Overview of the unit 1.1 Theory: Dimensions of culture “Culture is more often a souree of conflict than synergy.” Professor Geert Hofstede Hofstede’s dimensions of culture are a widely accepted way of ‘measuring cultural differences aeross countries and are widely used in the intercultural training industry. ‘The initial data for his research was collected from people ‘of various social backgrounds and oceupations, ranging, from airline pilots to office workers ina variety of countries This data helped Hofstede to develop a model outlining four primary dimensions of culture and helped to differentiate between cultures. The fifth dimension of long-term / short-term orientation was added after a study with Chinese workers. ‘These five dimensions only consider culture in a holistic sense and do not consider regional cultural differences within ‘countries, such as the north and south of England and East and ‘West Germany. They should realy only be used as a guide to understanding and should not be taken as all-inclusive, a they describe averages and tendencies and do not characterise the ‘behaviour of all the individuals in any one country For many erties, the theory supposes that there is a homogeneous and uniform natural culture, This isa eriicism that Hofstede refutes by suggesting that culture is resistant to change in spite of the progressive changes going on around it 1.1 Theory: Dimensions of culture _ 1 Pair or group learners to discuss the questions. Monitor and, help out as required. 2. Elicit the answers tothe questions as a whole group. You could elicit possible other factors that could influence culture such as belief systems and weather. 1 Culture and its impact 1.2 Practice: Working abroad Profile Boston Scientific. Boston Scientific was founded in 1979 as a result of a chance ‘meeting between John Abele and Pete Nicholas, where Abela ‘wanted an investor in an interventional medicine company and Nicholas wanted to build an enterprise. ‘The company was founded with the purpose of benefiting public health by bringing more accessibio, lower cost and lower trauma ‘medical options to patients, and witha culture which employees ‘oud share and belive in, symbolised by the company’s motto ‘dolvering what's next Boston Scientifc sought new capital to expand trough an Iria ble Offering (PO) in 1992 and because of an expansion of the health service in the United States, the company began to seek leadership in te specialties and a larger market share through acquisitions and allances. The acquisition of Guldent in 2008 made Boston Scientific a global loader cardiovascular macicine and one ofthe word's largest medical device companies 4.3 Skills: Building a business relationship Its said that there is a very simple formula for building business relationships with people: to show an interest in people by spending time with them, finding out about and discussing common interests and generally being congenial through a process known as small talk or “breaking the ice’ ‘A skilled small-talker’ will make a better impression by ‘coming across asa friendly and open person than someone ‘who shies away and says nothing. Smalltalk is essential in certain situations such as social events where you mingle wi people you do not know all that well ‘There are certain ‘safe topics people can talk about in these first meetings, such as the weather, current news events, sports, entertainment, and the surrounding environment like the facilities atthe venue of a conference, However, there are recognised ‘unsafe’ topics, such as salary levels, politics and religion and itis unwise to continue a thread of conversation if the other person Jooks uncomfortable. I is also-a good idea to have a few exit lines prepared so that it is easier to move on to ‘other people at networking events and receptions. 23 Pair students to discuss types of culture such as organisational culture, food culture, regional culture and jjob-specific culture. Encourage them to relate their ideas to their experience. Pair earners, focus their attention on the quotes and ask th to discuss if they agree or not, and why, before feedback.1 Ask Jeamers to read through the statements and predict the answers before reading the text. Let them read the text and then elicit the answers Answars 1 true "2 false ~ in countrias where Uncertainty avoidance is ow, people are more relaxed about the unknown 3 false = there i less expectation of movement between classes or Tovels 4 true 5 false -. saving and hard work are valued in cultures with Long-term orientation... 