44Бд-СОанг

Дишкант Карина

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 UNIT 5.3. Developing Intercultural Competence

Your Helping Hand: Unit Guidelines

I. Glossary to be learned and used

 Cultural awareness  Circumlocution

 Dialogue of cultures  Word-coinage
 Intercultural  Non-equivalent lexis
competence  Background lexis
 Intercultural  Verbal and non-
encounter verbal communicative
 Big C and little behavior patterns
c cultures  Culture-specific
 Stereotype allusions
 Prejudice  Cross-cultural reading
 Culture clashes  Manifestations of
 Cultural shock culture in language
 Cultural blunders

II. Fundamentals to Navigate your Independent Teaching

“Developing Intercultural Competence” Acquisition

1. According to a New English Curriculum the

communicative competence presupposes the formation of
intercultural competence as a process of verbal and non-verbal
communication between representatives of different cultures.
2. To take part in the dialogue of cultures successfully its
participants should be aware of what knowledge and skills they
should acquire. They are presented in picture 1.
3. Except above mentioned intercultural knowledge and
skills cultural awareness presupposes the ability of interlocutors of

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different cultures to establish contacts, to demonstrate their
empathy, tolerance, respect of each other’s cultures.
4. In terms of culture, scientists distinguish big C and little c
cultures. Analysis of these two notions will bring the learners to
thorough study of language and culture and better
understanding of Ukrainian culture and cultures of the English
speaking countries.
5. Schoolchildren should be aware of the fact, that without
intercultural knowledge, habits and skills they may feel
uncomfortable, have culture clashes or even experience “cultural
shock” as a result of making cultural blunders. In view of this, the
task of an English teacher is to offer learners compensatory
communicative strategies like:
• avoidance;
• circumlocution;
• approximation;
• word coinage;
• non-linguistic signals;
• appeal for help etc.

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 non-equivalent lexis word-
coinage

Language
knowledge verbal common behaviour
patterns

idioms, provers, set

expressions etc.

knowledge of history,
geography, literature, arts,
Country-study politics, science
knowledge
traditions, customs, rituals
of English-speaking
country
INTERCULTURAL
KNOWLEDGE background lexis

non-verbal communicative
Background behaviour pattern
knowledge
integrated general
knowledge

to be able to understand
and adequately interpret
sayings, doings and
writings of the participants
in the dialogue of cultures

to use all kinds of

Intercult knowledge for intercultural
ural communication orally and
habits in writing
and skills
to analyse and compare
cultural differences and
similarities in Ukrainian
culture and cultures of
Britain and the USA etc.

Picture 1. Structure of Intercultural Competence

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 (Do methodologically oriented task 1 to practise your Intercultural
knowledge).

6. To be successful in intercultural communication learners

should be well-aware of verbal and non-verbal communicative
interaction (behaviour) patterns in intercultural encounters, like:
• conversational norms;
• registers and formulas for different communicative
domains and situations;
• rituals and standardized behaviours;
• use of body language (gestures, facial expressions etc.).
(Do methodologically oriented tasks 5, 6, 7 to practise Intercultural
skills).
7. English textbooks recommended by the Ministry of
education and science in Ukraine should contain intercultural
issues and materials to realize curriculum’s requirements. If
some materials in them are missing or outdated, it’s up to a
teacher to fill in intercultural gaps in them.
(Do methodologically oriented task 8 to enrich your professional
knowledge).
8. Learners of different age groups should be able to
broaden their linguistic outlook, enrich intercultural skills
independently. One of the techniques, which proved its
effectiveness, is sociocultural searching tasks of 3 kinds: game-like
searching tasks, cognitive searching tasks and creative searching
tasks. All of them may be based on different prompts, like verbal,
verbal-visual, visual, auditory etc.
(Do methodologically oriented task 9 to know more about it).
9. Autonomous learning is also achieved on the materials of
cross-cultural reading, which presupposes the use of such stages.

