- •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:
- •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
- •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.
- •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.
2. Answer the following questions.
What is unavoidable part of the social interaction?
How does national identity influence the conversation?
What is the implicit aim in language teaching both in linguistic competence and in knowledge about a country?
How has the concept of 'culture' changed over the time?
What is the aim of the 'intercultural dimension' in language teaching?
How does language teaching develop linguistic competence and intercultural competence?
Who is the best language teacher according to the author?
What does developing the intercultural dimension in language teaching involve?
3. Explain the difference between the following:
social identities and national identities
linguistic competence and intercultural competence
communicative competence and grammatical competence
native speakers and intercultural speakers
COMMUNICATION
1. Work in groups of three or four and express your opinions on the following assumptions and beliefs about culture and intercultural learning.
Culture should be seen as a dynamic, changing and developing process.
Educational approaches to the development of interpersonal communication skills should include personal and social development.
Educational approaches should equip learners with the means of accessing and analysing a broad range of cultural practices and meanings, whatever their status.
Educational approaches should assist learners in developing the understanding of the processes involved when those from different cultural backgrounds interact and produce or build a communicative event.
Educational approaches should afford learners opportunities to analyse and reflect on their encounters, identify any conflict areas, describe them, and in the light of their experience recognise opportunities for building relationships, and/or changed future actions or behaviour.