the alley
and throwing it back at the bowler. OI course the conversation died. I was 5laying the
wrong game.
This ex5lains why it is almost im5ossible to get a western-style conversation or
discussion going with English students in Ja5an. I used to think that the 5roblem was
their lack oI English language ability. But I Iinally came to realize that the biggest
5roblem is that they are 5laying the wrong game.
Whenever I serve a volleyball, everyone just stands back and watches it Iall, with
occasional murmurs oI encouragement. No one hits it back. Everyone waits until I call
on someone to take a turn. And when the 5erson s5eaks, he doesn`t hit my ball back. He
serves a new ball. Again everyone just watches it Iall.
So I call on someone else. This 5erson does not reIer to what the 5revious s5eaker
has said. He also serves a new ball. Nobody seems to 5ay attention to what anyone has
said. Everyone begins again Irom the same starting line, and all the balls run 5arallel.
There is never any back and Iorth. Everyone is trying to bowl with a volleyball.
Now that you know about the diIIerence in the conversational ballgames, you may
think that all your troubles are over. But iI you have been trained all your liIe to 5lay one
game, it is no sim5le matter to switch to another, even iI you know the rules. Knowing
the rules is not all the same thing as 5laying the game.
42

Even now, during a conversation in Ja5anese, I will notice a startled reaction, and
belatedly realize that once again I have rudely interru5ted by instinctively trying to hit
back the other 5erson`s bowling ball. It is no easier Ior me to 'just listen during a
conversation than it is Ior my Ja5anese students to 'just relax when s5eaking with
Ioreigners. Now I can truly sym5athize with how hard they must Iind it to carry on a
Western-style conversation.
I. Read the statements and mark W (Western or 1 (1apanese.
1. .... When someone introduce a to5ic, the other s5eaker agrees and gives a reason
Ior agreeing.
2. ....When someone takes his/ her turn, he/she begins again Irom the starting line.
3. ....There is always a suitable 5ause between turns.
4. ....S5eakers are res5onsible Ior their own turns.
5. ....The more vigorous the 5artici5ants are, the more exciting the conversation is.
6. ....Everyone else waits until the s5eaker Iinishes.
7. ....S5eakers always know their 5lace in line according to their age, 5osition and
relationshi5s.
8. ....S5eakers attack each other`s ideas/ o5inions.
9. ....There is back and Iorth.
10. ....Everyone waits until someone is called to take turns.

II. Cross-cultural communication
Com5rehension/ Discussion questions
1. What ha55ened when Sakamoto Iirst began to 5artici5ate in Ja5anese conversations?
Why?
2. Sakamoto uses two analogies, long com5arisons oI Iamiliar things with unIamiliar
things, to ultimately contrast the two styles oI conversations. In her Iirst analogy,
what does she com5are a Western-style conversation to?
3. Ex5lain the analogy. How is a Western conversation like a game oI tennis?
4. What does she com5are an Eastern-style conversation to? Ex5lain the analogy.
5. In drawing the analogies Sakamoto contrasts the two styles oI conversation, ex5lain
the diIIerences in the Iollowing:

Western-style Eastern-style
taking turns
a55roach to the to5ic
5ausing
reactions oI
5artici5ants
determining the score

43

6. What is the author`s thesis? Where in the essay is it stated?
7. In what way does Sakamoto establish her authority to s5eak on this to5ic?
8. In 5aragra5h, 17 why are 'just listen and 'just relax in quotation marks?
9. Have you ever had ex5erience conversing with Asians, es5ecially Ja5anese? II so, do
you agree with Sakamoto`s thesis? Is her Western-style conversation accurate?
Su55ort your answer.
10. Have you ever been in diIIerent ' conversation ballgames? What 'rules were you
Iollowing? What ha55ened in the conversation?
11. Are the conversational rules in your culture more similar to the Western-style or the
Eastern-style described here? Be 5re5ared to ex5lain the similarities and diIIerences
between the conversational styles in your culture and another culture.
12. Try to think oI an analogy to describe the conversational style oI your culture.
Task 2
Students must make 5resentation by Iollowing the 5rocedure below:
Search on the internet to Iind out the similarities and diIIerences oI conversational
styles between Western and Eastern 5eo5le
Choose one country re5resented Ior Eastern conversational styles and one re5resented
Ior Western conversational styles.
Organize your inIormation into a logical way.
Decide on some useIul inIormation in order to 5resent during 20 minutes.
Make 5resentation.
Task 3
Students will discuss about what has just 5resented by other grou5s

Intercultural Communication and Understanding
As the world becomes increasingly connected, 5eo5le both at home and in travels
abroad, must consider the im5ortant issues oI intercultural communication and
understanding. This section is a 5rimer Ior use by CountryWatch.com users in learning
about these issues.
Five Obstacles to Intercultural Communication and Understanding:
1. LANGUAGE Vocabulary, syntax, idioms, slang and dialects all cause diIIiculty, but
the 5erson struggling with a diIIerent language is at least aware when he/she is in
diIIiculty. A more 5ronounced 5roblem occurs when he/she thinks he/she understands.
The 5erson clings to the meaning oI a word or 5hrase in the new language, regardless oI
connotation or context. The inIinite variations are so im5ossible to co5e with that they
are brushed aside.
44

2. NON-VERBAL Every culture has a s5ecial 'hum and buzz oI im5lication. Peo5le
Irom diIIerent cultures inhabit non-verbal sensory world. An individual abstract what is
seen, heard, Ielt or learned into the 5ersonal world oI recognition and then inter5rets it
through the Irame oI reIerence in terms oI his or her own culture. Some non-verbal
signs and symbols such as gestures, 5ostures and vocalizations can be learned once they
are 5erceived in much the same way as a verbal language is acquired. Other signs and
symbols, such as time and s5atial relations, or Iorms oI res5ect, status and Iormality,
however, are more diIIicult to gras5 because they are Iurther way Irom awareness.
3. PRECONCEPTIONS AND STEREOTYPES In most general terms, the Iunction oI
culture is to lay out a 5redictable world in which an individual is Iirmly grounded and
oriented. Stereoty5es are over-generalizations which hel5 make sense oI what goes on
around us, but they oIten interIere with objectivity because they rely on selective
5erce5tions and 5ortions oI inIormation which corres5ond with already-existing belieIs.
In this way, they concretize reality oIten incorrectly and rationalize cultural
5rejudice.
4. TENDENCY TO EVALUATE Each individual`s culture a55ears correct, 5ro5er and
natural, so each individual tends to endorse or reject the statements or actions oI others,
rather than try to 5ro5erly understand the thoughts and Ieelings ex5ressed.
Communication is stymied by this kind oI evaluation, but it is exacerbated by the
5resence oI Ieelings and emotions as well.
5. HIGH ANXIETY Unlike the 5revious obstacles, anxiety is not distinct but underlies
and com5ounds the others. The 5resence oI high anxiety or stress is common in cross-
cultural ex5eriences because oI the uncertainties involved. The native oI one country
may be uncomIortable when s5eaking with a 5erson Irom another (Ioreign) country
because he or she cannot maintain the normal Ilow oI conversation and non-verbal
interaction to sustain communication. The other 5erson may ex5erience a similar
discomIort, with the added tension oI having to co5e with the alien 5ace, climate and
culture he or she in ensconced within.
Seven Ways to Counteract the Obstacles oI Intercultural Communication:
1. Understand that communication obstacles are culturally controlled and largely out oI
one`s normal awareness.
2. Remember to look Ior signs oI the obstacles in one`s selI and others.
3. Be alert to varying inter5retations oI what is said and done.
4. Try to eradicate tension and 5sychological deIenses.
45

5. Be selI-aware oI natural tendencies to judge and evaluate.
6. Have the courage to risk change in values and 5erce5tions.
7. Strive to understand why others might think or act diIIerently.
|Ada5ted by CountryWatch.com, March, 2001. |
46

UNIT 7 GIFT-GIVING
- to learn about various giIt-giving customs
- to be aware oI how diIIerent 5eo5le a55reciate giIts/ 5resents
V. Procedure

WARMER

Give verbs related to the noun gift`

PRE- TEACHING
1. How do you Ieel about receiving giIts Irom business 5artners?
giIts wra5
47

2. Have you ever received a giIt Irom a business 5artner?
3. When and what was it?
4. What did you do with it?
5. What giIt would you like to receive Irom your business 5artners?
6. What giIt Irom your country would you take aboard?
7. What giIts do you think are suitable Ior a business client in your country?
WHILE - TEACHING
Task 1
It is better to give than to receive`; Never look a giIt horse in the mouth`;
Beware oI reeks (ancient, oI course) bearing giIts.` iIts are a Iundamental element oI
culture and our lives as social creatures. They are also an im5ortant 5art oI our business
relationshi5.
There are occasions when giving a giIt sur5asses s5oken communication, since
the message itselI oIten can cut through barriers oI language and culture diversity.
Present a sim5le giIt to your host in a Ioreign country and the chances are he or she will
understand you 5erIectly, though you may not understand a single word oI each other`s
languages. It can convey a wealth oI meaning about your a55reciation oI their
hos5itality and the im5ortance you 5lace u5on the relationshi5. Combine the act oI
giving with some knowledge and sensibility to the culture oI the reci5ient and you have
an invaluable chance to earn res5ect and lay the Ioundation oI a durable and mutually
beneIicial business relationshi5.
For all countries, take account oI climate, es5ecially in regard to clothing. Some
giIts can be ruined by extremely hot or humid climates, 5ossibly causing their receiver
considerable anguish. Consider the kinds oI 5roducts that are abundant in the country
concerned and try Ior something that is uncommon there. Think about the level oI
language skills: a book with hundreds oI 5ages oI English text may be at best useless, at
worst embarrassing, to a 5erson with limited English. InIorm yourselI as much as
5ossible about local customs, rules and etiquette, es5ecially to do with wra55ing,
5resenting, and su5erstitions, taboos and, im5ortantly, customs and quarantine
regulations.
The Iollowing is a brieI account oI the etiquette oI giIt giving in some countries oI
Asia and the Middle East.
Hong Kong Chinese greatly a55reciate sim5le greeting cards, though obviously
they will not reIuse small tokens oI Iriendshi5 in the Iorm oI giIts.
Books with 5lenty oI illustrations are most a55reciated in Indonesia. Ina55ro5riate
items: alcohol, 5roducts made Irom 5igs, warm clothing. Ties and cuII links are not
commonly worn.
48

In Iran, short-sleeved shirts and any visual re5resentation oI naked or 5artially
dressed 5eo5le, male or Iemale, are highly ina55ro5riate. Don`t bother with ties, videos
or records. As in all Islamic countries, there is a strict taboo on any 5ork 5roducts.
Res5ecting the Arab tradition, giIts should endeavour to 5raise the reci5ient in
Arab and should never be oI an order that cannot reasonably be reci5rocated.
Avoid certain colour combinations: red, white and black (colours oI the Nazi
Ilag); and red, green and black (the Palestinian Ilag) in Israel.
iIts are normally exchange at the beginning oI meetings with Ja5anese and
should be given and received with both hands. It is seen as im5olite to give an
unwra55ed giIt. The em5hasis should be on high quality, though not necessarily
ex5ensive items.
When in Jordan, it is 5reIerable, but not vital, to avoid green in 5ackaging. Do not
give books, videos, etc that mention Israel. Normal Arab customs a55ly, so no alcohol,
5ork, women`s clothing etc. Arabs generally do not greatly a55reciate handcraIts in
wood, Iabric or 5ottery. iIts should ideally a55ear valuable.
Again, the exchange should be made with both hands in Korea. Also, similar to
Ja5an, is the em5hasis on 5resentation. Do not use red ink to write the name oI the
reci5ients. It is worth remembering that it is customary Ior a giIt given to a com5any to
be shared out around the oIIice concerned, so items that lend themselves to this 5ractice
- like a bottle oI good whisky - are very well received.
Laos has virtually no cultural taboo items. It would be diIIicult to oIIend with
virtually any giIt.
Business contacts in the Peo5le`s Re5ublic oI China are keen reci5ients oI good
Scotch whisky and American cigarettes, to the 5oint where it is almost obligatory to take
some along when you go there. Or, iI not obligatory, it certain hel5s to warm relations.
Do not o5en giIts in the 5resence oI the giver in the Phili55ines. Not
recommended are items alluding to religion. Many 5eo5le are Catholic and many others
Moslems. This also means literature and art with any 5ossible suggestions oI lewdness
or racism are to be strictly avoided.
For Thailand, giIts should not be wra55ed or 5ackaged in black. Modest giIts, like
ties, scarves and key rings, are much a55reciated. Traditionally, shar5 objects like knives
or even letter-o5eners are not given as giIts.
No s5ecial giIt-giving customs in Vietnam, but the Vietnamese are enthusiastic
giIt givers and like very much to receive them as well. Liquor and wine can be
5roblematic, Ior reasons 5ertaining to Vietnamese tastes rather than morality or religion.

49

1. Complete the statements by using ONE word from the Reading Passage for each
answer.
1. DiIIerences in culture and can be overcome by giIts.
2. Overseas visitors are advised to give giIts to their .
3. should be considered when giving giIts such as thick clothing.
4. To 5resent a giIt oI chocolates in a tro5ical country might create
2. Read each of the following statements. Write T if the statement is true. F if the
statement is false and IE if there is insufficient evidence, according to Reading
Passage 1.
1 An Israeli business manager would undoubtedly a55reciate the giIt
oI a black, white and red stri55ed tie.
2 It is recommended to give wine to Vietnamese.
3 An inex5ensive 5igskin wallet would 5robably be a55reciated in
Ja5an, Vietnam and Laos.
4 A silk scarI is an a55ro5riate giIt Ior a Jordanian host`s wiIe.
5 Umbrellas are 5o5ular giIts in Hong Kong.
6 Whiskey would be a welcome giIt in Laos.
3. The paragraph bellow is a summary based on information in Reading Passage 1.
There are some words missing. Complete the paragraph by using ONE word for
each space. All the words you will need to use come from Reading Passage 1.
There are im5ortant details to consider when (1) . Some
cultures have 5rohibitions on animal 5roducts such as those Irom a (2)
. Others have 5olitical aversion to s5eciIic (3)
because oI their use on certain countries` Ilags. Similarly, Thais do not like (4)
covered giIts, and in Korea it is suggested that name tags written in
red should be avoided. But 5resentation is not only restricted to what wra55ing or 5en
you use, in Ja5an care should also be taken in selecting giIts that are oI su5erior (5)

Gift-giving in the business world
1. Read this article about gift - giving, then match each paragraph with one of the
cultures below.
Latin America d The Arab world d Ja5an d

1. They give generously. II they give a lot they ex5ect to receive as much. iIts Ior the
mind such as a book or a magazine subscri5tion are usually welcome, 5articularly iI the
choice shows a knowledge oI their civilization. There are a Iew things to avoid: alcohol
is out Ior Muslims; you should also be careIul about items de5icting animals as many
50

mean bad luck. Bringing Iood or drink when you visit a home can be insulting as it may
suggest that the reci5ient is not a good host.
2. They love giving and receiving giIts. Don`t buy ex5ensive giIts. ThoughtIulness is
a55reciated and cost should be secondary. II you`re visiting Irom outside the country,
bring something that is heavily taxed locally. Small a55liances are 5o5ular, so are
scarves, 5erIume, candy, Ilowers and kitchen items. Avoid the colour oI Lent black
and 5ur5le and the unlucky number 13.
3. Personal relationshi5s are very im5ortant. At least halI the 5resents they give are
ex5ressions oI good will. iIts should be wra55ed. II an item is unwra55ed, the 5erson
may have to say they like it even iI they don`t. (A wra55ed giIt is o5ened later.) Present
the giIt when the reci5ient is alone, unless you have something Ior everyone in the room.
Consumables and small conversation 5ieces such as 5hoto books are usually welcome.
Try to know the reci5ient`s 5reIerences because it`s good to show you did your
homework.
2. Now reread the article and answer these questions. In which part of the world:
1. is the number 13 unlucky?
2. are animals unlucky?
3. do 5eo5le like to receive books as a giIt?
4. do 5eo5le like to receive Iood and drink as giIts?
5. is it im5olite to give a giIt in Iront oI other 5eo5le?
When is a giIt a bribe? Discuss these questions with a 5artner.
1. What is an acce5table value oI a giIt Irom a business 5artner?
2. Should you tell colleagues about any giIts you receive?
3. What should you do iI you don`t want to acce5t a giIt?
Task 2
Students must make 5resentation by Iollowing the 5rocedure below:
Search on the internet to Iind out the similarities and diIIerences oI giIt- giving
between Western and Eastern 5eo5le
Choose one or two countries re5resented Ior Eastern giIt- giving and one re5resented
Ior Western giIt- giving and make the com5arison among these countries
Make 5resentation.
Task 3
- Teacher gives assessment Ior each grou5 5resentation and questions.
POST - TEACHING
Read the Iollowing conversation. Maria Kelly, a business consultant, talks about giIt-
giving and note down her answers. Are they the same as yours?
51

INTERVIEWER: It`s always nice to receive a giIt Irom s business 5artner, but what is
acce5table? I mean, when does a giIt sto5 being a giIt and become a bribe?
KELLY: Well, that de5ends largely on the com5any. In America, we`ve Iound that
many large cor5orations have a very strict 5olicy on giIts. At eneral Mills in
Minnea5olis, Ior exam5le, em5loyers are not allowed to acce5t any giIts oI money and
any 5resents that they receive cannot be worth more than $25. Many other large
com5anies don`t allow their em5loyers to acce5t giIts at all.
INTERVIEWER: I see. But what should you do iI your com5any doesn`t have an
oIIicial 5olicy on acce5ting giIts? Is it best to kee5 quiet or should you tell other 5eo5le
about them?
KELLY: Well, iI you`re in doubt. I suggest discussing it with a colleague or
su5ervisor and seeing what they Ieel about it. You see, iI it`s out in the o5en, no one can
accuse you later oI acce5ting a bribe.
INTERVIEWER: Uh, uh. And what should you do iI you don`t want to acce5t a giIt
Irom a business 5artner? I mean, you don`t want to oIIend someone by reIusing their
giIt. What do you suggest here?
KELLY: Well, our solution is to donate the giIt to charity. Obviously, iI you do
something like this, it`s only 5olite to write a note ex5laining what you`ve done.
52

UNIT 8 NAMES
- to be aware oI diIIerent naming customs
- to know how 5eo5les in diIIerent cultures name their children
V. Procedure
WARMER
1. Getting to know you
Write down your Iull name on a 5iece oI 5a5er. Your teacher will collect all the names
and redistribute them walk around the room. Introduce yourselI to other students and try
to Iind the 5erson whose name you have on your 5iece oI 5a5er.
When you Iind the 5erson you are looking Ior, Iind out about his or her name. You can
ask some oI these questions:
1. What does your name mean?
2. Which 5art oI your name is your Iamily name?
3. Do you use a title? (Mr., Mrs., Miss, Ms.)
4. What do your Iriend call you?
5. What do you 5reIer to be called?
6. How do you Ieel about your name?
7. Do you have a nickname? How long have you had it?
Other
Exam5le:
What does Kadin mean?
It means 'Iriend or 'com5anion. It`s Arabic.
OR I don`t know what it means.
Finally introduce your classmate to the rest oI the class.
This is . She/ He comes Irom
Her/ His name means
2. Think about it
1. Have you ever had any 5roblems with your name? Is it easy or diIIicult Ior other
to 5ronounce or s5ell?
2. Do you know any 5eo5le who have changed their names? Why?
PRE- TEACHING

53

NAME SURVEY
Com5lete this survey Ior yourselI.
1. How did you get your Iirst name?
My 5arents named me aIter a relative.
My 5arents named me aIter someone Iamous.
My 5arents chose a name that they liked.
Other:
2. How do you Ieel about your name?
I like it.
I don`t like it.
Neutral.
3. Do you have a middle name?
Yes No
II yes, how many?
4. Do you have a nickname?
Yes No
5. Have you ever changed your Iirst name?
Yes No
6. Have you ever changed your last name?
Yes No
7. II you changed your name, how did you Ieel about it?
ood
Bad
Neutral
8. II you could change your name, what would it be?
9. Do you own anything that has your name or initials on it (jewelry, dishes,
towels, clothes)?
Yes No
10. Are you wearing anything that has your initials on it?
Yes No
Add your own question about names:

54

WHILE- TEACHING
WHAT`S IN A BABY`S NAME?
So, you`re ex5ecting a baby, and you`re still 5utting oII choosing a name? Perha5s
you`ve read some oI those studies that claim that teachers give better grades to David
and Karen than to Elmer and ertrude. Or that 5eo5le Iind a Bertha less 5retty than a
Lisa even when both women are equally attractive.
You`re right it is a big decision, and you don`t want to make a mistake. Now,
there`s hel5 and solace Ior the anxious 5arent-to-be, in the Iorm oI Sue Browder`s The
New Age Baby Name Book (New York: Warner Books, 1987). Browder ex5lores the
5sychological eIIects oI names and assures us that those studies about teachers are
5robably Ilawed. On the other hand, she believes a distinctive name hel5s a child
develo5 selI-esteem. (Distinctive, not weir a name like Ima Pigg doesn`t do much Ior
anyone`s selI-conIidence.)
What are some oI today`s naming trends? Most Americans still choose names that
already exist, but many are taking them Irom diIIerent sources. Peo5le are using
yesterday`s nicknames as today`s Iormal given names. For exam5le, Carrie is becoming
more 5o5ular than Caroline. The distinction between male and Iemale names is blurring
somewhat, too. More and more 5eo5le are selecting unisex names such as Dana, Leslie,
or Manty. And many 5arents are turning to their roots and choosing names that reIlect
their ethnic background. Names like Kachina (Native American: 'sacred dancer),
LateeI (North AIrican: 'gentle) and Jonina (Hebrew: 'dove) are becoming more and
more common.
Whether you are considering traditional names like Mary and John, or you 5reIer
more contem5orary ones like Megan and Jared, this book has them all along with their
5lace oI origin, meaning, and where necessary 5ronunciation. The New Age Baby
Name Book 5resents a wealth oI inIormation and makes Iascinating reading even iI
you aren`t becoming a 5arent.

The most popular Girls` and Boy`s names in the United States

Jessica Ashley Daniel
JenniIer TiIIany David
SteIanie Samantha Anthony
Melissa * * * * Jose5h
Christina Michael Mathew
Nicole Christo5her John
Amanda Jonathan Andew

Source: Guiness Book of World Records. 1989

55

1. Write the Iull names oI Iour oI your Iriends or Iamily. Circle their Iirst names and
underline their surname.
2. Are there any s5ecial rules Ior using surnames and Iirst names in your country?
3. Find the meaning oI the Iollowing kinds oI names. ive exam5les iI you can.
Christian
Iamily
Iirst
given
maiden
married
middle
nick-
last
5en-
5et
sur-

GIVEN NAMES
Who names the baby? Who gives a baby his or her name? Naming customs are not
the same in every society. In some societies, the 5arents (Iather or mother) name the
baby. But in others, the grand5arents oI the godmother and godIather (s5ecialty Iriends
or Iamily members chosen by the 5arents) name the baby. In reece, the godmother or
godIather names the baby. The 5arents hear the baby`s name at a religious ceremony at
the church.
In some societies, the children have two given names. In these societies, all oI the
girls or boys in a Iamily may have the same Iirst name. For exam5le, all the girls may
have the name 'Marie. It`s the Iirst given name. The second given name is diIIerent.
'Marie-Rose, 'Marie-Jeanne, 'Marie-Christine. All the boys may have the same Iirst
name 'Jean; 'Jean-Paul, 'Jean-Christo5her, 'Jean-Pierre
RELIGIOUS NAMES
When do religious names come Irom? In some cultures, everyone has a religious
name. Roman Catholics and reek Orthodox give the names oI saint to their children.
'Teresa (St. Teresa), 'Anthony (St Anthony), 'Niko (St Nicholas). Jew choose
names Irom the Bible: 'Adam, 'Rebecca.: Moslems choose names Irom the Koran:
'Mohammed, 'Ali.
56

THE MEANINGS OF GIVEN NAMES
What do given names mean? In some cultures, given names have s5ecial meanings. The
Chinese name 'Po means 'good. The Chinese name 'Lok means 'ha55iness or
'joy. The name 'Po Lok has a very 5ositive (good) meaning in Chinese Culture.
Peo5le think names with 5ositive meanings bring their children good luck in their lives.
NAMESAKES
Who is a namesake? Sometimes 5arents given children the same name as a relative
oI Iriend. For exam5le, a boy and his grandIather may both have the given name,
'William. A girl may have her grandmother`s name, her godmother or an aunt`s name.
The boy is the namesake oI his grandIather. The girl is the namesake oI her
grandmother, godmother, or aunt. It is an honour Ior a 5erson to have a namesake.
RESTRICTIONS ON GIVEN NAMES
What name can you choose? In some countries, a child must have a traditional
name Irom that culture. For exam5le, in France and Belgium, 5arents have to choose a
common name Irom the 5ast. A cou5le (man and woman) in France wanted to name
their daughter Daisy, but they didn`t because 'Daisy is not a traditional French name.
In other countries, you can give your child any name. There are no restrictions at
all. In the United States, 5arents may choose any name Ior a child, or they can make a
new name. In the state oI Pennsylvania, there are some interesting names in the birth
records. For exam5le, one child was named 'Pe5si and another was named 'Coke. In
Mississi55i, the 5arents oI a baby girl name her 'lory Halleluiah. In another state, one
cou5le had Iive sons (boys) beIore their daughter (girl) was born, and they were very
ha55y to have a daughter at last. They named their daughter Atlasta meaning ' at last
a girl or ' at last we have a girl
I. Comprehension questions
Circle the letter of the correct or best answer. Discuss your answers with your
class.
1. A cou5le has two children, they are both boys. They have
A. two sons B. two daughters C. two namesakes
2. A cou5le has two children and they are both girls. They have
A. two sons B. two daughters C. two namesakes
3. 'There are no restrictions on naming your children. This means
A. you have to give your children traditional names.
B. You may name your children any names you choose.
C. You have to give your children religious names.
4. Match these words. Draw a line Irom each word on the leIt to a word on the right that
means almost the same thing
a. culture 1. My mother`s sister
b. my 5arents 2. Society
c. my aunt 3. My mother and Iather
57

5. 'Traditional means
A. something new, Ior exam5le, a new custom.
B. something good, Ior exam5le, a good custom.
C. something old, Ior exam5le, an old custom.

II. Choose the correct word and write it in the blank.
1raditional 8aint8 choo8e name8ake godparent8
honor po8itive name Bible free
Sometimes the 5arents or the grand5arents the child. Sometimes,
however, the god5arents name the child. Chinese 5eo5le try to the name
oI a baby careIully. The name can have a s5ecial meaning, and they choose a name with
a meaning. Religious 5arents given the child a name Irom the Koran or the
. Roman Catholics name their children aIter . Sometimes, a
child has the name oI a s5ecial 5erson the child`s 5arent love and res5ect very much.
The child is the oI this s5ecial 5erson. It is an to have a
namesake. It means the 5arents love and res5ect you. In some cultures, 5arents have to
give children names. In other cultures, 5arents are to name
their children whatever they want. They can make a new name.