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 Stage I Pre-reading
aim: to prepare learners for reading,
removing
cultural and linguistic difficulties

Anticipation

Content Culture Language

Prediction

Stage II While-reading
aim: to teach learners to extract cultural
information, manifestations of culture in
the English language, to analyze and
interpret them

Stage III Post-reading

aim: to develop learners’ intercultural
skills
on the textual material

(Do methodologically oriented task 10 to know more about

crosscultural reading).
10. Usage of different types of games, such as guessing
games (culture quiz, riddles, cross words etc.); board games
(culture lotto, domino); moving games (scavenger hunt guests).
DIY games (designing culture cards, brochures, leaflets, postcards
etc.) promotes memorable learning of culture items.
11. Intercultural projects in various modes (individual,
pair, small group, team and the whole class) are widely used in
developing learners’ cultural awareness. Their choice depends
on:
• the learners’ individual interests and desires;
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• their level of English proficiency;

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 • age characteristics;
• the topic studied;
• the place and time the project is to be made etc.
Any project should finally have a creative product like a leaflet
announcing some cultural event, mind excursion on places of
interest in Britain (the USA time-line of English historical events of
a definite period of time etc.). It must be presented in the class
and evaluated by all students.
14. Developing intercultural competence use intercultural
role-plays of two and more participants. For this it is necessary
to create communicative culturally oriented situations and to
formulate communicative tasks for each role.
(Do methodologically oriented task 11 to know more about it).
15. The use of debates, discussions and disputes (3 Ds) in the
English classroom is important for the development of
intercultural competence as they differ in their communicative
functions and, therefore, develop different intercultural skills.
The learners should be familiar with the format of every activity,
know the communicative patterns as to how to initiate, to keep
up, to summarize etc. individual talk or the whole group activity,
try different roles (while discussing, debating or disputing like a
time- keeper, a manager, a presenter etc.)
(Do methodologically oriented task 12 to see the possibilities of
intercultural competence development).
III. Recommended Literature to Familiarize yourself with
1. Методика навчання іноземних мов і культур:
Теорія і практика: підручник для студ. класичних,
педагогічних і лінгвістичних університетів / Бігич
О.Б., Бориско Н.Ф., Борецька Г.Е. та ін. : за загальн.
ред. С.Ю. Ніколаєвої. Київ: Ленвіт, 2013. 590 с. C. 298-
370.
2. Селіванова О.І., Байкова О.М. Опановуючи
англійську мову і культуру (Велика Британія,
Сполучені Штати
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Америки): навчальний посібник для студентів вищих
навчальних закладів. Київ: Ленвіт, 2008. 126 с.
3. Тарнопольський О.Б., Скляренко Н.К.
Стандарти комунікативної поведінки у США: посіб.
для студ. курсів, які вивчили англ. мову як
спеціальність. Київ: Видавничий центр КДЛУ, 2000.
176 с.
4. Калініна Л.В., Самойлюкевич В.І. Across Cultures:
Great Britain – Ukraine. Student book: (хрестоматія по
країнознавству) Лінгвокраїнознавчий комплекс для
учнів старших класів з поглибленим вивченням
англійської мови та профільного навчання. − К.: Наш
час, 2007. 160 с.
5. Frank J. Raising Cultural Awareness in English Language.
English Teaching Forum. 2013, 51/4, p. 18-20.

On your Own: Developing your Skills of

Autonomous Learning

IV. Independent Searching Tasks

Work with monolingual dictionaries, reference literature and

Internet sources available and:
1. Come up with the definitions of:
 Intercultural competence;
 Intercultural awareness;
 dialogue of cultures;
 big C and little c cultures;
 cultural clashes (blunders);
 cultural shock;
 non-equivalent lexis;
 word-coinage;
 background lexis;
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 stereotype;

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  prejudices;
 cross-cultural reading.

Intercultural Competence:

The ability to effectively communicate, interact, and

understand individuals from diverse cultural backgrounds,
demonstrating respect, empathy, and adaptability in cross-
cultural situations.
Intercultural Awareness:

The recognition and understanding of cultural differences,

values, beliefs, and communication styles, fostering a more
inclusive and informed perspective when engaging with people
from various cultures.
Dialogue of Cultures:

An open and constructive exchange of ideas, values, and

perspectives between individuals or groups from different
cultures, aimed at promoting mutual understanding, respect, and
collaboration.
Big C and Little c Cultures:

"Big C Culture" refers to significant and widely recognized

cultural elements, such as national traditions and historical
heritage, while "Little c Culture" refers to smaller, localized
cultural aspects within specific groups or communities.
Cultural Clashes (Blunders):

Instances where cultural misunderstandings or

misinterpretations occur, often due to differences in customs,
behaviors, or communication norms, resulting in unintentional
offense or confusion.
Culture Shock:

The feeling of disorientation, confusion, anxiety, or discomfort

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 experienced by an individual when exposed to a new culture with
significantly different social norms, values, and ways of life.
Non-Equivalent Lexis:

