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ideas for class

Teaching: "You know what that means?"

Teaching quiz or brainstorming

Theme: intercultural awareness, stereotypes
Material: a watch, pencil and pens
Students: At least five students of different nationalities
Level: A2-C2
Time: 5 minutes for each student
Purpose At the end of the students will get closer to the thinking of the other students from starting their own culture and will also meet new cultural aspects found in other cultures.
Challenge: overcome the fact that students do not know each other well
Preparation: classroom with chairs and tables

Method of teaching:

1. Each student must think of a typical aspect of their culture (ie "fika" is the name of the morning coffee break in Sweden).
2. This word "fika" must be written on a sheet in a hidden way so that nobody can see it.
3. Each student has 10 questions and 5 minutes to guess the theme. (Ie is a known thing in the world? Is made by adults or children, etc.).
4. responses to help other students to get more information before making your next question about the behavior of people while doing this "cultural event".
5.After 5 minutes or 10 questions will be the turn of another student.

NB: to motivate students can give a small prize (candy or fruit) to the winner of the game.


From "Teaching Culture!" Educational project

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ideas for class class

What do you know? Culture, business and trading

1. If we compare the Americans to other races, they seem to appreciate the arguments of type:

A. Based on emotions
B. Based on logic and reasoning
C. Based on statistics and facts

2. The concept of "face", that the public image of a person in front of others is important in China and because of this fact often:

a. Do you prefer to do business with small companies b. unknown
Do not do business with friends or family because it can cause a bad reputation
c. Not directly say "no" anche quando è veramente quello che si intende dire

3. Quando si tratta con un subordinato tedesco la nostra prima offerta deve essere generalmente:

a. Alta perché essi sono molto competitivi e vogliono vincere la negoziazione
b. Ragionevole perché non amano discutere troppo a lungo
c. Molto bassa, e solo in secondo tempo proveranno ad ottenere un prezzo migliore

4. Quale di queste affermazioni non è vera a proposito di “ricevere un regalo” in Colombia?

a. Non si apre il regalo di fronte alla persona che fa il regalo ( può sembrare come avaro di regalo).
b. Non fanno troppi ringraziamenti ( questione di orgoglio)
c. Non è cosa buona offer of foreign beer (they produce excellent beer in Colombia)

5. True or false? It is possible that in Spain the rumors and gossip can have greater weight than the formal conversations? You have to give importance to these conversations, you want to have a good relationship with people.

6. Indicate with an X which of these countries has the highest percentage of women as a company director:


a. Greece
b. Japan
c. Norway
d. Spain
e. U.S.

Answer: Greece 0.4 (23rd of 23 countries) Japan 3.8 (20th) Norway 6.5 (12th, Between France and Germany)
Spain 12.8 (4th) U.S. 21.1 (1st)

7. In Giappone viene considerato come maleducazione scrivere su:

a. Un fazzoletto
b. Un biglietto da visita
c. Un orario di lavoro
d. Un giornale

8. Non fare complimenti ad un arabo sui propri beni personali potrebbe essere fonte di:

a. Pensare che sei invidioso
b. Pensare che stai cercando di lusingare la sua persona
c. Obbligare l’ospite ad offrire qualcosa a voi
d. Porta sfortuna fare questo tipo di complimenti

9. Se sei invitato ad una cena in una casa spagnola quali di questi due fiori non devono mai essere portati come regalo? Sai di quali fiori sto parlando?

A. Rose
B. Crisantemi
C. Dalia
D. Fiori di Lila





10.Conosci the meaning of these gestures in these pictures? Discuss the meaning of these gestures with your classmate, or within your workgroup?

Linsey Dawn Mckenzie First The Daily Sport

framework for languages \u200b\u200b

a European level under the Common European Framework, which will return the chapter 8.4.3, Table 6

Base Level A1
understand and use everyday expressions and very basic phrases aimed at satisfying the needs of a concrete type. Can introduce him / herself and others and can ask and answer questions about personal details such as where she lives, people he knows and things he has. Interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (eg very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple exchange of information on familiar and common. Can describe in simple terms aspects of his background, immediate environment and express their immediate needs.