Well, the short answer to that question is no. There is no law Iorcing a woman to
change her name aIter she is married. However, it has been the traditional thing to do Ior
hundreds oI years. For exam5le, when Betty Smith married Tom Johnson, she changed
her name to Betty Johnson. About 20 years ago the women`s movement develo5ed in
the United States and many young women decided to kee5 their names aIter marriage as
a statement oI their continued inde5endence. So Betty Smith married Tom Johnson but
she continued to be known as Betty Smith. Today, the situation has changed. Women
Ieel they have more choices. Some women kee5 their names. Others take their husband`s
name. Still others use both. In that case, Betty Smith married Tom Johnson and becomes
Betty Smith Johnson. Women who do this say they are already known by their original
name and want to continue using it. But they also say they want to show their link to
their husbands. Some women change their name to their husbands` because they want
the Iamily including any Iuture children to have the same last name. Other husbands and
wives Ieel the same way but decide to change both their names. In that case, they would
be known as Betty Smith Johnson and Tom Smith Johnson, and their children would
58

have Smith Johnson as their last name too. However, this can cause Iuture 5roblems.
One woman asked what would ha55en iI their children did the same thing when they
married. She wondered iI her daughter married a man with the last name oI Jones
Brown, would their children have the last name oI Smith Johnson Jones Brown? A Iew
5eo5le have designed a new Iamily name by combining their names. For exam5le, Dean
Schyler married Chris Led Better. Each kee5s the same name, but they gave their
children a new last name Schy-Better and they wrote a little book Ior their children
ex5laining why their last name was so s5ecial.
SunIlower Feb. & March 1993
Group work
Discuss the following questions.
1. Do American women have to change their names aIter their marriage? Why? Why
not?
2. Why do some women want to kee5 their names?
3. What are the advantages oI taking the husband`s name?
4. What 5roblems would 5eo5le have iI the cou5le chose to take both their last names?
5. Do Vietnamese women have to change their names aIter their marriage?
6. Whose last name do children usually take?
Reading the passage
ASIAN NAMING CUSTOMS
I. Read the statements about Asian naming customs and say whether they are true
(T or false (F.
1. .... Vietnamese and Korean names are similar in that the Iamily name comes Iirst.
2. .... Vietnamese given names usually have a meaning, so do Korean names.
3. .... More than 50 oI the 5o5ulation in Vietnam have the surname Nguyn.
4. .... Korean names mostly consist oI three characters that are 5ronounced with
three Korean syllables.
5. .... In Vietnamese culture, the middle names virtually have no Iunctions.
6. .... One oI the two remaining characters Iorming the given name in Korean
culture oIten identiIies the generation.
7. .... Both Vietnamese and Korean women kee5 their names aIter their marriage.
8. .... Koreans always address others by their given names.
II. Read the text and check your ideas.
Vietnamese names
The Vietnamese given names Iollow the Iamily one. About 85 oI Vietnamese
names are either Nguyn, L, Phan, Trn, Ng, Duong, Pham, D, Doan, Dng, Dinh,
Hoang (Huynh), or V (V). the Iirst oI which is the most 5o5ular, used by more than
IiIty 5er cent oI the 5o5ulation.
The middle names, between the Iamily and given names, have a number oI
5ossible Iunctions. It may, Ior exam5le, s5eciIy the clan branch. It may also denote sex
59

or social role: Iemales are oIten given the name Thi, ex5ressing a wish Ior many
children. Males are oIten given Vn, indicating the 5arents` desire Ior the son to succeed
in the state examinations.
iven names usually have a meaning and 5arents oIten choose Ior their children
names, which reIlect their as5iration and ideals. There can be as many given names as
there are words in the Vietnamese language. Some common names are words denoting
virtues (Hung: courage; Trung: Iidelity; Lim: integrity) the seasons (Xun: s5ring; Ha:
summer) Ilowers (Hng: rose; Lan: orchid) Iruits (Nho: gra5e; L: 5ear) natural
5henomena and celestial bodies (Tuyt: snow; Vn: cloud; Nguyt: the moon).
AIter marriage, a Vietnamese woman still kee5s her own name and never changes
her name to her husband`s.
When addressing Vietnamese 5eo5le, you need to use the given name, and take
account oI age, sex, status, and other Iactors. The order in a Vietnamese name is inverted
Irom the Western, but titles are still a55lied to the third name. So iI the title Dr. or Mr.,
is a55lied, it becomes Dr. or Mr. Tai (Ior Nguyn Vn Tai).
Korean names
Korean names almost invariably consist oI three Chinese characters that are
5ronounced with three Korean syllables. The Iamily name comes Iirst and the remaining
two characters Iorm the given name, oI which one character oIten identiIies the
generation.
There are about three hundred Iamily names in Korea, but only a handIul oI them
cover the vast majority oI the 5o5ulation. Among the most common names are Kim, Yi,
Pak, An, Chang, Cho, Chòe, Chong, Han, Kang, Yu and Yun. Korean women do not
change their names with marriage. Koreans do not reIer to others by their given name
exce5t among very close Iriends. Even among siblings, the younger ones are not
su55osed to address the older ones by given names.
POST - TEACHING
Quotable Quotes
Work in small groups. Discuss these quotes about names. What do you think they
mean? Give examples.
The glory and the nothing oI a name
ord Byron (British poet, 1788-1824)
Exam5le:
A: What did Byron mean by that?
B: Well, think oI a name like RockeIeller. It`s a Iamous name because some 5eo5le
named RockeIeller have been im5ortant 5eo5le. But just having that name doesn`t really
mean much unless someone achieves something.
A nickname is the hardest stone that devil can throw at a man.
William Hazlitt (British essayist, 1778- 1830)
The name oI a man is a numbing blow Irom which he never recovers.
60

arshall .luhan (Canadian edu.ator, 1911 - 1980)
What`s in a name? That which we call a rose by any other would smell as sweet.
William Shakespeare, from Romeo and Juliet (British playwright, 1564-1616)
Consider the state oI your liIe beIore you name a child.
igerian proverb
61

UNI 9 WEDDIN CUSTOM AROUND THE
WORLD
I. Learning Objective: By the end oI the lesson, the students will be able to:
- be aware oI traditions, customs and 5rocess oI wedding around the world.
PRE- TEACHING
Group work
Talk about marriage customs in your country. Ask these questions and others of
your own.
1. How old are 5eo5le usually when they get married?
2. Is there an engagement 5eriod? How long is it?
3. Who 5ays Ior the wedding?
4. Who is invited?
5. Where is the wedding ceremony usually held?
6. What ha55ens during the ceremony?
7. What do the bride and groom usually wear?
8. Is there a rece5tion aIter the ceremony?
9. What ty5e oI Iood is served at the rece5tion?
10. What kinds oI giIts do 5eo5le usually give?
11. Where do cou5les like to go their honeymoon?
12. How long is the honeymoon?
I. WHILE -TEACHING
Task1 Read the article and answer the questions
1. What did the bride wear during the medieval and renaissance 5eriods in France?
2. Could the French bride wear black dress during the wedding ceremony?
3. What did the groom do on the morning oI theirs ?
4. What ha55en during the wedding ceremony?
French Wedding Traditions and Customs
Some oI early French wedding traditions have 5ersisted today, trans5lanted to other
5arts oI the world and inIluenced modern wedding ceremony as it is known today.
French Wedding Costume
During the medieval and renaissance 5eriods, wedding dresses were basically more
elaborate versions oI contem5orary dresses and did not require any distinctive coloring.
The bride`s best dress was transIormed into a wedding dress, embellished by jewelry,
embroidery, laces and small bits oI Iinery such ornamental tags, bow knots, tassels,
ribbons, beading etc. In Iact, u5 until the late 19th century, brides wore just about any
color Ior their wedding, including black iI the intended bridegroom was a widower. The
white wedding dress as a token oI the bride`s 5urity and innocence, is a relatively new
62

conce5t. In biblical tradition, the color white symbolized joy whereas blue re5resented
5urity.
The French custom oI the all-white wedding gown had been introduced with Ann oI
Brittany, daughter oI Francis II. She wore white at her third marriage in 1499 to Louis
XII oI France in 1527. However, it did not come into 5o5ular vogue beIore19th century..
Along with the im5act oI neo-classic Iashion, brides Irom French aristocracy and
bourgeoisie are re5orted to wear all white dresses, trimmed with golden or sliver
embroidery. Major social weddings such as described by the gazettes, Irom then on,
were always seen in white.The elaborate styling oI modern wedding gown is attributed
to Em5ress Eugenie, her wedding to Na5oleon III in 1853.
Bridal trousseau and wedding armoire
French term, trousseau literally reIers to a bundle oI linens, clothing. The trousseau
usually would contain clothing Ior Sundays, everyday dresses, lingerie and embroidered
linens she had 5re5ared with initials oI her Iuture Iamily..
According to French tradition, wedding armoire, also known as ho5e chest is used Ior
the bride's trousseau. It is hand-carved with symbols oI wealth and 5ros5erity by the
Iather oI a Iuture bride and is given to her when she is still an adolescent. As she grew
u5, she would Iill it u5 with her own wardrobe and take it with her to her new home.
During the 18th century wedding armoires were manuIactured by craItsmen and oIIered
to the newlyweds as a wedding 5resent. Over the years the trousseau has evolved to
denote the s5ecial outIit she will wear aIter doIIing her gown and take with her on her
honeymoon. Also the conce5t oI trousseau has given rise to the modern bridal shower,
designating all the chieI household articles to raise her Iuture Iamily.
Wedding procession
Still 5racticed in small villages today, it is a traditional French custom Ior the groom to
call on his Iuture bride at her home on the morning oI their wedding. The groom escorts
her to the wedding cha5el in a 5rocession, headed by musicians, Iollowed behind by the
bride with her Iather, guests and the groom with his mother at the end oI line. It is also
customary that French village children blocked the bridal cou5le`s route with white
ribbons which the bride must cut. In Brittany beggars 5laited a hedgerow briar across
the newlyweds until bribed to remove .All these symbolic obstacles are created Ior the
wedding cou5le to overcome together and thus to signiIy their common 5ath in a new
liIe.
Wedding ceremony
In a church Iilled with incense and Ilowers, the cou5le stands beneath a silk cano5y. A
5redecessor oI the veil, a square oI silk Iabric,"carre'," is held over the head oI the bride
and groom as the cou5le received the 5riest's Iinal blessing. They were designed to
5rotect the cou5le Irom descending malice. The same veil is used Ior the ba5tism oI their
new born child.
63

Outside the church, rice or wheat as a symbol oI 5ros5erity and Iertility, is showered
over the cou5le.In Southern 5arts oI France, wedding guests toss dragees and coins at
children waiting on the doorste5s oI the cha5el Drages, dated as early as Roman
Em5ire, are French delicacy, almond covered with chocolate , sugar or nougat. As
symbol oI ha55iness and Iestivity, they accom5any all major French ceremonies. As the
bridal cou5le leaves the cha5el, they walk through Ilower arch or over laurel leaves
scattered in their 5ath.
The custom oI using Iragrant Ilowers as decorations ,bridal bouquets and adornments
has been 5o5ular Ior centuries. Fragrant Ilowers were believed to ward oII evil s5irits
and hel5ed Ireshen u5 atmos5here beIore the invention oI 5erIumes and deodorant. The
5o5ular orange blossoms re5resent Iertility and 5ros5erity
During the Middle Ages, wedding guests would bring small cakes and stacked in a 5ile,
as high as 5ossible, in the center oI a table. II the bride and groom could kiss over them
without knocking them over, it was thought to symbolize a liIetime oI 5ros5erity. The
traditional French wedding celebration cake, known as croquembouche or today's
common term, "la 5iece montee" was invented by a French cheI at the end oI 17
th

century. The cake is made oI small, creme-Iilled 5astry 5uIIs 5iled in a 5yramid and
covered in a caramel glaze and s5un sugar.
At the traditional French wedding rece5tion, the newlyweds toast each other Irom an
engraved, two-handled cu5, usually a 5recious Iamily heirloom 5assed down Irom
generation to generation.
Garter
The tradition oI garter is originated Irom the ancient Jewish society where Iidelity was
symbolized by the ribbon worn by the bride on her wedding day. Tossing oI the bride`s
garter became 5o5ular in 14th century. In France, it was a best man who was in charge
oI stealing it oII Irom the bride or the groom who would take oII garter and sell it into
small 5ieces to wedding guests. Or it is said to be the bride who would throw her garter
to the guests beIore sometimes unruly drunken mob tearing it oII Irom her.
Chiverie
Chiverie is the wedding night 5rank to interru5t the wedding cou5le at night by a crowd
clanging 5ots and 5ans, righing bells and horns. The bride and groom were ex5ected to
a55ear in their wedding clothes and 5rovide treats Ior their tormentors.
According to French tradition, it is used to be 5racticed Ior widows or widowers who
were getting remarried or the grooms coming outside oI the village. The groom had to
5ay Iines, called la 5eloto by inviting all the young men Irom the bride`s village Ior
reIreshments.. It became wides5read in Euro5e and later in the New World. In rough
5ioneer settlements, the shivaree , as it came to be called, was very 5o5ular and oIten
elaborated into a ritual humiliation oI the bride and groom.

Task 2 Presentation of students
64

Students must make 5resentation by Iollow the 5rocedure below:
Search on the internet to Iind out how 5eo5le celebrate a wedding ceremony around
the world.
Choose one wedding 5rocess oI one country you like best
Make 5resentation.
Task 3 Discussion
III. PRODUCTION
- Write a descri5tion oI a wedding 5rocess in your country. This can be real or
imaginary, but you must convince the other students that it is real.
FURTHER READING
Wedding Customs and Traditions in China
Ever since ancient China, there has been a saying that the three most delightIul
moments in one's liIe come with success in the im5erial examination, marriage and the
birth oI a son. A marriage would be decided not by a young cou5le's love, but by their
5arents' desires. Due to the vast ex5anse and long history, there are diIIerent customs to
Iollow in diIIerent 5laces, although they are generally the same. We can still witness
traditional marriages in the countryside.
In the ancient times, it was very im5ortant to Iollow a basic 5rinci5le oI Three Letters
and Six Etiquettes. The three letters were the betrothal letter, the giIt letter with a giIts
list and the wedding letter used on the day the bridegroom met his bride at her home.
1. The betrothal letter conIirms the Iormal arrangement oI a marriage and is sent by the
groom's Iamily to the bride's Iamily. This letter usually accom5anies the initial giIts Ior
the bride's Iamily.
2. The giIt letter accom5anies a giIts list and the Iormal giIts Ior the Bride's Iamily. In
actuality it is a giIt registry which records and describes the value oI the giIts.
3. Wedding letter is given to the bride's Iamily on the actual wedding day. It is a
conIirmation oI the act oI bringing the bride into the groom's Iamily.

Six etiquettes (traditional ste5s to the wedding 5rocess) go through the whole 5rocess oI
the wedding ceremony, which are:
1. Proposing
This 5rocess will be 5racticed by a match-maker. When a boy's 5arents intended to make
a match, they would invite a matchmaker to 5ro5ose with them at the girl's home. The
65

matchmaker will Iormally 5resent his or her client's request to the identiIied girl's
5arents. Many unmarried young 5eo5le could not see and were unIamiliar with each
other till their wedding day.
2. Birthday Matching
II the 5otential bride's 5arents agree to the marriage, the match-maker will request Ior
the girl's Iull name, birth date and birth hour, to ask a Iortune-teller to 5redict whether
that could match the boy's. II the cou5le`s names, birth dates and birth hours do not
conIlict, the marriage will move on to the next ste5. Otherwise, the 5ro5osed marriage
sto5s.
3. Presenting Betrothal Gifts
Once the match is 5redicted to be aus5icious, the bridegroom's Iamily will then arrange
the matchmaker to 5resent betrothal giIts, enclosing the betrothal letter, to the bride's
Iamily.
. Presenting Wedding Gifts
AIter the betrothal letter and giIts are acce5ted, the bridegroom's Iamily will send
5roliIic giIts to the girl's Iamily, symbolizing res5ect and kindness towards the girl`s
Iamily as well as the ca5ability oI 5roviding a good liIe Ior the girl.
5. Selecting a Wedding Date
A Iortune-teller will be consulted to select an aus5icious date to hold the wedding
ceremony.
6. Wedding Ceremony
This is oI course the most im5ortant ste5 oI the wedding. On the selected day,
Iirecrackers, gongs and drums signaled the start oI the 5rocession, led by the groom.
Accom5anying the groom was a child, omen oI Iuture sons, the bridal sedan chair,
attendants with lanterns and banners, musicians, and a "dancing" lion or unicorn. The
bride is carried on her back to the sedan chair. The chair was heavily curtained to
5revent the bride Irom seeing anything which could be unlucky. AIter the bride is
escorted to the bridegroom's home, the wedding ceremony begins.
The wedding ceremony itselI was sim5le. The bride and bridegroom are led to the
Iamily altar, where the cou5le 5ays kowtows to Heaven and Earth, 5arents and each
other successively. The ceremony 5roceeds under a director's 5rom5ts and a55lauses oI
the audience.
Then there will be a grand Ieast Ior relatives and those who hel5 in the wedding. The
newlywed cou5le will resume drinking wedlock wine. enerally they are required to
66

cross their arms to si5 the wine and then exchange their cu5s to gul5 down. They also
will toast with guests to 5ay their thanks.
Then they will be led to the bridal chamber. "Rowdy" Iriends and relatives came along
to tease the young cou5le and 5lay tricks on the groom. Those Iunny and silly games
will ease the tension, since in ancient times the newlyweds never met each other beIore
the wedding! The Iestive atmos5here also 5romotes closeness among all the Iamily
members and the Community beyond.
Traditionally, the newlyweds are to return to visit the bride's 5arents one or three days
aIter the wedding. They will be hailed with a banquet.
Traditional wedding customs being so com5licated, it is not sur5rising that etiquette was
changed and sim5liIied. But the core remained. The 5rimary objectives oI wedding
customs were to u5hold the conce5ts oI joining and enhancing the two Iamilies and
ensuring succession with numerous descendants. Reverence to 5arents and ancestors,
omens to encourage Iertility and wealth, Iinancial and social obligations contracted by
both Iamilies at the betrothal, extensive giIt giving etiquette, and the bride's
incor5oration into her husband's Iamily are recurring elements which have survived time
and change.
67

UNIT 10 MODERN MANNERS
- to be aware oI modern manners
- to a55reciate modern manners rightly
V. Procedure
WARMER
Whom do you want to folow their manners?
1. Your teacher
2. Your 5arents
3. Your close Iriend
4. Singers
5. Others:
PRE- TEACHING
Think about things that are acceptable or unacceptable in your country.

WHILE- TEACHING
Reading the passage
things that are im5olite
or unacce5table in your
country
whis5ering to one`s
5artner in the 5resence
oI others
68

MODERN MANNERS
Peo5le today are less 5olite than they used to be. This is the view oI Dr Andrew St
eorge oI OxIord University, who has just com5leted a book on modern social
behaviour. As the title, The Descent oI Manners suggests, he believes that manners have
deteriorated since Victorian times. For exam5le, 5eo5le these days eat while they are
walking down the street. They kiss and embrace in 5ublic. They 5ush on buses and
trains. Men don`t o5en doors Ior women any more or oIIer a woman their seat on a
crowded train. The Victorians, Dr St eorge says, would be horriIied at modern
behaviour. We went out to the street and to Iind out what 5eo5le think about his ideas.
Here are some o5inions that we heard.
1
LiIe is certainly more inIormal these days, I`ll give you that, but I wouldn`t say it`s a
bad thing. When I Iirst started work I had to wear a suit and a tie, but these days we all
wear casual clothes. And everybody was called Mr. This and Mrs. That, but today it`s all
Iirst names. In our oIIice everyone even calls the Managing Director Bob`. That was
unthinkable when I was younger, but I think it`s better now. It`s Iriendlier more
relaxed.`
2
I don`t think it`s true. Things are diIIerent nowadays, but I wouldn`t say they`re worse.
LiIe has become much Iaster and 5eo5le don`t have time Ior more Iormal manners that
the Victorians had. I knew 5eo5le eat in the street, but I wouldn`t say there`s anything
wrong with that. It`s just easier and Iaster like that.`
3
Things have certainly changed, but it isn`t bad manners. It`s all down to equality. Why
should give u5 my seat so that a woman can sit down? II women want equality in jobs
and things like that, they can`t ex5ect s5ecial treatment Ior other things, can`t they? I
think equality cuts both ways.`
4
Well, Dr St eorge is right, isn`t he? I mean, look at those two young 5eo5le over there.
They can hardly kee5 their hands oII each other. They shouldn`t kiss and cuddle like that
in 5ublic. It`s embarrassing to other 5eo5le.`
5
Noise. That`s what I don`t like about things today. Everyone seems to think that they
can make so much noise as they like without a thought Ior other 5eo5le. When you get
on a train, some idiot`s 5robably shouting into a mobile 5hone or you Iind yourselI
69

sitting next to someone with a 5ersonal stereo that`s turned u5 too loud. And have you
tried having a quiet day in the garden lately? Quiet? You can hardly hear yourselI think
with all the lawnmowers, hedge trimmers, and what have you.`
70

I think 5eo5le today have good manners. Things aren`t as bad as 5eo5le like to make
out. Most 5eo5le still queue u5 Ior things 5ro5erly and drivers usually sto5 Ior
5edestrians at zebra crossings, because I think most 5eo5le realize that liIe is nicer that
way. I must admit that 5eo5le are generally im5atient and less considerate on the roads,
but on the whole I think things are all right.`
I. Read the article and do the following exercises.
1. Matching
Match the expressions with the meanings.
these days
I`ll give you that
I wouldn`t say
It was unthinkable
You can hardly hear yourselI think
or what have you
can`t kee5 their hands oII
down to
It cuts both ways.
like to make out
I must admit
on the whole
et cetera/ etc.
It`s very noisy.
I agree.
generally
You couldn`t do it.
It`s true.
because oI
say
now
kee5 touching
I don`t think
It has good and bad 5oints.
2. Read the introduction to the article.
1. Answer the questions.
a. Whose ideas is it about?
b. What does he think about modern society?
c. What exam5les does he give?
2. Make a list oI all the exam5les oI behaviours that are mentioned.
-
-
-
-
-
-
II. Group work
1. Discuss these questions.
a. Are these things considered 5olite, im5olite or unim5ortant in your country?
b. ive some more exam5les oI acce5table and unacce5table 5ublic behaviour in
your society.
c. Do you think your society has better or worse manners than it used to?
71

2. What do you think of modern life?
a. Work in grou5s. Choose one oI these to5ics.
work young 5eo5le leisure society
b. Discuss the to5ic and write about it. Follow the Iormat oI the article. ive a
general introduction and 5resent diIIerent o5inions.
Exam5le
What is work like today?
How have 5atterns oI work changed?
What are the good and bad 5oints about work today?
III. Discussion
1. Think oI some exam5les oI good manners. Do you think good manners are out oI
style?
2. These are what 5eo5le talk about manners that are going out oI style.
Opening
car doors
Holding
doors open
Thank-you
notes
First
names
1. I love it. I Ieel really
s5ecial.

Well, you wouldn`t anyway!
I think that`s basic good
manners.

Peo5le don`t even ex5ect it any
more.

'What a nice thing to do!
I always Ielt really strange
about doing that.

There`s no real rule.
a. What do you think about these manners?
POST- TEACHING
Work in small grou5s. Discuss how you would rate the items 1-8 and Iill in the chart.
Then add your own ideas Ior items 9-12.
1 deIinitely good manners
2 good manners but not essential
3 common bad manners
4 deIinitely bad manners

72

1 2 3 4
1. O5ening car doors Ior 5eo5le
2. Writing thank-you notes
3. Eating or drinking on the street
4. Honking the car honk at others
5. Chewing gum in 5ublic
6. Double-5arking
7. Asking Ior 5ermission to smoke
8. Taking Iood without asking in someone`s house
9. 1
10. 1
11. 1
12. 1
Com5are your answers with other grou5s. Which ty5e oI behaviours do you agree on?
73

UNIT 11 CELEBRATIONS - FESTIVALS
- to learn about celebrations and Iestivals across countries
- to be aware oI how 5eo5le celebrate on s5ecial occasions
V. Procedure
WARMER
At Christmas do you usually give 5resents to 5eo5le?
Always/ Most oI the time/ Sometimes I do/ No, not usually/ No, never.
When you`re invited to dinner, do you bring a giIt? Why?
I think it`s a good idea.
It`s a custom, so you have to do it.
I think that`s rule.
I don`t think it necessary.
I`ve never heard oI that custom.
Now read the questions below. Check your answers. Then ask your partner the
questions. Make a cross for your partner`s answers.

A
l
w
a
y
s

M
o
s
t

o
I

t
h
e

t
i
m
e

S
o
m
e
t
i
m
e
s

I

d
o

N
o
,

n
o
t

u
s
u
a
l
l
y

N
o
,

n
e
v
e
r

At Christmas, do you usually give
5resents to 5eo5le?

When you`re invited to dinner, do you
bring a giIt?

At a Iuneral, do you ever wear white?
When you meet your boyIriend/
girlIriend Ior the Iirst time, do you
bring a small giIt?

When you go to a wedding, do you
usually dance?

At a New Year`s Eve 5arty do you kiss
everyone?

At a 5arty do you drink alcohol?
At a class reunion, do you usually give
a s5eech?

On Valentine`s Day, do you usually
give chocolate to your boyIriend/
girlIriend?

74

On Easter, do you ever have an Easter
egg hunt?