Words or expressions in one language that do not have direct

or exact equivalents in another language due to variations in
cultural contexts, concepts, or linguistic nuances.
Word-Coinage:

The creation of new words, often through combining existing

words, modifying their forms, or adapting foreign terms, to
express new concepts, ideas, or technological advancements.
Background Lexis:

Lexical items or vocabulary deeply ingrained in a culture's

history, traditions, or specific domains, offering insights into the
cultural and social context of a language.
Stereotype:

A fixed, oversimplified, and often biased belief or idea about a

particular group of people, often based on their cultural, social, or
ethnic attributes.
Prejudices:

Preconceived opinions, attitudes, or judgments held about

individuals or groups based on their culture, ethnicity, gender, or
other characteristics, often without factual evidence or open-
minded consideration.
Cross-Cultural Reading:

The act of reading and interpreting texts, literature, or written

materials from diverse cultures, aiming to gain insights into
different worldviews, perspectives, and cultural contexts.

2. Find the examples of non-equivalent and background

lexis and think of the ways they may be presented to your
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 learner (3-5 each).

Non-Equivalent Lexis:

Example 1: German "Schadenfreude" in English:

Definition: Pleasure derived from someone else's misfortune.

Presentation to Learners:
Discuss the concept of taking joy in another person's misfortune and relate
it to cultural differences in how emotions are expressed.
Example 2: Japanese "Komorebi" in English:

Definition: The interplay between light and leaves when sunlight filters
through trees.
Presentation to Learners:
Show pictures of sunlight filtering through trees and introduce this unique
word to highlight the beauty of nature.
Example 3: French "L'appel du vide" in English:

Definition: The inexplicable urge to jump from a high place.

Presentation to Learners:
Engage learners in a discussion about unusual human feelings and
introduce this term, emphasizing the importance of cultural context.

Background Lexis:

Example 1: English "bobby" (police officer):

Definition: A British slang for a police officer.

Presentation to Learners:
Compare police-related terms in different English-speaking countries and
explain how slang reflects the culture and history of a place.

Example 2: Inuit "Iluvigaq" for "friend":

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Definition: The Inuit word for a friend, but with a deeper sense of lifelong
connection.

Presentation to Learners:
Discuss friendship and relationships across cultures, highlighting unique
aspects like the strong sense of connection in Inuit culture.
By presenting non-equivalent and background lexis to learners, educators
can expand their cultural and linguistic understanding. This approach
encourages learners to appreciate the rich tapestry of language and
culture, fostering intercultural competence.

3. Find cultural explanations of the following idioms and

come up with their equivalents in Ukrainian, if any:
 Don’t be upset, Ann. A bird in the hand is worth two in the
bush, you know.
Cultural Explanation: This idiom implies valuing what you already have
(the certain) over the potential of gaining more (the uncertain). It's a
caution against risking the known for the unknown.
Ukrainian Equivalent: "Ліпше синиця в руках, ніж журавель у
небі."
Translation: "Better a tit in the hand than a crane in the sky."

 A little bird told me you’ve got engaged.

Cultural Explanation: This idiom humorously suggests that the speaker heard a
piece of information from an unknown source, often a gossip or a secret.
Ukrainian Equivalent: "Пташка на вухо принесла, що ти заручився."
Translation: "A little birdie whispered that you got engaged."

 Don’t ask more questions. Curiosity killed the cat, as the

proverb goes.
Cultural Explanation: This idiom advises against unnecessary curiosity or
prying into matters that may have unwanted consequences. In English, it's
believed the curiosity led to the cat's demise.
Ukrainian Equivalent: "Цікавість гірша за пожежу."
Translation: "Curiosity is worse than a fire."
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  Everything happened out of the blue.
Cultural Explanation: This idiom conveys that something unexpected or
surprising happened suddenly and without warning.
Ukrainian Equivalent: "Все сталося як грім з ясного неба."
Translation: "Everything happened like thunder from a clear sky."

 Don’t pay attention to him. His suggestions are always out

of tune with reality.
Cultural Explanation: This idiom indicates that someone's ideas or
proposals are unrealistic, impractical, or not in line with the facts or
circumstances.
Ukrainian Equivalent: "Його пропозиції завжди не відповідають
реальності."
Translation: "His proposals never match the reality."
4. Find the examples of gender differences across cultures,
like gender-neutral language, sexist language, gender differences
in conversational style etc.

