MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE

KYIV NATIONAL LINGUISTIC UNIVERSITY

BASIC
TEACHING MATERIALS

in ~Linguocultural Studies of the United States of America
for the Fourth Year Students
of English Department
Speciality: 7.030502
~Language and Literature









Kyiv-2008










3
The 'Materials are put together on the basis oI the Fourth Year Course Syllabus
Ior 'Linguocultural Studies oI the United States oI America oI the English
Department, speciality: 7.030502'Language and Literature.


Composed by: Alla Golovnia, tutor oI the English Language oI the Chair oI
Lexicology and Stylistic

Reviewed by: V.M. Tiaglovska, Associate ProIessor the Chair oI English
Phylology oI the Department oI Interpreters
I.A. Moryakina, Associate ProIessor, Head oI the English
Practice Chair





4
. General Requirements to Student`s Knowledge, Abilities and Skills.

Main Features of the Course
Main Features of the Course
During the Iourth year studies Ior the above mentioned qualiIication the student is
expected to develop linguistic, communicative, social and cultural competence oI an
independent language user.
The main aim oI the linguocultural studies is acquaintance oI the 4
th
year students
with modern liIe oI the USA peculiarities in American mentality through revealing oI
the reIlected in the language and communicative behaviour the complex oI the speciIic
Ior this country geographic, historic, ethnic, national, social, political and cultural
peculiarities; Iormation oI the necessary Ior students linguocultural knowledge about the
USA in the process oI deep mastering oI diIIerent kinds oI activity.
Unlike practical language studies, linguocultural course presupposes balanced
study oI two dominants: linguistic and cultural. So, the subjects is viewed as co-subject
in the process oI the language study, which helps the students to shape their
communicative competence, prepare them to IulIillment oI diIIerent social roles in
diIIerent linguistic environment, as well as understand and interpret verbal and non-
verbal texts oI the corresponding language and culture.

Aims
As the result of the course students have to:

Know the most important terms oI historic, social and politic, everyday character
that are the key ones in the relative spheres oI liIe oI the United States Ior
adequate understanding and possibility to interpret verbal (Iiction, publicist,
everyday, advertising, inIormational) and non-verbal (behavioral and semiotic)
texts oI the English language and culture;
Know the main issues oI the liIe oI the US in order to understand in every case
interconnections among geographic, demographic, historic, public, political and
cultural Iactors;
Understand lexical units containing so called 'cultural connotation:
Non-equivalent lexical units in which there are maniIested traditional
Iorms oI culture, legends, customs and traditions;
Lexical units with Iunctional stylistic and stylistic meanings.
e able to understand the etymology oI lexical units with 'cultural connotations
that is typical Irom the point oI view oI the mentality oI modern American
society;
Reveal the meaning and deIine the stylistic Iunction oI the doublespeak in
advertising, texts oI public, political and everyday subjects;
Understand the meaning and Iunctions oI the euphemistic expressions oI
politically correct language and use mostly spread oI them in diIIerent
situations;

5
Ground his/her point oI view concerning learnt topics in a detailed, systematic
way, highlighting some key points and making appropriate conclusions in the
end;
Give a detailed description oI the situation or the notion oI the linguocultural
character, to communicate on the learnt topic using appropriate lexical units and
adequate stylistic register;
Convey the inIormation to the audience (reports) with the help oI the adequate
language giving well-structured messages and giving prooIs Ior one`s point oI
view;
State logically and clear the educational material on liguocultural topics taking
into consideration the level oI studying;
Compare behavioral stereotypes, mentality Ieatures reIlected in lexical units and
idiomatic expressions oI the Ioreign and native language, analyzing the
similarities and diIIerences;
Iind out in the text and analyze the main units that contain 'cultural connotation
with the aim oI understanding and interpretation oI the text;
be able to check and evaluate communicative and linguocultural competence oI
him/herselI and the students in the group.
In order to achieve the above mentioned aims students are expected to acquire the
Iollowing knowledge, abilities and skills as related to Phonetics, Grammar,
Vocabulary, Social and Cultural spheres:

Phonetics
y the end oI the course students` progress in Phonetics will enable them:
- as listeners, to adjust successIully to and identiIy the meaning carried by the oral
discourse oI native speakers oI geographical varieties oI the American English;
- as speakers, to choose correctly segmental and supra-segmental elements oI
English according to the purpose oI communication and a particular intonation style
(inIormational, academic, publicistic, declamatory, and conversational). That is to
convey Ieelings and attitudes by choosing Irom a wide range oI intonation patterns and
prosodic contrasts (pitch, tempo and loudness variations).


Grammar
y the end oI the Iourth year oI study students` knowledge oI Grammar, their
grammatical skills and abilities will enable them:
- as listeners and readers to understand Iully the meaning oI spoken and/or
written messages:
including temporal relevance oI the stated Iacts/events and the speakers`
attitude to them;
including varieties oI grammatical Ieatures oI the American English;
- as speakers and writers to choose the appropriate word Iorms, tense and mood
Iorms, employ the means oI expressing modality relevant Ior the communicative
situation and social status oI the communicants.

6
Vocabulary
y the end oI the course students are expected to use culturally speciIic
vocabulary in their oral and written communication. In particular students should
develop an active grasp oI the core vocabulary associated with the topics oI the course
including phraseology.

Social and Cultural Components
The topics Ior the study investigate mostly a system oI cultural dimensions that
occurs in American society: geography, history, population, government, language,
education, health care, sports, employment, mass media, travelling, theatre, mass media.
The special Iocus oI the course is made on the regional varieties oI the American culture
and language in terms oI history, towns and cities, customs and traditions, places oI
interest, industries, political system, vital issues oI contemporary liIe. Thus, by the end
oI the course students are expected to show awareness oI the geographical, historical,
economic, political and cultural background oI the United States oI America as well as
the ability to deal with culture related implications using this knowledge appropriately
in communication.