PRE- TEACHIN

I. Matching
Match the holidays and the descriptions.
Holidays Descriptions
1. Valentine`s Day
2. Children`s Day
(Iormerly Boys` Day
3. Day of the Dead
. Thanksgiving
5. Chinese New Year

a. May 5
Ja5anese Iamilies 5ut u5 colored, streamers
sha5ed like Iish, in honor oI their children.
b. January or February
Chinese 5eo5le celebrate with Iirecrackers and
lion dance
c. February 14
Peo5le in many countries give chocolates,
Ilowers, or jewelry to the 5erson they love.
d. November 2
Mexican Iamilies oIIer Iood to the dead and then
have a meal in a cemetery.
e. Fall
In October in Canada, and in November in the
United States, 5eo5le celebrate the harvest by
5re5aring a large meal. They usually serve roast
turkey.
II. Discussion
1. Do you have holidays similar to these in your country?
2. What other s5ecial days do you have? What`s your Iavourite holiday or Iestival?
III. Social English
What do you say on these occasions?
A wedding
A: You`re a lucky man.
B: ..........
75

A Graduation
A: Congratulations!
B: Never thought I`d.........
A New Year`s Party
A: Any resolutions this year?
B: Yeah, I`m going to........
A Funeral
A: ..........
B: Thank you.
Christmas
A: ..........
B: Thanks. Merry Christmas to ........
Valentine`s Day
A: Here, I`ve got something Ior you.
B: Oh, chocolates! ...........!
Halloween
A: Trick or treat!
B: OK, .........
April Fool`s Day
A: Mark, your shirt is on Iire.
B: Huh? What? Ahh!
A: ...........
Celebrations
Pair work
I. Complete the word map. Add two new words to each category. Then compare
with a partner.

anniversary
cake
cards
cham5agne
dancing
Ilowers

Iireworks
5arade
5arty
5resents
roast turkey
wedding

76

Special occasions

Activities

Special food and drink Things we give/
receive

II. How much do you know about these days and months? Complete the sentences
in column A with the information in column B. Then compare with a partner.
A
1. New Year`s Eve is a night when.
2. A5ril Fools` Day is a day when .
3. May Day is a day when.
4. Valentine`s Day is a day when.
5. July 14 is the day when.
6. February is the month when.
B
a. Brazilians celebrate Carnival.
b. 5eo5le like to '5arty.
c. the French celebrate their revolution.
d. 5eo5le 5lay tricks on Iriends.
e. 5eo5le in many countries honor workers.
I. 5eo5le give 5resents to the ones they love.
III. Complete the sentences with information of your own. Then compare with a
partner.
1. Winter is the season.
2. S5ring is a time oI the year.
3. Mother`s Day is the day.
4. A birthday is a day.
5. A wedding anniversary is a time.
WHILE- TEACHING
77

Task 1 Reading the passage 1
Read about some different celebrations around the world.
Everyone loves celebrations, and there are many diIIerent things to celebrate in
the world. Some countries celebrate im5ortant days in their history. For exam5le, the
French celebrate the start oI the French Revolution Bastille Day on July 14 every
year. On November 5, the 5eo5le in England build big Iires and light Iireworks to
celebrate the day in 1605 when a man named uy Fawkes was caught trying killing the
king.
Other cultures celebrate changing seasons. One exam5le is a very colourIul Indian
celebration called Holi, when everyone sings, dances, and throws coloured water around.
In North America 5eo5le celebrate Thanksgiving in the Iall. They enjoy a big dinner
together with their Iamilies, and think about all the good things in their lives.
Other s5ecial days celebrate cultural history. For exam5le, Kwanzaa, which starts
on December 26 and ends on New Year Day, is the time when AIricans and AIrican-
Americans celebrate their culture with 5rayers, singing, Iood and dancing. Some
countries have a unique way to celebrate world holidays. In Scotland, New Year`s Eve is
called Hogmanay, and 5eo5le have noisy 5arties in the street, with lots oI singing.
Complete the chart using information from the reading besides the given pieces.
CeIebrations When? Country/ city Activities
(1) (2) United States
Canada
think oI things you`re
thankIul Ior

(3) Start oI
S5ring
(4) throw coloured water
and dance

uy Fawkes Day November 5 (5) (6)

Kwanzaa December 26
to January 1
(7) Prayers, singing, Iood,
dancing

Hogmanay (8) (9) street 5arties and
dancing

(10) July 14

France 5arades and dancing

Task 2
Students must make 5resentation by Iollow the 5rocedure below:
78

Search on the internet to Iind out how 5eo5le 5re5are and celebrate their Iestivals or
holidays around the world.
Choose one Iestival or holiday oI your country Ior 5resentation.
Make 5resentation.
Task 3
POST- READING
I. Class activity
ive a short talk about an interesting holiday or Iestival. Answer any questions your
classmates may have.
II. Writing
Write down a list oI Iive things that children do on Halloweèn.
Imagine you were one oI these children, but have now grown u5. You are telling a Iriend
what you used to on Halloweèn when you were young. Write a descri5tion oI what you
used to do.

HoIidays
FestivaIs & Events
In Vietnam

Holidays
Sunday is a holiday Ior all State Institutions. There are also 8 other holidays each year:
January 1st: 1 day
A5ril 30th Saigon Liberation Day: 1day.
May 1st International Labour Day: 1 day
Se5tember 2nd National day oI the Socialist Re5ublic oI Vietnam: 1 day
Traditional Tet: 4 days (usually occurs between Januany and February. The
holiday begins Irom the evening oI the 5revious lunar year and lasts until the
third day oI the new year.)
Celebrations
February 3rd: Foundation day oI the Communist Party oI Vietnam
79

May 19th: Birthday oI President Ho Chi Minh
Festivals & Events

TET NGUYEN DAN (The Lunar New Year
Tet has become so Iamiliar, so sacred to the Vietnamese that when S5ring arrives,
the Vietnamese, wherever they may be, are all thrilled and excited with the advent oI
Tet, and they Ieel an immense nostalgia, wishing to come back to their homeland Ior a
Iamily reunion and a taste oI the 5articular Ilavours oI the Vietnamese Iestivities.
Tet starts on the Iirst day oI the Iirst lunar month and is the Iirst season oI the new
year (according to the lunar calendar), and thereIore it is also known as the Tet Nguyen
Dan, literally meaning Fete oI the First Day, or the Tet Tam Nguyen, literally meaning
Fete oI the Three Firsts.
The Vietnamese, wherever they may be, are all thrilled and excited with the
advent oI Tet, and they Ieel an immense nostalgia, wishing to come back to their
homeland Ior a Iamily reunion and a taste oI the 5articular Ilavours oI the Vietnamese
Iestivities. Those who have settled down abroad all turn their thoughts to their home
country and try to celebrate the Iestivities in the same traditional way as their Iamily
members and relatives to relieve their nostalgia, never Iorgetting the Iine custom handed
down Irom generation to generation.
The Tet oI the New Year is, above all, a Iete oI the Iamily. This is an o55ortunity
Ior the household genies to meet, those who have hel5ed during the year, namely the
CraIt Creator, the Land enie and the Kitchen od. As the legend goes, each year on
December 23 oI the lunar calendar, the Kitchen od takes a ride on a car5 to the
Heavenly Palace to make a re5ort on the aIIairs oI the household on earth and then
returns on December 30 to welcome the New S5ring.
Tet is also an o55ortunity to welcome deceased ancestors back Ior a Iamily
reunion with their descendants. Finally, Tet is a good o55ortunity Ior Iamily members to
meet. This custom has become sacred and secular and, thereIore, no matter where they
are or whatever the circumstances, Iamily members Iind ways to come back to meet
their loved ones
TET THUONG NGUYEN (Nguyen Tieu)
80

According to Buddhist sutras, the Iirst and the IiIteenth days (Tet Nguyen Tieu) oI
every lunar month are Buddha's Days, when acts oI worshi5 are 5erIormed in Buddhist
shrines and beIore Iamily altars. Joss-sticks are lit and trays oI Iruit and other oIIerings
are laid out. Celebrations related to the lunar New Year are over, but the Iestive Tet
atmos5here still remains. The weather is mild des5ite an occasional drizzle, 5agodas and
tem5les are crowded with old 5eo5le telling their beads, young 5eo5le 5raying Ior
ha55iness in love and luck in business, 5arents wishing Ior health and 5ros5erity to their
children... Fruit and delicacies oIIered to Buddha are taken back home to be distributed
to all members oI the Iamily as "giIts" Irom the deities.
In traditional astrology the Iate oI each 5erson is inIluenced by one 5articular star.
On the 15th day, an act oI worshi5 is 5erIormed to the star beIore a three-level altar. On
the to5 level, oIIerings oI incense and Iood are made to Heaven and Buddha; on the
middle level they are made to the tutelary star; on the lowest level are various Ioods,
including rice gruel, which are oIIered to the "wandering souls".
The origins oI the sacred character oI this 5articular date are unclear. One version
has it that on the occasion oI the Iirst Iull moon oI the year, the em5eror oI China used to
oIIer a lavish banquet to the most 5rominent scholars oI the country, who would
com5ose 5oetry to the glory oI the monarch, as well as to the beauty oI nature.
Indeed in the eyes oI men oI letters, the moon is at the height oI its beauty on that
night. Unable to re5roduce such moonlight as described by the writer through the lens oI
camera, we would like to 5resent our readers a Iew 5ictures oI 5ilgrims at the Quan Su
5agoda in Hanoi on the IiIteenth day oI the Iirst moon oI the year. Whatever its origins,
one thing is certain: on this day the heart oI everybody is turned to a vision oI 5eace and
ha55iness.
TET KHAI HA
Khai Ha is organized on the seventh day oI the Iirst lunar month on which the
owner oIIer their ancestors 5a5er money and clothes and says Iarewell to them. The neu
bamboo 5ole is lowered and a new yearis welcomed. According to Vietnamese
thinking, iI the weather is warm and the sun is shining on Khai Ha, man will be healthy
and Iortunate all the year round.
TET DOAN NGO
Held on the 5th day oI the 5th lunar month, Tet Doan Ngo is also called Parasite-
Killing Festival. This is a mid-year Iestival to enhance the 5revention oI evils and
illnesses, and the memory oI the ancestors.
TET TRUNG NGUYEN
Also called "All Souls Day", is on the 15th day oI the 7th lunar month. On this
day, 5eo5le always come to the 5agodas to make lavish oIIerings to the wandering souls.
TET TRUNG CUU
81

Or the Double Nine Fete (on the 9th day oI the 9th lunar month) comes Irom
China. On this occasion, the ConIucian scholars used to take a stroll u5 the mountains,
si55ing chrysanthemum liquor. Today, very Iew localities celebrate this Iestival.
TET TRUNG THAP
Or the Double Ten Festivies (on the 10th day oI the 10th lunar month) is in Iact
the harvest Iestival. As Ior 5hysicians and traditional herbalists, it is the day when the
medicinal herbs can absorb both the 5ositive and the negative oI the universe.
TET TAO QUAN
The Vietnamese have a custom oI seeing oII Ong Conga (the Land enie) and
Ong Tao (the Kitchen od) on the 23rd day oI lunar December. Both go to Heaven to
brieI Ngoc Hoang (the Jade Em5eror) on the liIe oI the owner oI the house where they
stay, and 5ray Ior luck, 5ros5erity and ha55iness. On New Year's Eve, both ods will
come back to earth and continue their routine duty oI looking aIter the kitchen oI the
house.
The custom oI worshi55ing Ong Conga and Ong Tao originated Irom a myth that
dates Irom ancient time. There was a cou5le, so 5oor that they had to go Iar away to earn
their living. They lost each other. AIter a long time oI unsuccessIully looking Ior her
husband, the wiIe married another man. One day, her old husband unintentionally called
at her house to beg Ior Iood. The old cou5le recognized each other. Feeling sad and
embarrassed at the situation and unIaithIul to the old husband, the wiIe jum5ed into the
Iire and burned to death. The old husband, sorry Ior the wiIe, also jum5ed into the Iire,
as did the new husband. Hearing about their IaithIul love, the jade Em5eror 5ermitted
the three oI them to live together as the Kitchen od to enjoy the blessings.
On the Ong Cong and Ong Tao Iestival day, 5eo5le usually 5re5are steamed sticky rice
with sugar 5orridge, truncated cone-sha5ed cookies made oI sticky rice, incense joss
sticks and Ilowers Ior a worshi55ing ceremony. They also 5re5are a basin oI water in
which they 5ut one big live car5 or three small ones. AIter the ceremony, the car5 are
released into the 5ond or the river. This custom has two meanings. First, as 5o5ular
thinking goes, the car5 can swim well and it will 5ass Vu Moon (Heaven's gate) to
become a dragon. Thus, Ong Cong and Ong Tao ride a car5, i.e. a dragon, to heaven.
Second, the custom oI releasing the car5s reIers to a custom oI releasing animals, such
as birds into the air and the beasts into the Iorest, which is considered a kindhearted deed
to 5ray Ior good luck.
The custom oI worshi55ing Ong Cong and Ong Tao as the Land enie and
Kitchen od has a humanist value, reIlecting the Iamily ha55iness. The Iire in the
kitchen maniIests not only the cozy Iamily union, but also the bum5er harvest and
agricultural develo5ment.

82

What do you know about Halloweèn?
Things you know about Halloweèn Things you read in the article

Read the passage and answer questions that follow it.
Halloweèn is the last night oI October, and it used to be the most enchanted night
oI the year. It was the night when witches and evil s5irits came back to earth to weave
their magic s5ells. Su5erstitious 5eo5le ke5t u5 many strange old customs in an eIIort to
kee5 these evil inIluences away. Farmers used to light big Iires in their Iields, and Iarm
workers and their Iamilies would walk around the Iields singing old songs and hymns.
At intervals, the strange 5rocession would sto5 to hear the local 5riest oIIer 5rayers to
good s5irits, and ask them to hel5 kee5 the evils away.
reat care was taken that none oI Iarm animals were leIt in the Iields. They would
all be locked u5 saIely in their stables and sheds; and over each oI the stable and shed
doors a Iew roman leaves would be hung. Witches and evil s5irits would not go
anywhere near the roman tree.
In more recent times, Halloweèn has become a time Ior 5arties, when children
dress u5 as witches and 5lay all kinds oI s5ecial games such as 'ducking Ior the a55le.
AIter the games there is oIten a big su55er with 5lenty oI 5um5kin 5ie, cakes and a lot oI
delicious things to eat.

83

But Ior the most 5art the children enjoy the Iun oI dressing u5 and 5laying their
Iavourite game oI 'Trick or Treat. They run down each street knocking on the doors
crying loudly 'Trick or Treat!, and most 5eo5le have some sweets ready to give them.
Those that do not can ex5ect maybe to have a tyre Ilatened, or their windows covered u5
in soa5. Or the children may just knock on the door and run away.
Many oI the houses have a jack-o`-lantern in their windows, which are hollowed
out 5um5kins with candles burning inside them. But in this modern age many oI the
5um5kins are being re5laced with 5lastic electric ones that can be brought out each year.
I. Comprehension questions
1. In one sentence, say:
a) Why 5eo5le used to think Halloweèn was im5ortant
b) Why 5eo5le celebrate it nowadays
2. Make a list oI six old customs that we would call 'su5erstitious
a) How do you think the game 'Ducking Ior the a55le may be 5layed?
b) Why is the game 'Trick or Treat so called?
3. Does Halloweèn exist in your own country? It so, how is it diIIerent? II not, what is
the most similar Iestival?
II. Pair work
Take turns asking and answering these questions and others oI your own.
1. What`s the most interesting holiday or Iestival in your country?
2. When is it?
3. How do 5eo5le celebrate it?
4. Do 5eo5le eat any s5ecial Iood?
5. What do you like most about it?
6. What else 5eo5le do?
84

Complete the spidergram

(Translated and footnoted by NGUYEN VAN BA, M.A)
January Iirst, the beginning oI a New Year. As Iar back in history as we can tell,
5eo5le have celebrated the start oI a New Year. The 5eo5le oI ancient Egy5t began their
New Year in summer. That is when the Nile River Ilooded its banks bringing water and
Iertility to their land. The 5eo5le oI ancient Babylonia and Persia began their New Year
on March 21st, the Iirst day oI s5ring. And some Native American Indians began their
New Year when the nuts oI the oak tree became ri5e. That was usually in late summer.
Now almost everyone celebrates New Year`s Day on January Iirst. Today, as beIore,
5eo5le observe the New Year`s holiday in many diIIerent ways.

How 5eo5le celebrate
their new year

When 5eo5le celebrate
their new year
85

The ancient Babylonians celebrated by
Iorcing their King to give u5 his crown and royal
clothing. They made him get down on his knees and
admit all the mistakes he had made during the 5ast
year. This idea oI admitting wrongs and Iinishing
the business oI the old year is Iound in many societies
at new years. So is the idea oI making resolutions. A
resolution is a 5romise to change your ways, to sto5
smoking, Ior exam5le, or to get more 5hysical
exercise. Noise making is another ancient custom at the New Year. The noise is
considered necessary to chase away the evil s5irits oI the old year. Peo5le around the
world do diIIerent things to make a lot oI noise. They may hit sticks together or beat on
drums or blow horns or ex5lode Iireworks.
Americans celebrate the New Year in many ways. Most do not have to go to work
or school. So they visit Iamily and Iriends, attend church services, share a holiday meal
or watch New Year`s 5arades on television. Two oI the most Iamous 5arades are the
Mummers` 5arade in Philadel5hia, Pennsylvania and the Rose 5arade in Pasadena,
CaliIornia. Both have existed Ior many years. Americans also watch Iootball on
television on New Year`s Day. Most years, university teams 5lay in s5ecial holiday
games. For those who have been busy at work or school, New Years may be a day oI
rest. They s5end the time thinking about and 5re5aring Ior the demands oI the New
Year.
Group work
1. Name the countries/ areas mentioned in the text.
2. Why did the 5eo5le oI ancient Egy5t begin their New Year in summer?
3. What is a resolution?
4. Why do 5eo5le around the world do diIIerent things to make a lot oI noise?
5. How do 5eo5le celebrate their New Year?
6. What do you Iind sur5rising in the ways they celebrate their New Year?

86

Reading the passage

FESTIVALS AND HOLIDAYS IN KOREA
The 5ageantry, merrymaking and colourIul rites oI holiday Iestivals are an
im5ortant Ieature oI Korean liIe. However, with the 5owerIul tide oI Westernization and
modernization since the turn oI the twentieth century, most traditional holidays are just
remembered rather than observed. But there still are some im5ortant Iestive days on the
Korean calendar that are celebrated joyIully and elaborately.
The Iirst day oI the Iirst lunar month, which is called Sl by Koreans and usually
Ialls in late January or early February, has traditionally been the biggest holiday. The
entire Iamily gathers together and dressed in their best clothes,, observes ancestral rites.
AIter the ceremonies, they enjoy a Ieast and the young members oI the Iamily make a
dee5, traditional bow to their elders. Although the New Year continues to be celebrated
by the lunar calendar, the solar New Year is also observed with two days oI oIIicial
holiday.
Other major holidays include Taeborm, the Iirst Iull moon oI the year, when Iarmers
and Iishermen 5ray Ior rich cro5s and enjoy s5ecial games. Tano, the IiIth day oI the
IiIth lunar month when Iarmers take a day oII Irom the Iield Ior joint entertainment. Ch`
usk, the IiIteenth day oI the eight lunar month, a harvest Iestival and day oI
thanksgiving; and Buddha`s Birthday, the eighth day oI the Iourth lunar month, when
believers observe s5ecial services at tem5les and stage colourIul lantern 5rocessions.
There are several Iamily holidays that are im5ortant to all Koreans and celebrated
with much Ieasting. They are 5aegil, the hundredth day aIter a child`s birth, tol, the Iirst
birthday; hwan-ga5, the 60th birthday, which is considered es5ecially im5ortant Ior this
is the day when one has com5leted the 60-year-cycle oI the Oriental zodiac; and kohi,
the 70th birthday.
In addition to the traditional holidays based on the lunar calendar, Koreans observe the
Iollowing designated national holidays.
National holidays
January 1: New Year`s Day the Iirst two days oI the New Year are
generally celebrated.
First Day oI the
First Month by the
Lunar Calendar:
Sl This day, which is also known as Lunar New Year`s
Day, is observed with Iamily rituals honoring ancestors,
s5ecial Iood and traditional games.
March 1: Inde5endence Movement Day Koreans observe the
anniversary oI the March 1, 1919 Inde5endence
Movement against Ja5anese rule.
A5ril 5: Arbor Day On this day, government oIIicials, teachers,
school children and thousands oI Koreans throughout the
country 5lant trees in accordance with the government`s
87

reIorestation 5rogram.
May 5 Children`s Day This day is celebrated with various
5rograms Ior children, who enjoy themselves to the Iull
with their 5arents.
Eighth Day oI the
Fourth Month by
the Lunar
Calendar:
Buddha`s Birthday Solemn rituals are held at Buddhist
tem5les, and the day`s Iestivities are climaxed by a lantern
5arade.
June 6: Memorial Day On this day the nation 5ays tribute to its
war dead. Memorial services are held at the National
Cemetery in Seoul.
July 17: Constitution Day This day commemorates the ado5tion
oI the Re5ublic oI Korea Constitution in 1948.
August 15: Liberation Day On this day in 1945, Korea was liberated
Irom Ja5an aIter 35 years oI colonial rule. The day also
marks the 1948 establishment oI the government oI the
Re5ublic Korea.
FiIteenth Day oI
the Eight Month
by the lunar
Calendar:
Ch` usk or Harvest Festival Day This is one oI the great
national holidays oI the year. On this day a Ieast is
5re5ared and Iamilies hold memorial services at the Iamily
grave site. Viewing the Iull moon is a Ieature oI the
evening.
October 3: National Foundation Day This day marks the traditional
Iounding oI Korea by Tan-gun in 2333 B.C.
December 25: Christmas Day - Christians and other citizens celebrate
this holy day as in the West.
Group work
Work in grou5s oI six. Make a list oI National Holidays in your country.
88


Ba Nguyen, M. A.
Historically the Vietnamese 5eo5le originated Irom a Vietnamese ethnic grou5 in
South China. That is why these two 5eo5les have some commonalities in celebrating and
enjoying the Lunar New Year. This year the Vietnamese 5eo5le share with the Chinese
5eo5le the same day oI the New Year, which will occur on February 9, 2005. The
traditional New Year`s Day in Vietnam is called Tet. The Tet Iestivities oIten take 5lace
Irom late January to Mid-February oI the Christian calendar. This lunar year is the year
oI Cock. A Cock is a symbolic animal oI the twelve Zodiac signs oI the Oriental
horosco5e, an as5ect oI Oriental 5hiloso5hy.
The Tet Iestival started thousands oI years ago. Ancient Vietnamese Iarmers held
joyIul Ieats and ceremonies to thank the ods that s5ring had arrived again and to 5ray
that the new cro5s would be successIul. Today Tet is when debts are re5aid, mistakes are
corrected, Iorgiveness asked, and Iamilies, ancestors and Iounders oI the nation
remembered. It is a mixture oI ha55iness, noise, seriousness, and conIidence.
Traditionally the Vietnamese 5eo5le begin 5re5aring Ior Tet Irom the IiIteenth
day oI the lunar December. The closer the old year draws to an end, the hastier the
5eo5le are to celebrate. On these Iinal days 5eo5le are busy 5ainting the walls,
renovating the houses, cleaning u5 wastes and decorating the inside. They hurry to sho5
Ior things Ior Tet days.
On the evening oI the twenty-third oI the lunar December, 5eo5le say goodbye to
Ong Tao, the Kitchen od or guardian oI the hearth Ilying to see the King oI Heaven or
the Jade Em5eror, the ruler oI all ods. Peo5le give him a Iarewell 5arty with a s5ecial
meal including candies, cakes, jams and Iruit. The means oI Ilying to Heaven are
su55osed to have horses, boats, cars, 5lanes and rockets. Peo5le think the Kitchen od
89

will re5ort the good they have done on earth during the old year and ask the Jade
Em5eror to hel5 them in the coming year.
On the last days oI the year 5eo5le 5ay a visit to their ancestors` tombs. They 5ull
u5 the weeds, 5aint the graveyards, clean and 5aint the e5ita5hs inscribed with the
names oI the dead 5ersons. Incense smoke s5reads over the graves. A s5ecial 5rayer is
held in the burial 5lace to show one`s res5ect and gratitude to the IoreIathers. A close
relationshi5 between the living and the dead is maniIested during that 5ractice oI
worshi5.
The atmos5here on these days near Tet is very exciting and animate. Crowds oI
5eo5le go sho55ing, buying and selling. Streams oI cars Iollow each other in the streets.
Lines oI bicycles run along the 5avements. Busses are Iilled with 5eo5le. TraIIic gets
diIIicult and sometimes jammed. De5artment stores are Iilled with sho55ers. O5en
markets in the countryside are swarming with buyers and sellers. Villagers bring many
kinds oI Iarm 5roducts to the markets to trade Ior necessary things. Social activities
become busier and busier at the end oI the month.
In the aIternoon oI the thirtieth day oI lunar December or the last day oI the year,
Vietnamese 5eo5le cook a s5ecial meal or Ieast to welcome their ancestors to their home
to enjoy Tet with them. An air oI Iamily gathering has a55eared. Peo5le stay home to do
cleaning outside and inside the house setting the tables, decorating the altar and
arranging things Ior the last time so that everything is clean and ready Ior the New
Year`s Eve.
On the altars oI ancestors, the odour oI jossticks gives out sweetly in the air.
Flowers oI all kinds such as a5ricots, 5eaches, chrysanthemums, daisies, lilies and so on
in the shiny vases show oII their Iresh colour. Branches oI a5ricots with yellow
blossoms are 5resent in almost every living-room on Tet days. In some regions oI the
country the Vietnamese also 5lace cheerIul branches oI 5ink 5each blossoms at their
Iront doors. These two kinds oI blossoms are a symbol oI the rebirth oI s5ring and the
5romise oI the new beginning.
Trays oI traditional cakes, such as banh tet (cylindrical sweet rice 5udding), banh
chung (square sweet rice 5udding), bowls oI hot rice, dishes oI coconut juice-cooked
meats, 5lates oI various Iruit such as 5a5ayas, bananas, 5inea55les, watermelons, 5acks
oI sweets and jams, and small jars oI 5ickled vegetables, such as onions and bean
s5routs are 5laced on s5ecial tables Ior worshi5ing and 5raying. The head oI the Iamily
burns incense, 5rays Ior good health and 5ros5erity while receiving the s5irits oI his
ancestors.
On the last evening oI the year most grownu5s look serious and meditative. Some
live in the 5ast. Some ex5ect the New Year to come soon. But anyhow, conIidence is
reIlected in everyone`s eyes. The children are eager to welcome the New Year. They are
joyIul and innocent regardless oI the hardshi5s oI liIe. They think oI tomorrows with lots
90

oI candies, money and giIts. The setting becomes solemn and sacred. Everyone is
waiting Ior something new and ho5eIul. The state oI waiting is so quiet and serious.
At midnight when the City Hall horn blows, everyone is awake to welcome the New
Year. They run into the Iront oI the house or in the street to say 'Chuc Mung Nam Moi
(Ha55y New Year) to each other. New Year`s Eve is s5ectacular and holy. The
im5ressions are hard to describe. The New Year wishes oI the President oI the country
are broadcast on the radios and television. AIter the President`s s5eech, a variety oI
artistic 5rogrammes, the 5ast year`s event reviews, and 5ublic entertainments and
traditional cultural activities, such as songs, concerts and 5lays are shown until the next
morning.
Early in the morning oI the Iirst day oI Tet, 5eo5le get u5 and 5ut on their Sunday
best to 5ay a visit to their 5arents or grand5arents. Some go to the countryside to visit
their hometowns. Customarily, the Iirst day oI Tet is reserved Ior Iamily reunions.
Peo5le go back and Iorth hurriedly, ha55ily wishing the best words Ior the year.
Children are the most joyIul on Tet days. They look Iorward to meeting older 5eo5le to
get li-xi (giIt oI money or lucky money). The more li-xi they get the ha55ier they will be
in the New Year, they believe. During Tet days, 5eo5le 5lay chess, cards, and the
lotteries. Some go to 5ublic 5arks and national zoos. Some sit back to chat, share
Ieelings, or enjoy Ieasts.
The second day is reserved Ior their em5loyers and Iriends. Peo5le do not call on
their bosses on the Iirst day. They are aIraid that they would be jinxed iI the host
Iamilies get bad luck or bankru5tcy in doing business. That ty5e oI wrong belieI is hard
to get rid oI because it has become a common 5ractice or etiquette.
The third day is reserved Ior teachers. Peo5le try to come to see their new or old
teachers to wish longevity and ask Ior advice. They exchange ideas on the 5ast and 5lan
Ior the Iuture. Relationshi5 between teachers and students gets the most 5roIound
understanding at this moment.
In 5ublic Tet celebrations, a colourIul dragon made oI hard 5a5er and cloth is
5araded through the streets. The dragon bobs and weaves as it dances in Iront oI host
sho5s or host houses to get li-xi or lucky money. During Tet, government em5loyees get
three days oII. Schools usually close Ior ten days.

