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ACTIVITIES

A-1 (Intercultural knowledge) DO THEY UNDERSTAND ME?


Objective: Appreciate: the diverse verbal richness, the lack of linguistic
equivalences.

ACTIVITY: Write five different set phrases or expressions in your language.


Translate them literally into English. Explain in brackets shortly the meaning
of the expression
Example: Spanish set phrases
Por si las moscas = For if the flies ( just in case)
Estar en el ajo = To be on the garlic (to be involved)
Eso es coser y cantar = It is sew and sing (it is very easy)
Tomar el pelo = Take the hair (make fun of, pull the leg)
Sinvergüenza!! = Without shame!! (insolent!!)

REFLECTIONS:
-Would a person living in England understand the same thing as you?
-Has it happened to you something similar with foreign expressions? Tell us
why it happened
-If you would like to use these expressions in London what following
alternative would you use? Tell the advantages and disadvantages of each
alternative
A: I would only communicate to my nationality people
B: I would only speak about things if I know the exact English translation to
avoid misunderstandings
C: I would try to explain the meaning of the expression instead of translating
it literally
D: Propose other alternatives
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B-1 (Intercultural Sensitivity) BE SELF-ASSURED!!


Objective, aim: Overcome the negative emotions like anxiety in intercultural
communication.

ACTIVITY: Imagine a dialogue between to students who has just meet each
other for first time in the school:
Student 1- You come from a foreign speaking country and you have to share
table with a native student . You know you will have some difficulties in
speaking as you know only a little of the country language. When you start
to talk you feel insecure. You do not know what to say.
Student 2- The teacher has given you a place close to a foreign student. You
still do not know him/her. He/She seems very nice but you do not know what
to talk about or how to talk to him.

-Prepare a short theatre play based upon these two students above. The
play now about a second meeting when the students improve their mutual
confidence to communicate with people of different culture.
-Think about what they are going to do to improve
-Write the dialogue and prepare the rehearsal

REFLECTIONS after the theatre session:


- Have you felt identified with any of the characters?
- What emotions and attitudes had the characters at the beginning?
- Do you think these emotions help the characters to start new friendships?
- How do they get to change these feelings and attitudes?
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C-1 (Intercultural Skills) CAN YOU SPEAK CLEARLY?
Objective: Start with verbal skills: avoid colloquial expressions and implicit
meanings, repeat important things clarifying concepts.

ACTIVITY:
1) Write sentences in your students slang (very colloquial). Then other
students change the sentences to be understood by any group of people
like: elders, newcomers, immigrants, etc.

- That's a cool car! = That’s a good car


- I have to go to the john = I have to go to the toilet

2) Write an appointment with implicit meanings. Then other students repeat


it but stress on the important data clarifying the implicit words.

- Call before lunch at noon (said by a Spaniard) = Telephone to me at ABOUT


2 pm

REFLECTIONS
-Would you understand a colloquial message from another culture?
-Would you understand correctly an appointment with implicit meanings
from another culture?
-What would you do to make sure everybody understands your message?