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    21 views231 pages

    Navigate B2 TB

    Uploaded by

    Tiago Elmôr

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 231
    1.1 The rules of conversation Goals + Talk about conversation in different cultures Use different question types Lead- Ifyou have a new class who do net know each other, doa brief getting to-know-you activity before starting the lesson, = Write the following question prompts on the board: Name? /Where/from?/ What/do? / Why/study English? * Put students into pairs to answer the questions. = Askeach student to introduce their partner to the ‘lass. Do this in random order to prevent students from switching off while waiting for their turn to speak, Vocabulary & Speaking conversation Exercise 1a * Focus students’attention on the illustrations, Explain that ‘each shows a conversation between two people from different cultures and that in each conversation there has been a misunderstanding, ‘= Askthem to work in pairs and to discuss what has caused the misunderstanding. + Elicit some oftheir suggestions in open class. a The woman is offended because the man is pointing his. finger ather. bb The man finds the question too personal € Carlos is sitting very close to the other man, who comes from a culture where itis not usual to sit so close. Exercise 1b + Refer students to page 126 to confirm the cause of each misunderstanding, Find out ifthey are surprised by any. In-small groups, students discuss the following questions: What's your experience of meeting people fram different cultures? What differences in behaviour have you noticed? Have you ever had a misunclerstanding similar tothe ones in exercise 10? Exercise 2 ‘+ Focus on the lst of things that can happen in a conversation, * Encourage students to use a dictionary to check the "meanings of the words in bold ‘+ Check comprehension of some of the words and phrases by asking questions, eg, = Which noun means ‘a serious disagreement’? (a ro) ~ Which adjective means suitable, acceptable or correct fora particular situation? (appropriate) ~ Which verb means control something especialy inan unpleasant way? (dominate) ~ Which adjective means ‘making you feel embarrassed? (awkward) ~ Which expression means ‘to say or do something that upsets or embarrasses somebody’? (put your foot in it) ~ Which expression means ‘to make polite conversation about unimportant subjects’? (make small talk) ~ Which expression means ‘to have a good, fiendly relationship vath somebody? (hit it off) + Students tick the things they would alm to do and put a ‘ross against those they would avoid. * Let them compare answers with a partner before checking the answers together asa class ‘+ Model and dell words with difficult pronunciation, namely, awkward />:kwadi, where the last sylable is pronounced with a weak schwa, and! row /raul, which is sometimes confused with row /rau/,as in row'a boat, * Finally, cri the sentence stress in put your faot int, make small talkand hitit off Contrast the pronunciation of -atein ‘appropriate and in dominate, explaining that -ate at the end ‘of an adllective or noun is pronounced with a weak schwa (eg. private, chocolate climate), whereas -ate at the end of a verb is pronounced with a long /ett/ (eg. educate, operat). ‘Things you would aim to do: put someone at ease, listen ‘enthusiastically, establish shared interests, ask appropriate ‘questions, make small talk, make a good impression, tell an entertaining story, hit it off with someone ‘Things you would try to avoid: have a row, have a misunderstanding, have some awkward silences, put your, foot init, offend someone, dominate the conversation Exercise 3 ‘+ Read through the task together and begin by giving one ‘or two examples of your own, Put students into small groups to discuss the points. ‘+ Aska few students fo share the most interesting parts of their group discussion with the class. Grammar & Speaking using different question types Exercise 4 ‘+ Make sure students understand cross-cultural (= between cultures) ‘+ Put students into pairs to discuss the questions in the ‘quiz. Make it clear that you dontt expect them to know the answers, but to havea guess (this will give ther extra ‘motivation for the listening to come’) ‘= You could briefly elicit the answers, but dontt confirm or deny them at this stage. Students may be unfamiliar with whereabouts im question 4. Its used to ask about the general area where something is. For this and future activities which require students to say how much they know or don’t know about a subject, write the following expressions on the board for them to refer to in their discussion, = Tm