91

Tet is the biggest national holiday in Vietnam. This is an occasion Ior Iamily
gatherings to share Ieelings, Iorget the bad things oI the old year, and try to do better in
the New Year. Tet is a symbol oI understanding, Iorgiveness, harmony, trust and
conIidence. It is a national and sacred tradition. Vietnamese living every corner oI the
world have tried to come back home to s5end time with relatives, to visit old Iriends and
old teachers. They commemorate their ancestors and show gratitude to the Iounders oI
the nation. The Iamilial linkage imbued in everyone`s sub conscience stands Ior
5atriotism.
92

UNIT 12 FOLK CURES &
SUPERSTITIONS
- to understand and to a55reciate Iolk cures and traditional medical theory
- to make use oI Iolk cures and to 5reserve Iolk cures
V. Procedure
WARMER
1. Tell any Iolk cures that you know
2. When you have a minor health 5roblem, do you usually go to the doctor, get
something Irom the drugsore, or use a home remedy?
PRE -TEACHING
Grandma knows best!
When you have a minor health problem, do you usually go to the doctor, get
something from the drugstore, or use a home remedy?
When 5eo5le have a cold or a Iever, or the Ilu, they usually go to the doctor Ior hel5, or
they get some medicine Irom the drugstore. But many 5eo5le also use home remedies
Ior common illnesses. Here are some sim5le remedies.
BEE STINGS AND INSECT BITES
Wash the sting or bite. Put some meat tenderizer on a handkerchieI on the bite Ior halI
an hour. To avoid insect bites, it`s hel5Iul to eat garlic or take garlic 5ills.
BURNS
Put the burn under cold water or 5ut a cold handkerchieI on it. Then a55ly aloe vera gel
to the burn. It`s im5ortant not to 5ut ice on the burn.
COLDS
Lots oI 5eo5le eat hot chicken sou5 when they have a cold. They Iind it clears the head
and the nose. Some 5eo5le rub oil on their chest Ior a cold. Other 5eo5le drink a mixture
oI red 5e55er, hot water, sugar, lemon juice, and milk or vinegar.
COUGH
Drink warm liquids or take some honey.
HEADACHES
A55ly an ice 5ack or cloth to your head, or s5lash your Iace with cold water. It`s also a
good idea to 5ut your hands into hot water and leave them Ior several minutes. Also, you
shouldn`t read or watch TV
INSOMNIA
Drink a large glass oI warm milk. It`s also a good idea to soak in a warm bath.

93

WHILE- TEACHING
Read the article. Then cover the article and complete the chart. What problems are
these things good for?

Do you use any oI these remedies? What other home remedies do you use?
TRADITIONAL ASIAN MEDICINE
Match the treatments and the inIormation
Treatments Information
Acu5uncture A treatment involving the mani5ulation oI the s5inal
column
Aromathera5y Pressing or rubbing someone`s body with regular,
re5eated motions in order to relax the 5erson or to reduce
5ain in joints or muscles
Chiro5ractic
adjustment
Treatments that utilize the healing eIIects oI natural
herbs and 5lants rather than modern synthetic drugs
Massage A treatment in which the bottom 5art oI the Ioot is
rubbed gently in order to im5rove blood Ilow and to hel5
the 5erson to relax.
Herbal medicine A Iorm oI treatment in which 5easant-smelling oils are
rubbed into the skin, or the scent that they 5roduce is
inhaled
reIlecxology A treatment Ior 5ain and illness in which thin needles are
5ositioned just under the surIace oI the skin

Have you tried any oI these treatments?
Which treatment(s) would you like to try?
Ive tried massage. Its very relaxing.
ADVICE PROBLEM
1. hot chicken sou5/ rubbing oil on the chest
2. a warm bath/ warm milk
3. garlic/ meat tenderizer
4. an ice 5ack 5utting your hands in hot water
5. cold water/ aloe vera gel
6. honey warm liquids
94

An acu5uncturist is a kind oI healer. He or she uses the knowledge oI the body`s
electrical im5ulse system to ease 5ains and heals. There are 5athways through the body
that are similar to the circulatory system, which su55lies oxygen and nutrients to the
body by 5um5ing blood through the body. The electrochemical system is a se5arate
system with 5ulses just like those that the heart causes in the body. (However, these
electrochemical 5ulses are harder to Ieel.) The system works something like the brain`s
neutral transmitters, along the meridians (the 5athways) oI the body. Stimulating one
5art oI the body with an extremely Iine needle stimulates the acu5uncture 5oint that is
connected to it.
The 5ractice oI acu5uncture comes Irom Chinese medical tradition. The 'bareIoot
doctors oI Chinese history 5ractised acu5uncture, but only recently has the 5ractice
come to be common in the Western world. The stimulation caused by twirling a needle
that has been 5laced into a meridian seems to trigger the nervous system to create and
send out chemicals that reduce inIlammation and 5ain.
Researchers have studied the eIIects oI acu5uncture on 5atients. They have Iound
that acu5uncture causes the release oI endor5hins, natural body chemicals that act like
5ainkillers. Researchers also believe that a hormone called ACTH- a natural chemical that
Iights inIlammation-is released. That`s why injuries heal more quickly with acu5uncture.
An added beneIit is that acu5uncture causes no negative side eIIects. Prescribed
drugs, like all medicines, can have some serious side eIIects. As5irin, 5erha5s the most
common oI all medicines in the world, has many strong 5oints in its Iavour; however,
even one tablet causes a small amount oI bleeding in the stomach. Acu5uncture causes
no negative things to ha55en in the body.
Acu5uncture has been used to treat headaches, arthritis, and serious breathing
5roblems (such as those associated with asthma). Peo5le who suIIer Irom arthritis
(inIlammation oI bones at joints like knees and elbows) and strokes have used
acu5uncture to im5rove their quality oI liIe. They can do more with less discomIort. No
one is absolutely sure why acu5uncture works, but the theory is this: the acu5uncture
needle stimulates a sensory nerve, which sends an electrical im5ulse to the brain. That
im5ulse signals the release oI brain chemical, which sto5s the nocioce5tors (5ain
receivers), and sends endor5hins (the 'Ieel-good chemicals). In any case, acu5uncture
hel5s many 5eo5le who are suIIering.
1. Asthma causes..
a. skin 5roblems
b. breathing 5roblems
c. bleeding in the stomach
95

2. Knees and elbows are called.
a. joints b. 5oints c. meridians
3. Acu5uncture is .medical 5ractice.
a. a dangerous b. a new c. an ancient Chinese
4. Meridians are.
a. doctors b. 5athways c. needles and techniques
5.. is used in acu5uncture.
a. a scal5el b. a tiny needle c. a laser beam
6. Which oI these is a good title Ior this reading?
a. Chinese Medical Practices
b. Modern A55lication, Ancient Practice
c. How Arthritis Patients Can Be Hel5ed

(READIN BETWEEN THE LINES-P.228-229)

VIETNAMESE BELIEFS
Geomancy
eomancy is an ancient belieI that originated Irom China. It is the art or science
oI transIorming the ordinary landsca5e in such a way as to a55ease the s5irits.
eomanciers are believed to be skilIul at ta55ing into the earth energy, and reading
natural 5henomena such as the wind and the stars and how they aIIect the earth. They
are oIten consulted when the construction oI houses, tombs, 5agodas, or graves takes
5lace.
Wind and water
Fengshui, or wind and water, is the 5ractice oI living in harmony with the natural
environment or good Iortune and health. It was Iirst 5ractised in ancient China by
Iarmers, to whom wind and water were im5ortant natural Iorces that could either destroy
or nurture their cro5s.
Today, Fengshui has develo5ed into the art oI locating buildings and other man-
made structures to harmonize with the beneIits Irom the surrounding 5hysical
environment.
Vietnamese believe that there are invisible Iorces beneath the earth and that the
Iorces are 5ositive (Yang) and negative (Yin). Balancing the two Iorces in a 5erson`s
immediate surrounding is im5ortant Ior good health and Iortune. For exam5le, warm
colours (5ositive Iorce) in a room should be balanced by cool colours (negative Iorce).
Buildings ideally should be situated with a hill 5rotecting the back oI the building
and calm water in Iront Ior a soothing view. Doors are sometimes built at an angle to
5revent bad luck Irom entering, and mirrors are hung above doors or windows to scare
away evil s5irits with their own reIlections.
96

Yin and yang
In Taoist belieI, the human body holds two intertwining Iorces, Yin and Yang.
Yin is re5resented by Iemininity, darkness, cold and water. Yang is masculinity, sun,
heat and Iire.
This does not mean that a Iemale 5ossesses only Yin qualities. A very active girl
who is always 5ers5iring and 5rone to Ievers and sore throats is thought to be more
Yang than Yin, so her mother will Ieed her more Ioods with Yin 5ro5erties.
An imbalance in Yin and Yang with the body is believed to cause illness and
discomIort. Accordingly, all natural things can be categorized by their 5ro5erty oI Yin or
Yang, and human activity should strive not to disru5t the balance.

What does this re5resent?

The belieIs oI Vietnamese Iolk medicine associate illness with the absence oI any
oI the three souls, which maintain liIe, intelligence, and the senses, or oI the nine s5irits
which collectively sustain the living body. A number oI rituals 5erIormed at childbirth,
which are aimed at 5rotecting the mother and the inIant Irom medical and magical
dangers, derive Irom these belieIs, but they 5lay a relatively limited role in medical
behaviour generally. Conversely, Chinese medicine 5lays a major role in the
maintenance and restoration oI health and is observed by ethnic Vietnamese and by
Vietnamese Chinese. Princi5les Irom Chinese medicine 5rovide the scri5ting Ior the
management oI birth Ior both grou5s, and more generally, establish guidelines whereby
good health may be maintained.
According to Sino-Vietnamese medical theory, the body has two vital and
o55osite liIe Iorces which ca5ture the essence oI yin (breath) and yang (blood) in
accordance with the Iive evolutive 5hases` (wood, Iire, earth, metal and water). The
5ro5er circulation and balance oI the yin and yang ensure the healthy circulation oI
97

blood and thus good health; disequilibrium and disharmony cause ill health. Illness,
5hysical and mental, can be identiIied by the imbalance or excess oI yin over yang or
yang over yin. Foods and medicine, also classiIied according to their re5uted intrinsic
nature as yin (cold) and yang (hot), may be taken thera5eutically to correct the
imbalance resulting Irom ill health, or to correct imbalance due to the overindulgence in
a Iood maniIestly excessively hot` or cold`, or due to age or changed 5hysiological
status (Ior exam5le, 5regnancy).
FoodstuIIs may also be identiIied as tonic or anti-tonic, toxic or 5oison, or as
having wind. A Iurther small grou5 oI Ioods are ascribed magical 5ro5erties. Other
Ioods may be classiIied as neutral or remain outside any classiIication system, and hence
have no overt thera5eutic use.
While the classiIication oI Ioods as hot, cold, tonic, 5oison, windy, magic and
neutral is based on the intrinsic nature oI the Ioods, in 5ractice they are identiIied
5redominantly according to their 5hysical eIIects on the body. Ultimately, the system is
both individual and arbitrary, and there a55ears no Iirm correlation to the raw and
cooked states oI the Iood, the method oI cooking, the s5iciness, or the caloriIic value oI
the Iood.
In general, leaIy vegetables, and most Iruit are classiIied as cold and are said to
cool the body; meat, condiments, alcohol, and Iatty Ioods are classiIied as hot and are
said to heat the body. Tonic Ioods, believed to increase the volume oI blood and to
5romote health and energy, include 5rotein-rich` Ioods, high Iat, sugar, and
carbohydrate Ioods (Iried Iood, sweet Iruit, honey and rice), and medicines (alcohol and
vitamins). Sour Ioods, and sometimes raw and cold Ioods, tend to be considered anti-
tonic and are believed to de5lete the volume oI blood. Wind Ioods include raw Ioods,
leaIy vegetables, and Iruit, and oIten are classiIied as cold; they re5utedly cause wind
illness such as rheumatism and arthritis. BeeI, mutton, Iowl, Iish, glutinous rice, and
long bananas are considered convulsions, skin irritation and inIection.
There are 5 5aragra5hs in Reading Passage Traditional Vietnamese Medical
Theory. Below is a list oI 5ossible headings Ior the 5aragra5hs. The headings are
numbered A-H. From the list, choose the best heading Ior each 5aragra5h. Write your
answer A-H, in the s5aces numbered 1-4. One has been done as an exam5le.
There are more headings than 5aragra5hs, so you won`t use all oI them.

List of Headings

Exam5le: Paragra5h 3
Answer: B
A. Rituals oI birth
B. Sim5le classiIication oI Foods
C. Blood and Breath
D. Detailed classiIication oI Ioods
E. The Develo5ment oI Vietnamese Medical theory
F. Cooling and heating Ioods
. Theory and 5ractice in Iood classiIication
H. The Com5onents oI the body liIe Iorces
98

Paragra5h 1
Paragra5h 2
Paragra5h 4
Paragra5h 5
Answer the questions using NO MORE THAN TWO WORDS TAKEN FROM THE TEXT. Write your
answer in the s5aces
1. What are the liIe Iorces oI the body?
2. What TWO kinds oI illness can be caused by a lack oI balance between the liIe Iorces?

3. Name TWO liIe changes which may cause an imbalance oI liIe Iorces in the body.

4. What criterion decides the theoretical classiIication oI Ioods?
5. What criterion decides the actual classiIication oI Ioods?
Below is a table re5resenting the classiIication oI Ioods into thera5eutic ty5es according
to traditional Vietnamese medical theory. There are some ga5s in the inIormation.
Com5lete the table using inIormation Irom the reading 5assage. Write NO MORE THAN
THREE WORDS FOR EACH ANSWER.
Table of food classification
CLASS FOOD EFFECT
cold leaIy vegetables, some
Iruit
cooling
hot meat, alcohol, Iatty
Ioods
heating
honey, rice
de5lete blood volume
wind raw Ioods, Iruit
beeI, Iowl
99

(not described) (not described)

SUPERSTITIONS
Black cats are generally considered 'lucky in Britain. Is this also the case in our
country?
Commonly held su5erstitions (unlucky numbers and colours, touching wood, walking
under ladders, breaking a mirror, etc,.
DiIIerent attitudes to su5erstitions
ood luck charms
ood luck rituals, e.g. some Iootballers Ieel they must 5ut on their leIt boot beIore their
right boot
Is su5erstition out oI 5lace in the modern world?
I. Pair work
Match these superstitious found in North America.
1. II you carry a rabbit`s tooth with
you, .
2. II your ears are burning, .
3. II you see a 5enny on the ground
and 5ick it u5, .
4. II you throw a coin into a Iountain
and make a wish,.
5. II you s5ilt salt, .
6. II you say something has been
good so Iar,.
7. II a black cat crosses your 5ath,
.
8. II you break a mirror,.
a. you will have bad luck unless you
throw some over your leIt
shoulder.
b. something terrible will ha55en.
c. someone somewhere is talking
about you.
d. you will have seven years` bad
luck.
e. knock on the wood to kee5 it that
way.
I. you will have good luck Ior the
rest oI the day.
g. it will come true.
h. you will have good luck.
II, Pair work
Check your answers. Then discuss these questions.
Do you think you are a very su5erstitious 5erson? Why or why not?
Do you ever do any oI the things in 5art A?
What su5erstitions are common in your country?
Why do you think su5erstitions exist?
Im superstitious about some things. For example, I always.
III. Pair work
These are symbols oI good luck in North America: rabbit`s Ioot, horseshoe, Iour-leaI
clover, shooting star
What are some good-luck symbols in your country?
100

POST - TEACHING
Group work
Complete this chart with information about superstitions in your own country.
Share your answers with the group, and then discuss the questions below.
lucky or unlucky numbers
lucky or unlucky days
things avoid doing
animals that bring good or bad luck
Ioods that bring good or bad luck
how you make a wish
how to turn bad luck into good luck
1. Do you have a 5ersonal lucky number? colour? day? Iood?
2. Do you have a lucky coin, ring or other objects that you always carry with you?
3. What do you do iI you want to be lucky/ to avoid being unlucky?
101

UNIT 13 FASHION:
The Art of the Body
- to understand diIIerent conce5ts oI attractiveness and Iashion
- to learn about diIIerent methods used to change the body Ior the 5ur5ose oI
identiIication and beautiIication
V. Procedure
WARMER
Close your eyes. Think about Iashion and com5lete the sentences.
1. Fashion is.
2. Fashion makes .
3. Fashion means .

PRE -TEACHING
Are you ha55y with your a55earance? II you could change your look or your
body, what would you like to be like? What method(s) would you choose to change your
a55earance or your body?
102

WHILE -TEACHING

I. Read each paragraph quickly, without using a dictionary. Circle the letters of all
the correct answers to the questions that follow to figure out the main idea.

A lack oI clothing may indicate an absence oI status or social 5osition. In ancient
Egy5t, Ior instance, children who had no social status wore no clothes until they
were about twelve years old. In ancient times in Peru, South America, the Mohica
soldiers used to take way the clothing oI their 5risoners oI war: the Mohica believed that
iI the enemy had no clothes, he had no status or 5ower. In many societies, Iurther more,
only royalty could wear certain colours, styles, and ty5es oI cloth. For several hundred
oI years in Euro5e, Ior exam5le, Iur, 5ur5le silk, or gold cloth could be used only by
royal Iamilies.
1. What is the main to5ic oI the 5aragra5h?
a. Egy5t
b. clothing
c. colours
d. 5ower
2. What details about the to5ic does the 5aragra5h 5rovide?
a. Children usually wear more colourIul clothes than older 5eo5le do.
b. Egy5tian children and 5risoners oI the Mohica wore no clothes because they had
no status.
c. Soldiers in South AIrica didn`t clothing because oI the warm weather.
d. Euro5eans other than the royal Iamily were not allowed to wear certain clothing

Methods oI changing
our looks/ body
103

3. Which idea do all the circled answers have in common i.e., what is the main idea oI
the 5aragra5h?
a. Clothing has been worn Ior diIIerent reasons since the beginning oI time.
b. Fur, 5ur5le silk, and gold colours make the best kind oI clothing.
c. Clothing is an im5ortant status symbol.
d. Ancient societies had diIIerent ideas about clothing Irom those oI modern
societies.

TATTOOING AND SCARIFICATION

Two common ty5es oI body decoration in tribal societies are tattooing and
scariIication. A tattoo is a design or mark made by 5utting a kind oI dye (usually dark
blue) into a cut in the skin. In scariIication, dirt or ashes are 5ut into the dust instead oI
dye. In both oI these cases, the result is a design that is unique to the 5erson`s tribe.
Three lines on each side oI a man`s Iace identiIy him as a member oI the Yoruba tribe oI
Nigeria. A com5lex geometric design on a woman`s back identiIies her as Nuba and
also makes her more beautiIul in the eyes oI her 5eo5le.

A 5ermanent body art, a tattoo is created whenever 5igment is injected into (rather
than on to5 oI) the skin. No doubt the Iirst such markings were made accidentally when,
Ior exam5le, soot got rubbed into a cut. Our early ancestors could have then deliberately
re5roduced the eIIect using a shar5 s5linter oI antler or bone di55ed in a vegetable or
Iruit dye. Accuracy and eIIiciency could be enhanced by attaching such a needle (or
104

cluster oI needles) to a 5ole which could be 5ushed or ta55ed with another stick into
Ilesh. Alternatively, as amongst the Eskimos, a sooty thread could be 'sewn' through the
skin using a needle.

The one 5art oI the world where tattooing has never thrived is AIrica. This is oI
course because heavily 5igmented skin doesn't show u5 traditional tattoo dyes
eIIectively. Instead, AIrica has seen the develo5ment oI the art oI scariIication - that is,
the creation oI 5atterns on the skin by means oI cutting. These may be 'hollow' or
'raised'; the latter achieved by means oI rubbing an irritant such as ashes, charcoal or
indigo into the wound in order to create a more 5rominent scar (keloid) or, occasionally,
by inserting 5ebbles or other objects within the wound.

1. The 5aragra5h is about.
a. the Yoruba 5eo5le
b. geometric designs
c. 5ictures made oI dirt and ashes
d. body decoration
2. Which oI these statements are 5rovided in the 5aragra5h?
a. Tattoos are more beautiIul than scariIication.
b. Tattoos and scariIication indicate a 5erson`s tribe.
c. The dye Ior tattooing comes Irom s5ecial 5lants.
d. Designs on a 5erson`s Iace or body are considered beautiIul.
3. What is the main idea oI the 5aragra5h?
105

a. Everyone wants to be beautiIul should get a tattoo.
b. Peo5le decorate their bodies Ior the 5ur5oses oI identiIication and beauty.
c. A tattoo is a design made by 5utting dark blue dye into cuts in the skin.
d. Men more oIten decorate their Iaces; women oIten decorate their backs.

II. Pair work
Answer the questions.
1. What is the diIIerence between tattooing and scariIication?
2. Would you like to change your a55earance by tattooing/ scariIication? Why? Why
not?
FOOTBINDING

Tattooing and scariIication are only two oI the methods that 5eo5le use to change
the a55earance oI their bodies. Another is Ioot-binding. In China, wealthy Iamilies used
106

to tightly tie u5 the Ieet oI their daughters. As a result, their Ieet were not allowed to
grow as the girls grew and, thus, remained too small to be Iunctional. The 5ractice oI
Ioot binding began in the Sung dynasty (960-976 BC), re5ortedly to imitate an im5erial
concubine who was required to dance with her Ieet bound. By the 12th century, the
5ractice was wides5read and more severe girls` Ieet were bound so tightly and early
in liIe that they were unable to dance and had diIIiculty walking.
By the time a girl turned three years old, all her toes but the Iirst were broken, and
her Ieet were bound tightly with cloth stri5s to kee5 her Ieet Irom growinglarger than 10
cm, about 3.9 inches. The 5ractice would cause the soles oI Ieet to bend in extreme
concavity.
Foot binding ceased in the 20th century with the end oI im5erial dynasties and
increasing inIluence oI western Iashion, according to the UCSF study. 'As the 5ractice
waned, some girls` Ieet were released aIter initial binding, leaving less severe
deIormities, Cummings says. 'However, the deIormities oI Ioot binding linger on as a
common cause oI disability in elderly Chinese women.
Similarly, the Maya oI Yucatan and Central America used to bind the heads oI
their babies to change the sha5e oI their heads. Methods oI changing the body are just as
common in modern Western societies. Wealthy urban 5eo5le go to doctors Ior 5lastic
surgery to look younger or to change the sha5e oI their noses. Men who are losing their
hair oIten have surgery to re5lace it. Peo5le 5ierce their ears to wear earrings or lie out
in the hot sun Ior hours to get suntans.

1. What is the main to5ic oI the 5aragra5h?
a. binding the Ieet and the head
b. 5lastic surgery
c. methods oI changing the body
d. getting a nice suntan
2. What details about the to5ic are given?
a. In some societies, 5arts oI the body are tightly bound to change their sha5e.
b. Wealthy 5eo5le in modern societies go through surgery to im5rove their bodies.
c. Peo5le s5end many uncomIortable hours to get a suntan.
d. Doctors can easily change the a55earance oI any body 5art.
a. Small Ieet, heads, and noses are generally considered beautiIul.
b. Asian 5eo5le used to have diIIerent customs Ior im5roving 5hysical a55earance
Irom those oI Western 5eo5le.
c. Human being oIten 5ay 'high 5rices to look better.
d. Some methods oI changing the body are dangerous, but others are saIe.
Pair work Answer the questions.
107

1. Would you like to have small Ieet? Why? Why not?
2. Should we 5ractise Ioot-binding nowadays? Why? Why not?
3. What do you think are ideas oI beauty nowadays?

Reading the passage
In some societies, women overeat to become 5lum5 because large women are
considered beautiIul, while skinny ones are regarded as ugly. A woman`s 5lum5ness is
also an indication oI her Iamily`s wealth. In other societies, by contrast, a Iat 5erson is
considered unattractive, so men and women eat little and try to remain slim. In many
5arts oI the world, 5eo5le lie in the sun Ior hours to darken their skin, while in other
5laces light, soIt skin is seen as attractive. Peo5le with grey hair oIten dye it black,
whereas those with naturally dark hair oIten change its colour to blond.
1. What is one main to5ic oI the 5aragra5h?
a. hair
b. skin
c. body sha5e
d. body changes
2. What details about the to5ic does the 5aragra5h 5rovide?
a. It is unhealthy to lose or gain too much weight.
b. Some societies consider large 5eo5le attractive; others, slim ones.
c. Some 5eo5le 5reIer dark hair or skin; others, light.
d. Most wealthy 5eo5le try to stay thin.
a. Individuals and grou5s oI 5eo5le have diIIerent ideas about 5hysical
attractiveness.
b. Lying in the sun darkens the skin.
c. In some societies, thinness is an indication that a Iamily is 5oor.
d. Dark-skinned 5eo5le usually have dark hair.
108

Making inferences
On the short lines, 5ut a check by the statements that you can inIer Irom the
reading selection. Do not check the other statements, even iI you think they are true. On
the line that you check, write the 5hrase Irom the selection which you inIer the
inIormation.
1.... All 5eo5le wear clothing to kee5 warm.
...............................
2.... Fur 5rovides warmth, while long, loose clothing is useIul in hot weather.
...............................
3.... Rich 5eo5le wear more clothing than 5oor 5eo5le do.
...............................
4.... In some societies, children and 5risoners are exam5les oI grou5s oI 5eo5le
without much status.
...............................
5... Some methods oI body beautiIication, such as tattooing, Ioot binding, and 5lastic
surgery, may be 5ainIul.
...............................
6... Women are more interested in looking good than men are.
...............................
DRESSING UP .
In Kuwait, men and women wear their traditional dress most oI the time. For men,
it is a long robe and a cloth covering the head. For women: It`s similar and they wear a
veil. Foreign male visitors usually wear light-weight cotton trousers and white shirt with
short or long sleeves. Men oIten wear sandals during the day but never in the oIIice.
They wear a jacket and a tie Ior social occasions, but when it`s really hot, it`s usual to
take oII the jacket. Foreign women visitors usually wear long, loose clothes which cover
their neck and arms.
The Swedish are very interested in clothes and are less Iormal than they were.
Peo5le usually dress well in 5ublic and wear bright colours. In Sweden the winters are
very cold, so overcoats and ski jackets are very common. Men wear business suits Ior
work, with a shirt and a tie and women oIten wear trousers. Peo5le oIten carry a s5are
5air oI shoes because you need boots outside. Children and teenagers are more casual
than their 5arents. For school, they wear blue jeans and T-shirts.
Traditional dress in India Ior women is the sari and Ior the men the achkan suit.
The sari has its own distinctive style de5ending on which 5art oI India it comes Irom
every region has its own s5ecial colours, decoration and style. The men wear their heavy
and ex5ensive achkan suits on Iormal occasions but Ior less Iormal occasions they wear
the kurtha suits, a long shirt and loose trousers, which is not as heavy as the achkan.
109

Indian 5eo5le wear lighter colour as they grow older, and at Iunerals, white is the usual
colour to wear.
Many 5eo5le wear western-style clothes. For work they
wear smart clothes, but not suits and ties. Women usually wear
trousers and blouses but not dresses. Young 5eo5le are as
casual as young 5eo5le all over the world with their jeans and
T-shirts.

Read Dressing up, which is about clothing in Kuwait,
Sweden and India, and find out if it says anything about:
- clothes Ior work
- traditional dress
- young 5eo5le`s Iashions
Check your answers with another student.