Aimed Iirst and Ioremost to Iacilitate students` practical usage oI the language,
the given course is designed to help them acquire the Iollowing range oI skills and
abilities as to various types speech activities:

Listening Skills and Abilities
y the end oI the course students are expected to understand general and speciIic
inIormation presented in the Iollowing text types:
- interviews;
- news reports;
- announcements;
- conversations;
- narratives and descriptions more extended than those studied during the Iirst
year.
This inIormation is delivered:
- within the range oI topics included in the Iourth year syllabus;
- through audio and video recordings (educational Iilms and documentaries) as
well as live presentations.
To contribute to this, in addition to the skills Iormed in the Iirst year Iurther ones

Speaking Skills
y the end oI the Iourth year oI study students are expected to communicate orally
in the Iorm oI dialogues and monologues with Iluency and spontaneity within the range
oI topics speciIied by the syllabus. For the purpose, students should learn to:
- use communication strategies to carry on speaking;
- maintain an extended conversation;

7
- convey degrees oI emotion and highlight personal signiIicance oI events and
experiences;
- outline an issue or a problem clearly, speculating about causes or consequences,
and weighing advantages and disadvantages oI diIIerent approaches;
- give presentations on a wide range oI subjects related to their Iields oI interest,
expanding and supporting ideas with subsidiary points and relevant examples;

Reading Skills
y the end oI the Iourth year oI study students are expected to understand and
respond communicatively to both general and speciIic inIormation within the range oI
topics speciIied by the syllabus and presented in the Iollowing text types:
- articles;
- reports;
- advertisements;
- brochures;
Students should learn to:
- recognise culturally speciIic vocabulary including idioms;
- comprehend the text in detail;
- select and extract relevant points Irom a text;
- make inIerences as to the theme/main idea;
- understand inIormation when not explicitly stated;
- recognise the attitudes, opinions and emotions oI the writer when these are
expressed explicitly.

Writing Skills
y the end oI the Iourth year oI study students are expected to write within the
range oI topics speciIied by the syllabus, producing the Iollowing types oI texts:
- personal texts;
- public texts (advertisements, letters to organisations, resumes and CVs);
- basic academic texts (notes, short essays, report outlines).





8
. Thematic Module Distribution.

TERM

Module N Subject Classroom Work Self-Study Work

M 1.

Geography and
History oI the
USA
Total hours 14 hours,
including: 12 hours
guided classes;
2 hours Module Test 1
10 hours individual
work and preparation Ior
tutorials

M 2.

Government.
Education.
Science.
usiness.
Total hours 16 hours,
including: 14 hours
guided classes;
2 hours Module Test 2
14 hours individual
work and preparation Ior
tutorials
CM. Revision oI the
material

4 hours

24 hours

TREM

Module N Subject Classroom Work Self-Study Work

M 3.

American
Cultural LiIe
Total hours 10 hours,
including: 8 hours
guided classes;
2 hours Module Test 4
22 hours individual
work and preparation Ior
tutorials


M 4.
Peculiarities oI
American
Family and
Multicultural
Society
Total hours 10 hours,
including: 8 hours
guided classes;
2 hours Module Test 5
12 hours individual
work and preparation Ior
tutorials
CM Revision oI the
material

4 hours

34 hours

9
. MAIN COURSE IN DETAIL

Module 1
Topic areas
SKILLS IN
Listening Speaking Reading Writing
1.1. Physical
Geography.
Listening Ior gist to
people talking about
their local geographic
peculiarities
Listening to the
students` reports on the
topic
- Expanding and
developing ideas about
local geographic
peculiarities
Texts to understand details
about local geographic
peculiarities
- Reading the maps to
extract the details about
local geographic
peculiarities (handouts
Irom the supplementary
materials)
- Spelling geographic
terms within the
topic

1.2. American
Frontier. Role oI
the Environment in
Shaping the traits
oI American
Character.
Listening to narrations
about Irontier
movement
- Ex-s on comprehension
check oI the texts

- Reports
- Interviews

- Reports
- Spelling words and
phrases within the
topic

1.3. Cross-cultural
Communication
and the Nation.
Listening to understand
the ideas behind the
peculiarities oI the
communication between
people oI diIIerent
cultural background in
the USA
- Accounting Ior
peculiarities oI the
communication between
people oI diIIerent
cultural background in the
USA
- Authentic texts oI Iiction
to understand typical
American character
- Spelling words and
phrases within the
topic
- Interviews
1.4. American
Regionalism
- Listening to the
students` reports on the
topic
- Delivering inIormation
about historical places and
sightseeing oI the main
- Authentic texts oI Iiction
to understand the main
diIIerence in American
- InIo articles
- News reports
- Spelling words and

10
cities oI the USA regional policy phrases within the
topic
1.5. Formation oI
American Nation.
rieI Outline oI
History. Civil War
1861 1865.
- Listening to understand
the gist oI the stories
Irom the history oI
Iormation oI the
American nation
- Delivering inIormation
(reports) about main
historical events oI the liIe
oI the USA
- Authentic texts oI Iiction
to understand meaning
and importance oI the
crucial historical events
and personalities oI the
history oI the USA
- Spelling words and
phrases within the
topic

11

Topic
areas
Focus on
Material for Self-Study
Vocabulary Phonetics Grammar
1.1. Physical
Geography.
- Word list
'Physical
Geography

- Pronunciation oI
geographical names

- SpeciIic grammatical
means oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 1 p.p. 13-18)
1.2. American
Frontier. Role
oI the
Environment in
Shaping the
traits oI
American
Character.
- Word list
'Environment.
Frontier
Movement
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 3 p.p. 34, 39-42)
1.3. Cross-
cultural
Communication
and the Nation.
- Word list
'Cross-cultural
Communication
and the Nation
Pronunciation oI
cultural speciIic key
words to the topic
- SpeciIic grammatical
means oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 2 p.p. 25-29)