Independent User B1

understand the main points of topics regarding family, school, leisure, etc.. Can deal with most situations likely to arise while traveling in the country where the language is spoken. E 'can produce simple connected text on ad argomenti che siano familiari o di interesse personale. E' in grado di descrivere esperienze ed avvenimenti, sogni, speranze e ambizioni e spiegare brevemente le ragioni delle sue opinioni e dei suoi progetti.

B2 Comprende le idee principali di testi complessi su argomenti sia concreti che astratti, comprese le discussioni tecniche nel suo campo di specializzazione. E' in grado di interagire con una certa scioltezza e spontaneità che rendono possibile un'interazione naturale con i parlanti nativi senza sforzo per l'interlocutore. Sa produrre un testo chiaro e dettagliato su un'ampia gamma di argomenti e spiegare un punto di vista su un argomento fornendo i pro e i contro delle varie opzioni.

Livello Padronanza
C1
A wide range of demanding, longer texts and recognize implicit meaning. He expresses himself fluently and spontaneously. Can use language flexibly and effectively for social, academic and professional. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

C2 Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments in a coherent presentation. Can express him / herself spontaneously, very fluently and precisely, differentiating finer shades of meaning in complex situations.

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Interests Interests Interests



continuity of values \u200b\u200b(from the work of Robert Kohls)

Where do you think your culture is placed on this line of continuity? Where you do you place yourself within this line of continuity of values?

task / time ... ... ... ... ... .. ...
control personal relationships ... ... ... ... ... .. ... fate / faith
do for themselves ... ... ... ... ... .. ... heritage / family law
(the success gains in the field) (The success comes from the family)

Change ... ... ... ... ... .. ... ... tradition
Future ... ... ... ... ... ... .. past
Individualism / privacy ... ... ... ... ... .. ... ... Competition
welfare of the group ... ... ... ... .. ... cooperation
Equality ... ... ... ... ... .. ... hierarchy
Informality ... ... ... ... ... ... .. formalità
Praticità/efficienza ……………..… idealismo
( i fini giustificano i mezzi) (fare è sempre la cosa buona)
Essere diretti ……………..… indiretti
Agire/fare ……………..… essere
(orientamento al risultato)
Materialismo ……………..… spiritualità
(successo esteriore) (successo interiore)

Consensus

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Ways to be different

1. What is polite or rude, and how we define appropriate behavior
2. The days are celebrated as festivals and
3. How do you show respect and how you show contempt for someone
4. What is a risky behavior or humble
5. What makes us proud and what embarrasses or causes us a sense of shame
6. What, when and how to eat and drink
7. What to wear, when and where we wear them
8. What we find funny or sad
9. What are selling or buying, when, how and with whom we do
10. As we see and behave in the face of illness and health
11. What we are physically close to each other
12. How and when we touch with each other (if you touch people)
13. How and when you greet people
14. How many times we smile at those who smile and what it means to our smile
15. How, with whom and how many times we go out for fun
16. How and in what situations we need to queue or wait your turn
17. How many times do change jobs or moving and where and why
18. As we talk to a foreign person with a supervisor or one of our subject, and so on.
19. What kind of ethical behavior can be said and what kind of behavior is unethical
20. What does it mean to be friendly or unfriendly
21. The role assigned to the traditions and rituals
22. What We Believe
23. What are our values \u200b\u200b
24. Our common sense of things
25. What are the goals of life
26. The role of God and other religions
27. The ability of a person to manage his own life or lack of determination
28. The positive role of positive or "privacy"
29. What and who are clean or dirty
30. What is beautiful or ugly
31. The role of individuality
32. The role of men and women should behave and how each
33. The role of harmony in a group
34. The relationship and obligations towards members of the new family and friends
35. The role of competition between people
36. The social class
37. Levels of education
38. The occupational hierarchy in the work
39. Who decides, and under what circumstances
40. What is the experience of time and used
41. The time schedule is important or not important
42. The importance of thinking / preparing for the future
43. What is the experience and seniority is valued as
44. What you should say something directly and indirectly
45. What tone of voice we have
46. With whom and with whom we speak do not speak
47. The facial expression and nonverbal behaviors and gestures
48. The type of conversation in terms of formality or informality
49. What you should say and what must remain unsaid
50. As we are open or closed to disseminate information

There are many way to defer to one another without necessarily belonging to a different cultural group.