not sure, but think = 11 pretry/fany sure that = thegotafeeling that = Megot no idea. Exercise 5 11@ ‘Audio summary: A trainer gives talk about the five different aspects of communication mentioned in the Cross-cultural communication quiz. He talks frst about personal space and how far apart people stand. He then talks about the role of silence in conversation. Next he ‘talks about voice volume, He then goes on to talk about ‘which topics of conversation are appropriate or not, and finally he describes two gestures which can cause offence in some countries ‘+ Explain to students that they are going to listen to a talk bya trainer in cross-cultural communication, ‘= Play tack 1.1. Students listen to the talk and check their answers in the quiz Tas bG cS 4 aac 2 b&c 5 la&d 2b&c 3a2 b3 ct AUDIOSCRIPT 1.1 ‘Communication between people from different cultures involves far more than simply understanding each other's, words. For communication to be successful, we need to be aware of others'rules of conversation, like how far apart we should stand, which topics are acceptable to talk about, or whether its OK to interrupt a person ‘or to be silent. Getting these things wrong can lead to misunderstandings or even cause offence. So let’s look frst at the question of personal space. How far, ‘apart do you stand during conversation? Well, this varies ‘widely between cultures. In North America, the average distance between two people, who are not close friends, ‘who are engaged in casual conversation, is 45 centimetres. But in Western Europe, this distance is a litle less — 36-40 ‘centimetres. In Japan, a respectful distance is considered to be around 90 centimetees, whereas in the Middle East a distance of 20-30 centimetres is the norm. You need to get these distances right. Stand too close and you might make someone feel awkward; too far away and you will give the impression of being distant and unfriendly. Another important aspect of cross-cultural communication Is the number of silences in a conversation, Most Europeans ‘and North Americans avoid long silences. For them, silence suggests something negative itcan mean that you feel uncomfortable, or shy, of angry or that you are not Interested in the topic. But in some East Asian counties, for ‘example, silences are perfectly acceptable. In fact, silence Is seen asa positive thing, It shows respect... Itshows you are listening. Voice volume also differs greatly between cultures. People from South America, for example, or southern Europe, tend to speak more loudly than people from northern Europe. It is easy, for example, to think group of people from Brazil ‘are having an argument when in fact they are just having ‘an enthusiastic discussion. In some parts of East Asia, ‘on the other hand, people speak more softly than either Europeans or Americans. Another key to successful communication between ‘cultures is knowing which topics are appropriate to discuss. Different cultures have different rules, and it's easy to put ‘your foot init by asking the wrong questions, particularly ‘when making small talk with people you don't know well. In many countries, ike China, for instance, it’s very normal toask somebody how old they are, or how much they earn. But a person from the UK, for example, wouldn't feel at ease with these questions. Questions about somebody's political views are also not appropriate. Safer topics of conversation. ‘would include questions about where they are from or ‘about sport. And of course the weather is also a favourite. ‘And finally 1d like to talk about gestures - the signs we make with our hands. Although many gestures have the same meaning the world over, there are a few common ‘ones which can offend people in some countries. The ‘come here’ sign made by curling your finger towards you is extremely rude in many countries, including Slovakia ‘and many parts of South East Asia. Inthe Philippines, you ‘can actually be arrested for making this gesturel And then there's the thumbs up'sign, which in many parts of the ‘world means'Well donet’or’ ike it: However, in some ‘counties, like Greece and countries in the Middle East, t ‘can cause great offence. Exercise 6 11@ * Give students time to read through the questions, * Play track 1.1 again, Students listen and answer the auestions. * Let them compare answers with a partner before checking the answers together as a class = Askstudents ifany of the answers in the quiz surprised them, os 1 20-30 centimetres 2 silence shows respect 3 China 4 curling your finger up to ask someone to‘come here’ Exercise 7 ‘Tell students they are going to discuss the topics in the

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