12
1.4. American
Regionalism
- Word list
'American
Regionalism
Pronunciation oI
cultural speciIic key
words to the topic
- SpeciIic grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 4 p.p. 49-52, 62-65, 68-69, 80-
83)
1.5. Formation
oI American
Nation. rieI
Outline oI
History. Civil
War 1861
1865.
- Word list
'Formation oI
American Nation
Pronunciation oI
cultural speciIic key
words to the topic
- SpeciIic grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 5 p.p. 89-9094-95, 100-102,
105-107)

Assessment / Self-assessment
Topic Listening Speaking Reading Writing Language Use Materials
1.1. Physical
Geography.
- Matching true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Dictation

- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
- Phonograms
recorded by
native speakers
oI English
- Fragments oI
authentic
literary texts
- Tests and
assignments

13
1.2. American
Frontier. Role
oI the
Environment in
Shaping the
traits oI
American
Character.
- Matching true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction

- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- A Iormal
letter
- Essay
- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
developed by
the teaching
staII oI the
chair
1.3. Cross-
cultural
Communication
and the Nation.
- Matching true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction

- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Essay - Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
1.4. American
Regionalism
- Matching true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction

- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Reports

- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps

14
1.5. Formation
oI American
Nation. rieI
Outline oI
History. Civil
War 1861
1865.
- Matching true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction

- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Projects - Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps



15
Module 2
Topic areas
SKILLS IN:
Listening Speaking Reading Writing
2.1. Establishment
oI the USA

Listening to people talking
about their experience and
opinions about the
governmental
establishments oI the USA.
- Stating Iacts clearly
and logically, providing
relevant details and
explanation
- Texts to distinguish
Iacts
- Memos, letters
- Notes to elicit
clariIication,
explanation, help,
service, permission,
2.2. Education.
Higher Education.
Its Structure.
- Listening Ior details to
people describing their
years oI study, advantages
and disadvantages oI the
modern system oI
education
- Making complaints
about system oI
education
- Asking Ior advice
regarding the choice oI
the educational
establishment
- Texts to decide
whether they are based
on Iacts, opinions or
hearsays

- Reports oI the personal
opinion about the
subject

2.3. Science and
Technology in the
USA.
- Listening Ior details to
news reports on the
modern inventions in
science and technology
- Outlining an issue or a
problem clearly
- Weighing advantages
and disadvantages oI
science development
- Authentic texts and
newspaper articles to
make general
inIerences and
recognise the attitudes
and opinions oI the
author
- Report outlines
organizing the content
clearly and in a logical
manner
2. 4. Economy,
Financial
Institutions,
Human Resources.
- Listening Ior details to
news reports on the modern
situation in economy
- Giving presentations on
a wide range oI
economic possibilities
supporting ideas with
relevant examples
- Articles and brochures
related to the topic to
extract the gist
- Authentic texts to
make inIerences as to
theme
- Reports to develop an
argument, giving
reasons in support oI or
against a particular
point oI view related to
the topic
2.5. usiness and
Entrepreneurship.
- Listening to the opinions
oI the native Americans
and immigrants about the
- Giving presentations on
a wide range oI
economic possibilities
- Texts to decide
whether they are based
on Iacts, opinions or
- Reports to develop an
argument, giving
reasons in support oI or

16
possibilities oI business
development in the USA
supporting ideas with
relevant examples
hearsays

against a particular
point oI view related to
the topic
2.6. Social
Guarantees in the
USA
- Listening to the opinions
oI the Americans about the
socials guarantees in the
USA
- Outlining an issue or a
problem clearly

- Authentic texts and
newspaper articles to
make general
inIerences and
recognise the attitudes
and opinions oI the
author
- Notes to elicit
clariIication,
explanation, help,
service, permission,
2.7. Religion and
national holidays,
traditions,
customs, social
events (weddings,
Iunerals) as
important
component oI liIe
and national
mentality oI the
Americans.
- Listening to the students`
reports on holidays and
American traditions oI
their celebrations
- Giving descriptions oI
the traditions and
customs
- Texts to distinguish
Iacts
- Reports
- Projects












17

Topic
areas
Focus on
Material for Self-Study
Vocabulary Phonetics Grammar
2.1.
Establishment
oI the USA

- Word list
'Establishment
oI the USA

- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 6 p.p. 121-127)
2.2. Education.
Higher
Education. Its
Structure.
Word list
'Education.
Higher
Education. Its
Structure.
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 7 p.p. 142-146)
2.3. Science and
Technology in
the USA.
Word list
'Science and
Technology in
the USA
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical
means oI
expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 8 p.p. 154-157)

18
2. 4. Economy,
Financial
Institutions,
Human
Resources.
Word list
'Economy,
Financial
Institutions,
Human
Resources.
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Pronunciation practice
- comprehension check
(Unit 9 p. 164)
2.5. usiness
and
Entrepreneurshi
p.
Word list
'usiness and
Entrepreneurship

- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Pronunciation practice
- comprehension check
(Unit 10 p.p.171-172)
2.6. Social
Guarantees in
the USA
Word list
'Social
Guarantees in
the USA
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 11 p.p. 178-181)

19
2.7. Religion
and national
holidays,
traditions,
customs, social
events
(weddings,
Iunerals) as
important
component oI
liIe and national
mentality oI the
Americans.
Word list
'Religion and
national
holidays,
traditions,
customs, social
events
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Reading
(Anna Maria Malkoc, Frank Smolinski,
Thomas Kral. Celebrate! Holidays in the
USA. Washington D.C. 2000)





Assessment / Self-assessment
Topic Listening Speaking Reading Writing Language Use Materials
2.1.
Establishment oI
the USA

- Matching
true/Ialse
statements
- Answering
questions
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- Dictation

- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
- Phonograms
recorded by
native
speakers oI
English
- Fragments
oI authentic
literary
texts
- Tests and

20
2.2. Education.
Higher
Education. Its
Structure.
- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- A Iormal letter
- Essay
- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
assignments
developed
by the
teaching
staII oI the
chair

2.3. Science and
Technology in
the USA.
- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- Essay - Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
2. 4. Economy,
Financial
Institutions,
Human
Resources.
- Filling gaps
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- Reports

- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps

21
2.5. usiness and
Entrepreneurship.
- Practicing
pronunciation
- Answering
questions
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- Projects - Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
2.6. Social
Guarantees in the
USA
- Matching
true/Ialse
statements
- Sentence
completion
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- Dictation

- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
- Phonograms
recorded by
native
speakers oI
English
- Fragments
oI authentic
literary
texts
- Tests and
assignments
developed
by the
teaching
staII oI the
chair

22
2.7. Religion and
national holidays,
traditions,
customs, social
events
(weddings,
Iunerals) as
important
component oI liIe
and national
mentality oI the
Americans.
- Matching
true/Ialse
statements
- Sentence
completion
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- Short report
outline to reveal
the Iacts
- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps

2.8. End-oI-
module test

- Matching
true/Ialse
statements
- Filling gaps
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple
choice
- Matching
true/Ialse
statements
- Answering
questions

- Creative
dictation
- Notes to elicit
clariIication
- Short report
outline to
contrast Iacts
- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps



23
SKILLS IN
Module 3
Topic areas
Listening Speaking Reading Writing
3.1. Formation oI
American Culture

- Listening to people to
extract details related
to their background oI
the culture oI the
people oI diIIerent
nationalities
Maintaining an
extended conversation
related to American
Culture
- Various types oI texts
to make inIerences as
to the theme/main idea,
extract selected details
- Simple narrative essays
about American culture
3.2. Music.


Listening to the
students` reports on the
topic

Expressing opinions
about the preIerences
in music
- Texts and articles
related to the topic
- Newspaper articles to
select and extract
relevant points Irom
the text
- Report outlines
to describe the main
trends in music
3.3. Louis Armstrong.
Main trends in
development oI
American jazz.

- Listening to the pieces
oI music

- Giving presentations
on the themes related
to the topic
- Newspaper articles
about main trends in
American music

- Report outlines
to describe the main
trends in music
3.4. Cinema. - Listening to the
students` reports
- Expressing opinions
about the preIerences
in cinematography
- Newspaper articles
about main trends in
American cinema
- Report outlines
to describe the main
trends in cinema
- Films reviews
3.5. Theatre. - Listening to the
students` reports
- Listening to the records
oI the perIormances
- Expressing opinions
about the preIerences
in theatre
- Newspaper articles
about main trends in
American theatre
- Report outlines
to describe the main
trends in theatre
- Theatre perIormances
reviews
3.6. Mass-media. - Listening to the news - Expressing opinions - DiIIerent types oI mass - DiIIerent types oI

24
reports and
broadcasting
about the inIluence oI
mass media on society
media publications articles


25
Topic
areas
Focus on Material for Self-Study
Vocabulary Phonetics Grammar
3.1. Formation oI
American Culture

- Word list
'Formation oI
American
Culture

- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means oI
expressing ideas
- - Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 13 p.p. 203-206)
3.2. Music.


- Word list
'Music
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 14 p.p. 210-211)
3.3. Louis
Armstrong. Main
trends in
development oI
American jazz.

- Review
oI the above
mentioned word
lists

- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means
oI expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 14 p.p. 215, 222-226)

26
3.4. Cinema. - Word list
'Cinema
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means oI
expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 15 p.p. 236-239)
3.5. Theatre. - Word list
'Theatre
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means oI
expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 16 p.p. 244-247)
3.6. Mass-media. - Word list
'Mass-media
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic
grammatical means oI
expressing ideas
- Pronunciation practice
- speech patterns
- comprehension check
- rendering into English
- Completion oI the sentences
- tests and assignments
- T/F statements ex-s.
(Unit 12 p.p. 192-196)








27



Assessment / Self-assessment
Topic Listening Speaking Reading Writing Language Use Materials
3.1. Formation
oI American
Culture

- Matching
true/Ialse
statements
- Answering
questions
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Dictation

- Sentences
translation
- Multiple choice
- Dictation
- Filling gaps
- Phonograms
recorded by
native
speakers oI
English
- Fragments oI
authentic
literary texts
and newspaper
articles
- Tests and
assignments
developed by
the teaching
staII oI the
chair
3.2. Music.


- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- A Iormal letter
- Essay
- Sentences
translation
- Multiple choice
- Dictation
- Filling gaps

28
3.3. Louis
Armstrong.
Main trends in
development
oI American
jazz.

- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Essay - Sentences
translation
- Multiple choice
- Dictation
- Filling gaps
3.4. Cinema. - Filling gaps
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Reports

- Sentences
translation
- Multiple choice
- Dictation
- Filling gaps
3.5. Theatre. - Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Essay - Sentences
translation
- Multiple choice
- Dictation
- Filling gaps

29
3.6. Mass-
media.
- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Essay - Sentences
translation
- Multiple choice
- Dictation
- Filling gaps
3.7. End-oI-
module-test
- Matching
true/Ialse
statements
- Sentence
completion
- Filling gaps
- Answering
questions
- Individual talk

- Multiple choice
- Matching
true/Ialse
statements
- Filling in a chart


- Creative
dictation
- An inIormal
letter to a
Iriend
- Reproduction
to outline
contrast
between Iacts
- Multiple choice
- Sentence
translation
- Dictation-
translation
- Multiple choice


30
Skills in
Module 4
Topic areas
Listening Speaking Reading Writing
4.1. Paralinguistic means
oI emotions expression
in the USA.

- Listening to the
pronunciation oI proper
names and imitating
them
Listening to get the gist
oI speakers` stories
- Initiating and
maintaining a
conversation to seek
inIormation about
various means oI
emotions expression
- Publicistic and Iiction
Iragments to make
general inIerences and
understand details about
Paralinguistic means oI
emotions expression in
the USA
- Words and phrases
within the topic
- Reports on
Paralinguistic means
oI emotions
expression in the USA
4.2. Peculiarities oI the
Multicultural society in
the USA.