Gender-Neutral Language:

Example: In Swedish, efforts have been made to introduce gender-neutral

pronouns ('hen' instead of 'han' for he and 'hon' for she) to promote
gender inclusivity and reduce gender bias in language.
Sexist Language:

Example: In many languages, including Spanish, job titles are often

gendered (e.g., "el doctor" for male doctor and "la doctora" for female
doctor), reinforcing gender stereotypes and potentially marginalizing
genders.
Gender Differences in Conversational Style:

Example: In some cultures, women may be more likely to engage in

collaborative and supportive conversational styles, seeking agreement and
consensus, while men might use a more assertive and competitive
conversational style, aiming to display knowledge or dominance.
Grammatical Gender:
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Example: In languages like French or Spanish, nouns have grammatical
gender (masculine or feminine), which can influence not only the words
but also the adjectives and articles used. This can perpetuate gender
stereotypes through language.
Addressing and Honorifics:

Example: In Japanese, there are different honorifics and levels of

politeness used based on gender, age, and social status. The usage can be
intricate and has implications for social dynamics and gender
relationships.
Personal Pronouns:

Example: In some languages like Turkish, there is only one pronoun ("o")
for both he and she, promoting gender neutrality in speech.
Speech Registers and Politeness Levels:

Example: In Korean, there are different levels of politeness and honorifics

used based on gender and social status, influencing how individuals
address and communicate with each other.
Differences in Interruptions and Overlaps:

Example: Research suggests that in certain cultures, men may interrupt

more frequently in conversations, while women may experience more
overlaps (speaking at the same time). These differences can reflect power
dynamics and communication styles.
5. Individually, compile:
• a list of prediction tasks for teaching crosscultural readings
(5-6 items);

A list of prediction tasks for teaching cross-cultural readings:

Cultural Context Inference:

Provide a short introduction to the cultural context of the reading without

revealing the content. Ask students to predict the possible themes, topics,
or issues based on the given context.
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Character and Setting Prediction:

Share a brief excerpt or description of the characters and setting from the
reading. Ask students to predict how these characters might interact and
how the setting might influence the plot.
Discussion Prediction:

Pose a discussion question related to the reading and ask students to

predict possible responses and viewpoints that could emerge from
different cultural perspectives.
Vocabulary and Language Prediction:

Select key vocabulary or phrases from the reading and ask students to
predict their meanings or infer their usage based on the context provided.
Cultural Differences Prediction:

Present a scenario or situation described in the reading. Ask students to

predict how individuals from different cultures might perceive or react to
the scenario based on their cultural backgrounds.
• a bank of all types of cultural games (not less than 6-8);

Cultural Bingo:

Create bingo cards with culturally significant symbols, words, or images.

Participants mark the corresponding squares as they learn about various
aspects of a culture.
Culture Charades:

Participants act out specific cultural gestures, actions, or events while others
guess the cultural significance.
Cultural Pictionary:

Similar to charades, but instead of acting, participants draw culturally relevant

scenes or symbols while others guess the culture being depicted.
Food Tasting Challenge:

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Introduce participants to diverse cultural cuisines, allowing them to taste and
guess the origin or ingredients of the dish.
Traditional Dance-Off:

Participants showcase traditional dances from various cultures. Judges or the

audience can vote on the most energetic or captivating performance.
Language Exchange:

Participants pair up and exchange basic phrases or greetings in their native

languages, promoting language learning and cultural understanding.
Cultural Dress-Up Relay:

Participants race to put on traditional clothing from a specific culture,

emphasizing speed and accuracy.
• a set of sociocultural searching tasks for learners of
different age groups (not less than 5-6).

Global Cuisine Investigation:

Task: Choose a country and research its traditional foods, dining etiquette,
and popular dishes. Share your findings with your classmates.
Youth Culture Around the World:

Task: Investigate the hobbies, interests, and activities popular among

young people in different countries. Compare and contrast them with your
own culture.
Cultural Interview:

Task: Interview a family member, friend, or neighbor from a different

cultural background. Explore their customs, traditions, and experiences,
and prepare a report or presentation.

Community Treasure Hunt:

Task: Explore your neighborhood or community and create a list of

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interesting places, people, or events that represent your community's
culture and history.
My Family Traditions:

Task: Interview family members to learn about your family's cultural

traditions, food, celebrations, and stories. Present what you've learned to
your classmates.
Cultural Picture Book Adventure:

Task: Read a culturally diverse picture book and draw or write about the
different aspects of the culture presented in the story.