Work in pairs. Ask and say what clothes people in your country wear. Talk
about clothes for work, clothes at home, traditional dress, young`s people`s
fashions.
Men usually wear suits for work what do you wear?
Are the conventions for clothing in the passage different from conventions in
your country?

ASIAN TRADITIONAL COSTUMES
1. What do you know about Korean and Vietnamese traditional costumes?
Read the statements and say true (T or false (F.
1. The Korean hanbok has been handed down Ior hundreds oI years.
2. The hanbok is the same Ior men and women.
3. The hanbok has been changed a lot to suit the climate and the culture.
4. The beauty oI Korean dress is due to the natural Iabrics.
5. Vietnamese traditional costumes are still the same nowadays.
6. Today most Vietnamese 5eo5le wear western-style clothes.
7. Young 5eo5le 5reIer Western-style clothes because they are convenient.
8. Vietnamese traditional costumes Ior men are quite similar to women`s.
2. Read the texts and check your ideas.
KOREAN TRADITIONAL COSTUMES
110

The Korean traditional costume, hanbok, has been handed down in the same
Iorms Ior men and women Ior hundred oI years, unchanged because they are well suited
to climate and culture.
The man`s basic outIit consists oI a chogori (jacket), 5aji (trousers) and turumagi
(overcoat). The jacket has loose sleeves, and the trousers are roomy and tied with stra5s
round the ankles. The women`s hanbok includes a chogori (short jacket) with two long
ribbons, which are tied to Iorm the otkorum, and has long Iull sleeves and a Iull length,
high-waisted wra5 around skirt called the chima. White cotton socks and boat sha5e
shoes, made oI silk, straw or rubber, are worn with these costumes.
The beauty oI Korean dresses can be Iound in the sim5le design and harmony oI
lines and colours oI u55er and lower 5ieces.

As western dresses were introduced since the inde5endence Irom Ja5an in 1945,
Hanbok began to decline. In 5articular, the develo5ment oI texture industries made it
111

5ossible to 5roduce artiIicial wool and nylon in Korea. The 5roduction oI nylon
accelerated the change oI Korean clothing 5attern.
In the 1960s, Korean traditional costumes were regarded as Iormal dresses. Materials
became more variegated and 5atterns became more luxurious. The length oI 1EOGORI
became shorter and Kit and Su5 became thinner. In the 1980s, the develo5ment oI
Korea's economy and living standard called Ior qualitatively better living 5attern. This
brought about the odd tendency to be interested in, and restore, the old. There a55eared a
slightly altered Iorm oI costumes (called aeryang-hanbok or Saenghwal-hanbok) which
stressed the merits oI traditional costumes and decreased their demerits. The reIormed
costumes became 5o5ular very quickly because oI their comIort and sim5licity. The
Olym5ic games(1988) and other world games that were held in Korea motivated
Koreans to develo5 an interest in ado5ting various colours and, also, diversiIying the
5atterns oI traditional costumes, and to introduce them to the world market. Saenghwal-
hanbok thus has both the traditional beauty and modernized comIort and, in this sense, it
can be said that it has 5ortrayed the way oI the 5ast in the 5resent.
POST -TEACHING
Pair work Answer the questions.
1. Why do you think 5eo5le want to be slim nowadays?
2. What should we do to be slim?
3. ive an exam5le w\to show that 5lum5ness is considered to be attractive today.
4. Why are 5eo5le oIten unha55y with their a55earance and their bodies? Do you agree
with their reasons Ior changing them?
5. What do you think oI the methods oI body beautiIication that are described the
selection? Why?
6. What methods are common/ 5o5ular in your culture? What do you think oI them?
112

SUPLEMENTARY READING
VIETNAMESE TRADITIONAL COSTUMES

Most Vietnamese wear Western style clothes.
Men and youth oI both sexes now 5reIer trousers
or jeans; Iew mature women wear skirts or
dresses, 5reIerring loose-Iitting trousers. Thongs
and sandals are common5lace, even in cities.
Baseball ca5s are Iavourite items.
On a s5ecial occasion, Vietnamese women
might wear the traditional costume, the ao dai, a
Iull-length, high-necked tonic slit to the waist and
worn over white or black satin Ilared 5ants. This
national costume is a Ilowing dress with a high
mandarin collar and it is Iavoured by most oI the
Vietnamese men or their wives and other Iamily
members as well as their girlIriends. The over
dress is Iorm-Iitting to the waist, with long tight sleeves. At the waist, two 5anels extend
Iront and back to cover the long satin trousers underneath.
Correct Iit dictates that the 5ants reach the sole oI
the Ioot, and are always slightly longer than the dress
5anels. However, the 5ants are becoming shorter. To
com5lement their elegant ao dai, Vietnamese girls or
women generally wear their hair quite long.
Wooden clogs or high-heel shoes are worn with ao dai.
Nowadays there are some alternatives to the 5ants; women
usually choose diIIerent shades oI colours to create
harmony Ior this traditional costume. Thanks to new
material, women and young girls have a greater choice
Ior their ao dai. Sim5le low-necked white silk ao dai is worn
by school-girls as uniIorm. irl students usually wear
5ale-coloured ao dai while singers or women oI
diIIerent careers in the society can wear gorgeous
colourIul ao dai at work. The ao dai is enhanced
through smart designs and cute lines at the seams.
In the 5ast, Vietnamese men used to wear
a national costume called ao dai, too. Men`s ao dai
is similar to women`s, exce5t that the outer garment is
shorter and not tightly- Iitted, made oI ex5ensive silk
oI dark colours such as black or dark blue. To go with
113

these traditional costumes, men wore white cotton trousers and leather shoes made in
ia Dinh or wooden clogs. Both men and women wear khn dong with ao dai on s5ecial
occasions such as Iestivals or wedding ceremonies. However, men`s khn dong are
usually black whereas women`s are oI diIIerent colours which match their ao dai. Men`s
national costume has almost com5letely re5laced by western dress. It is now usually
worn by elderly men or in traditional ceremonies.
In the countryside, men and women wear loose-Iitting cotton to5s and dark 5ants.
Shoes, even thongs, have little use in the muddy Iields. Both sexes wear wide conical-
sha5ed hats that oIIer 5rotection Irom the sun and rain.
I. Pair work
Read the texts again and fill in the table.

KOREAN TRADITIONAL COSTUMES
Items for men Items for women

VIETNAMESE TRADITIONAL COSTUMES
Items for men Items for women

Warmer
Think about the meanings that colours have Ior you. Do certain colours mean certain
things?
Look at the list oI colours. Make a note beside any that have a s5ecial meaning. The
words in the box may hel5 you. Follow the exam5le. You can add some colours oI your
own.
114

Blue
...............................
reen
...............................
Red
...............................
Pink
...............................
Black
...............................
White
...............................
old
...............................

male Iemale luck nature love anger wedding Iuneral
clean dirty warm cold royal wealth moral
goodness ha55iness danger long liIe evil surrender
social class 5urity virginity dull boring
115

Colours mean diIIerent things to diIIerent cultures. In China, 5eo5le wear white
Ior Iunerals and brides wear red to get married. In the West, brides wear white and the
colour Ior Iunerals is black.
In the US and UK, black is a very 5o5ular colour Ior clothes oI all ty5es, and
es5ecially Iormal clothes. It is ty5ically worn at Iunerals to show res5ect and sadness.
Black clothes are oIten worn to social occasions in the evening, when sometimes women
wear a little black dress (a sim5le, short, black dress with no sleeves, that is acce5table
at most social occasions that ha55en in the evening or at night) and men sometimes wear
a black dinner jacket.
In the US and UK, white is associated 5urity and virginity ( the condition oI
never having had sex). Traditionally women wear long white dresses when they get
married. White is also associated with moral goodness. II someone`s Iace looks white as
a sheet, they are 5ale because they are very ill or very Irightened. A white flag is
traditionally used by 5eo5le Iighting in a battle, to show their surrender (acce5t that
they have been deIeated). In the US, the ex5ression white-collar is used to talk about
social class. A white collar worker works in an oIIice, banks etc.
In the US and UK, grey is connected with being dull and boring. It is, however,
also a common colour or both men and women`s clothes. A grey day is an un5leasant
one because the sky is Iull oI grey clouds. rey is connected with old 5eo5le, and is used
in ex5ressions such as the grey vote (the su55ort oI old 5eo5le in an election)
In some countries, red means danger. It is the colour used Ior sto5 signs and traIIic
lights. The ex5ression red alert is used to warn oI a sudden and very dangerous
situation. Red is the colour oI blood and Iire. It can also be the colour oI love. Red heart
sha5es and red roses are used to re5resent romantic love. ThereIore, 5eo5le oIten send
red roses to the 5erson they love. However, iI 5eo5le 'see red, it means they are angry.
II someone is red in the Iace, they are very embarrassed.
Red is thought to be an exciting colour; the ex5ression 5aint the town red means
to go out at night to bars, clubs, etc and have a good time. In 5olitics, red is used to
re5resent communism and socialism. In the UK, the Labour Party is re5resented by a red
rose. It is traditional to welcome a king, queen or 5resident to a 5lace by having a red
car5et Ior them to walk on.
British and American 5eo5le think oI green as the colour that re5resents nature. II
you describe a 5lace as green, you mean that it is covered with grass or trees: green
Iields. reen is the national colour oI Ireland, also known as the EMERALD ISLE
because oI its many green Iields.
reen also means connected with the environment`. reen issues are ideas about
the environment that are discussed in 5arliament, news5a5ers etc. Products that are
described as green are thought to cause less harm to the environment than other
5roducts.
116

reen is used to describe someone who is young and lack ex5erience in a job.
reen re5resents jealousy. II you are green with envy, you are very jealous oI someone
who has something that you want.
In many 5arts oI the world, baby boys are oIten dressed in blue clothes and baby
girls in 5ink. Because oI this, blue has become a male colour and 5ink a Iemale colour.
Although many women wear blue, not many men wear 5ink. Today many 5arents avoid
dressing their boys in blue and their girls in 5ink because they think that it strengthens
sexual stereoty5es. In the US, the ex5ression blue-collar is used to talk about social
class. A blue-collar worker works in a Iactory, re5airs machines etc. blue is connected
with coldness. II you say that someone is blue with cold, you mean that they are very
cold. Peo5le who belong to royal Iamilies are said to be blue-blooded (to have blue
blood)
Pur5le is associated with kings and queens and Roman em5erors, and in the 5ast,
these were the only 5eo5le who were allowed to wear 5ur5le clothes. It is also connected
with the Po5e. Purple prose is a 5iece oI writing that has a grand style. II someone is
purple with rage or purple in the face, they are extremely angry.
Some 5eo5le believe that the colours you wear are im5ortant. They believe that
colour can tell us what sort oI 5erson you are. For instance, iI someone wears dark blue,
they are calm and like to live in a quiet environment.
Here are some more colours and a descri5tion oI the ty5e oI 5erson who oIten
wear them.
Blue-green is Ior 5eo5le who are stubborn and have strong ideas. When they decide to
do something they don`t change their minds.
Yellow Ior ha55y, Iriendly 5eo5le. They have lots oI energy and enjoy diIIerent
activities.
Pur5le is Ior sensitive 5eo5le. These 5eo5le enjoy art and music. They like to live
in a 'dream world where everything is 5erIect.
Red is Ior 5eo5le who enjoy liIe and make good leaders. They are active 5eo5le
and like 5laying s5ort.
Peo5le oIten wear diIIerent colours at the same time. However, there is usually
one main colour. Think oI the clothes you wore yesterday. Were they any oI these
colours? II so, read the descri5tion and see iI it describes your 5ersonality. You may be
sur5rised.
117

Comprehension check
I. Choose the most suitable endings to each of the following sentences. Circle the
letter.
1. In some countries, red means.
a. Ilowers.
b. babies.
c. Iunerals.
d. danger.
2. Pink oIten worn by.
a. men.
b. baby girls.
c. baby boys.
d. boys and girls.
3. Some 5eo5le think that the colour oI 5eo5le`s clothes.
a. is usually blue.
b. is the reason why they wear clothes.
c. tell us what ty5e oI 5erson they are.
d. is not im5ortant.
4. In the clothes we wear each day, there.
a. is usually one main colour.
b. is only one main colour.
c. are lots oI main colours.
d. is never one main colour.
5. II someone is wearing yellow, this could mean they.
a. do not like 5eo5le.
b. are ha55y and Iriendly 5eo5le.
c. are very active 5eo5le.
d. like 5laying s5ort.
II. Match the following colours to their meaning, as given in the text.
1. white a. anger
2. blue b. baby girls` clothes
3. 5ur5le c. wedding dress
4. red d. baby boys` clothes
5. yellow e. artistic 5erson
6. 5ink I. Iriendly 5erson
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UNIT 1 RELATIONSHIPS:
FRIENDS AND ACQUAINTANCES
I. Learning objectives: By the end oI the lesson, the students will be
able:
- to be aware oI cultural diIIerences in the way 5eo5le make and kee5
Iriends
- to know how 5eo5le meet 5eo5le oI the same sex, how they meet 5eo5le
oI the o55osite sex in one`s own country and in other countries.
V. Procedure
WARMER
1. Proverbs on Friendship
'Everyone`s Iriend is no one`s Iriend. Italian Proverb
'Cooked at one stirring makes Iriends too easily. Chinese Proverb
'Friends are made in wine and 5roven in tears. German Proverb
'When husband and wiIe agrees, they will be able to dry u5 the oceans with
buckets. Jietnamese Proverb
' To those we love best, we say the least. Filipino Proverb
1. Discuss the meaning oI the 5roverbs on Iriendshi5. Some oI the saying
are universal; some oI them may not be. Which ones do you think are true in
all cultures?
PRE - TEACHING
2. Do you think that there are cultural diIIerences in the way 5eo5le make
and kee5 Iriends? Ex5lain.
3. How do 5eo5le meet 5eo5le oI the same sex in your country? How do
they meet 5eo5le oI the o55osite sex?
4. Do 5eo5le in your country tend to live in one 5lace or move around? Do
you stay in touch with Iriends even iI they move away?
5. What do you ex5ect oI a close Iriend? What do you ex5ect oI a casual
Iriend? Have you ever had an ex5erience with an American or someone else
Irom another culture when each oI you had diIIerent ex5ectations oI the
Iriendshi5?
119

2. Attitudes towards interpersonal relationships
1 2 3 5
A II I enter into a verbal contract with someone, I
always kee5 my word.

B II someone enter into a verbal contract with me, I
trust them and do not Ieel it is necessary to get it all
on 5a5er.

C I would not marry a 5erson who comes Irom a
disre5utable Iamily.

D I would never do something that would shame my
Iamily, even iI I believed it was right.

E II there is corru5tion in a com5any, I believe that the
head oI the com5any should take res5onsibility even
iI he or she was not involved.

F In decision involving what is best Ior me as an
individual versus what is best Ior my Iamily as
whole, I will always decide on the side oI my
Iamily.

Add u5 your scores. What does your score tell you about your attitude
towards inter5ersonal relationshi5s? Are there any great variations in scores
in the class? Are any oI the variations due to cultural attitudes? Try giving
this questionnaire to 5eo5le Irom diIIerent cultures and see iI the scores
change.
WHILE- TEACHING
A WORD
With M,ny Me,nings
Almost everyone has at least one. Most 5eo5le have several. But
deIinitions oI Iriend vary Irom 5erson to 5erson. For some, a Iriend is
someone who 5lays cards with you every Friday night. For others, a Iriend is
someone who has known you all your liIe, someone whose Iamily knows
you, too. Others reserve the term Ior someone who knows your innermost
secrets. What one 5erson deIines as a Iriend, another calls an acquaintance,
and vice versa.
II deIinitions oI Iriendshi5 can vary so much within a single culture,
imagine the diIIerences between cultures. But interestingly, there have been
very Iew cross-cultural studies on the to5ic. Writing in 1970, anthro5ologist
Margaret Mead com5ared notions oI Iriendshi5 in the United States, France,
ermany, and reat Britain. She says:
120

For the French, Iriendshi5 is a one-to-one relationshi5 that demands a
keen awareness oI the other 5erson`s intellect, tem5erament, and 5articular
interests. A Iriend is someone who draws out your own best qualities.
Your 5olitical 5hiloso5hy assumes more de5th, a55reciation oI a 5lay
becomes shar5er, taste in Iood is accentuated . enjoyment oI a s5ort is
intensiIied. In contrat to the French, says Mead, Iriendshi5 in ermany has
more to do with Ieelings. Young ermans Iorm bonds early and usually
incor5orate their Iriends into their Iamily liIe. According to Mead:
Between French Iriends, who have chosen each other Ior the
congeniality oI their 5oint oI view, lively disagreement and shar5ness oI
argument are the breath oI liIe. But Ior ermans, whose Iriendshi5s are
based on mutuality oI Ieeling, dee5 disagreement on any subject that matters
to both is regarded as a tragedy.
As a result oI their ex5ectations oI Iriendshi5, young ermans who
come to the United States oIten have diIIerent making Iriends with
Americans, 'who view Iriendshi5 more tentatively., re5orts Mead. These
Iriendshi5s are 'subject to changes in intensity as 5eo5le move, change their
jobs, marry, or discover new interests.
The British Iollow another 5attern. According to Mead, the basis Ior
Iriendshi5 among the British is shared activity. Unlike erman relationshi5s,
British Iriendshi5s usually remain outside the Iamily. Mead com5ares this
ty5e oI Iriendshi5 to dance whose 5artners must stay in ste5 with each other.
Americans who have made English Iriends comment that, even years later,
'you can take u5 just where you leIt oII. Meeting aIter a long interval,
Iriends are like a cou5le who begin to dance again when the orchestra strikes
u5 aIter a 5ause.
Studies oI American Iriendshi5s indicate that, like the French and
British, 5eo5le in the United States oIten Iorm Iriendshi5s around interests.
They have Iriends who enjoy s5orts, Iriends who go sho55ing with them,
Iriends who share a hobby. However, like the ermans, they also Iorm long-
lasting Iriendshi5s which are based on Ieelings. In Iact, the variety oI
relationshi5s that Americans call Iriendshi5s can conIuse 5eo5le Irom other
cultures, es5ecially when Americans say things like, 'I just made a new
Iriend yesterday. However, the term does not seem to conIuse Americans,
who know very well the diIIerence between Iriends and acquaintances.
According to a 1970 survey in a U.S manazine, Psychology Today, those
who answered the survey 'Iind it easy to distinguish between close and
casual Iriends and re5orted they have more close Iriends than casual ones.
Although diIIerent 5eo5le and cultures em5hasize diIIerent as5ects oI
Iriendshi5, there is one element which is always 5resent, and that is the
121

element oI choice. We may not be able to select our Iamilies, our co-
workers, or even the 5eo5le that ride the bus with us. As Mead 5uts it, 'A
Iriends is someone who chooses and is chosen. It is without the legal ties oI
marriage, that makes Iriendshi5 such a s5ecial and unique relationshi5.
Sources: Margaret Mead and Rhoda Metraux,
A Way oI Seeing (New York: McCall, 1970);
Psychology Today, October, 1979

BENEFITS OF CROSS-CULTURAL CONTACT
Necessary ingredient Ior a true Iriendshi5 consists oI shared
ex5eriences, values, and interests. Across cultures, shared daily ex5erience
does not exist, but through initial su5erIicial relationshi5s 5eo5le can
discover whether they have shared values and interests. Even iI a
relationshi5 is su5erIicial or does not go anywhere`, the cross-cultural
contact can still be beneIicial to both 5arties and can hel5 break down
isolation and stereoty5es. The most obvious beneIit to language learner is
the o55ortunity Ior language 5ractice. In addition, the more ex5erience
5eo5le have in initiating and res5onding to relationshi5s, whether transient
or 5ermanent, su5erIicial or dee5, the more clues they will have to
understanding the dee5 culture in which they live.
Without the ex5erience oI encountering 5eo5le in several ty5es oI
relationshi5s, it is diIIicult to learn to become comIortable in the second
culture. There is no doubt that engaging in 5ersonal relationshi5 across
cultures requires more time and eIIort, and can be more tiring than doing so
with 5eo5le Irom one`s own culture.
There are beneIits to socializing with 5eo5le Irom the same culture.
When 5eo5le have contact with those similar in background, culture shock
can be lessened. It is im5ortant to have this Iamiliarity when everything else
is diIIerent. In addition, individuals can truly relax and be themselves when
they are with others who share a common culture and language. However,
socializing only with those Irom the same culture is not as desirable as
having the additional cross-cultural contact. Being involved in relationshi5s
across cultures will assist in acculturation and ultimately, integration into the
new society.
Comprehension questions
According to the authors, what are the necessary ingredients Ior a true
Iriendshi5?
1. What is one oI the beneIits that the authors say may come Irom
socializing with 5eo5le Irom the same culture?
122

2. What is one oI the beneIits that the authors say may come Irom
socializing with 5eo5le Irom diIIerent cultures?

Cultural notes
In the United Sates the terms 'boyIriend and 'girlIriend are used
diIIerently de5ending on which sex uses the words. II a man uses the term
girlIriend or a woman uses the term 'boyIriend, romantic involvement is
im5lied. However, a woman may say 'I`m going to meet my girlIriend
today. (meeting a close Iriend), but most males would not say 'I`m going to
meet my boyIriend. Instead, they would say, 'I`m going to meet a Iriend oI
mine today.
Traditionally, the man took the initiative to invite a woman on a date.
This tradition is changing, and it becoming more common Ior a woman to
ask a man out. The invitation does not always im5ly a romantic interest, but
may be a way oI getting to know someone.
A changing custom which can create 5roblems Ior both men and
women is the question oI who 5ays Ior whom on dates. Traditionally men
have 5aid the ex5enses on dates, regardless oI whether the relationshi5 is
intimate or merely Iriendly. Currently, some women Ieel more comIortable
5aying Ior themselves and may occasionally 5ay Ior the man. 'Dutch treat
reIers to a date when each individual 5ays Ior himselI or herselI. There are
no Iixed rules Ior 5ayment.

FRIENDS AND LOVERS?
Keiko and Akira have been Iriends Ior a long time. But something has
ha55ened, and they might not be Iriends any more. Read the story and Iind
out: what has ha55ened that hurts and even ends their Iriendshi5?
123

Akira and Keiko leave the university library aIter several hours oI
studying together, something they do oIten. Suddenly Akira tries to kiss
Keiko. Keiko is shocked.
'What are you doing, Akira? Keiko asks, hardly able to s5eak. '
You`re my best Iriend. We`ve been Iriends Ior Iive years. You`re closer to
me than my brother. And now you want to kiss me?
Akira ex5lains, 'I want our Iriendshi5 to be even closer.
'No, no, no! I don`t think oI you in that way. You`re my Iriend. Best
Iriends don`t act that way.
Akira looks conIused. ' I don`t understand. Do you see me as a man?
'OI course I do, re5lies Keiko. 'You`re a handsome man. But you`re a
s5ecial man. my best Iriend. So we can`t do this. Now do you
understand?
'No, not at all. Here is how I see it. You`re a woman and I`m a man.
We like each other very much. We`re very close. So let`s do what is natural
in any male-Iemale relationshi5.
'Natural? I don`t think our Iriendshi5 is natural. I thought I understood
you. Maybe I was wrong. Cries Keiko.
Akira`s Iace is red. 'So you don`t like me at all. You just want someone
to talk to. He turns and walks quickly away.
Keiko`s anger turns to sadness. In her heart, she thinks Akira is wrong
men and women can be Iriends without being lovers. But now she`s not sure.
What iI all men think like Akira?
What do you think?
Can a man and a woman be close friends without being lovers? Check
the opinions you agree with.
1) Sometimes they can be Iriends, but usually Iriendshi5 between a man and
a woman is diIIicult.
2) Maybe not. II a man and a woman are close Iriends, they will naturally
become lovers.
3) Yes, they can. I know a lot oI cases like that among my Iriends.
4) It`s im5ossible, because men always want to have sex with women they
like.
5) OI course they can. I have some good men Iriends and they`re just
Iriends.
Now exchange your ideas with a classmate.
124

UNIT 15 FAMILY:
TYPES AND TRADITIONS
- to identiIy diIIerences in Iamily structures and Iamily liIe
- to com5are diIIerent ty5es and traditions oI Iamilies
V. Procedure
WARMER
Find someone who. Name
is an only child
is a member oI a large Iamily
comes Irom an extended Iamily
comes Irom a nuclear Iamily
has one-5arent household

PRE- TEACHING
' How many different things a family can be a nest of tenderness, a
fail for the heart, a nursery of souls. Families name us and define us, give us
strength, give us grief. All our lives we struggle to embrace or escape their
influence. They are magnets that both hold us close and drive us away. And
yet, is there anything we take for granted more than family?`
1. In your o5inion, does the quote above deIine all Iamilies? Is there
anything about it that is not universal? Would it be an accurate
characterization oI Iamilies in your culture?
2. For you, what deIines a Iamily? Who is in your Iamily? What are your
obligations to Iamily members?
3. Did your 5arents have a great deal oI authority over you when you were
younger? How old were you when you were allowed to make your own
decisions? What ty5es oI decision could you make? Do you think American
children generally have more or less Ireedom than children in your culture?
4. In your country, whose res5onsibility is it to take care oI an elderly
5erson who becomes very sick? What ex5ectations does society have about
care Ior the elderly?
125

WHILE- TEACHING
FAMILY: TYPES AND TRADITIONS
There are universal 'dimensions oI Iamily liIe and the Iunctions oI a
Iamily are similar around the world. However, Iamilies` structures and their
methods oI satisIying human needs diIIer greatly. For exam5le, one needs
only to observe how 5arents talk to their young, how children res5ond to
their 5arents, and the degree to which children`s inde5endence is encouraged
or discouraged to know that there are signiIicant cross-cultural diIIerences
among Iamily.
Korean Family Life

In traditional Korea, the ty5ical Iamily was large with several
generations usually living together. Many
children were desired Ior stability and
security and there were oIten a dozen or
more Iamily members. With modernization,
however, such large Iamilies are
disa55earing. Newly married cou5les these
days tend to live on their own, instead oI
living with other Iamily members.
In a Korean home, the head oI the
Iamily was traditionally regarded
as the source oI authority. The head oI
the Iamily issued strict instructions and others
obeyed them without question. Obedience to
the su5erior was considered natural and
a most admirable virtue. It was
understood that the 5atriarch oI the Iamily
would be Iair in dealing with all Iamily
members.
Koreans still have traditionally believed that a man must Iirst
cultivate himselI and manage his Iamily 5ro5erly beIore he can govern the
nation. Men have traditionally been given the res5onsibility oI re5resenting,
su55orting and 5rotecting the Iamily, as well as the 5ower to command.
Order at home is maintained through obedience to su5eriors, that is, children
obeying 5arents and the wiIe the husband, the servants the master, and so on.
This ConIucian decorum has dominated Korean liIe and way oI thinking
over centuries and is still res5ected in all Iorms oI human relations.
126