Listening Ior details to
stories about the
history, geography,
customs and traditions
oI the USA
- Answering questions
related to the topic
- Making an outline oI
Peculiarities oI the
Multicultural society in
the USA
- Publicistic and Iiction
Iragments to make
general inIerences and
understand details
about Peculiarities oI
the Multicultural society
in the USA
- Words and phrases
within the topic
- Reports on
Peculiarities oI the
Multicultural society
in the USA
4.3. History oI American
Family.

Listening Ior details to
people describing a
modern pattern oI a
typical American
Iamily

- Talking spontaneously
about beneIits and/or
drawbacks oI having a
small/big Iamily
Publicistic texts to get the
details about the
American Family
- Words and phrases
within a topic, proper
names
- Reports about Iamous
places oI interest

4.4. Ukrainian and
American Family.

- Listening Ior details to
Ukrainian people
describing their
Iamilies
- Maintaining an extended
conversation supplying
details on diIIerent types
oI Iamilies oI Ukraine
Texts to select and
extract the relevant
points, distinguish Iacts
Irom opinions about
Ukrainian and American
Family.
Writing description oI
Ukrainian and
American Family


31
Topic
areas
Focus on Material for Self-Study
Vocabulary Phonetics Grammar
4.1. Paralinguistic
means oI emotions
expression in the
USA.

- Word list
'Paralinguistic
means oI emotions
expression in the
USA
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic grammatical
means oI expressing
ideas
- Handout developed by the members oI
the chair
- George Clack. Portrait oI the USA.
NY. 1997
- Elaine Kirn. About the USA.
McHenry, Illinois: Delta Systems Co.,
Inc. 1989

4.2. Peculiarities
oI the
Multicultural
society in the
USA.

- Word list
'Multicultural
society in the
USA

- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic grammatical
means oI expressing
ideas
- Handout developed by the members oI
the chair
- George Clack. Portrait oI the USA.
NY. 1997
- Elaine Kirn. About the USA.
McHenry, Illinois: Delta Systems Co.,
Inc. 1989

4.3. History oI
American Family.

- Word list
'American
Family
- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic grammatical
means oI expressing
ideas
Handout developed by the members oI
the chair
- George Clack. Portrait oI the USA.
NY. 1997
- Elaine Kirn. About the USA.
McHenry, Illinois: Delta Systems Co.,
Inc. 1989


32
4.4. Ukrainian and
American Family.

- Review
oI the above
mentioned word
lists

- Pronunciation oI
cultural speciIic key
words to the topic

- SpeciIic grammatical
means oI expressing
ideas
- Handout developed by the members oI
the chair
- George Clack. Portrait oI the USA.
NY. 1997
- Elaine Kirn. About the USA.
McHenry, Illinois: Delta Systems Co.,
Inc. 1989



Assessment / Self-assessment
Topic Listening Speaking Reading Writing Language Use Materials
4.1. Paralinguistic
means oI emotions
expression in the
USA.

- Matching
true/Ialse
statements
- Answering
questions
- Individual
talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Dictation

- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
- Phonograms
recorded by
native speakers
oI English
- Fragments oI
authentic
literary texts
and newspaper
articles

33
4.2. Peculiarities oI
the Multicultural
society in the USA.

- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual
talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- A Iormal letter
- Essay
- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
- Tests and
assignments
developed by
the teaching
staII oI the
chair
4.3. History oI
American Family.

- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual
talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Essay - Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps
4.4. Ukrainian and
American Family.

- Filling gaps
- Reproduction
- Individual
talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Reports

- Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps

34
4.5. End-oI-module-
test
- Matching
true/Ialse
statements
- Practicing
pronunciation
- Answering
questions
- Sentence
completion
- Reproduction
- Individual
talk
- Reports and
presentations
- Keeping the
dialogues
- Filling in a
chart
- Multiple choice
- Matching
true/Ialse
statements
- Answering
questions

- Essay - Sentences
translation
- Multiple
choice
- Dictation
- Filling gaps

35
IV. Samples of assignments for students` independent work.
1. Listen to the pronunciation of the following proper names, place names and
peculiar American words and repeat them after the speaker:
borough | |
Queens | |
The ronx | |
Greenwich Village | |
RockeIeller Center | |
Guggenheim Museum | |
Mall | |, | |
The Smithsonian Institute | |
LaIayette Square | |
rooklynite | |

2. Read to the man`s consideration about the national background of the
Americans. Think about national background of the Ukrainians and
compare both.

The continent of North America was discovered by Christopher Columbus
in 1492. t was inhabited by tribes of people, to whom settlers first referred as
ndians. But rather soon, when the mistake of taking America for ndia became
obvious, people started to call them simply Native Americans or "natives".
Needless to say, that culture, moral and material values, level of
production of the aboriginals was different from the European's ones, thus when
the first settlers began to flood the land, slowly at first, but more and more
rapidly later on, the interaction between different cultures was inevitable.
Farther more, the settlers themselves were from different backgrounds.
Who were they, who came to seize "new opportunities", or to put it more
correct, who was attracted by those opportunities?
At first there were people, who were disagreed with their government on
religious grounds. European countries would grow to enjoy the freedom of
religion many decades or even centuries later.
Then, there were people, who had nothing to lose living in their mother-
countries: they didn't own any property, nor could they afford to buy it. (For
instance, the problem of enclosures in Great Britain forced many poor or even
middle-class people out of the rural areas, thus cities became overcrowded.
Totally new sets of problems faced British government, and moving some of
people out to the colonies was an appealing solution).
And of course among first to come to the "New World" was quite a number
of criminal elements, convicted by the law and willing to get away with what
they'd done.
So, basically the most active, so to say, part of society populated the new
land.