V. Methodologically Oriented Tasks

1. Look at the list of cultural items and place each of them in
one of the two categories – Big C culture or little c culture. Suggest
your ideas of dealing with them in the English lesson (2-3).

• Trafalgar square Big C culture

• cookies Little c culture
• Big Apple Big C culture
• West End Big C culture

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 • white tea Little c culture
• the elevensies Little c culture
• Michael Jackson Big C culture
• Apartment Little c culture

2. Read the statements about the English and Americans, fill

in the chart and add 3-4 statements about Ukrainians. Organize
your activities on the chart.
Stereotypes and Prejudices Сhart
Statements Stereotype Prejudice
1. Americans are
considered to be √
competitive.
2. English people are very *
reserved.
3. A typical Englishman *
wears a bowler hat and has
a copy of the Times in his
hand.
4. Americans are often *
called a ‘mutual
admiration society’.
5. The English are known *
for their table manners but
not for their cuisine.
6. …. and Ukrainians? *
While sentence 6 is not explicitly stated and is an incomplete question, it could
potentially lead to prejudice if it makes assumptions or generalizations about
Ukrainians without factual basis or understanding of the diverse characteristics
within the Ukrainian population. However, without the complete context, it's
challenging to definitively classify it as prejudice.

3. Complete parts of the proverbs below and match them to

the pictures suggested. Come up with 3-4 exercises for
developing learners’ intercultural competence in the English
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 lesson.

 as cool as a cucumber  as quiet as a mouse

 as busy as a bee  as free as a bird
 as sly as a fox  as steady as the rain

*Select proverbs from various cultures or regions, ensuring a diverse

range of cultural backgrounds.
*Provide each proverb along with its literal meaning and ask learners to
interpret its figurative meaning and relevance in their culture.
*Divide learners into groups and assign each group a proverb to discuss
its cultural significance, when it is used, and how it reflects the values of that
culture.
*Facilitate a group discussion where each group shares their analysis
and insights, encouraging comparisons between the proverbs from different
cultures.

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 4. Read the text “Talking about Ireland and the Irish” in the
English textbook for grade 7 by L.Kalinina, I.Samoylyukevych,
p. 120-121, single out manifestations of culture in language and
come up with your ideas of interpreting them to your learners.
5. To check your knowledge of verbal communicative
behavior patterns do the test below. How are you going to deal
with these difficulties in your English classroom? Suggest 2-3
ideas. Choose one of the variants suggested.
 In the art gallery, you saw a foreigner who got lost and
lagged behind his tourist group. You’d like to help him. What
would you say?
A. What do you want?
B. Do you want me to help you out?
C. What can I do for you?
 You’ve been invited to your English friend’s home to meet
his family members. What would you say to begin with?
A. Hi, guys!
B. Nice to meet you.
C. Hello, I’m Dan.
 Your foreign friends invited you to a party. You’ve never
been to such parties before and your friend asks you if you
would like something to eat. What would you say?
A. No, thank you. I can take everything myself.

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 B. I’m not hungry.
C. Yes, that would be lovely.
6. Look at the photos of gestures and facial expressions. Do
they mean the same in your culture and other cultures? Suggest
4 comparative activities for your learners.

Divide the class into small groups and assign each group a gesture.

Ask each group to research the meaning and cultural context of the
assigned gesture in various cultures.

Collect images of facial expressions depicting various emotions (e.g.,

happiness, anger, surprise) from different cultural contexts.

Create a worksheet with these images and emotion descriptions, mixing

them up.

Distribute the worksheet to the learners and ask them to match the facial
expressions with the appropriate emotion.

7. Analyse and compare 3 English textbooks recommended

by the Ministry of Education and science of Ukraine (of English
and Ukrainian authors) to answer the following questions:
 How are intercultural issues in the textbooks presented?
(historical facts, culture-specific allusions, communicative
behavior patterns, cultural notes etc).
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  Are intercultural materials sufficient for learners’ definite
levels of English?
 Do they meet the curriculum’s requirements?
 Is the textual material well adapted for the needs of a
definite age group?
 Is the visual side of culture representation well explored?
Which of them are explored and how? (caricatures,
advertisements, realia, photos etc.)
Summarize the results of your comparative analysis in a
critical commentary (150-180 words). You may use pie-charts,
tables, diagrams if necessary.
To compare and analyze English textbooks recommended by the Ministry of
Education and Science of Ukraine, follow these steps:

Intercultural Issues Representation:

Look for historical facts, culture-specific allusions, communicative behavior

patterns, and cultural notes related to both Ukrainian and English cultures in the
textbooks.
Sufficiency of Intercultural Materials:

Assess whether the intercultural materials are adequate and appropriate for
the learners' respective levels of English. Check if they provide a comprehensive
understanding of cultural nuances.
Alignment with Curriculum:

Verify if the intercultural materials align with the curriculum's requirements

for teaching English, focusing on the intercultural competence goals set by the Ministry
of Education and Science.
Textual Material Adaptation:

Evaluate if the textual material is adapted effectively to meet the needs and
comprehension levels of the specific age group the textbook is intended for.
Visual Representation of Culture:

Examine how culture is visually represented in the textbooks, including the use
of caricatures, advertisements, realia, photos, or other visuals.

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 8. Read the beginnings of instructions of sociocultural
searching task and add the missing searching component.
Choose 3 of them you like most and say how you are going to use
them in the English lesson.
• Read the breakfast menu
below and say children of
which countries will take these
dishes. Do the research
and………….
find out where the dishes come
from or……… find out what
sum of money the dishes are
equal in hryvnias.

• Look at the card and

guess what holiday it symbolizes.
Do the research……….

• Read a piece of
information about baseball. Do
the research……..

Baseball
Baseball is a very popular sport though a baseball game takes
a lot of time. In this game, there are 2 teams of nine players, who
play according to the fixed rules.
Where does the game come from? No one knows for sure.
Many people believe that the idea came from a game played by
children in England. Other people believe that a man named
Abner Doubleday invented the game in New York in 1839.
• Read the incomplete rhyme and fill in the missing words
from the box. Do the research…..

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 Rhyme
Quite of a sudden
I found myself in London.
I visited a fair in square.
Do you know where I went then?
Right, to look at Big Ben.
I was very happy
to see Westminster Abbey.

Big Ben London square Westminster

9. Look at the photo and say where the traveler is. Do the
research…
He is looking for Big Ben

10. Read anticipation techniques, make the right choice with

a tick, and group some of them up for a particular topic. Add a
missing type of anticipation for your topic.

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 Anticipation Techniques Types of Anticipation
Language Content Culture
• Why do people enjoy √
celebrating holidays?
• What Christmas *
celebration memories are still
with you? Why?
• Think of 508 associations *
with ‘travelling’. Fill in the
word-rose below.
• In warm weather children *
like to play outdoors. Think
and decide what games
American/British children
like to play out in the open.
• Make up a list of dishes *
Ukrainians prepare for
Christmas celebration.
• In British schools, there is a *
special behavior code. Come
up with possible list of rules
in English secondary schools.
• What character traits *
should a good sportsman
possess? Rank them in order
of importance.

1
2
3
4
5

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 • What kinds of sport were *
originated in Britain?
America? Ukraine?
• Do students of your school *
wear a uniform?

11. Look at the pictures below to design a communicative

situation for a culture role-play. Choose one of them and formulate
the tasks for each role. Follow the example.

A situation:
a tourist doesn’t know the Buyer and seller
way to the museum of Fine
Arts so he/she addressed a Role 1. You are a salesman.
taxi driver for help. Help the buyer find the
Role 1. You are a tourist. tomar and tell its value.
Address a taxi driver politely
and ask about the way to the Role 2. You are a buyer. Ask
museum. where to find vegetables. But
Role 2. You are a taxi driver. what is the difference between
Ask a tourist about his/her different types. Where are they
impressions of your country grown, etc
and explain the way to the
museum.

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Hobby the tourist does not know the
Talk about your hobbies. way to the sights of London
Role 1. You are a guide. Specify
the most prominent places. and
the route to them.

Role 2. You are a tourist. Ask how

to get to these places.

12. 3 Ds’ activities may be organized on different prompts

suggested below. Choose one of them to design an algorithm for
developing learners’ intercultural skills of any 3 Ds’ activities.

"He who loves not his country, can love nothing”

(George Gordon Byron)
“All things are possible here”, the guidebook claims about New
Zealand.

Algorithm: Developing Learners' Intercultural Skills using the 3 Ds

Discover:
a. Step 1: Introduce the concept of intercultural skills to the learners,
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explaining the importance of understanding and appreciating different cultures.
b. Step 2: Present various cultures, traditions, and customs through
multimedia, stories, pictures, or artifacts.
c. Step 3: Encourage students to explore and research a specific culture
in detail, focusing on their values, traditions, language, and history.
d. Step 4: Assign students to create presentations or projects
showcasing their discoveries about the chosen culture.