Koreans still 5lace great em5hasis on Iilial 5iety to 5arents and
ancestors, Iidelity to s5ouse and IaithIulness to Iriends, although loyalty to
the ruler and res5ect Ior teachers a55ear to have more or less lost their
reigning im5ortance among the Iive most esteemed ethical values in
traditional society. Korean Iables and legends abound with e5isodes oI Iilial
sons and daughters as well as IaithIul wives who even risked their lives to
5rove their loyalty to Iamily.
Korean Iamily liIe is changing ra5idly with modernization and
equalizing rights between men and women. The revised Family Law which
went into eIIect in January 1991 has accelerated equality. The law
establishes equal 5ro5erty rights Ior men and women and gives a choice to
divorcing women Ior the Iirst time in regard to 5ro5erty rights and custody
oI any children.
An increasing number oI young cou5les live inde5endently, ada5ting
to changing ethic values and social environment.
Comprehension questions
1. Why were many children desired in each Iamily in traditional Korea?
2. Do newly married cou5les live with their other Iamily members? Why?
Why not?
3. Who was traditionally regarded as the source oI authority in the
traditional home?
4. What was considered natural and a most admirable virtue?
5. How was the 5atriarch oI the Iamily ex5ected to be in dealing with all
Iamily members?
6. What have Koreans still traditionally believed?
7. What do Koreans still 5lace great em5hasis on?
8. Why is Korean Iamily liIe changing ra5idly?
9. Do you think it is changing Ior the better or Ior the worse/
10. Who do you think beneIits more Irom these changes? In what way?
127

Vietnamese Family Life

In Vietnam, liIe revolves around the Iamily. The extended Iamily
rather than the nuclear one is the dominant structure. It oIten includes three
or Iour generations and ty5ically consists oI grand5arents, Iather and mother,
children and grandchildren, all living in the same rooI.
The oldest relative in the Iamily is always res5ected as a 5erson oI
wisdom whose word is usually law. The elderly are well looked aIter even iI
they are ill or bedridden because Vietnamese still 5lace great em5hasis on
Iilial 5iety to 5arents and ancestors, Iidelity to s5ouse and IaithIulness to
Iriends and res5ect Ior teachers. Loyalty to the ruler a55ears to have more or
less lost its reigning im5ortance among the Iive most esteemed ethical values
in traditional society. The greatest joy Ior the older generation is to see the
whole Iamily around them the more males the better, as they are then
assured that the Iamily name will be carried on.
The Iamily hierarchy is 5reserved, and each member oI the Iamily
knows his or her 5osition in line even iI the diIIerence in age is only a Iew
days. The younger generation is su55osed to obey orders Irom the older
generation and is not ex5ected to talk back.
128

However, with the Westernization, modernization and ra5id
urbanization Vietnamese Iamily structure has undergone dramatic changes.
The nuclear Iamily is becoming more and more 5o5ular, es5ecially in big
cities. The nuclear Iamily usually has its own se5arate residence and is oIten
economically inde5endent oI other Iamily members, but the extent oI Iamily
'ties and obligations is almost the same in that all members oI the Iamily
have certain kinds oI duties to other relatives, es5ecially to grand5arents.
The younger generation has become more inde5endent in some ways
although they still res5ect the older generation. They can make decisions Ior
themselves on their studies, careers and marriage. Yet the older generation`s
a55roval is still very im5ortant to the younger generation. ThereIore, the
younger generation tries their best to live u5 to the older generation`s
ex5ectation. They can win the older generation`s a55roval only when they
make sensible decisions.
Traditionally, the male was res5onsible Ior the Iinancial su55ort oI the
home and Iamily members, and the Iemale was res5onsible Ior emotional
su55ort, child-raising and housekee5ing. However, with equalizing rights,
gender roles have been redeIined leading to an increasing number oI mothers
in the work Iorce. A major reason Ior this change is the socio-economic
achievement oI socialism, which hel5s to 5rovide desirable educational
goals and careers Ior women. Most women go out to work because they
need to contribute to the Iamily income. A minority oI women works
because they want to 5ursue their 5roIessional interests in order to IulIill
themselves and to contribute to the larger society. In either case, women are
still 5rimarily res5onsible Ior the maintenance and care oI the household and
children. However, on the whole women beneIit more Irom the changes iI
they can aIIord a good education.
The Vietnamese Iamily is greatly aIIected by socio-economic change.
In recent years, se5aration and divorce rates are getting alarmingly higher.
These trends have resulted in a high number oI single-5arent Iamilies headed
mostly by women. Many oI these women do not receive alimony or child
su55ort 5ayments and are more likely to be 5oor than married women.
Single mothers (and Iathers) carry the burden oI su55orting a Iamily and
being totally res5onsible Ior their children. They have very Iew o55ortunities
Ior rest and relaxation, unless they have su55ortive extended Iamily
members who will hel5 them. They also have a great deal oI diIIiculty
bringing u5 their children who seem to be aIIected by their 5arents`
se5aration or divorce.
In s5ite oI the high numbers oI single 5arents in Vietnam, the Iamily
as an institution is still stable and necessary Ior the socio-economic growth
129

oI the nation. The changes in the traditional Iamily structure are seen by
some as a breakdown or disintegration oI values and a decline in morality.
Others, however, believe that these shiIts in Iamily sha5e are inevitable in a
ra5idly changing society.
Social Change and the Family in Vietnam
Organizer and Chair: Daniel oodkind, University oI Michigan
Families constitute the most basic social unit in any society. The
5atterns they evince at any 5oint in time reIlect both a distant historical 5ast
as well as more recent social, economic, and 5olitical Iorces. Family liIe
course transitions oIIer numerous nodes at which to ex5lore such 5atterns.
Fortunately, over the 5ast halI decade, there has been a 5roliIeration oI new
sources oI data on Vietnamese Iamilies as well as o55ortunities Ior Iirst-
hand Iield research in Vietnam.
Our interdisci5linary 5anel has taken advantage oI these new sources
and o55ortunities to examine various as5ects oI social change and the Iamily
in Vietnam. Each 5a5er Iocuses on a diIIerent 5hase or as5ect oI the liIe
coursere5roduction and the value oI children, childbearing among unwed
mothers, marriage and household Iormation, and the living arrangements and
social security oI the elderly. One common link running through most 5a5ers
is gender inequality, as well as its causes and consequences. Each 5a5er also
illuminates 5atterns that s5eak to broad historical concerns, such as the
establishment oI regional cultures, 5ost-reuniIication gender imbalances and
their aIter-eIIects, and the inter5lay between Iree market reIorms (Doi Moi)
and current Iamily strategies.
The Social Security of Elderly Vietnamese: Legacies, Current Realities,
and Future Challenges
Daniel oodkind, University oI Michigan
This 5a5er 5resents some results Irom a recent 5roject on the elderly
and social security in Vietnam. The Iirst stage oI this 5roject consisted oI
two multi-5rovincial surveys (centered around Hanoi and Ho Chi Minh City,
res5ectively) Iocusing on living arrangements as well as sources oI social
and economic su55ort. With the exce5tion oI urban areas in and around
Hanoi, su55ort 5rovided Irom within the Iamily is Iar more common than
non-Iamilial su55ort (such as 5ensions, social welIare, and 5rivate
investments). In all regions, the vast majority oI elderly Vietnamese live
with, or adjacent to, at least one child. Married sons constitute the most
130

critical source oI Iamilial su55ort in both regions, although this 5atrilineal
5attern is Iar more 5ronounced in the northern region. We discuss historical
reasons Ior the aIorementioned regional diIIerences in both Iamilial and non-
Iamilial su55ort. Based on more recent Iield research in Vietnam, we also
discuss how demogra5hic shiIts and Iree market changes 5resent challenges
Ior the Iuture social security system.
Regional Differences in Household Structures and Family Formation
Patterns in Vietnam
Daniele Belanger, University oI Western Ontario
This 5a5er examines household structures and their corres5onding
Iamily Iormation 5atterns in Vietnam in the early 1990s. Our analysis oI
Iamily structure is based on Hammel and Lasletts classiIication oI
households as 5resented in their well-known article, "Com5aring Household
Structure Over Time and Between Cultures" (1974), and uses data Irom the
5 5ercent sam5le oI the 1989 census as well as Irom the Vietnam Living
Standards Survey oI 199293, which was com5leted using a sam5le oI 4,800
households and 23,839 individuals. The results oI our analyses based on
nationally re5resentative data indicate that Iamily ty5es become increasingly
com5lex as one moves Irom north to south. The variety oI household
5atterns in which young married 5eo5le live 5oints to even larger regional
diIIerences in Iamily Iormation 5atterns. The results show that whereas the
young cou5les oI the north Iorm an inde5endent household shortly aIter
marriage, cou5les in the south tend to live with their 5arents much longer.
The discussion ex5lores diIIerences in marriage 5atterns, regional culture
and regional history Ior ex5laining the results.
Reproductive Identity and Desire among Unmarried Women in
Northern Vietnam
Harriet Phinney, University oI Washington
This 5a5er seeks to ex5and existing understandings oI the culture oI
re5roduction in contem5orary Vietnamese society. Starting Irom the 5remise
that re5roduction needs to be examined Irom a diIIerent angle, that oI the
right and desire to re5roduce, the author uses her ethnogra5hic data on
unmarried women as an entry 5oint into examining shiIting notions oI
marriage, woman, and Iamily in northern Vietnamese society. Since the
reuniIication oI North and South Vietnam, single women considered to be
5ast marriageable age have been "asking Ior a child"arranging to get
131

5regnant so that they too may raise and nurture a child and create Iamilies oI
their own. To a large extent these women`s 5ositions and decisions stem
Irom high mortality among men during the wars with the United States and
China. Yet, they are also the 5roduct oI Vietnamese notions oI love, Iidelity,
marital law, and ideas about what it is to be a woman. This 5a5er will
discuss the discourse oI re5roduction in order to elucidate the manner in
which unmarried women develo5 and seek to IulIill their own sense oI
Iemale identity and desire. In addition, I ho5e to touch u5on the im5lications
oI these women`s agency: as women not bound by marital tradition, they
have the 5otential Ior stretching existing cultural deIinitions oI re5roductive
time and the 5ur5ose oI re5roducing in a 5atriarchal ConIucian society.
The Economic Value of Children in Vietnam
John Luke allu5, Harvard University
Vietnam has one oI the highest 5o5ulation densities in the world, and
its 5o5ulation is still growing. This 5a5er studies the motives Ior having
children with a Iocus on the economic value oI children. I develo5 a model
oI household demand Ior children that em5hasizes the allocation oI
children`s time across 5roductive activities: work on the Iarm, in the labor
market, and going to school. Whether children are needed to work on the
Iarm is shown to de5end on labor market im5erIections.
Demand Ior child labor on the Iarm and in the Iamily enter5rise,
school attendance, and mother`s schooling are estimated to have a large
eIIect on Iamily size. Access to contrace5tives also aIIects Iamily size but
the magnitude oI the eIIect is small. Son 5reIerence is im5ortant; it is not
clear how much this is an economic motive (old age security) or a cultural
5reIerence. The eIIect oI rural decollectivization under Doi Moi on the
demand Ior children is considered. The results suggest that the government`s
Iocus on contrace5tive delivery to reduce Vietnam`s 5o5ulation growth
should be com5lemented by 5olicies that aIIect the economic motives Ior
having children
Group Work
Read the text and com5are with Vietnamese Iamily liIe. Do you think
Vietnamese Iamily liIe is changing in the same way with modernization and
equal rights between men and women?
132

Warmer: Talk about these questions,
1. Which oI these Iacts sur5rises you?
2. Do women with children usually work in your country?
3. Do 5eo5le oIten get divorced?
4. Do elderly 5eo5le generally live with relatives?
THE FAMILY IN BRITAIN
The traditional image in both Britain and the USA is oI a stable Iamily
unit consisting oI a married cou5le and two or more children. As a result oI
the social changes and changes in legislation in recent years, the majority oI
Iamilies no longer conIorm to this image. Family size is decreasing and the
average number oI children 5er Iamily is less than two. Many cou5les
cohabit without being married, and the stigma that used to be associated with
illegitimacy is disa55earing. The trend towards early marriage that was
evident in the 1960s has reversed. In Britain, the average age Ior 5eo5le
marrying Ior the Iirst time is 26 Ior men and 24 Ior women changes in
legislation have made it easier to obtain a divorce. About one in three
marriages in Britain and one in two in the USA end in divorce. Many 5eo5le
FACTS ABOUT FAMILIES IN THE UNITED STATES

57 oI children under six have two 5arents who work or a single 5arent who works.
63 oI women with children work.
50 oI working women return to work within a year having a baby.

50 oI marriages end in divorce.
80 oI divorced 5eo5le remarry; more than 50 divorce again.

20 to 30 oI the 5o5ulation now cares Ior an elderly relative, or will within
Iive years. Source: The Family and Medical Leave Act

CHILDREN
MARRIAGES
ELDERLY
133

marry again aIter divorce so that a high 5ro5ortion oI children lives with a
ste55arent. The 5ro5ortion oI Iamily led by a single 5arent, normally the
mother, has also increased.
Peo5le oIten move to diIIerent 5arts to work, so many children have
little contact with their grand5arents, aunts, uncles and cousins exce5t at
Iamily reunions, held traditionally at Christmas. Students oIten leave home
when they go to university and 5eo5le may leave home to Iind work Irom
the age oI 16. Peo5le may marry at 16 with their 5arents` consent and at 18
without it. It is usual Ior young 5eo5le to move away Irom home once they
are adults, and many young single 5eo5le live alone, as do many retired
5eo5le.
Most 5arents encourage their children to become inde5endent and the
relationshi5 between 5arents and children is more relaxed than in the 5ast.
Fathers oIten 5lay a greater 5art in the care and u5bringing oI children,
reIlecting the changes in the res5ective roles oI both 5arents as more
mothers work outside the home.
Questions
1. What is the average size oI the traditional British Iamily?
2. In what ways do many modern Iamilies in Britain no longer conIorm to
this image?
3. According to the text, Iamily size is decreasing, is it the same in other
countries?
4. Do you think the trend towards nuclear Iamilies is universal? Why or
why not?
5. The text says that the stigma that used to be associated with illegitimacy
is disa55earing in Britain. What is the 5ublic attitude to illegitimacy in
today?
6. Does a young unmarried woman who gets 5regnant Ieel shame? Do her
5arents and brothers and sisters still consider it as a humiliation she brings
on the Iamily?
7. What disadvantage do you think there is living alone in retirement or in
old age?
Group work
I. Compare family life in the United States, Korea and Vietnam.

THE CHANSINS FAMILY
What kinds oI 5roblems do 5arents have in your country?
134

American Iamilies are changing. One im5ortant change is that most
married women now work outside the home. What ha55ens when both
5arents work? Read about the Morales Iamily.
Judy and Steve Morales have three children: Josh, 12, Ben, 9, and
Emily, 6. Steve is a com5uter
5rogrammer. This year, Judy is
working again as a hos5ital
administrator. The Iamily needs the
money, and Judy likes her job.
Everything is going well, but there
are some 5roblems.

Now that Judy is working, Steve
has to hel5 her more with the
housework. He doesn`t enjoy it,
however.
Judy loves her work, but she Ieels tired
and too busy. She worries about the children. Judy has to work on Saturdays,
so Steve and Judy don`t have a lot oI Iree time together.
Emily is having a great time in her aIter-school 5rogramme. When Judy
comes to 5ick her u5, she doesn`t want to leave.
UnIortunately, Ben`s school doesn`t have an aIter-school 5rogramme.
Right now, he`s s5ending most aIternoons by himselI in Iront oI the TV.
Josh is enjoying his new Ireedom aIter school. He`s 5laying his music louder
and s5eaking more time on the 5hone. He`s also doing a Iew household
chores.

I. Read the article. What are Steve and 1udy`s problems? Complete the
chart.

Problems
Ste;e
Judy
Ste;e ,nd Judy
II. Pair work
1. Which oI the 5roblems above do you think is the most serious?
OIIer some solutions Ior that 5roblem.
2. Which oI the children are beneIiting Irom Judy`s working?
Which one is not?
135

3. 'To control the escalating increase in world 5o5ulation, we must have
strong laws to limit the size oI Iamilies. One child 5er cou5le should be the
rule.
React to this statement and discuss using these 5rom5ts.
Suggested prompts
- reasons Ior necessity oI 5o5ulation control
- diIIerences between develo5ed and develo5ing world
- the rights oI governments to dictate the size oI Iamilies
- the attitude oI religion
- the eIIects oI small Iamilies on 5ersonal relationshi5s
- other ways oI controlling 5o5ulation, e.g. war, Iamine, colonialization oI
outer s5ace
MARRIASE CUSTOMS
Before a Japanese couple gets married, they send wedding announcements.
When they get married, they usually wear kimonos.
After they return from the honeymoon, they move into their own home.

I. Read this information about marriages in North America.
Match the clauses in column A with inIormation Irom column B
A
1. BeIore a man and a woman get married, .
2. BeIore the man gets married, .
3. When the woman gets engaged, .
4. AIter the cou5le gets married,
5. AIter they return Irom their honeymoon, .
136

6. When the woman gets married, .
B
a. the newlywed usually lives on their own.
b. she usually wears a white wedding dress.
c. they usually date each other Ior a year or so.
d. his male Iriends oIten give him a bachelor 5arty.
e. her Iemale Iriends oIten give her a bridal shower.
I. there`s usually a wedding rece5tion.
POST -TEACHING
Answer the following questions about your own culture, and then
discuss cross-cultural similarities and differences.
1. What is your idea oI the 'ideal Iamily? Describe the roles oI the Iamily
members and the belieIs that unite a Iamily.
2. How would children be rewarded and 5unished within the 'ideal
Iamily?
3. What kinds oI activities does your Iamily do together Ior Iun? Are these
activities done with the nuclear Iamily or with the extended Iamily and
Iriends?
4. Do external Iactors such as 5olitics, technology or the media aIIect the
way Iamilies behave? II so, how? (For exam5le, the average American child
watches two or Iour hours oI television a day.)
5. Is the Iamily unit changing in any way in your country (Ior exam5le,
number oI children, education level oI Iamily members, etc.)?
137

UNIT 16 EDUCATION:
VALUES AND EXPECTATIONS
I. Learning objectives: By the end oI the lesson, the students will be
able:
- to be aware oI diIIerent classroom ex5ectations in every country
- to identiIy diIIerent methods oI teaching, styles oI learning
- to identiIy students` ex5ectations oI 5roIessors and instructors
- to get used to 5eer-teaching` and 5eer-counselling`
V. Procedure
PRE- TEACHING
Discuss the following questions
1. Do you think the educational system is effective? Why?
2. Do you think parents should be able to choose how their children are
educated, or should it be the government's responsibility? Why?
WHILE- TEACHING

Reading 5assage
138

A. A teacher Irom a western country recently visited an elementary school
in an Asian country. In one class, she watched sixty young children as
they learned to draw a cat. The class teacher drew a big circle on the
blackboard, and sixty children co5ied it on their 5a5ers. The teacher drew
a smaller circle on to5 oI the Iirst and then 5ut two triangles on to5 oI it.
The children draw the same way. The lesson continued until there were
sixty-one cats in the classroom. Each student`s cat looked exactly like the
one on the board.
B. The visiting teacher watched the lesson and was sur5rised. The teaching
methods were very diIIerent Irom the way oI teaching in her own
country. A children`s art lesson in her own country 5roduced a room Iull
oI unique 5ictures, each one com5letely diIIerent Irom the others. Why?
What causes this diIIerence in educational methods? In a classroom in
any country, the instructor teaches more than art or history or language.
He or she also teaches culture (the ideas and belieIs oI that society). Each
educational system is a mirror that reIlects the culture oI the society.
C. In a society such as the United States or Canada, which has many
national, religious, and cultural diIIerences, 5eo5le highly value
individualism the diIIerences between 5eo5le. Teachers 5lace a lot oI
im5ortance on the qualities that make each student s5ecial. The
educational systems in these countries show these values. Students do not
memorize inIormation. Instead, they work individually and Iind answers
Ior themselves. There is oIten discussion in the classroom. At an early
age, students learn to Iorm their own ideas and o5inions.
D. In most Asian societies, by contrast, the 5eo5le have the same language,
history, and culture. Perha5s Ior this reason, the educational system in
much oI the Orient reIlects society`s belieI in grou5 goals and 5ur5oses
rather than individualism. Children in China, Ja5an, and Korea oIten
work together and hel5 one another on assignments. In the classroom, the
teaching methods are oIten very Iormal. The teacher lectures, and the
students listen. There is not much discussion. Instead, the students recite
rules or inIormation that they have memorized.
E. There are advantages and disadvantages to both oI these systems oI
education. For exam5le, one advantage to the system in Ja5an is that
students there learn much more math and science than American students
learn by the end oI high school. They also study more hours each day and
more days each year than North Americans do. The system is diIIicult,
but it 5re5ares students Ior a society that values disci5line and selI-
control. There is, however, a disadvantage. Memorization is an im5ortant
139

learning method in Ja5anese schools, yet many students say that aIter an
exam, they Iorgot much oI the inIormation that they have memorized.
F. The advantage oI the educational system in North America, on the other
hand, is that students learn to think Ior themselves. The system 5re5ares
them Ior a society that values creative ideas. There is, however, a
disadvantage. When students graduate Irom high school, they haven`t
memorized as many basic rules and Iacts as students in other countries
have.

I. Getting the main ideas
Answer the questions according to the reading selection. Which
statements apply to which systems of education? Write W (Western or
A (Asian on the lines. Don`t look back at the reading.
1. The teacher draws 5ictures that the children co5y exactly.
2. Each child draws a diIIerent 5icture, the teacher hel5s
individuals.
3. The society values individualism highly.
4. Students have to Iind inIormation themselves, there is a lot oI
discussion.
5. Most oI the 5eo5le in the country have the same language,
history, and culture.
6. The system 5re5ares students Ior a society that values
disci5line.
II. Understanding reading structure
A. In the selection at the beginning of the chapter, there are letters next
to the six paragraphs. One paragraph is usually about one topic. Match
the paragraphs with their topics and write the letters of the paragraphs
on the lines.
1. How Western school systems reIlect the value oI individualism.
2. The advantages and disadvantages oI the North America
system.
3. Reasons Ior diIIerences in educational systems.
4. How Asian school systems reIlect grou5 goal.
5. Introduction: A classroom in an Asian country.
6. The advantages and disadvantages oI Asian methods oI
education.
B. Circle the number of main idea of the reading selection at the
beginning of the chapter.
1. In elementary schools in Asia, children co5y 5ictures oI cats Irom the
blackboard.
140

2. There were advantages and disadvantages to diIIerent educational
systems, which reIlect culture.
3. In a society such as the United States or Canada, teachers value
individualism highly.
4. Students Irom Ja5an can memorize better than students Irom the United
States can.
III. Discussing the reading
Talk about your answers to these questions.
1. What is the system oI education like in your country? How is it diIIerent
Irom the North American system?
2. Which system do you 5reIer? Why?
3. What other educational methods are there? Describe them and tell some
oI their advantages and disadvantages.

LEARNING STYLES AND PREFERENCES

A Work alone
How good are you at managing your time while studying? Circle the
answers that are true Ior you.
Are you an eIIective learner?
How oIten do you .? Very
oIten
Usually Rarely Never
take notes during a class or lecture
rewrite notes you took
highlight 5assages in a text
write out study goals
take regular, short breaks while studying
get u5 and exercise while studying
work with a 5artner or study grou5
brainstorm ideas with a 5artner
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
B Pair work
Add u5 the numbers Irom the quiz above. Then read the evaluation on
5age..
Look at the evaluation Ior your scores. Then discuss these questions.
Do you agree with the evaluation? Why or why not?
Are there any ideas in the quiz that don`t seem like good ideas to you? Why?
What other things do you think would indicate eIIective learning?
I dont agree with the evaluation. There are other things that can indicate
effective learning such as.
141

LEARNING STYLES AND PREFERENCES
Read the statements and decide how much each statement a55lies to you.
Check the a55ro5riate boxes. Then add u5 your scores and Iind out what
kind oI learner you are.
Work in small grou5s. Using the ex5lanations Ior your scores, think oI one
or two things you could do to im5rove your learning.

What kind oI learner are you? No, not
at all
true
Not
really
true
Some-
what
true
Yes,
very
true
I enjoy s5eaking in 5airs and grou5s in class. 4 3 2 1
I get Irustrated when I don`t understand
everything I hear.
1 2 3 4
I don`t like to s5eak English because I Ieel selI-
conscious about my mistakes
1 2 3 4
I like to try out new words, even I get them
wrong
4 3 2 1
I oIten ask to be corrected. 1 2 3 4
I like to know the meaning oI every word that I
read.
1 2 3 4
I don`t worry about making mistakes 4 3 2 1
When I listen to English, I can usually Iigure out
the general idea.
4 3 2 1

Your score

8-16: You are a risk taker. You might need to 5ay more attention to accuracy iI you want
to im5rove.
16-23: You take some risks, but also 5ay attention to accuracy.
24-32: You don`t like to take risks. You might need to worry less about mistakes to hel5
you learn more English.

Have you ever had trouble learning something?
Are you able to overcome the problem? How?
Have you ever sat in class thinking that you would never understand what
the teacher was trying to teach? Maybe the 5resentation didn`t Iit your
learning style.
Traditionally, school 5resent inIormation in two ways through language
and through Iormulas involving numbers and logic. Psychologists, however,
now say there`s a 5roblem with this. Peo5le have diIIerent strengths and
142

diIIerent learning styles to match these strengths. For exam5le, one 5erson
might struggle with inIormation in a 5aragra5h but understand it
immediately in a diagram. Another 5erson will struggle with the diagram but
not with the 5aragra5h.
Psychologist Howard ardner oI Harward University has said there are at
least seven learning styles:
1. Linguistic These 5eo5le learn by using language listening, reading,
s5eaking and writing.
2. Logical These 5eo5le learn by a55lying mathematical Iormulas and
scientiIic 5rinci5les.
3. Visual These 5eo5le learn by seeing what they are learning.
4. Musical Instead oI Iinding music a distraction, these 5eo5le learn well
when inIormation is 5resented through music.
5. Kinesthetic Movement and 5hysical activities hel5 these 5eo5le to
learn.
6. Intrapersonal These 5eo5le have a good understanding oI themselves
and can learn best iI they can relate what they are learning directly to
themselves.
7. Interpersonal These 5eo5le have a good understanding oI others and
learn well by working with others.
II school 5resent inIormation in all these ways, 5sychologists say, all
students will beneIit. Students who have a linguistic or a logical learning
style will be able to develo5 new strengths. Students with other learning
styles will learn more and have more success in school and 5robably in liIe.
Note:
Intra5ersonal: lin h ban thn
Inter5ersonal: lin nhn
Kinesthetics: the science that studies the action oI Iorce.

True/ False statements
1. .... You may have diIIiculty understanding what the teacher is trying
to teach iI the 5resentation does not Iit your learning style.
2. .... There are virtually no 5roblems with 5resenting inIormation
traditionally through language and Iormulas.
3. .... DiIIerent learning styles match students` diIIerent strengths.
4. .... Intra5ersonal learning style is suitable Ior students who can learn a
lot Irom grou5 work.
5. .... II movement and 5hysical activities hel5 you learn something
easily, kinesthetic is the best learning style Ior you.
143

6. .... All students will beneIit iI school 5resents inIormation in the
seven learning styles mentioned.
Read the article. Then talk about these questions.
1. For which learning styles are traditional teaching methods most
a55ro5riate?
2. What learning style do you think these students have?
Todd When he looks at countries on a ma5, he`s able to remember Iacts
about history better.
Alex He always Ieels he learns a lot Irom grou5 research 5rojects.
Diane She really enjoyed English when she was in second grade because
the teacher used a ball game to teach vocabulary.
3. Which learning style do you think are best Ior you?
POST- TEACHING
Group work
Think about a recent classroom lesson that worked well Ior you. Why did it
work well? Which learning styles did it used? Tell the grou5 about it.