36
As war-forts grew into towns, more and more immigrants arrived firstly in
search of gold, but having reflected a while, they turned their attention to either
farming (tobacco, corn) , or providing farmers with various tools, or defending
the boundaries, or trading with European countries...
At any rate, there was much work to be done, much land to dwell on, and
much freedom to enjoy.
Very soon, however, people started to realize, that all of them (every
single one) had to learn how to leave together, if they were to avoid major
conflicts.
People from all over the world had different religious views, ways of life,
interests... and what not.
This diversity of population determined, in the long run, the culture of the
United States of America.
"Melting pot" was quite a proper name, given to the nation in the beginning
of XX century. Within 150 years -- from 1830 to 1990 -- about 85 million people
from all parts of the world migrated to the US.
At present, in almost any big city there is a China-town, Areas of Hispanic
house-holds (especially in southern states, near the border with Mexico and
Cuba), neighborhoods of Russians (particularly large one is in Chicago) and all
of other nations.
The question arises whom to consider original or so-called "pure"
Americans. Usually those are people with either English or German
backgrounds.
But overall, this fine cultural interchange has proved to be successful in
almost all areas of society life: business and politics, economy and government,
agriculture and high-tech spheres of production.
No matter how we fill about America, from my point of view, this ability of
getting along and considering each other interests is worth taking over.

3. Translate the following text into English using the key words to the topic:
npyyna pna ra y, anyna ]p n aay
, Tpna npyna rax yryp rr ra x an
pyr nx pn. Tpna na p. up ra
a pranyna y a n , yn n
a n`, a p ax y axny ra. Kra,
a ax CBA, y praa rr, pa aar a
nar , ynar p x ra naxnr. V 1803 p
pran apa pra Taa ]pa n
p yn n rprp y ]pay parpa Haa.
O pyp axy pa ana np, apa ra
an ranr ppx aarrn. A pr n ay
a ar npray ]p, npyr
pyrnr.
4. Write an essay on one of the following topics:
'The Region oI the USA I Would Like to Visit.

37
'The City oI the USA I would Like to See.
You are going to read the article ~What Is a Family by Bernard Gavzer. For
questions 1-10, choose the answer (A, B or C) which you think fits best according to
the text.

V. Sample of End-of -Module-Test
I. Choose the correct variant.

1. Many people Irom outside
America started to accuse the
United States oI 'cultural
imperialism:
a) aIter World War I
b) aIter World War II
c) aIter the colonists had won the
War oI Independence



2. The country which seems to be
the most sensitive to American
'cultural imperialism is:
a) France
b) ritain
c) Germany



3. During the Iirst stage oI American
cultural history European art and
culture were attacked by many
Americans as being:
a) oI little artistic value
b) aristocratic
c) down-to-earth

4. The main consideration in
Iunding the arts Ior Congress is:
a) artistic excellence oI the work
b) box-oIIice appeal oI the work
c) popularity enjoyed by the author
oI the work

5. The most signiIicant Iigures in
11. The studio system achieved
economic stability which Iinally
permitted the movies to achieve
their dream Ior status as an
industry chieIly due to:
a) a new approach to the use oI
cameras and projectors
b) turning out Iarcial comedies oI
the raunchiest sort
c) the development oI the star
system

12. The Edison group`s Iilms Iailed to
have a lasting appeal to American
public because:
a) they were too sophisticated
b) their creators were indiIIerent to
Iilm content
c) the price oI tickets was too high
Ior an average American

13. High quality native drama
emerged:
a) in the middle oI the 19
th
century
b) at the end oI the 19
th
century
c) in the Iirst halI oI the 20
th
century


14. During the 1980s, the center oI
theatre has perceptibly shiIted to:
a) OII OII roadway
b) Stage Companies oI Los Angeles
c) OII roadway


15. The greatest number oI theatrical

38
contemporary American pop rock
today are:
a) singing personalities
b) mass-culture icons
c) songwriting personalities

6. Early jazz was a vehicle to:
a) break through racial barriers
b) express the esoteric meaning
tailored to very sophisticated
listeners
c) experiment with 'Iusion Iorms
oI music

7. American pop-rock`s newest
major subgenre is:
a) swing
b) bebop
c) rap


8. Ragtime is primarily:
a) drum music
b) piano music
c) guitar music




9. The Iirst story Iilms in the USA
were oIIered by:
a) Edwin Porter
b) D.W. GriIIith
c) Thomas Edison

10. The chieI means which enabled
GriIIith to photograph thought
oIIering a psychological intimacy
with perIormers was:
a) rapid crosscutting between scenes
b) the close-up
c) panoramic long shots


proIessionals is employed today
by:
a) roadway
b) OII roadway
c) the regionals

16. OII OII roadway was born in:
a) loIts, abandoned garages,
basements, storeIronts
b) churches
c) downtown coIIee houses


17. The journalists who expose
wrongdoing on the part oI the
government or big business are
called:
a) ombudsmen
b) muckrakers
c) tabloid journalists

18. The nation`s most prestigious
newspaper which establishes
itselI as a serious alternative to
sensationalist journalism is:
a) USA Today
b) The New York Times
c) The Washington Post

19. The Iirst regular newspaper in the
United states was:
a) the oston Newsletter
b) the oston Globe
c) the St. Louis Post-Dispatch

20. The Fairness Doctrine implies
that:
a) when a TV station presents one
viewpoint on a controversial
issue, it should give opposing
viewpoints a chance to broadcast
reply
b) journalist should not publish
damaging inIormation about a
person on trial

39
c) journalist should not cross the
Iine line between the public`s
right to know and the right oI
individuals to privacy

II. Comment upon the phrase of R. Fowler: 'The world oI the Press is not the real
world, but a world skewed and judged.

III. Identify in a few words:
Freedom oI InIormation Act, the NYT, yellow journalism, recital, jazz, 'New Age
music, Louis Armstrong, close-up, core audience, stereotyped casting.