6 false~ These ‘dimensions are tendencies not rues Pair learners to match the tips with the society, then elieit the answers Answers 1121 3a 4h Sc Ge 7b 8d 9g 10) 1 Elicit ways students record new vocabulary, such as picture associations, mind maps or putting postits around their homes, Ask them to complete the able individually before feedback and discussion ofthe use ofa table for record forms of words. Answers ‘communication 2 analyse 3 (uncertainty 4 avoidance 5 value 6 competition 2 Leamers work individually to fill inthe gaps, before checking in pairs and feedback, Answers 1 valves 2 competitive 3 communicate 4 avoid 5 uncertain 6 analysis ©} 1 Students study the sentences and elicit the tenses and the ‘meanings. Ask them to translate the sentences into their own language and elicit if tere are any changes in verb endings ‘oF word additions to show permanent and temporary situations. ‘You could elicit the postive, negative and question form of the present simple and present continuous in English using common verb, e.g, ea(s), dont / doesn’ eat, what do you ‘eat / does he eat, amis / are eating, am not isnt/ arent ‘eating, what am 1/ are you’ is she eating. You could also elicit usage, e.g. present simple for habits, routines and truths, present continuous for events happening currently Answers ‘a present simple _b present continuous 2 a present simple b present continuous In thea sentences, the present simple is used to show that ‘hia the usual situation. The present continuous is used in the b sentences to show that tis a temporary situation. 8 | CULTURE AND TS IMPACT 2&3. Students do the questions before feedback. Answors 21 What does ‘abourd’ mean? 2 Whore ls ho working atthe moment? | Which departments ae taking art in the project? 4 Which company do you work for? For which company do you work? a1 be 200 4 Pair students to write questions forthe prompts. Monitor for ‘errors and elicit one or two examples as feedback for each prompt. Answers, 1 When do you usually have department mectings? /Do you usualy have department meetings? 2 Do you alwaye discuss dociions wit your boss? / Why do ‘you always discuss docisions with your boss? {3 How are you dealing with tis probiom? / Are you dealing ‘wath this probiom? / Whon are you dealing with this problem? / Who fs dealing with this probion? 44 What are you working on this wook? '5 Why dose she never arrive on time for meatings? /Does sho aver arrive on tie for meetings? 6 How much information do you seod to participants of ‘eating beforehand? / What information do you send to partipants of a meoting beforehand? Ratti ees c Group learners, focus their attention on the pictures and elicit \what each shows. Ask them to read the question rubric silently and elicit the task, Stage 1 Keeping learners in their groups, ask them to design a {questionnaire to find out about someone's work or study culture, Encourage them to refer to Hofstede's dimensions of Culture, e.g Is competition for awards/promotion important? Do all emplayees!students wear similar clothes? Make sure cach learner has @ copy of the questionnaire Stage 2 group the leamers to ask and answer the questions on their questionnaires, noting dawn the answers. Stage 3 Put learners into their original groups to discuss the questions. Appoint a speaker to summatise the discussion and elicit each “Broup's response as feedback, 1.2 Practice: Working abroad Profile: Boston Scientific Draw laarners' attention tothe picture. Ask them to speculate about the Industral sector they are going to study Focus learners’ attention onthe profile, askin them to quickty sean the text to find out what the numbers 25,000 and 17 refer to, Ect thor answers,1 Instruct students to ask the introductory question to themselves. Elieit two or three answers. Ask students 10 do the quiz individually, before caleulating their score on page 136. Elicit if they agree with their results and why/why not Pair students to discuss the questions before feedback. 2. Focus students’ attention on the example and elicit what task is, Students work individually to put the words in order before checking in pars and feedback, Answors {Wat are the people ko? 2 Da | have to foam another language? '3 What aro the schoots the? 4 Ie thera good health systom? 5 lei oxponaive thers? Elicit four or five other questions students might want toask, 8 What is the national dish? What isthe public transport system like? Do you recommend any health precautions? Is thare a dress code for differen situations? ‘How do men and women greet each other informally? 3 In mltilingual groups, pair learners to ask the questions from exercise 2. In monolingual classes, assign each student ‘a nationality and pair them fo ask the question. 1 Direct lamers” attention tothe rubri ask them to predict har the speaker may say about culture, and elieit one or two possible answers ta the question as a whole class. 2. Focus learners’ attention on the text and ask them to predict possible answers to fill the gaps, Play €9 192 before ‘checking in pars and feedback. Answers 4 multinational 2 individual & national 4 diferent 5 corporate 3 Elicitanswers to the questions as class discussion Audio seriot ‘Bob Netdermire: My personal view is that when you Wark for ‘multinational company you also have a company culture that overidesinchidual cultura dfferonces that exist in different parts of the world. Andif thats strong enough then ‘overshadows any nationel bariors that exist. think W's voy important that as the company develops and grows in ferent ~ ‘Counties it needs to find a way to impor the corporate cure Into those courivies. To me, thats the key to make it work 1 Pair students to rank the packages and training mentioned in order of importance before feedback. Play €9 +98 . Elicit what the speaker mentions. Answers He mentons 2,8 and 5. 