SUPLEMENTARY READING
EDUCATION IN VIETNAM

Country Facts
Education
Overview

EIementary
Education

Lower
Secondary
Education
Upper
Secondary
Education

Higher
Education

Grade-by-Grade
Comparisons

Other
Resources

Printer- FriendIy
Version

EDUCATION OVERVIEW
- Administration and Finance
- Size
- Structure
- Private and Public Education
- Academic Year
- Teacher Education

Administration and Finance
The Iunding and administration oI education in Vietnam is
coordinated by the Ministry oI Education and Training.
A55roximately 15 oI the state budget is allocated to
education. Money is 5aid directly to institutions through
local Peo5le`s Committees, which 5rovide guidance in
making administrative decisions. Because much oI the Iunds
allocated Ior education come Irom local sources, relatively
5oor areas have less money available Ior educational
5ur5oses. Primary and lower secondary schools although
144

established by local authorities, Iall under the res5onsibility
oI the De5artment oI eneral Education as regards staIIing,
curriculum, textbooks, examinations and certiIicates.
At higher educational institutions, the amount oI tuition 5aid
by students is determined by a committee oI university
administrators. All universities charge the same amount oI
tuition. The Ministry oI Education and Training 5rovides
over halI oI the Iunding needed Ior institutional o5erating
ex5enses.

Size
In 1997, there were 22 million students enrolled in all levels
oI education in Vietnam. Among them 13.2 million in
5rimary schools, 4.3 million in secondary schools, and 26,000
were in enrolled in colleges and universities.

Structure
Pre-higher education in Vietnam is divided into 5rimary,
lower secondary, u55er secondary and technical and
vocational secondary education. Students enter 5rimary
5rogrammes at age six and must remain in school until
com5letion oI 5rimary education, which marks the end oI
com5ulsory education. Students who continue beyond
com5ulsory education and com5lete the secondary cycle oI
education sit Ior the Bang Tt Nghi5 Ph Thng Trung Hoc,
a universal graduation examination. SuccessIul com5letion oI
this examination is the general admission requirement Ior
admission into higher education. Public education at the
5rimary and secondary level is Iree.

Higher education is 5rovided by universities, 5olytechnics,
teacher training institutes, and colleges. There are also many
5rivate institutions. Higher education institutions are under
the authority oI the Ministry oI Education and Training and
educational authorities at the 5rovincial level. There are over
100 higher education institutions. The universities in Hanoi
and Ho Chi Minh City have been granted greater autonomy
than other higher education institutions. Faculties oI Medicine
are under the authority oI the Ministries oI Health and
Education. In addition, some academic institutions are under
145

the control oI other ministries, such as the Ministry oI Law or
the Ministry oI Trans5ortation.

In addition to Iormal university study, distance education is
oIIered at two o5en universities. There are also 5rovincial
centers that oIIer distance education. Several universities
oIIer non-Iormal extra-mural education in areas such as rural
develo5ment, draughtsmanshi5, agriculture, and animal
husbandry.
Vietnamese is the language oI instruction at all levels oI
education.

Private and PubIic Education
Private education is not 5ermitted at the 5rimary and
secondary level. However, the government has established
Iour s5ecial u55er secondary schools Ior giIted and talented
students; Amsterdam School and Chu Van An School in
Hanoi, Quoc Hoc School in Hue, and Le Hong Phong School
in Ho Chi Minh City. The schools have a higher admission
standard and attract students Irom other 5arts oI the country.

Academic Year
Se5tember through June. The school year at all levels oI
education consists oI two terms or semesters; the Iirst begins
in Se5tember and ends in February and the second begins
aIter the end oI Tet (the Vietnamese lunar New Year
celebration) and concludes in late June.

Teacher Education
Four-to Iive-year university courses are oIIered Ior teaching
at secondary school level to graduates of secondary school.
Provincial and munici5al administrations oIIer three-year
courses to train graduates oI u55er secondary schools to teach
one main subject, 5lus a subsidiary subject in 5rimary
schools. Two-year courses taught at 5ostsecondary
institutions are available to enable teachers to teach at
5rimary schools.

146

By ProI. Dr. Nguyn Chung Tu

Since late 1993, a series oI decisions oI the Ministry oI Education has
brought about our country`s education to a com5lete integration into the
world`s, Iollowing a new Iramework and seven clear-cut directions.
The Iramework includes three vertical columns, the middle one being
the general and the multidisci5linary school system, the right one limited
s5ecialty schools, and the leIt one 5rivate and semi-5ublic schools.
The general education includes the Iive-year 5rimary education, the
Iour-year secondary education, and the three-year s5ecialized tertiary
education. AIter 12 years students who graduate are awarded baccalaureates.
The multidisci5linary school system includes the Iour-year university
education, with a bachelor`s degree u5on com5letion, and the 5ostgraduate
education com5rising the two-year Master level and the Doctoral level with
its length oI com5letion uns5eciIied but usually ranging Irom three to Iive
years. The university education is Iurther divided into the Iundamental 5art
Irom which students make a study oI basic sciences in three semesters Ior an
associate degree u5on com5letion, and the two-and-a-halI-year or Iive-
semester s5ecialized 5art.
The system oI s5ecialty schools (chuyn nghi5) includes worker-
training schools enrolling 5rimary school graduates, middle-level worker-
training schools enrolling secondary school graduates, three-year colleges
enrolling tertiary school graduates, 5olytechnic universities (level
baccalaureate 5lus Iive years Ior studying), schools oI 5harmacy and
dentistry (level baccalaureate 5lus Iive years Ior studying), six-year medical
universities or medical doctor-training centres enrolling tertiary school
graduates and 5edagogical, economics and Iinance universities (level
baccalaureate 5lus Iour years Ior studying).
The 5rivate and semi-5ublic school system includes secondary
schools, s5ecialized tertiary schools, and universities. The organization and
curricula oI these schools must Iollow regulations issued by The Ministry oI
Education, and they must be selI-suIIicient in Iinance and su55lies. This is
5robably the most im5ortant reIorm oI the socialist education and training.
At 5resent, the whole country has just eight 5rivate universities being
o5erative- all are trying to overcome innumerable diIIiculties to meet the
State and 5ublic`s ex5ectations, so that 'the Iruits will sur5ass the 5romises
oI Ilowers.
147

The seven directions oI activities are mathematics-5hysics,
mathematics -5hysics-chemistry, mathematics-5hysics, mathematics-
chemistry-biology, mathematics-economics, social science-economics-law,
history, and Ioreign languages.
Read the selection and fill the chart with the missing information.
THE NEW EDUCATION CHART

ASE PRIVATE
SCHOOL
SYSTEM
SENERAL AND
MULTI-
DISCIPLINARY
SCHOOL
SYSTEM
SPECIALTY SCHOOL SYSTEM

o-7
7-8
8-9
9-I0
I0-II
!rimory
educofion
(,,,,,,,.)

SpecioIi;ed ,,,,,,,,
II-IZ
IZ-I3
I3-I4
I4-Ib
Io-I7
Io-I7
I7-I8
,,,,,,,,,,
,,,,,,,,,.
Secondory
educofion
(,,,,,,,,.)
SpecioIi;ed
ferfiory
educofion

,,,,,,,,,..
,,,,,,,,,,,
,,,,,,,,,,,
,,,,,,,,,,.
(,,,,,,,,)
8occoIoureofe
,,,,,,,,,,,,codres

,,,,,,,,,,,,,,
I8-I9
I9-Z0
Z0-ZI
ZI-ZZ

.....
Universify
educofion
(,,,,,,,,)

8ocheIor
CoIIeges
(,,,,..
yeors)
!edogogicoI,
economic,
finoncioI
Universifies

SchooIs of
denfisfry
!hormocy,
ngineering
Docfors
(,,,,..
yeors)
ZZ-Z3
Z3-Z4

Z4-Zb
Zb-Zo
Zo-Z7
Z7-Z8
osfer IeveI
(,,,,,,,..)

,,,,,.. IeveI
(from fhree fo
,,,,,.yeors)

148

REVISION - TEST
TEST 1
I. Read the passage AT HOME IN THE LAND OF THE RISING SUN.
which of these things is the article about? Tick the box.
1. Traditional Ja5anese homes.
2. The diIIerences between modern and traditional Ja5anese homes.
3. Traditional Ieatures oI Ja5anese modern homes
II. Are these sentences true (T or false (F or doesn`t the passage say
(DS?
1. Ja5anese bathrooms are quite small.
2. Peo5le eat and slee5 in se5arate rooms.
3. A ty5ical Ja5anese home has cushions and curtains.
4. There are oIten dried grass mats in Ja5anese homes.
5. All Ja5anese a5artments have gardens.
6. Ja5anese gardens are always small.
III. Find four things the passage says about hospitality in 1apan. Make
notes.
1.
2.
3.
4.
AT HOME IN THE LAND OF THE RISING SUN
Many 5eo5le in Ja5an now live in a5artments and their homes have all
the latest household equi5ment. But there are still many old and traditional
Ieatures in modern Ja5anese homes.
The genkan or hall is always an im5ortant Ieature in Ja5anese homes.
It is usually where the Iamily and their guests change their shoes. It is the
5lace oI welcome and oIten has Ilowers or a 5icture. When guests leave,
everyone comes to the genkan to say goodbye.
The main room oI a Ja5anese home is used as the sitting room, dining
room and bedroom, and there isn`t much Iurniture, just cushions around a
low table. Other Ieatures are oshire or cu5boards where you 5ut bedding and
clothes during the day, fusuma or sliding doors make the living areas into a
number oI small rooms and many homes still have a tokonoma, a small area
with Ilowers, a 5ainting and a tatami mat. uests usually sit in Iront oI the
149

tokonoma. The kitchen is oIten very small, and you never eat or entertain
5eo5le there.
Modern building materials are oI course very common, but there is
still some wood and 5a5er in modern homes. There are oIten bamboo
curtains (sudare) and heavy wooden shutters (amado) on the windows. The
most common Ieature is the tatami mat, made oI dried grass, about 1.8 by
0.9 metres. The Ja5anese still measure a room by the number oI tatami mats
it can contain.
A garden is very im5ortant, iI the home has enough s5ace. It is not a
5lace where children 5lay but somewhere beautiIul to look at. II there isn`t a
garden, there are 5ots oI 5lants or small bonsai trees on shelves.

TEST 2
WHAT`S IN A NAME?
1he fir8t exchange between two people - and the fir8t chance to
make a good or bad impre88ion- i8 often an exchange of name8.
In the Eastern Hemis5here, name oIten shows social or Iamily status
and a mistake can be an insult. Using someone`s Iirst name beIore the
5erson gives 5ermission can also be very rude.
'What shall I call you? is always the Iirst question oI one director oI
an international telecommunications cor5oration. 'It`s better to ask many
times, he advises, 'than to get it wrong. Even then, he says, 'I treat 5eo5le
Iormally until they say 'Call me Joe. Another world traveller always
studies a list oI im5ortant 5eo5le he will meet, country by country, surnames
underlined, on the Ilight there.
The next question is: How do you know which name is the surname?
In China and Thailand the surname comes Iirst and the Iirst name comes
last. But the Thais use Mr. with Iirst name and not the surname. The
Taiwanese oIten have an extra Iirst name beIore any oI their other names
the 5olite way to address someone with the Iull name Tommy Ho Chin is
Mr. Ho. The Ja5anese are usually very Iormal and you address them in the
same way they address you. When a Ja5anese 5erson uses your Iirst name,
add san to his or her name. Don`t use Mr. or Mrs.
bit complicated? 1he be8t thing i8 to a8k.
IV. Answer the questions as briefly as possible.
1. What does name oIten show in the Eastern Hemis5here?

2. Why can a mistake be an insult?

3. How do 5eo5le avoid making mistakes?
150

4. According to the text, where does the surname come Iirst?

5. Do the Thais use Mr. with Iirst name or last name?

6. How do you address the Ja5anese? Why?
7. How do you address someone with the Iull name Terry Lee Po in Taiwan?

TEST 3
Read the paragraph and choose the correct answer.
Clothing habits are a matter oI (1).....................5reIerence in the
United States. Most 5eo5le are Iree to wear (2)..................they want.
Business 5eo5le in large urban areas are (3).......................to wear suits or
dresses, while clothing in rural areas is less Iormal. Most Americans tend to
dress casually when not in Iormal business situations.
When eating, most Americans (4).....................a Iork in the hand with
which they write. Americans eat away Irom home oIten, and usually they
(5).....................their own meals when dining with Iriends.
When Americans greet one another they oIten (6)..................a Iirm
handshake. They may greet strangers on the street by saying ''Hello'' or
''ood morning''. Friends oIten greet each other (7).................... ''How are
you?'' and res5ond ''Fine, thanks''. Americans do not really (8).................any
other answer to the question ''How are you?'' because it is a way oI saying
hello. Exce5t in Iormal situations, 5eo5le address each other by their given
names once they are acquainted
Although Americans are generally inIormal 5eo5le, it is
(9)....................to schedule an a55ointment beIore going to visit someone,
es5ecially in business. (10)..................an a55ointment has been made, it is
considerate to be 5rom5t.
1. A. person B. person's C. personal D. personable
2. A. what B. whatever C. which D. whichever
3. A. like B. alike C. liked D. likely
4. A. hold B. take C. bring D. carry
5. A. pay B. feed C. bite D. pay for
6. A. change B. exchange C. replace D. transfer
7. A. with B. by C. of D. about
8. A. want B. need C. expect D. predict
9. A. good B. well C. best D. the best
10. A. once B. when C. during D. because
151

TEST
Read the text about sibling relationships. Answer the questions.
When we are children, our siblings that is our brothers and sisters
are our Iirst Iriends and Iirst enemies. At the end oI liIe, they are oIten our
oldest Iriends and oldest enemies. The eIIect oI sibling relationshi5 can last a
liIetime. Many ex5erts say that the relationshi5 among brothers and sisters
ex5lains a great deal about Iamily liIe, es5ecially today when brothers and
sisters s5end more time with one another than with their 5arents.
Studies have shown that sibling relationshi5s between sister-sister
5airs and brother-brother 5airs are diIIerent. Sister 5airs are the closest.
Brothers are the most com5etitive. Sisters are usually more su55ortive oI
each other. They are more talkative, Irank, and better at ex5ressing
themselves and sharing their Ieelings. On the other hand, brothers are more
com5etitive with each other.
Ex5erts agree that the relationshi5 among siblings is inIluenced by
many Iactors. For exam5le, studies have shown that both brothers and sisters
become more com5etitive and aggressive when their 5arents treat them even
a little bit diIIerently Irom each other. But 5arental treatment is not the only
Iactor; gender characteristics, liIe events, 5eo5le and ex5erience outside the
Iamily all sha5e the liIe oI siblings. Recently, one researcher demonstrated
another Iactor in sibling relationshi5s. It was discovered that children dislike
watching their siblings Iight. In Iact, they res5ond to argument by taking
sides su55orting one sibling and 5unishing the other.
1. What is the main idea oI the Iirst 5aragra5h?
a. Siblings are our oldest Iriends.
b. Some siblings have good relationshi5s, but other siblings have bad
relationshi5s.
c. Siblings are among the most im5ortant relationshi5s in liIe.
2. What is the main idea oI the second 5aragra5h?
a. Sisters get along better with their sisters than with their brothers.
b. Females and males generally have diIIerent sibling relationshi5s.
c. Siblings s5end a lot oI time together because they have to.
3. What is the main idea oI the third 5aragra5h?
a. There are many causes oI good and bad sibling relationshi5s.
b. Research has shown that siblings hate to Iight.
c. Siblings oIten su55ort or 5unish one oI their brothers or sisters in an
argument.
Read the following statements and mark True or False.
a. Sister brother 5airs are the most com5etitive.
152

b. When 5arents treat each child a little diIIerently, the children
get along better.
c. Parental treatment is not the only Iactor that inIluences sibling
relationshi5s.
d. Children avoid arguments that their siblings have.
TEST 5
A. Read the conversation between Ryan and Soo Mi.
Ryan: Look at this headline, Soo Mi.
Soo Mi: Wow! So many 5eo5le in the United Sates get divorced!
Ryan: Is it the same in Korea?
Soo Mi: I don`t think so. In Korea, some marriages break u5, but most
cou5le stay together.
Ryan: Do 5eo5le get married young?
Soo Mi: Not really. Very Iew 5eo5le get married beIore the age oI 20
Ryan: Hmm. Do women usually work aIter they get married?
Soo Mi: No, a lot oI women stay home and take care oI their Iamilies.
But some work.
Ryan: Families are sure diIIerent in the United States.
Soo Mi: Well, there are more divorces, but what else is diIIerent?
Ryan: Well, I think 5eo5le get married younger.
Soo Mi: Oh? How much younger?
Ryan: Well, I think 5eo5le get married beIore the age oI 20.
Soo Mi: Really? What else?
Ryan: Hmm. A lot oI women work aIter they married. And I think
most women who have babies go back to work Iairly soon.

What does Ryan say about Iamilies in the United Sates? Write down two
things.
B. Read the passage and choose the best answer.
The nuclear Iamily, consisting oI a mother, Iather and their children,
may be more an American ideal than an American reality. OI course, the so-
called traditional American Iamily was always varied than we had been led
to believe, reIlecting the very diIIerent racial, ethnic, class and religious
customs among diIIerent American grou5s.
The most recent government statistics reveal that only about one- third
oI all current American Iamilies Iit the traditional mold and another third
consists oI married cou5les who either have no children or have none still
living at home. OI the Iinal one-third about twenty 5ercent oI the total
number oI American households are single 5eo5le, usually women over
sixty years oI age. A small 5ercentage, about three 5ercent oI the total,
153

consists oI unmarried 5eo5le who choose to live together, and the rest, about
seven 5ercent, are single, usually divorced 5arents, with at least one child.
Today, these varied Iamily ty5es are ty5ical, and thereIore, normal.
A55arently, many Americans are achieving su55ortive relationshi5s in
Iamily Iorms other than the traditional one.
1. With what to5ic is the 5assage mainly concerned?
A. The traditional American Iamily
B. The nuclear Iamily
C. The current American Iamily
D. The ideal Iamily
2. The author im5lies that.....
A. there have always been a variety oI Iamily arrangements in the US
B. racial, ethnic, and religious grou5s have 5reserved the traditional
Iamily structure
C. the ideal American Iamily is the best structure
D. Iewer married cou5les are having children
3. The word current in the 5assage could be best re5laced by which oI the
Iollowing?
A. ty5ical B. 5resent C. 5erIect D. traditional
4. According to the 5assage, married cou5les whose children have grown or
who have no children re5resent
A. 33,5 5ercent oI households C. 7 5ercent oI households
B. 20 5ercent oI households D. 3 5ercent oI households
5. How many single 5eo5le were identiIied in the survey?
A. One-third oI the total surveyed C. One-IiIth oI the total
surveyed
B. One-Iourth oI the total surveyed D. Less one-tenth oI the total
surveyed
6. Who generally constitutes a one-5erson household?
A. A single man in his twenties C. A single woman in her late sixties
B. An elderly man D. A divorced woman
TEST 6
Read the following passage. Write true (T or false (F for each of
the sentences below, according to the information given. If the
information is not given, put a question mark (? (1.5 m
Clothing habits are a matter oI 5ersonal 5reIerence in the United
States. Most 5eo5le are Iree to wear whatever they want. Business 5eo5le in
large urban areas are likely to wear suits or dresses, while clothing in rural
areas is less Iormal. Most Americans tend to dress casually when not in
Iormal business situations.
154

When eating, most Americans hold a Iork in the hand with which they
write. Americans eat away Irom home oIten, and usually they 5ay Ior their
own meals when dining with Iriends.
When Americans greet one another they oIten exchange a Iirm
handshake. They may greet strangers on the street by saying ''Hello'' or
''ood morning''. Friends oIten greet each other with ''How are you?'' and
res5ond ''Fine, thanks''. Americans do not really ex5ect any other answer to
the question ''How are you?'' because it is a way oI saying hello. Exce5t in
Iormal situations, 5eo5le address each other by their given names once they
are acquainted
Although Americans are generally inIormal 5eo5le, it is the best to
schedule an a55ointment beIore going to visit someone, es5ecially in
business. Once an a55ointment has been made, it is considerate to be
5rom5t.
1. ..American 5eo5le tend to be Iashion-conscious.
2. ..Peo5le in the country dress less Iormally than those in big cities.
3. ..Most Americans hold a Iork and a 5en in the same hand.
4. .. Rarely do Americans eat out.
5. .. American women usually shake hands when they are introduced to
each other.
6. .. American acquaintances address each other by their given names.
TEST 7

SOCIAL CUSTOMS
Fill in each oI the numbered blanks with one suitable word.
A. acce5table B. careIully C. common D. Iairly E. Iiner
F. invariable . naturally H. 5articular I. 5articularly
J. useIul

ood 5ersonal relations based on mutual trust and esteem 5lay a
...................... (1) im5ortant role in doing business in Ja5an. Hos5itality
given and received can 5lay a ........................ (2) 5art in maintaining and
establishing such relations. While in Ja5an it is enough Ior the visitor to
oIIer a meal in a restaurant or in his hotel: he is not ex5ected to reci5rocate
lavish entertaining on the Ja5anese scale.
The Ja5anese do not ex5ect Ioreigners to understand the
........................ (3) 5oints oI their own etiquette but they like 5eo5le who try
to conIorm. Shoes are removed beIore entering Ja5anese style houses and
restaurants.
155

Most Ja5anese meals consist oI a series oI small dishes.
........................ (4) the 5olite thing to do is to eat what one is oIIered but
Ja5anese hosts are understanding iI a Ioreigner ex5lains that he Iinds
a.................. (5) dish una55etizing.
In Ja5an, it is the almost .................... (6) custom to exchange visiting
cards when one makes a new acquaintance. This is useIul to the Ioreign
visitor, and it is advisable to take a substantial number oI cards (say at least
100) Ior use in Ja5an.
The custom oI giving giIts to business and 5ersonal acquaintances is
more .................. (7) than in most other countries. Most oI these giIts are
...................... (8) small items and it is customary to give something back in
due course Ior 5ersonal 5resents received Irom individuals. It may be useIul
to take a number oI souvenir items such as English china, com5any 5ens or
ties to give away on suitable occasions. Very high quality Scotch whisky
also makes an .................... (9) giIt. It is im5ortant that all giIts should be
................ (10) wra55ed in giIt wra55ing 5a5er.

TEST 8
Fill in each blank with a suitable word from the words in the box.

R.L Birdwhistle has studied body language scientiIically. He believes
that every (1) oI the body has a meaning. He discovered
that there is a (2) between body language and s5oken
language. Birdwhistle noticed this in old Iilms oI Fiorella La uardia, the
Iamous mayor oI New York who was Iluent (3) three
languages.
Birdwhistle Iound that with a Iilm`s (4) turned oII,
he could identiIy which language La uardia was s5eaking sim5ly (5)
observing his hand gestures.

On the other (6) , the things we say do not always
mean the (7) things as the gestures we (8)
as we say them. In a Iamily, Ior exam5le, one might think
that the wiIe is (9) 5owerIul than the husband because
she always seems (10) ask Ior his advice. However, a
(11) ins5ection shows that she is the true leader; Ior
in gesture a5art sounds connection
either hand same by to
make Irom to less recent
Iarther acce5table between members has

156

instance she crosses her legs Iirst and all the other (12) oI
the Iamily imitate her without realizing.
Another as5ect oI body communication is distance. The normal
distance (13) 5eo5le deIinitely varies (14)
culture to culture. Two Swedes who sto5 (15)
have a conversation in the street would ordinarily stand
much Iarther (16) than two Arabs or eeks. Within every
culture there (17) to be a distance which is generally
agreed to be (18) Ior normal conversation. II someone is
standing closer than usual to you, it may ex5ress (19)
aggressiveness or aIIection. II you are standing (20)
away than usual it may suggest dislike or disa55roval.
TEST 9
FENGSHUI GOES WEST
For thousands oI years, the ancient art Iorm oI Fengshui has 5layed a major
role in Chinese liIe. Fengshui means 'wind and water, and it is based on an
a55reciation oI the relationshi5 between 5eo5le and the environment. It
involves changing the design oI your living or working s5ace to im5rove
your Iortune.
For instance, soon aIter a Hong Kong millionaire moved his business to a
new skyscra5er, his business began to do very badly. He immediately called
in Fengshui ex5erts. They told him that because his new oIIice block was
round, it was like a huge cigarette, and all the energy was burning oII
through the rooI. They said that the only thing he could do was to build a
swimming 5ool on the rooI. The millionaire Iollowed their advice, and his
business immediately started to do well.
In recent years, Fengshui has become 5o5ular in many western countries,
where com5anies such as B&Q have started to seek advice Irom Fengshui
ex5erts. Brain Ingliss, the manager oI one oI B&Q`s new hardware stores in
Britain says, 'I Iirst encountered Fengshui when I went to the o5ening oI our
com5any`s stores in Taiwan. Everyone takes it so seriously, you cannot Iail
to be im5ressed. BeIore his store was o5ened, he consulted a Fengshui
ex5ert. The ex5ert told him where to 5ut various de5artments and advised
him to create a lot oI Iree s5ace around the store. Brain Iollowed the advice,
and within a year, the store was the most successIul B&Q store in the
country. Brian concludes, 'Some 5eo5le may think it is just mumbo
jumbo.but much oI Fengshui is just common sense.
157

Read about Fengshui. Check True or False. For statements that are Ialse,
write the true inIormation.
True False
1. Fengshui concerns the relationshi5 between human and the
world around them.