IV. Match the event with the year:

1. The birth oI America`s Iree press tradition
2. Launch oI the New York Sun (the Iirst paper)
3. 'The Watergate investigation
4. S. Lewis got the Iirst Nobel Prize in
5. National Endowment Ior the Arts was created in
6. Minstrel Shows appeared in
7. L. Armstrong died in
8. Springsteen`s album 'orn in the USA in
9. The movies Iirst appeared in public in
10. The Iirst studio in Hollywood opened in
a) 1833
b) 1965
c) 1970s
d) 1820s
e) 1984
I) 1896
g) 1734
h) 1911
i) 1971
j) 1930

V. Identify these personalities and state the reason for their being famous:
1. John Peter Zenger
2. Sinclair Lewis
3. Ernest Hemingway
4. Louis Armstrong
5. Duke Ellington
6. ruce Springsteen
7. Stevie Wonder
8. ob Dylan
9. Whitney Houston
10. Merilyn Monro

VI. State whether the statements are true (T) or false (F) and correct if necessary.
1) The broadcasters in the U.S. are regulated and licensed by the government power.
2) A Ieature is a prominent article or subject in a newspaper.
3) Newspapers oI the 'quality variety carry mostly human interest stories and
health tips.
4) All the Americans unanimously support the strong tradition oI investigative
reporting in their country.

40
5) During the Iirst period in American cultural history no American painter could
Iind Iavor and Iame in Europe.
6) A cultural break with Europe was viewed by many Americans as part oI their
revolution.
7) A recent major trend in the development oI American arts has been the expansion
oI the universities` role as centres in which arts were created and perIormed.
8) Generally, the very best American artists have been those who managed to
combine creativity with European sophistication.
9) The earlier instrumental Iorms (the improvisational style oI the swing era and
bebop) are leIt in total oblivion today.
10) Mainstream pop-rock caters Ior middle aged people nowadays.
11) Today rock perIormers and audiences do not view rock as a subversive musical
alternative to long-standing theatrical, movie and European high-culture
traditions.
12) The blues has developed Irom European Iolk songs.
13) Nowadays the only reliable audience Ior the movies in the United States became a
youthIul one.
14) y the mid 1930s movies ranked with steel and autos as a Major contributor to
the Gross National Product.
15) The core audience oI movies in the United States has not changed a lot since the
greatest days oI the American movie industry.
16) The essential technology oI the movies was created by Edwin Porter in 1903.
17) The establishment oI the Theatre Guild in New York in 1919 raised perIormance
and production standards on roadway to a new level.
18) The First Colonial Theater opened at Williamsburg, Virginia, in 1716.
19) Philadelphia, New York City and Charleston became theatrical centers in the
middle oI the 18
th
century.
20) The regionals have always been a powerhouse oI theatrical activity.


VII. Leadville, Colorado, is famous for its Tabor Opera House, where Lily Langtry
and Sarah Bernhardt performed and where Oscar Wilde lectured on the
aesthetics of Benvenuto Cellini. But few know the story of Horace Tabor, the
founder of the Opera House and Baby Doe, the former courtesan, who induced
the prospective millionaire into marrying her. Listen what happened to the
Tabors and fill in the missing information.

1. The Tabors were reduced to
2. Horace tried to provide Ior his Iamily by
3. His last words to aby Doe were
4. AIter Horace`s death, aby Doe
5. She became
6. She lived with her daughters
7. One daughter

41
8. The other daughter
9. aby Doe was trying in vain to
10. aby Doe ended her days


VI. Evaluation Criteria for the End-of-Module-Test

Contents
Object Ior
evaluation
Evaluation criteria
1. Listening
(monologue/
dialogue)


Comprehension oI
the given Iragment
oI spoken speech,
phonetic skills
within the topics oI
the module
1. Complete understanding oI the speech
Iragment. Ability to diIIerentiate all intonation
patterns and meaning implications
2. General understanding oI the speech
Iragment, which allows loss oI 2-3
insigniIicant details. Ability to diIIerentiate
nearly all intonation patterns and the meaning
implications (1-2 mistakes allowed)
3. Partical understanding oI the Iragment with
the signiIicant loss oI inIormation. Ability to
diIIerentiate some intonation patterns and
meaning implications
4. Complete misunderstanding / zero
understanding oI the Iragment heard. Inability
to diIIerentiate any intonation patterns and
meaning implications
2. Reading
(texts oI
various genres)
Comprehension oI
the given text in
general including
selected details
1. Complete understanding oI the given text
including all signiIicant details
2. General understanding oI the given text
which allows the loss oI 1-2 signiIicant details
3. Partial understanding oI the text
4. Complete misunderstanding oI the text
3. Speaking Lexical,
grammatical,
phonetic
correctness oI the
utterances within
the dialogue replica
and individual
presentations
1. Absolutely adequate use oI the vocabulary,
correct grammar (maximum 1 mistake),
correct pronunciation oI sounds and their
clusters, adequate choice oI intonation
patterns.
2. Mostly correct use oI the vocabulary and
grammar, correct pronunciation oI sounds and
their clusters, adequate choice oI intonation
patterns (maximum 2 mistakes oI each type
are allowed)
3. Mostly incorrect choice oI the vocabulary,
numerous ( more than 4) grammatical
mistakes, pronunciation, which enables general
understanding oI the message (up to 3

42
mistakes oI each type are allowed)
4. Inadequate choice oI the vocabulary, poor
grammar and phonetics (more than 9 mistakes)
4. Writing oI
Iormal /
inIormal
letters,
dictations,
reproductions,
simple essays
Meeting the
requirements Ior
standard letter/
essay writing,
spelling and
grammatical
correctness
1. Presence in the letter/reproduction/essay oI
all required elements, their clear and logical
arrangement
Absolutely correct spelling and grammar.
2. Presence in the letter/reproduction/essay oI
nearly all required elements (1-2 insigniIicant
elements missing or incorrectly arranged).
Mostly correct spelling and grammar (up to 4
mistakes)
3. Loss oI 2-3 signiIicant elements oI the
letter/reproduction/essay, mistakes in their
arrangement. Numerous spelling and grammar
mistakes (Irom 4 to 7 and more)
4. Loss oI more than 3 signiIicant elements oI
the letter/reproduction/ essay, conIusion in
their order, poor spelling and grammar (7 and
more mistakes)

