- •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.
Inversion after 'So' and 'Such'
'So'
'So + adjective ... that' combines with the verb 'to be'.
Examples So strange was the situation that I couldn't say anything.
So difficult is the test that students need three months to prepare.
'Such'
'Such + to be + noun ... (that)':
Examples Such is the moment that all greats traverse. Such is the stuff of dreams.
Inverted Conditional Forms
Sometimes conditional forms are inverted as a means of sounding more formal. In this case, the conditional 'if' is dropped and the inverted forms takes the place of the 'if clause'.
Example Had he understood the problem, he wouldn't have committed those mistakes.
Note: Be careful not to use inversion too much. Its use has a very special meaning, either to formalise or dramatise statements. Its overuse, particularly in conversation, is not advised.
1. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given.
He became aware of these cultural differences after the discussion.
ONLY THEN _________________________________________ .
She had scarcely begun to write her answer when the bell rang.
SCARCELY __________________________________________ .
They had hardly arrived from their internship when state examinations began.
HARDLY ____________________________________________ .
Immediately he learnt about the deadline for the project work, he started information search.
NO SOONER ____________________________________________ .
He was so excited after he got his examination results.
SUCH ___________________________________________________ .
If we had known that you were interested in this project, we would have informed you. HAD ____________________________________________________ .
If you were to choose a new profession, what would you choose to be?
WERE ___________________________________________________ .
If they had confessed everything, they would have been expelled from school.
HAD _____________________________________________________ .
2. Read the extract and retell it to your partner using inversion where relevant.
In the field of teacher education, 'identity problem' has always occupied a serious position as a part of the foreign language teaching profession. The foreign language teaching profession in some respects involves the acquisition of a second identity alongside with other identity types. All foreign language teachers besides their native, national, ethnic, and cultural identities develop another identity. This fact is a specific case of foreign language identity that may force the teachers to develop an identity crisis. (The Internet TESL Journal, Vol. XIII, No. 8, August 2007)
LISTENING
1. Read the statement and share your opinions in small groups.
“Language teachers now have to perform educational, technical, ethical and psycho-social functions, with various responsibilities attached to each of them. Separately, and equally important, teachers also have to become learners side by side with their students. Without teachers' awareness and understanding of the main issues in intercultural communication, students' progress is under threat. In turn, language teachers' intercultural skills cannot develop without appropriate training.” (Sercu, 1998).