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Do meetings start on time? Is the summer breaksacrosanct?Cultures and your studentsLanguage trainers and teachers, like their students, are often fascinated by intercultural issues.Obviously, culture has to be discussed tactfully, bearing in mind that we are not judging whetherother ways of doing things are right or wrong, but we should be aware of the differences and notsee our own culture as the 'normal' one.However, language issues are equally important: for example, getting students to greet peoplein a n appropriate way, with the correct intonation.
Situations such as this require very formulaiclanguage, and one thing wrong or out of place can destroy the whole effect and may lead to'cultural' misunderstandings (e.g. the use, intonation and place in the sentence of please).One of our jobs is to teach and practise the formulae, the language blocks, for these situations.Of course, this can be done in simulation activities where awareness of cultural issues also hasits place.Read onFens Trompenaars: Riding the Whirlwind: Connecting People and Organisations in a Culture ofInnovation, Capstone, 2003Fons Trompenaars: Managing People across Cultures, Infinite Ideas, 2007Geert Hofstede: Cultures and Organizations: Software of the Mind, McGraw Hill,2nd edition, 2004Susan Schneider and Jean-Louis Barsoux: Managing across Cultures, Prentice Hall,new edition, 2007Craig Storti: The Art of Crossing Cultures, Nicholas Brealey, new edition, 200864UNIT 7Warmer• Get students to look in a good dictionary, e.g.Longman Dictionary of Contemporary English, at theword culture.
What does it say about the word, asa countable noun and an uncountable noun? Howwould students translate each sense of 'culture' intotheir own language?II•Get students to look at the quotation and ask themif they agree with it. (Borgen has an interestingbackground in international development: studentscan look at http/ /borgenproject.org/Clint_Borgen.htmlif they are interested.)•Starting upStudents are encouraged to think about cultural issuesand their relevance to business.•Throughout the unit, be very tactful about how you treatcultural issues. It's probably a good idea not to praise orcriticise any particular country's way of doing things.••Discuss with the whole class. You could give examples ofwhat you miss about your culture when you go abroad.• With the whole class, get students to give examples.if possible, of business incidents where culturehas been a problem, e.g.
unintended rudeness,breakdowns of communication.•D-11• Get students to discuss the points i n pairs andchoose the four points from Exercise C that they thinkare the most important. Go round the room and helpwhere necessary.•Discuss with the whole class, getting pairs to give theideas they came up with.• Then follow the same procedure for Exercise D, gettingstudents to say why they hold the opinions that theydo.
(It'll be interesting if you can find someone whodoesn't agree that cultures are becoming more alike don't ignore it as a possible point of view.) A SEAN is atrading bloc of countries in south-east Asia.••Shaking hands: Everyday? Only on seeingsomeone for the firsttime or after a longtime?Bowing: How farshould Westerners beexpected to follow therules in cultures suchas Japan?••Kissing: Get studentsto say when and howoften (e.g. on everymeeting?) you shouldshake hands or kiss, ifat all, in their country.Being formal orinformal: I n dress,language andbehaviour, do youerr on the safe side(teach this expression),or is there a risk ofappearing stuffy insome places?••Punctuality: How latedo you have to bebefore it is consideredunacceptable?Humour: Is this bestavoided altogether?Eye contact: Is keepingeye contact for abouthalf the time a goodguide? Or might thisbe too much, or notenough, in somecultures?IJ)IJ)0zzSocialising withcontacts: Do peopleinvite business gueststo their homes, or iseverything done inrestaurants? If so, islunch or dinner the keymeal?Exchanging businesscards: The etiquetteis very important insome places.
In Asia,hand over with bothhands and do not writeanything on cards yougive or receive.Quotation•rm• Get students to discuss in pairs and then with thewhole class.• Tell students they will be looking at the subject ofcultures (and culture). Point out the difference inmeaning between the uncountable noun (culture ingeneral) and the countable one (used to talk aboutparticular cultures).Go through the overview panel at the beginning ofthe unit, pointing out the sections that students willbe looking at.CULTURES• You could give your students the most famousdefinition of culture - 'The way we do things roundhere' - and discuss the possible 'heres' - a club, acompany, an institution, a whole country, ... .Overview•..