2. According to Fengshui, a round building is good Ior
business.

3. Fengshui has been 5o5ular in western countries Ior several
centuries.

4. Brian Ingliss introduced Fengshui to B&Q stores in
Taiwan.

5. The B&Q store Ingliss manages is the most successIul in
Britain.

Write answers to the questions.
What do you think oI Fengshui? Is it common sense or 'mumbo jumbo?
In what circumstances would you consult a Fengshui ex5ert?
TEST 10
YES OR NO?
Can you say ~yes and ~no without using words?
A grou5 oI American who taught English in other countries were discussing
their ex5eriences. They decided misunderstandings were always 5ossible,
even over something as sim5le as 'yes and 'no.
On her Iirst day in Micronesia, Lisa said she thought 5eo5le were
ignoring her requests. The day was hot, and she needed a cold drink. She
went into a store and asked, 'Do you have cold drinks? The woman there
didn`t say anything. Lisa re5hrased the questions. Still the woman said
nothing. At this 5oint, Lisa gave u5 and leIt the store. She soon learned that
the woman had answered her. She had liIted her eyebrows, which in
Micronesia can mean 'yes.
This reminded Jan oI an ex5erience in Bulgaria. She told the others.
She had gone into a restaurant that was Iamous Ior its stuIIed cabbage, 'Do
you have stuIIed cabbage today? she asked the waiter. He nodded his head.
Jan eagerly waited. The cabbage never arrived. In Bulgaria, a nod means
'no.
In China, David said he had had a diIIerent kind oI 5roblem. When
David asked his students, 'Can we meet at 8:00 next week instead oI our
usual time?` they immediately answered 'yes. So David was greatly
sur5rised when the students never came to class. His colleagues ex5lained
that the students couldn`t come at 8:00, but said they could: In China, it`s
disres5ectIul to disa55oint someone es5ecially a su5erior by saying 'no.
158

Read the article. Where did Lisa, 1an and David have the
experiences they tell about? Describe each person`s experience.
Complete the chart.
Name Place Ex5erience
Lisa
Jan
David
1. Have you ever heard oI these diIIerent ways oI saying 'yes and
'no? Which do you Iind the most sur5rising?
2. The misunderstandings in Micronesia and Bulgaria involved
diIIerences in nonverbal communication. Do you know oI other gestures that
have diIIerent meanings in diIIerent cultures?
3. Do you ever say 'yes when you would 5reIer to say 'no? In what
situations do you do this?
TEST 11
READ AND CHECK THE STATEMENTS BELOW. WRITE TRUE (T OR
FALSE (F FOR EACH OF THE SENTENCES, ACCORDING TO THE
INFORMATION WE HAVE ALREADY LEARNED DURING THIS
SEMESTER.
1. ......... Handshakes is a short ritual in which two 5eo5le gras5 their
right or leIt hands, oIten accom5anied by a brieI shake oI the gras5ed
hands.
2. ......... The Lingering can be described as Iirm with a warm gras5 and
two or more 5um5s, showing sincerity and o5enness and combining
with the All-American.
3. ......... The Pull-in is the way oI handshakes that range Irom a slight
stiII-arm to a Ilat-out rejection, ex5ressing a strong need to establish
his/her own territory and agenda.
4. ......... The Finger Squeeze is the way oI handshakes that may hurt
your hand and the 5erson use their hands as wea5ons to dominate or
over5ower 5eo5le.
5. ......... In Vietnamese, Age and status aIIect choices oI handshaking
ty5es.
6. ......... Christmas is a time oI year when all the universe cons5ires to
raise the vibratory level oI consciousness on earth to 5eace & love.
7. ......... Tet is a time em5hasizing the rebirth oI the soul & the return oI
the light to earth.
9. ......... Christmas Ialls in late January or early February on the solar
calendar.
159

10. ......... Handshakes can be bad Ior your health.
11. ......... Desmond Morris said that 'Shaking hands can be unhealthy.
12. ......... In Chile, Hugs and kisses are only Ior close Iriends and Iamily.
13. ......... In The Phili55ines, Men bow slightly and shake hands to greet
each other. Women do not usually shake hands.
14. ......... Children`s day Ialls on May 6
th
when Ja5anese Iamilies 5ut u5
colored, streamers sha5ed like Iish, in honor oI their children.
15. ......... On November 2
th
, Mexican Iamilies oIIer Iood to the dead and
then have a meal in a cemetery.
16. ......... July 14
th
is the day when Brazilians celebrate Carnival.
17. ......... In Scotland, New Year`s Eve is called Hogmanay, and 5eo5le
have noisy 5arties in the street, with lots oI singing.
18. ......... The 5eo5le oI ancient Babylonia and Persia began their New
Year on March 21
st
, the Iirst day oI s5ring.
19. ......... Tet Doan Ngo is organized on the seventh day oI the Iirst lunar
month on which the owner oIIer their ancestors 5a5er money and
clothes and says Iarewell to them.
20. ......... Tet Trung Nguyen also called "All Souls Day", is on the 15th
day oI the 7th lunar month. On this day, 5eo5le always come to the
5agodas to make lavish oIIerings to the wandering souls.
21. ......... Tet Trung Tha5 or the Double Ten Festivies (on the 10th day oI
the 10th lunar month) is in Iact the harvest Iestival. As Ior 5hysicians
and traditional herbalists, it is the day when the medicinal herbs can
absorb both the 5ositive and the negative oI the universe.
21. ......... In Muslim countries, Peole don`t eat with your right hand.
22. ......... Friendliness and interest are ex5ressed when a 5erson`s eyes
meet yours (es5ecially when you`re the one who`s talking) and then
look away and meet yours again. A 5erson who doesn`t look away is
ex5ressing a challenge. A 5erson who doesn`t look at you is
ex5ressing lack oI interest or is shy.
24. ......... While you`re talking to your boss, he or she is ta55ing a Ioot.
This might be a sign that your boss is interested in what you`re saying.
24. ......... The head moves vertically u5 or down on one or more
occasions; the down movement usually stronger than the u5
movement. This occur almost everywhere Irom Eskimos to
Australian Aborigines and it is always a no sign, never a yes sign.
25. ......... The head turns shar5ly to one side and back again to the neutral
5osition. This is halI a head shake and means much the same. It may
be em5loyed as a yes sign in 5arts oI Ethio5ia and elsewhere.
160

27. ......... In Bulgaria and 5arts oI reece, Turkey, Iran and Bengal, The
head tilts rhythmically Irom side to side. is said to be a re5lacement
Ior the more Iamiliar head nod. In other words it means yes, rather
than maybe, and the movement is suIIiciently similar to the more
common head shake to cause some conIusion.
26. ......... The head is tilted shar5ly back and returns less shar5ly to the
neutral 5osition. This is a s5ecial way oI saying no in reece and 5art
oI the Mediterranean.
27. ......... In Italia, Fingerti5s 5inched together means 'What do you
want?
28. ......... Thumb ti55ed down toward mouth means 'I`m hungry.
29. ......... Curl one`s index Iinger means 'I`m angry.
30. ......... In America, '5eo5le raise their hand and wave means ' saying
Hi!
31. ......... A Ja5anese-style conversation between two 5eo5le is like a
game oI tennis.
32. ......... A Ja5anese-style conversation, you wait Ior your turn. And you
always know your 5lace in line. It de5ends on such things as whether
you are older or younger, a close Iriend or a relative stranger to the
5revious s5eaker, in a senior or junior 5osition and so on.
33. ......... Aromathera5y is a treatment Ior 5ain and illness in which thin
needles are 5ositioned just under the surIace oI the skin.
34. ......... Acu5uncture is a Iorm oI treatment in which 5easant-smelling
oils are rubbed into the skin, or the scent that they 5roduce is inhaled.
35. ......... Chiro5ractic adjustment is a treatment involving the
mani5ulation oI the s5inal column
36. ......... Massage is the way in which 5ressing or rubbing someone`s
body with regular, re5eated motions in order to relax the 5erson or to
reduce 5ain in joints or muscles .
37. ......... Herbal medicine is treatments that utilize the healing eIIects oI
natural herbs and 5lants rather than modern synthetic drugs.
38. ......... ReIlecxology is a treatment in which the bottom 5art oI the Ioot
is rubbed gently in order to im5rove blood Ilow and to hel5 the 5erson
to relax..
39. ......... In reece, the 5arents (Iather or mother) name the baby at a
religious ceremony at the church.
41. ......... Roman Catholics and reek Orthodox choose names Irom the
Koran to their children : 'Mohammed, 'Ali..
161

42. ......... In some cultures, given names have s5ecial meanings. The
Chinese name 'Po means 'ha55iness or 'joy. Peo5le think names
with 5ositive meanings bring their children good luck in their lives.
42. ......... An acu5uncturist is a kind oI healer that uses the knowledge oI
the body`s electrical im5ulse system to ease 5ains and heals.
43. ......... A balance in Yin and Yang with the body is believed to cause
illness and discomIort. Accordingly, all natural things can be
categorized by their 5ro5erty oI Yin or Yang, and human activity
should strive to disru5t the balance.
44. ......... In ancient Egy5t, Ior instance, children who had no social
status wore no clothes until they were about ten years old.
45. ......... Two common ty5es oI body decoration in modern societies are
tattooing and scariIication.
46. ......... AIrica has seen the develo5ment oI the art oI scariIication.
50. ......... Foot binding ceased in the 18th century with the end oI
im5erial dynasties and increasing inIluence oI western Iashion, according
to the UCSF study.
51. ......... The Chinese used to bind not only the Ieet but also the heads oI
their babies to change the sha5e oI their Ieet and heads.
52. ......... In India, men and women wear their traditional dress most oI
the time. For men, it is a long robe and a cloth covering the head. For
women: It`s similar and they wear a veil.
53. ......... Traditional dress in Indonesia Ior women is the sari and Ior the
men the achkan suit. The sari has its own distinctive style de5ending
on which 5art oI India it comes Irom every region has its own
s5ecial colours, decoration and style.
54. ......... The Korean traditional costume, hanbok, has been handed down
in the same Iorms Ior men and women Ior hundred oI years,
unchanged because they are well suited to climate and culture.
55. ......... In China, 5eo5le wear black Ior Iunerals and brides wear
whiteto get married.
56. ......... rey is connected with old 5eo5le, and is used in ex5ressions
such as the grey vote (the su55ort oI old 5eo5le in an election).
57. ......... In 5olitics, red is used to re5resent communism and socialism.
58. ......... reen is used to describe someone who is young and lack
ex5erience in a job.
59. ......... Yellow is associated with kings and queens and Roman
em5erors, and in the 5ast, these were the only 5eo5le who were
allowed to wear yellow clothes. It is also connected with the Po5e.
162

60. ......... Red is Ior 5eo5le who are stubborn and have strong ideas.
When they decide to do something they don`t change their minds.
61. ......... Pur5le is Ior sensitive 5eo5le. These 5eo5le enjoy art and
music. They like to live in a 'dream world where everything is
5erIect.
62.......... More mobile cultures are more crowded societies.
63. ......... Particularist cultures Ieel rules should on occasion be bent to
suit the individual situation.
64. ......... Long-term relationshi5s are very im5ortant, and a business
5erson would want to know you well beIore starting business in
mobile cultures .
65. ......... Peo5le in mobile societies are more o5en and Iriendly to new
acquaintances.
66. ......... Countries or regions that have less mobile culture are Euro5e,
Mexico.
67. ......... ermany is an exam5le oI one oI universalist cultures.
68. ......... Peo5le Irom more mobile societies Iind it embarrassing to talk
to a virtual stranger about matters they regard as dee5ly 5ersonal.
69. ......... 'Thumb down means 'disa55roval
70. ......... 'O5en hands means 'being sincere.
71. ......... Four oI Ten eneral Ti5s Ior Crossing Cultures are Personal
a55earance, selI- 5resentation, Para- language and Protocol.
72. ......... Para- language is gestures and body language in other countries.
73. ......... In Eastern cultures, smiling oIten connotes discomIort or
embarrassment.
74. ......... Women kiss at the Iirst meeting.
75. ......... . The 5eo5le oI the ancient Babylonia and Persia began their
New Year on March 21
st
, the Iirst day oI s5ring..
76. ......... The 5eo5le oI anciet Egy5t began their New Year in summer.
77. ......... In American culture, the way oI saying hello is his or her 5alm
turning downward and his or her Iingers waving u5 and down.
78. ......... As You 5ass out a work-sheet or a textbook, The Canadians and
Americans would sit u5 straight and received the item with two hands.
79. ......... To cross your legs in such a way that would ex5ose the sole oI
your shoe to a Indian student, this would send the signal that he was
beneath you, a thing to ste5 on
80. ......... Americans would kiss their teachers- iI oI the same sex- on both
cheeks.
163

81. ......... Thanksgiving is in November in Canada, and in October in
the United States, during this time, 5eo5le celebrate the harvest by
5re5aring a large meal. They usually serve roast turkey
82. ......... In Scotland, New Year`s Eve is called Hogmanay, and 5eo5le
have noisy 5arties in the street, with lots oI singing
83. ......... In scariIication, dirt or ashes are 5ut into the cuts.
84. ......... Two common ty5es oI body decoration in modern societies are
tattooing and scariIication.

164

ANSWER KEY
UNIT 1 GREETING - Meeting and greeting customs
A.

B.
1. shake hands
2. bow slightly to each other
3. bow slightly
4. smile at each other, saying hello by a question 'Where are you going?
UNIT TWO CROSSING CULTURES
CANADA AND THE US
Don`t arrive early iI you`re invited to someone`s home.
INDONESIA
Never 5oint to anything with your Ioot.
kOREA
Don`t 5ass something to an older 5erson or su5erior with only one hand.
MUSLIM COUNTRIES
Don`t eat with your leIt hand.
SAMOA
Don`t eat when you`re walking in 5ublic.
THAILAND
Never touch anyone exce5t a child on the head.
UNIT 3 NON-VERBAL COMMUNICATION
Possible answer

I. !eopIe shoke honds every fime fhey meef 1 1
Z. omen do nof shoke honds. 1
3. omen kiss of fhe firsf meefing. 1
4. en hug or pof eoch ofher on fhe bock. 1 1 1 1
b. omen kiss moIe friends. 1 1 1
o. The fomiIy nome comes firsf. 1

ChiIe FinIand The PhiIippines Korea The US

165

COMMUNICATION

Match the words with the gestures:
Hand gestures Meanings
1. thumb down
2. cla5 hands
3. index Iinger u5
4. o5en hands

disa55roval
showing a55roval, congratulating, encouraging.
Ask od
being sincere
How do you inter5ret a smile` in Vietnamese culture?
- being ha55y, amused, 5olite
- a way oI greeting
- showing interest, encouragement
- ex5ressing agreement, acce5ting
- avoiding a 5ositive/ direct answer
- hiding one`s true Ieelings, nervousness, conIusion, shyness,
embarrassment
- a5ologizing

CXCMMYNIXA1ICNCO
MMUNICATION
Iacial ex5ressions
hand gestures
body language
tele5athy?
tele5hone
nodding/ shaking head
winking
TV/ radio
technological/ media
Iax
email
Morse Code
language
166

WHEN YES MEANS NO AND NO MEAN YES

He,d ,ctions Description Me,ning
I. The heod moves
verficoIIy up ond down.

The head nod Yes oImosf everywhere
2. the head turns
horizontally Irom side
to side

The heod shoke The most common Iorm
oI negative res5onse
Disa55roval or
bewilderment
3. The heod furns shorpIy
fo one side ond fhen bock
fo fhe neufroI posifion

The head twist 'o' in porfs of fhiopio
ond eIsewhere
4. the head tilts
rhythmically Irom side
to side

The head sway Maybe yes`, Maybe
no` in urope
8uf yes in Bulgaria, 5arts
oI reece, Turkey, Iran
and Bengal
b The heod is fiIfed
shorpIy bock ond refurns
Iess shorpIy
fo fhe neufroI posifion.
The heod foss S5ecial way oI saying
no` in reece and 5art
oI the Mediterranean
ITALIAN DICTIONARY OF GESTURES FOR WHAT WORDS CAN`T
DESCRIBE
Pair work Match the gestures and their meanings.

Gesture
Meaning
1. Curl one`s index Iinger
2. Slash thumb across the neck
3. Squeeze one`s chin between thumb and index Iinger
4. Fingerti5s 5inched together
5. A cutting motion oI the hand above the to5 oI the
stomach
6. Thumb ti55ed down toward mouth
7. Shake hand with the 5alm down
8. Stick index Iinger in cheek and rock Irom side to
side
a. A threat
b. I`m angry.
c. Cuteness
d. Something to drink?
e. No, everything`s Iine.
I. By the way, it was delicious.
g. What do you want?
h. I`m hungry.

167

List the 5arts oI the body mentioned
1. hand
2. chin
3. thumb
4. index Iinger
5. eye
6. 5inkie
7. stomach
8. 5alm
9. cheek
10. neck
11. earlobe
12. mouth
13. Iingerti5
UNIT FOUR THE ART OF THE BODY
Dressing up.
Kuwait
Clothes Ior work: men never wear sandals in the oIIice.
Traditional dress: men: a long robe and a cloth covering the head;
women: similar with a veil.
Sweden:
Clothes Ior work: men: business suit, shirt and tie; women oIten wear
trousers.
Young 5eo5le`s Iashions: jeans and T-shirts.
India:
Clothes Ior work: smart clothes, but not suits and ties.
Traditional dress: sari Ior women and the achkan suit Ior men on
Iormal occasions, the kurtha suit Ior less Iormal occasions.
Young people`s fashions: jeans and T-shirts.
UNIT FIVE CELEBRATIONS
What do you say on these occasions?
A Wedding
A: You`re a lucky man.
B: I know.
A Graduation
A: Congratulations!
B: Never thought Id see the day.
A New Year`s Party
A: Any resolutions this year?
B: Yeah, Im going to 6uit smoking.
A Funeral
A: I`m sorry.
168

B: Thank you.
Christmas
A: Merry Christmas.
B: Thanks. Merry Christmas to you, too.
Valentine`s Day
A: Here, I`ve got something Ior you.
B: Oh, chocolates' How sweet of you'
Halloween
A: Trick or treat!
B: OK, heres a treat.
April Fool`s Day
A: Mark, your shirt is on Iire.
B: Huh? What? Ahh!
A: April Fool'
Read about some different celebrations around the world.
. 1hank8giving . build big fire8 light firework8
2. in the fall 7. frica merica
3. Holi 8. Aew Year'8 Eve
4. India 9. Scotland
5. England . Ba8tile Day

UNIT SIX
Give verbs related to the noun gift`
5resent (someone with), acce5t, receive, get, turn down, reject, wra5, oIIer,
give, exchange, donate (to charity)
1. language 2. Host(s) 3. Climate 4. Anguish
1. F 2. F 3. IE 4. F 5. IE 6. T
1. (giIt) giving
2. 5igs
3. colours
4. black 5. quality

UNIT 7 NAMES
Sometimes the 5arents or the grand5arents name the child. Sometimes,
however, the godparents name the child. Chinese 5eo5le try to choose the
name oI a baby careIully. The name can have a s5ecial meaning, and they
choose a name with a positive meaning. Religious 5arents given the child a
name Irom the Koran or the Bible. Roman Catholics name their children
aIter saints. Sometimes, a child has the name oI a s5ecial 5erson the child`s
5arent love and res5ect very much. The child is the namesake oI this s5ecial
5erson. It is an honor to have a namesake. It means the 5arents love and
169

res5ect you. In some cultures, 5arents have to give children traditional
names. In other cultures, 5arents are free to name their children whatever
they want. They can make a new name.
UNIT 8 MODERN MANNERS
Matching
1 i 5 b 9 l
2 f 6 a 10 d
3 k 7 j 11 c
e 8 g 12 d
UNIT 9 CULTURE CLASH
1. The article is about the diIIerence in the way 5eo5le Iorm relationshi5
with strangers and acquaintances, and their attitudes towards rules.
2. The diIIerences emerge in the context oI talking to a stranger on an
air5lane, oI doing business, and in inter5reting oI the rules on checking in
luggage at an air5ort.
3. This causes 5roblems Ior business 5eo5le and service staII who don`t
know what to ex5ect Irom another culture.
4. Com5lete the scale.
More mobile
universalist
less mobile
particularist
5. Read the text again. For each oI the Iour ty5es oI society or culture Iind:
More mobile Less mobile Unisersalist Particularist
the
distinguished
Ieatures.

More mobile
cultures are
characterized
by the Iact that
5eo5le change
jobs and move
house
Irequently

Less mobile
are more
crowded
societies
Universalist
cultures have
a strong
res5ect Ior
rules
Particularist
cultures Ieel
rules should
on occasion be
bent to suit the
individual
situation
the eIIects on
behaviour.

This means
they are more
o5en and
Iriendly to
new
acquaintances

Long-term
relationshi5s
are very
im5ortant, and
a business
5erson would
want to know
you well
beIore starting
business
And ex5ect
everyone
Iollow them

170

countries or
regions that
have the
culture.

Exam5les are
North
America and
Australia
Exam5les are
Euro5e,
Mexico, and
Asia
ermany is an
exam5le oI
one such
society
India is an
exam5le oI
this kind oI
society
how the
o55osite kind
oI culture sees
it.
Peo5le Irom
less mobile
societies Iind
it
embarrassing
to talk to a
virtual
stranger about
matters they
regard as
dee5ly
5ersonal
These 5eo5le
seem cool and
Iormal to
those Irom
other cultures
Members oI
5articularist
societies see
this inIlexible
Members oI a
5articularist
society can`t
understand
this attitude,
as, they think
that Iairness
can only be
achieved iI
everyone
Iollows the
same rules
Unit 10 FOLK CURES & SUPERSTITIONS
Key:
Treatments InIormation
Acu5uncture A treatment Ior 5ain and illness in which thin needles are 5ositioned just under
the surIace oI the skin
Aromathera5y A Iorm oI treatment in which 5easant-smelling oils are rubbed into the skin, or
the scent that they 5roduce is inhaled
Chiro5ractic adjustment A treatment involving the mani5ulation oI the s5inal column
Massage Pressing or rubbing someone`s body with regular, re5eated motions in order to
relax the 5erson or to reduce 5ain in joints or muscles
Herbal medicine Treatments that utilize the healing eIIects oI natural herbs and 5lants rather than
modern synthetic drugs
reIlecxology A treatment in which the bottom 5art oI the Ioot is rubbed gently in order to
im5rove blood Ilow and to hel5 the 5erson to relax.

A. Fill in the table (2 pts

CLASS FOOD EFFECT
cold leaIy vegetables, some Iruit cooling
hot meat, alcohol, Iatty Ioods heating
tonic honey, rice increa8e blood volume
promote health and energy
nti-tonic 8our/ raw/ cold de5lete blood volume
wind raw Ioods, Iruit wind illne88 rheumati8m
arthriti8
toxic beeI, Iowl convul8ion 8kin irritation
infection
magic (not described) (not described)
171

Superstitions
1. h 2. c 3. I 4.g 5. a 6. e 7. b 8.d
UNIT 11 VERBAL COMMUNICATION
A B
intimacy
negotiate
minimize
to reach consensus
status
Iriend
to shoot the breeze
underling
intertwined
consequences
warranted
to consult
conce5tions
hemmed in
initiate
Ireewheeling
cogs in a wheel
in concert with

Ieeling close to other 5eo5le
bargain to reach agreement
make less im5ortant
to reach agreement
5osition, rank
chum
unim5ortant talk
subordinate, a 5erson with low closely woven
together
results, eIIects
reasonable
discuss, check
ideas
restricted
start
o5en-ended, unIocused
5art oI a machine
together with

UNIT 13 FAMILY: TYPES &TRADITIONS
Ryan says that U.S. Iamilies are diIIerent Irom Korean Iamilies in several ways:
Peo5le in the U.S. get married younger some beIore the age oI twenty.
A lot oI women work aIter they get married.
Most women who have babies go back to work Iairly soon.
The Changing family
!robIems
Sfeve hos fo heIp Judy wifh fhe housework, doesn'f enjoy if
Judy feeIs fired ond foo busy, worries obouf fhe chiIdren
Sfeve ond Judy don'f hove o Iof of free fime fogefher
(Josh and Emily are beneIiting Irom Judy`s working. Ben is not.)
UNIT 1 EDUCATION
Scores Evaluation
0-6 You don`t seem to manage your time very well. Try to use some oI the ideas in
the quiz to hel5 you study more eIIectively, and remember that no one
concentrates on studying all the time.
7-12 Some oI the things you do to hel5 you study are Iine and hel5Iul, but maybe
you should think again about some oI the ideas in the quiz. They may hel5 you
to become an even more eIIective learner.
13-18 You are very well-organized. You a55ly yourselI to your studies intelligently
and try to take the most oI your time. Take another look at some oI the things
in the quiz you rarely or never do. They could be hel5Iul.
19-24 You seem to be the 5erIect student. You will undoubtedly do well in your
studies.
172

Learning styles
1. Linguistic, logical
2. Todd: Visual learning style
Alex: Inter5ersonal learning style
Diane: Kinesthetic learning style
The Vietnamese education framework and directions
THE NEW EDUCATION CHART

ASE PRIVATE
SCHOOL
SYSTEM
SENERAL AND
MULTI-
DISCIPLINARY
SCHOOL
SYSTEM
SPECIALTY SCHOOL SYSTEM
o-7
7-8
8-9
9-I0
I0-II
!rimory
educofion
(five yeors)

SpecioIi;ed workers
II-IZ
IZ-I3
I3-I4
I4-Ib
Io-I7
Io-I7
I7-I8
Secondory
educofion
Secondory
educofion
(fhree yeors)
SpecioIi;ed
ferfiory
educofion
(four yeors)
8occoIoureofe
SpecioIi;ed
ferfiory
educofion
(four yeors)
8occoIoureofe
SpecioIi;ed codres

8occoIoureofe
I8-I9
I9-Z0
Z0-ZI
ZI-ZZ

8ocheIor
Universify
educofion
(four yeors)

8ocheIor
CoIIeges
(fhree
yeors)
!edogogicoI
economic
finoncioI
Universifies

SchooIs of
denfisfry
!hormocy
ngineering
Docfors
(six
yeors)
ZZ-Z3
Z3-Z4

Z4-Zb
Zb-Zo
Zo-Z7
Z7-Z8
osfer IeveI
(fwo yeors)

DocforoI IeveI
(from fhree fo
five yeors)

173

REVISION
TEST 1
I. 3
II. 1. DS 2. F 3. T 4. T 5. F 6. DS
III. Find Iour things ..
1. uests change their shoes in the genkan.
2. When guests leave, everyone comes to the genkan to say goodbye.
3. uests usually sit in Iront oI the tokonoma.
4. You never eat or entertain 5eo5le in the kitchen.
TEST 2
Fill in the gaps
1. gesture
2. link/ relation/ connection
3. in
4. sounds
5. through/by
6. hand
7. same/ true
8. make
9. less
10. to
11. recent
12. members
13. between
14. Irom
15. to
16. a5art
17. has
18. acce5table/ conventional
19. either
20. Iarther

174

Key: 1.C 2.A 3.B 4.A 5.C 6.C
TEST 9
Fengshui goes west
1. True
2. False. All the energy is burnt oII through the rooI oI a round building. That is bad Ior
business.
3. False. Fengshui has become 5o5ular in many western countries in recent years.
4. False. Brain Ingliss introduced Fengshui to B&Q store in Britain.
5. True.
TEST 10
Describe each person`s experience. Complete the chart.
Name Place Ex5erience
Lisa Micronesia Lisa went into a store and asked iI they had any cold drinks,
but the woman there didn`t say anything. Lisa leIt, but later she
Iound out that the woman had answered her. She had raised her
eyebrows, which can mean 'yes.
Jan Bulgaria Jan went into a restaurant and asked they had stuIIed cabbage.
The waiter nodded but didn`t bring anything. She Iound out
later that in Bulgaria, a nod means 'no.
David China David`s students agreed to meet him at a diIIerent class time
one week, but they didn`t show u5. Later, he heard that
Chinese 5eo5le will oIten agree with someone es5ecially a
su5erior, because they don`t want to disa55oint him or her.

175

Ti liu tham khao
|1| Anderson, Neil J., (2003) Active, Skills for reading Books 1&3, Heinle
Thomson.
|2| arland, Sherry (1990) Vietnam: Rebuilding A Nation. Minnea5olis,
Minnesota: Dillon Press, Inc.
|3| . Ramsey & H. Rees-Parnall (1989) Well Spoken, Longman
|4| Jack C. Richards, (2000) New Interchange 1, 2,3, Nxb Da Nng.
|5| Korean authors, (1995) Facts about Korea, Korean Oversea InIormation
Service, Seoul, Re5ublic oI Korea.
|6| Liz Driscoll & Simon reenall (2003) #eward Pre-intermediate,
Heinemann ELT.
|7| Nguyn Vn Muoi (2000) A Glimpse into Jietnams Culture, Intern Edition
|8| Sims, Susan M. (ed.) (1992) Culturgrams. The Nations around Us. Volume
2. AIrica, Asia, and Oceania. Brigham Young University.
|10| Wright, David K. (1989) Enchantment of the World. Jietnam. Chicago:
Children`s Press.

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