Adapted from Global Competence: 50 Training Activities for Succeeding in international business, Jonamay Lambert, Selma Myers and George Simons Editors Amherst, Mass.: HRD Press, 2000

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class class



Read each statement and if you completely agree with the sentence you write a "V" next to the number and if you are not completely agree with writing a "X". Compare your answers with your team. Where there are disagreements with the other students try to alter the sentence in order to reach an agreement with all students.

__1. It is what can make generalizations about people of other cultures.
__2. The Europeans and North Americans meet the deadlines more easily than people from southern Europe and South America.
__3. It is indeed so: in many situations, the French are snobs, the Germans troppo meccanici, i giapponesi indecifrabili, gli americani arroganti, spagnoli e sudamericani pigri, i catalani non amichevoli e di poche maniere.
__4. È il compito degli immigrati di adattarsi completamente al nuovo contesto culturale. La popolazione locale non ha nessuna obbligazione di adattarsi verso gli immigrati.
__5. Sono fortunato di essere nato in un paese ricco e con una lingua importante.
__6. La maggioranza dei paesi poveri potrebbe migliorare le condizioni di vita dei propri cittadini.
__7. Tutte le culture sono sullo stesso piano. Nessuna cultura è migliore di un’altra.
__8. Tutti siamo sempre uguali,in ogni momento e circostanze.



Adattato da : Developing Intercultural Awareness, Robert Kohls and John Knight

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Interests

Town and country
Work in pairs. Identify
photographs of city and countryside and describes these photographs to your partner. Ask your partner if you prefer to live in a city or country? And guess where they prefer to live your classmates.

Read about Mexico City and answer these questions.
a) Do you think the author you love this city?
b) How many people live in this city?
c) Where is this city?
d) What is special about this city?
e) What can be found around the city?
f) Che cosa troviamo nel centro?
g) Quali sono i mezzi pubblici presenti i questa città?
h) A cosa dovete fare attenzione quando siete a città del Messico?

Testo
Città del Messico è una città piena di vita durante tutto la giornata. Anche le persone che amano vivere in campagna non possono resistere davanti al fascino di questa città brulicante di vita dove vivono più di 17 milioni di abitanti. La capitale del Messico è stata costruita 400 anni fa nel posto dove si trovava la città azteca, collocata in pieno centro del paese. È una città particolare perché è la città più in altura al mondo. La sua altitudine è di 2239 metri ed è circondata nei suoi tre lati from the mountain. The very rapid growth of population has created problems of accommodation, transport and pollution. In addition, there is a high risk of earthquakes as the last earthquake in 1989. In the center of the city is Zocalo, which is the location of the old government and the spiritual ministry of the Aztecs. Nearby, we can see the tree-lined streets in contrast to the narrow streets and English colonial buildings. To the south east, lies the famous gardens of Xochimilco, where there are the remains of the lake. There are parks and squares in all areas surrounding the city, where local people and traditions of Europe were mixed with contemporary culture.
The majority of the city is constructed in a way to network of roads from north to south and from east to west. The numbers of houses and roads can change from one neighborhood to another.
Go around the city by subway and bus is cheap and efficient.
Many taxi cars are yellow Volkswagen Beetles and there are also mini-bus that can take you and take you anywhere you want to go in a direction of a stretch. However, you must be careful about the theft of wallet in the bus and the street.

answer the questions related to Mexico City thinking about your city or region.

work in pairs and discuss your responses on these questions.

A) where the majority of the population in your country?
B) People want to live in rural or urban?
C) People who live in the country they live in small villages or isolated communities?
D) How do they make a living people who live in the country?
E) In your country is more important to agriculture or industry?
F) In your country people often change the city? Or remain in the same city?
G) There are many parks in your city? What do they do in parks? Do you like going to the parks?


Speaking Work in pairs. Discuss what are the advantages and disadvantages of living in town and country. You can use these words

No nightlife peace and quiet many shops pollution industries bad smells
Many people personal safety houses cheaper homes folk