- •1. Answer the questions.
- •2. Read the definition of intercultural communication.
- •3. Read the quotations and share your opinions in small groups. What evidence can you present to debate?
- •4. Elicit your background knowledge of the following and answer the questions.
- •1. Skim the text and choose the best title:
- •1. Match the following essential key concepts of intercultural communication to their definitions taken from Cambridge Advanced Learners Dictionary.
- •2. Fill in the gaps with key concepts of intercultural communication given above.
- •2. Complete the text with the words from the list.
- •3. Find the key concepts of intercultural communication in the text above to match given definitions.
- •4. Read the text again and discuss the following questions in pairs.
- •Vocabulary
- •3. Vocabulary extension
- •1. Read the text and explain its main idea.
- •2. Answer the following questions.
- •Inversion
- •1. Study the following rules
- •Inversion after 'So' and 'Such'
- •Inverted Conditional Forms
- •2. Read the extract and retell it to your partner using inversion where relevant.
- •1. Read the statement and share your opinions in small groups.
- •2. Listen to the recording and take notes to answer the questions.
- •3. Listen again and fill in the gaps with suitable words.
- •1. Read the proverbs about languages and share your opinions in small groups. Support your opinions with any relevant examples from your own knowledge or experience.
- •If you want people to understand you, speak their language. (African proverb)
- •2. Write a brief summary of your discussion about proverbs and present it to the group.
- •Intercultural Language Teaching and Learning
- •2. Read the text again and choose the correct answer.
- •3. Answer the questions.
- •1. Chart the history of your English language learning over the years in a piece of paper. Talk about your charted histories taking into account the following:
- •2. Listen to the text and decide whether these sentences are true (t) or false (f)
- •3. Listen again and fill in the gaps with suitable words.
- •5. Answer the following questions comparing and contrasting the facts given in the recording.
- •1. Discuss the following issues in small groups.
- •2. Read the following excerpt and comment on it.
- •Teaching and Learning Intercultural Awareness
- •2. Scan the text and decide whether the following statements are True or False
- •3. Read the text again and answer the questions
- •4. Cover the extracts and look at the headings. Tell your partner what techniques can be used to develop intercultural awareness.
- •1. What are the pros and cons of multiculturalism? Complete the table with your partner. Change your partners and share your ideas.
- •2. Listen to the recording and decide whether the following sentences are true (t)
- •3. Look at the words below. Try to recall the context where the following words are used.
- •4. Listen again and write down some questions you would like to ask the class. Ask the group your questions.
- •5. Express your opinions on the following issues.
- •4. Analyse the answers and create a brief presentation. Present it to the group.
- •Barriers to Effective Intercultural Communication
- •Mixed Conditionals
- •1. Study the following grammar rules
- •2. Complete the sentences with the appropriate form of the verb.
- •1. Express your opinion on the following.
- •2. Read the text.
- •Intercultural Communicative Competence
- •3. Answer the questions in pairs.
- •1. Skim the text and choose the best title.
- •2. Read the text and match the headings to each paragraph. There is one extra heading.
- •3. Read the text again and decide whether the following statements are True (t)
- •4. Answer the questions.
- •The intercultural dimension' in language teaching
- •2. Answer the following questions.
- •3. Explain the difference between the following:
- •1. Work in groups of three or four and express your opinions on the following assumptions and beliefs about culture and intercultural learning.
4. Listen again and write down some questions you would like to ask the class. Ask the group your questions.
5. Express your opinions on the following issues.
What associations come to your mind with the word “multiculturalism”?
How multicultural is your country?
Would you like your country to be more or less multicultural?
Should migrants have to pass a language test in the country in which they want to live?
What are the advantages of multiculturalism?
What are the benefits of multicultural society?
VOCABULARY
1. Word search: use a dictionary or the Internet to build up collocations and synonyms for each word.
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collocations |
synonyms |
Multi
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Cultural
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2. Share the results of your search with your partners. Explain the collocations and synonyms to each other.
3. Write five questions about multiculturalism in the chart and interview two students. Write down their answers.
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Questions |
Student 1 |
Student 2 |
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4. Analyse the answers and create a brief presentation. Present it to the group.
CASE STUDY
Barriers to Effective Intercultural Communication
1. Identify a time when you interacted with people who belonged to different cultures and divide them into cultural groups.
2. Describe the characteristics, norms, and values of each group. Then offer examples of some specific barrier to effective intercultural communication that played out during your interactions.
3. Analyze the situation keeping in your mind the following questions:
How did these misunderstandings play out?
What impact did they have on the relationship?
Did you continue to develop a relationship? Why or why not?
How did you develop a relationship with that person?
4. Identify and describe the barriers that hinder intercultural communication.
5. Write down your ideas to overcome communication barriers and present them to the class.
LANGUAGE FOCUS
Mixed Conditionals
1. Study the following grammar rules
A conditional sentence consists of two clauses: the condition/if-clause and the main/result clause.
Mixed conditionals refer to hypothetical situations occurring at different times. The choice of verb forms in mixed conditionals depends on the time reference.
Past Condition + Present Result
If + past perfect, would (could, might) + infinitive.
This structure is used to express that if something had been different in the past there would be a present result.
If I had taken French at University, I would have more job opportunities.
(But I didn't take French at University and I don't have many job opportunities now.)
Present Condition + Past Result
If + past simple, would (could, might) have + past participle.
This structure has a present condition and a past result. It is used to express that due to certain present conditions something already happened in the past.
If I were/was more diligent, I would have finished my degree at university.
(But I am not a diligent person and because of this present condition I have never finished my degree.)