Discuss:
a. Step 5: Organize group discussions and debates where students can
openly share their findings and insights about different cultures.
b. Step 6: Facilitate guided discussions that promote critical thinking
and analysis, encouraging students to compare and contrast the cultures
they've explored.
c. Step 7: Integrate role-play activities where students can simulate
intercultural interactions, resolving conflicts, and misunderstandings in a
culturally sensitive manner.
d. Step 8: Emphasize active listening and respect for diverse
perspectives during discussions to cultivate empathy and understanding.

Delve:
a. Step 9: Assign intercultural projects that require students to delve
deeper into a particular cultural aspect (e.g., art, cuisine, festivals, or
communication styles).
b. Step 10: Encourage collaborative projects where students work with
peers from different cultural backgrounds, fostering teamwork and cross-
cultural interactions.
c. Step 11: Facilitate visits to cultural events, exhibitions, or inviting
guest speakers from diverse backgrounds to provide firsthand experiences and
insights.
d. Step 12: Encourage reflective writing, journals, or multimedia
presentations where students can document their personal growth and
understanding of intercultural skills.

Outcome:
By following this algorithm, learners will have developed intercultural
skills, including cultural awareness, empathy, effective communication, and the
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ability to navigate and appreciate cultural differences. This holistic approach
allows students to not only discover and discuss various cultures but also delve
deeper into the intricacies of intercultural understanding and collaboration.

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 I didn’t like our guided It can’t be! If you are
tour of London. I was so tired of London, you are
tired! tired of life as
somebody famously
said.

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 VI. Try your Hand at Microteaching

1. Plan a part of a lesson for developing learners' intercultural

skills on the material of cross-cultural reading. Use English
textbook for grade 6 by L. Kalinina, I. Samoylyukevych, p. 207
(activities for 3 stages). Do your microteaching.

Lesson Title: Discovering Cultures through Reading

Objective:
To develop intercultural skills by engaging students in cross-cultural
reading, analysis, and discussion.

Duration:
45 minutes

Materials:

Short texts or stories from various cultures

Whiteboard and markers
Chart paper
Markers of different colors
Microteaching:

Introduction (15 minutes):

Begin by discussing the importance of understanding different cultures

and how literature can provide insights into diverse societies.
Introduce a short story or text from one culture. Summarize the story's
context and setting.
Engage students in a brief discussion about their initial impressions and
expectations of the story based on the context.
Reading and Analysis (20 minutes):

Distribute the reading material to students and allow them time to read
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individually.
Divide the class into groups and ask each group to analyze specific aspects
of the story, such as characters, setting, plot, and themes.
Provide guiding questions to help students critically analyze the story in
relation to its cultural context.
Discussion and Comparison (10 minutes):

Reconvene as a class and invite each group to present their analysis to the
class.
Record key points on the whiteboard and create a visual chart
summarizing the aspects of the story.
Encourage students to draw comparisons between the story's elements
and their own cultural experiences or knowledge.
Facilitate a discussion highlighting the differences and similarities
between the culture depicted in the story and the students' own culture.
This lesson promotes intercultural understanding and critical thinking by
engaging students with cross-cultural reading. It encourages them to
analyze, discuss, and reflect on the values, beliefs, and perspectives
embedded in different cultures.
2. Plan a part of a lesson for developing intercultural
competence of learners with different learning styles and SEN
children. Explore visual, auditory, kinesthetic etc. sides of culture
representation and do your microteaching.

Lesson Title: Exploring Cultural Diversity Through Senses

Objective:
To develop intercultural competence and understanding of cultural
diversity by engaging learners with different learning styles and SEN
children through a multisensory approach.

Duration:
45 minutes

Materials:
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Visual aids (images, videos)
Audio clips
Tactile objects representing different cultures
Paper and markers
Whiteboard and markers
Microteaching:

Introduction (10 minutes):

Begin with a discussion on the meaning of "culture" and why

understanding different cultures is important.
Show a short video or display images that depict diverse cultures,
emphasizing visual representation for visual learners.
Engage in a class discussion, encouraging auditory learners to express
their thoughts and feelings about the visuals.
Multisensory Cultural Experience (15 minutes):

Divide the class into small groups.