2 Pair students to discuss the support they would want before going to another country referring to the Introduction and the Listening as they do so. Ask them to decide on what is their most important consideration, and then ask for feedback. uct serpt Interviewer: How does the company prepare employees for ‘Bob Neidermie: We provide cultural taining forthe employee ‘andthe tally as wel as some basic language training. Some ‘of that can be done betore or after the person is relocated ‘depending on the situation and the timing. And obviously rom ‘a fnangia standpoint you have a besic expatriate package ‘thioh covers the difference in housing costs or tax costs. ‘The wholo concept fom a nancial standpoint i to Keen the ‘omployoo asi they were living in theirhome country. St there are any costs that are more than what that person might have in thei home country, the company pays for tat, Thats ‘the general rule ofthe company. ce Je decisic qe 1 Pair students to discuss the question and to make a note of their two biggest challenges. 2 Play 9124 and elicit ifthe speaker says the same things and what the key to success is 93 oe Answers ‘Ho mentions family and health issues, He thinks that if you "want to be auocossl abroad you need to be open to doing ‘things in a eitforent way. 3 Focus leamers" attention on the statements and ask them t0 predict, or whether they can remember if they’ are true, false ‘or may be 400 obvious to be mentioned and why they think Ytrue 2 notmentioned 3 tue 4 true /Aualo seript ‘Bob Neldermire: think the number-one challenge ~ nlm Speaking from experience ~ is family considerations | think its always easy forthe employee to make a move to improve their carver, but viether that person makes the move oF ‘successful init think has alt todo with whatever the fans ‘Sroumstances are. Whether the partner has ajob somewher= ‘le that they wll be walking away from or what the ages of ‘the children are and wat the move wll mean to them. Ort ‘there are any heath sues and so forth that might prevent ‘someone from relocating. 89 | think those ae the Kind of things that people look at before they make the decision to {90 abvoad. | have lived for many years everseas and people Ihave asked me the question, How do you adapt to citrent ‘aitures” And | say, “The fret thing you haw to putin your ‘mind is that you are a queet of your host country ~ of whatever ‘Country that you are in, Whether you ae lng tens or whether {yu are there on business. And you have tobe open to doing ‘things diferent. may not be Gone in the sare way inthe ‘culture that you have moved fom Butt doesnt oecessarly make it wrong, tis just feret= 1 CULTURE AND ITS IMPACT 8ort 1 Students read the short introductory text, and then in pairs discuss the questions before feedback. rr 2. Students read through the questions, Elicit possible answers to.each question and then tll them to write notes while listening. Play €9 x96 , and then direct them to the audio script on page 146 to check their answers before feedback. Anewers {Hewes mare dificult for him to return tothe USA. 2 Ho had a management role where he had to deal with ‘government officials and he ran every aspect ofthe Dusinoss. {3 He had loss responsibilty and felt ustated ast took along, timo for decisions to be made, 3 Pair students in different nationalities, if possible, to diseuss the questions before eliciting feedback. Ask students what they would miss about their own county Audio serpt ‘Bob Neidermir: When I moved back to the USA ator bving In Japan end Singapore, | found it much more dificult than ‘when I moved from the USA to Asia. And that was because ‘of my personal work experience. By that | mean in Asia! was Used o 8 management roe, whore | doa with government officials. | dealt with eveny aspect ofthe business and was kind ofthe CEO of my company i that particular country. And, Tha to make decisions quickly. And then | went ack to my ‘own country and went trom making decisions, even important {ecision, in atlatively short period of time and came back to 8 corporate situation where time stood silt took forever to ‘move and get someone to make a decision on things. Eros reed Learners work individually to circle the correct alternatives, before checking in pairs and feedback eee ee Brainstorm what learners think gender-neutral language is and ive some examples, e.g. teshe, himself herself. the use of they and themselves when referring to the singular. Ask them which ones they prefer and why 1 & 2. Pair learners to discuss the questions before Feedback, | Ancwers 1a Women managers and women as a whole inthe company ‘might fal excluded as only the male gender is used. Single fathors may fool excluded as only single mothers ‘xe mentioned. 