VI. Rating System and Evaluation Criteria
Interim evaluation oI student`s academic progress is maintained within the national
system oI scoring ('5, '4, '3, '2). At the end oI each module a tutor works out the
average score adding up the score Ior student`s contribution during the class work,
his/her independent work and the interim test. The score is translated into international
rating system in the Iollowing way:
N Academic
activities
National
score
Rating
score
Evaluation Criteria
1. Classroom
activities
5 10 Maximally high level oI preparation
(absolutely correct answer)
4 8 Good preparation (generally correct answer
with insuIIicient mistakes)
3 6 SatisIactory level oI preparation (generally
correct answer with numerous mistakes
2 4 Incorrect answer with numerous mistakes
0 Absence Irom classes
2. Individual
assignments
5 10 Completely innovative and independent work
4 8 Creative work completed with limited
assistance on the part oI a tutor

43
3 6 Reproductive work completed with signiIicant
assistance oI the part oI a tutor
2 4 Not done
0 Completely innovative and independent work
4. Interim
module
test
5 20 90-100 completion oI all test assignments
4 16 75-89 completion oI all test assignments
3 12 50-74 completion oI all test assignments
2 8 50 and less assignments completed
0 Missed test

The maximum score a student can gain Ior one module makes 40 points.
End of module evaluation is done in the Iollowing way:
Score Mark
36 points and more 'excellent`
30-35 points 'good`
20-29 points 'satisfactory`
19 points and less 'unsatisfactory`
The final end of year rating is made oI the sum oI 4 modules score plus the score
gained at the credit.
A student is eligible Ior the credit in case he /she obtains the end oI year
score no less than 80 point and on condition that a project assignment and all Iour
modules` tests are accomplished successIully.
Students whose end oI year rating makes 79 points and less are considered to have
Iailed the course. They are not eligible Ior the end oI year control and must be expelled
Irom the University.
Students whose end oI year rating makes 144 points and more get the 'excellent
mark Ior the term completed and are exempt Irom the end oI year credit.




44
VII. End of Year Examination.
1. End oI year examination is an oral interview on the topic studied during the year
at classes and as an individual work.

CREDIT TOPICS

1. General inIormation about natural resources oI the USA. Role oI the environment
in shaping oI 'American character. 'Frontier spirit.
2. Idea oI an 'average American. Integral components oI American mentality.
3. Idea oI internal migration, urbanization, metropolitan areas and 'urban villages.
4. Characteristic Ieatures oI regional variants oI the American English language.
5. Regional and ethnic Ieatures oI national American mentality.
6. Characteristic cultural and historic Ieatures oI the most Iamous American cities
(Washington, New York, Chicago, Los Angeles).
7. First expeditions to the cost oI the New World and Iirst settlements. The ideals oI
Puritanism, puritan understanding oI the state.
8. The War Ior Independence. Philosophic backgrounds oI the Declaration oI
Independence.
9. Abraham Lincoln and his understanding oI democracy.
10. Establishment oI the USA. Legislative and executive branches oI power.
11. Judicial branch oI power. Legislative system oI the USA.
12. Main problems oI Higher Education oI the USA.
13. Religious and national holidays, traditions, customs, social events as the
component oI liIe and national mentality oI the USA.
14. The idea oI 'culture. Kinetics, proximics.
15. Three main stages in establishment oI American culture. Correlations between
American and ritish types oI culture.
16. Evaluation oI American cultural and linguistic imperialism.
17. Characteristics oI originally American music styles: ragtime, jazz, country, pop-
rock.
18. SpeciIic Ieatures oI American cinema as the way oI reIlection oI the peculiarities
oI national mentality.
19. Role oI mass media in social liIe oI the USA and private liIe oI the Americans.
20. Problems oI American Iamilies.

Evaluation Criteria
A student passes the credit in case he/she:
O Has successIully written all modules;
O Has given substantial and meaningIul answer, demonstrating the level oI
knowledge oI program topics, vocabulary and key linguocultural notions;
O Absence oI unsatisIactory marks on current attestation.



45
End of Term rating and Evaluation

Marks obtained by students at the credit are translated into end oI term rating in
the Iollowing way:

'Excellent 100 points
'Good` 80-99 points
'SatisIactory 60-79 points
'UnsatisIactory (credit is not passed) 59 points and less

The final end of term rating is made oI the sum oI 4 modules score plus the score
gained at the examination and is translated into 4-rate national evaluation system and 7-
rate European evaluation system according to the Iollowing scale:

End of Term Final
Score
4-rate Ukrainian Mark ECTS Marks

144 and more Excellent A
131-143
Good
B
120-130 C
106-119
SatisIactory
D
80-105 E
79 and less UnsatisIactory F





















46
THE LIST OF RECOMMENDED LITERATURE

MAIN LITERATURE
1. y O.. Spotlight on the USA. Kn: pana pann, 1998
2. y O. ., Fa H.u. Mr pa r 'American
Family, Kn: KI, 1996
3. Diana K. Collins Idiomatic Expressoins. NY. 1998.


ADDITIONAL LITERATURE
1. George Clack. Portrait oI the USA. NY. 1997
2. Anna Maria Malkoc, Frank Smolinski, Thomas Kral. Celebrate! Holidays in the
USA. Washington D.C. 2000.
3. Elaine Kirn. About the USA. McHenry, Illinois: Delta Systems Co., Inc. 1989.
4. Iaa H.B., y O.. Mr pa r ,Mya y
rr . Kn: KI, 1996

VIDEOFILMS
1. Varieties oI American English
2. American West
3. PaciIic Frontiers
4. Atlantic Vistas
5. Yellowstone
6. Yosemite
7. National Parks USA
8. American History
9. Civil War
10. New York
11. Celebrated Cities oI the USA
12. American Presidents
13. Nixon
14. usiness
15. Functioning in usiness
16. Enterprise
17. Your LiIe and Time (usiness)
18. Amadeus
19. Focus on American Culture
20. Dead Poets`; Society

MEANS OF VISUAL AIDS
1. Physical map oI the USA
2. Political map oI the USA
3. Historic map oI the USA
4. Distribution materials (ooklets, leaIlets)