..•�mIJ)Small talk beforemeetings: How muchis expected, if any? Oris it considered to betime-wasting?Accepting interruption:When someoneis speaking, areinterruptions rude?In some places, therecan be quite longpauses before thenext speaker begins.Does/Would thismake your studentsuncomfortable?Giving presents: Whenand what should yougive? When should youopen presents?Being direct (sayingexactly what youthink): People insome countries maypride themselves onthis, but is it alwaysappropriate, or evenpossible, with 'normal'social relations?Using first names:In general, is thissomething to avoidunless invited to usethem?65UNIT 7••CULTURESListening: Cultural differencesJeff Toms, Marketing Director at an internationalcultural training centre in the U K, talks about somecultural issues and their impact on doing businessinternationally.�>)) CD1.44r-Explain who Jeff Toms is and get students to look atthe two questions.Then play the recording once or twice, explaining anydifficulties, and elicit the answers.Have a class discussion about the issues.
As ever,be tactful.e11:(/)0zzo�emC/)The perception of time-keeping is different becauseof prayer times and awareness of the movements ofthe sun and moon.2 Americans want to get down to businessimmediately but, in other cultures, relationshipbuilding is very important.Praise good language points you heard and work onhalf a dozen, preferably related to culture, that havebeen causing difficulties.� Resource bank: Listening (page 194)Students can watch the interview with Jeff Toms onthe DVD-ROM.eVocabulary: IdiomsStudents look at some common idioms and use them incontext.Point out that idioms can mystify non-nativespeakers.
Get students to tell you some idioms fromtheir own language(s).Do the exercise as a quick-fire whole-class activity.Explain any difficulties.o1�>» CD1.45Get students to read the rubric and play therecording, again explaining any difficulties.Then elicit the answer.oeIt's not enough for staff to be brilliant in their area.They have to be adaptable and flexible - prepared tochange when necessary.�>» CD1.46Play the recording two or three times. Explain anyremaining difficulties, but don't give the answers away.Elicit the answers.oGinternational businessperson2 judgemental3 hierarchy4 decision-making process5 influence1oWork on any difficulties, e.g. pronunciation ofoAsk students with international experience if theyhave had problems in these areas themselves.oPut students into pairs.
Get each member of thepair to explain their choice, and reasons for it, totheir partner. Go round the class and assist wherenecessary.Bring the class to order. Get students to talk abouttheir partners' choices, rather than their own.o66hierarchy.05 footiceI end6 fire7 water! eye84water!. . . ..... ...............
. . .. . . . .. . .. . .. ... . . eye.. . . . . ... . ... . .. . .You could ask students if they have similar idioms intheir own language(s) or what the equivalents wouldbe. This can be amusing, but don't spend too muchtime on it.!123:...... ... ... . . . .. .. .. . . .. . . . . . . . . . . .
.... ... . .... . ........ ...... ............ ........... .. . :o- EJI�>» C D 1 .47Ensure that students understand the task, whichis to identify the idiom being used in each extract.Then play the recording once or twice and elicit theanswers.o: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · :1Ibreak the ice - g (positive)thrown in at the deep end - a (negative)3 we don't see eye to eye - e (negative)4 got into hot water - h (negative)5 put my foot in it - d (negative)6 get on like a house on fire - b (positive)7 fish out of water - c (negative)12III1!.��.
.oae.�..�.�.��..����? ��� �� = � .�.����-�����.........................................................As a quick-fire whole-class activity, get students tomatch the meanings in Exercise D and say which arepositive and which negative..........··.Get students to discuss in pairs or threes. Go roundthe room and help where necessary.With the whole class, get students to talk aboutparticular situations, either ones they were inthemselves or ones they heard about from othermembers of their pairs/threes.i-Giossary!:UNIT7��CULTURESReading: Culture shockStudents read about how an international bank works toease cultural misunderstandings between its staff fromdifferent countries.Go through the exercise with the whole class.
Theimportant thing is to discuss why the answer isappropriate in each case.GshouldI mustn'tboth (this may be advisory or compulsory)mustn'ti both (may be advisory or compulsory)both (two senses: she needn't work so hard; it'si 6 not good for her to do so)1 7 both (depends on the strength of the advice)· · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · :eeeGet students to read the article quickly and, in pairs,find the positive and negative items.Go round the room and help where necessary.With the whole class, elicit the answers.1....�.-�.... . ..
?.�....... � ��.. �............................................................................::··· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ··· · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · ·· · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · ··· · · · ·:..eo--· - · · · ···��-- · "····Get students, in their pairs, to look at the questionsand read the article a second time. Go round andassist where necessary.With the whole class, elicit the answers. You couldget students to find the parts of the article that relateto each question, then get them to rephrase theanswers in their own words and then discuss them.ii 1 a) '(They] might share similar professionalJ knowledge and skills ... ' (lines 1 5-16)] 1 b) ' ...
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