2 By using hi or herself, # doesn't speak about just one ender 10 1 CULTURE AND rrs IMPACT 3 Leamers work individually to answer the question before checking in pairs and feedback. Suggested answers ‘8 Amanager should always treat his or hr staff with respect; they should make sure that everyone feel included and that ‘employoes can come to thom with problems. » Single parents often find it ficult to combine ajob with fami tte, 4 Group learners in different nationalities, if possible, to discuss the questions. In a monolingual group, ask learners to discuss the questions and to develop possible gender-neutral expressions iTnone already exist, and then elicit feedback, Brainstorm stative verbs on the board, e.g. believe, understand and wish, You may wish to point out that ke and dove are traditionally stative verbs, but are sometimes used in the ‘continuous form as inthe slogan “T'm lovin’ it 1 Pair leamers to discuss the questions before feedback. Answers ‘Sentences 2 and 4 can change tothe present continuous. ‘0 ave tho verb a temporary meaning, Boleve and mean in sentences 1 and 3 deseribe a state and not an action, so they can't be continuous. 2 Pair leamers to add the underlined verbs from the sentences to the categories inthe table. Answers Emotions: love, wish How we tink: iow Possession: un, contain 3 Brainstorm the names of countries on the board using the alphabet, e.g. 4 for Australia, B for Brazil, C for Canada, for Denmark, etc. Ask afew Have you ever been to questions about these countries before telling students to \write five sentences about a country they have been to using the stative verbs given. As feedback, elie three or four sentences from them. Tell students they are going to do a role play and split them into two groups. Direet Group A to page 144 and Group B to = 148. Stage 1 ‘Ask students to discuss the information on ther role cards in thei groups, making any notes they feel necessary Stage 2 Pia member of group A with a member of group B and ask them to role play the situation, Stage 3 Round up the activity by eliciting the solutions on the board and asking the class to decide which one i the best by means ‘of a vote, You could elicit why the winning solution is best.1.3 Skills: Beginning a business relationship Pair or group learners to discuss the questions. Elicit one or to answers foreach question as feedback. eed Ask learmers to read the three sentences and to listen and identify what each extract is about. Play ps0 before feedback, Answers ‘2 conversation 2 » conversation + conversation 3 Auto scrot Conversation 1 Dave: if you'd like to hang your coat up, Jean-Luc, there's a rack In the comer, Jean-Luc: Here? Dave: Yan. Dave: Wo'l just wait for Paul. He's making a cup of te, Francine: $0 no ran here today, than? Dave: Not atthe moment. The weather forecast i for nice warm ‘weather forthe next couple of days anyway. Dave: So, it makes @ change from rain, dossnt it? Francine: Ye. Maria: Baz, i. Nice to meet you. 'm Maria. Baz: Hi ‘Maria Hi Loko, How are you? Luke: Vory wel thanks. Yours? Maria: Good, thanks, ‘Luke: Good, good, good. Maria: Luk, his le Jano Janek: Hi, lam Jano. Lake: Nice to meet you. How are you doing? Janes fi ‘Luke: Fight have you started at af? ‘Stola: No. Wo wore just talking about the trac, ‘Maria: was a pain getting here. s Lake: Oh was #? Maria: A lane had been closed of anc no one was doing ‘anything. Lake: Really? Maria: We must have bean waiting for half an hour Luke: Oh i's infuriating, isnt? Maria: sure is. Janek: Ye Conversation 3 Heloa: H. Gene: Thank you for your card. Holga: Oh, Happy new yeer! ‘Gene: | was thinking of including a family nowsletter with oy ‘card, but you know most of my news already. You know about our new grandson’? Helga: Yes. That's realy wonderful. How olds he now? ‘Gene: Wel he's about three wooks ol. Helga: That's nic. Language focus 1: Introducing yourself and 2 fs Focus students’ attention on the table. Direct them to the ‘conversation on page 146 and then extract phrases that could complete the table, Let them check in pairs and then elicit the phrases to complete a table drawn on the boar. Answers 111m 2 Thisis... 8 Howareyou doing? 4 Hi Very wal, thanks; Good, thanks, yoursel?; m fine 2 Elicit any other phrases thet leamers may know and add them to the table on the board, Suggested answers 1 Myname’s... 2 "ake you to meet. Can introduce ..? 3 Plaaced to mest you... 4 Hello; Hows it going? 5 Hato; 'm very wel, thanks; 'm fin, thanks. C=O) Play €4 108 again and ect what opies each conversation Answers ‘Conversation 1: the weather, sports ‘Conversation 2: bad trafic on the journey to the company Conversation 3: the new year (new year's car), family (grandson) Write business small alk and general smal alk on the board Brainstorm which topics would and wouldn't be appropriate forthe situations and why, before pairing or grouping students to dseuss the questions and feedback 2 Suggested answers Ifyou don't know somebody wll it might not be a good idea to talk about fails. 4 Suggested answers ‘All ofthe topics could load to problems apar from perhaps weather and food. you don't know about the poopie you are esting itis better to start witha neural topic. Obviously, the ‘topic you choose will depend on the cutures ofthe people resent. tis important to know what topics to avo 1 CULTURE AND ITS IMPACT 11eo 1 Play €9 07 and elicit one or two answers tothe questions, Answers 1 Bolinda dosnt expand on her anewors and Alan doosn't develop the topic ether He just moves from one topic to ‘another 2 Belinda might think that Alan ie not intrested inher responses. Alan probably thinks Bolinda is rude as she doesn't expand her answer. 2. Refer learners tothe audio seript on page 146 and elicit the differences between Listening 1 and Listening 3. Play €9 166 and 9 var ifnecessary Answors “Tho speakers try to develop the topes. Auto script ‘Alan: How is your hota? Belinda: Fino. ‘Alan: The fight was OK? Belinda: Yes. ‘Alan Did you get taxi OK this morning? Belinda: Yes. ‘Aan: The taf is usually OK this time of day. Would you tka some coffee? Belinda: Yes, please. 1 Learners work individually to match the language to the strategies before feedback Answers Extract 1 ‘Use an expression that shows intorost Francine: Oh, that's good. ‘Aad some information aftr answering @ question: Dave: So, i makes a change from rin, doesn't it? Extract 2 ‘Use an expression that shows interoet: Lake: Reaty? ‘Make afarthor comment onthe same topic: ‘Maria: We must have been waiting for haf an hour, 2 Pair learners and ask them to brainstorm as many expressions to show interes as they can, before feedback. Suggested answers Exactly, Sue, (That's) tre, Absolutly, Definitely, Wow, (hats) wonderful, Excellent 3. Re-pair learners and refer them to the audio script for Listening 3 on page 147. Ask them to make it more successful Suggested answers ‘See the Auclo script in exercise 4 12 1 CULTURE AND ITs IMPACT CE] (0) 4 Leamers practise their conversations. Play €9 ee and elicit any similarities and differences between their conversation ‘and the model as feedback. ‘Belinda: No | dirt ative unt eal lato, ‘Alan: Realy? Was the fight OK? Belinda: it was alight, but we were dolayed because of bad weather in Frankfurt ‘Alan: That's a pity, but atleast youre here now. Did you got a taxi hero OK this morning? Belinda: Yes, the trafic wasn’t too bad. ‘Alan: Good. Would you like ome cotien botoe wo stat? Belinda: Yes, that would be lovely. Mik and no sugar, please. Stage 1 Pair students to work through the questions together. Monitor and help out as necessary Stage 2 Set out the classroom like a reception area and ask learners to ‘mingle to complete the task, You may wish to create name tags ‘or use business cards to make the activity more authentic,Worksheet 1 (See page 123) tures s (MO $5-60 minutos prove your knowledge of building relationships across 1 Lead-in (10 minutes) Students discuss the questions in pairs, Answers 4 Answer wil depend on students experience 2 Glance =look quickly, lok = survey, watch = close observation, stare = look fixedly, ler = look shy 2 Firmly and wet palms should be avoided 48.5 Answer wil depend on students! culture of origin 2 Topics for starting conversations (15 minutes) Answers ‘Do you know ..., by the way? Shofhe's doing She/he's working How's business? hear .. understand that .. ‘Shall we get ourselves ..? Do you fancy ... 2 How about ...? Would you like . isn't she? food / drink ‘ave you seen those new ..? ‘wonder if they're any good. heard 160 the stock markets ae. I's probebly a good time to put your money into. Do you go abroad much? Have you ever boon to ..? Ive always wanted to go there. How are you enjoying ..? - Do you attend alot ofthese ..? | the event What do you think of .? gadgets the economy traveling the weather Ws 90. iste? ‘Are you into (sport) at all? Did you see the game/match on ..? ‘Whe do you think will win ..? Have you seen any good films lately? ‘quite liked ... with What do you think of. latest film? voles 3 Role play a network event at a conference (15 minutes) CCut up the role cards and tell students to introduce each other 1s if at a network event but mime the actions on the role cards. ‘As feedback, ask the students if they ean guess which culture they were miming. Suggested answers 1 Mo nationality actively stares at each other - the mime card is ‘dosignod to stimulate ciscussion onthe amount of eye contact ‘thats acceptable, 2 Bulgarians aro well known to shake their heads to say yes. 5 Malian, in particular, re stereotyped fr using thelr upper tins ‘0 emphasise wit they say. 4 Americans are offen stereotyped as requifng lot of personal space 5 No nationality actively looks away while someone is speaking - again the mime card is designed to stimulate discussion on the ‘mount of eye contact that's acceptable. 6 Close physical contact between men is very common in Arabic ‘cultures. 7 ‘Scandinavians are often stereotyped as speaking slowly. 8 Native speakers ae often guity of speaking too quickly. 4 Mingle (20 minutes) Make a big space in the classroom and tell students they are going to mingle and small talk as if ata networking event. Start them off by saying mingle, mingle, mingle or clapping ‘and then when you stop speaking or clapping ask them to make small talk with the person nearest to them. After a few minutes, say ‘ready’ and give them time to exit the conversation, before getting them to mingle again, and so on. 1 CULTURE AND ITS IMPACT 13