Provide tactile objects representing different cultures (e.g., artifacts,
textiles, musical instruments) for kinesthetic learners to explore.
Play cultural music and sounds for auditory learners to immerse
themselves in the auditory aspects of various cultures.
Encourage students to touch, listen, and interact with the objects, fostering
a kinesthetic and auditory understanding of cultures.
Interactive Cultural Sharing (10 minutes):

Have each group share their experiences and observations about the
tactile objects and sounds they encountered.
Visual learners can create mind maps or drawings to represent their
understanding of the cultures.
Auditory learners can share what they heard and how it made them feel.
Kinesthetic learners can demonstrate gestures or movements associated
with the cultures they explored.
Reflection and Discussion (5 minutes):
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Facilitate a reflective discussion about the activity.
Encourage students to express how engaging with different senses
enhanced their understanding of diverse cultures.
Discuss the importance of appreciating and respecting different cultures.
Culminating Activity (5 minutes):

Ask each student to draw, write, or present one thing they learned or
found interesting about a specific culture.
Display these representations on the whiteboard, emphasizing a visual
summary for all students to see.
This lesson utilizes various sensory modalities to engage learners with
different learning styles, ensuring an inclusive and enriching experience in
developing intercultural competence.
3. Work out a scenario for a sociocultural project for your
Intermediate learners “Ukrainians as they are seen by visitors from
another planet”.
Title: "Ukrainians: An Alien Perspective"

Objective:
The sociocultural project aims to provide Intermediate English learners
with a unique perspective on how outsiders might perceive Ukrainian
culture and society. This creative approach encourages learners to analyze
their culture from an external standpoint and gain deeper insights into
their own traditions and customs.

Scenario:

Introduction (1-2 weeks):

Explain the project's concept and objectives to the students.

Divide the class into groups, and assign each group a particular aspect of
Ukrainian culture to explore (e.g., traditions, food, celebrations, daily life).
Provide an overview of Ukrainian culture, emphasizing both its historical
and contemporary aspects.

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Research and Analysis (2-3 weeks):

In their respective groups, students conduct research on the assigned

aspect of Ukrainian culture, including interviews with Ukrainians or online
research.
Encourage students to imagine they are extraterrestrial beings trying to
understand human culture for the first time.
Alien Perspective Creation (2-3 weeks):

Based on their research, students create a presentation or report from the

perspective of an alien visitor, focusing on their assigned aspect of
Ukrainian culture.
Students should include imagined observations, comparisons, and
interpretations from an 'alien' point of view.
Presentation and Discussion (1-2 weeks):

Groups present their projects to the class in an engaging and imaginative

manner.
After each presentation, facilitate a discussion on the alien perspective and
how it differs from the actual understanding of Ukrainian culture.
Encourage questions, reflections, and comparisons between the alien
perspective and the actual culture.
Reflection and Analysis (1 week):

Individually, students reflect on the project and what they learned about
their culture from an outsider's viewpoint.
Encourage critical analysis of stereotypes, assumptions, and
preconceptions that were challenged or reinforced through the project.
Final Showcase and Cultural Exchange (1-2 weeks):

Arrange a final showcase event where students present their projects to

the school community, parents, or other classes.
Encourage open discussions and cultural exchanges to broaden
perspectives and enhance intercultural understanding.
This project not only improves language skills but also fosters critical
thinking, creativity, and cultural awareness among Intermediate English
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learners.

VII. Test your Knowledge, Habits and Skills on the Unit

Do the multiple choice test

1. What meanings may the same patterns of non-verbal
communicative behavior convey in cross-cultural
communication?
a) the same meanings;
b) some meanings coincide;
c) the meanings are different in different countries.
2. When do people get cultural shock while being abroad?
a) when they don’t know a foreign language;
b) when they misuse communicative behavior patterns in
intercultural encounters;
c) when they speak too much.
3. Why is it important to identify stereotypes and
prejudices?
a) not to get lost in another country;
b) not to look ignorant;
c) not to make culture blunders.

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 4. What intercultural strategies are poorly presented in
the English course books of Ukrainian or foreign authors?
a) interpretative;
b) comparative;
c) analytical.
5. What types of activities are effective for developing
learners’ cultural awareness?
a) learning idioms;
b) knowing non-equivalent and background lexis;
c) participating in intercultural debates/discussions.
6. What techniques for developing intercultural
competence are advisable to use in the young learners’
classroom?
a) based on visuality;
b) based on comparison and analyses;
c) based on translation.
7. What comparisons between cultures provide learners
with?
a) cultural awareness;
b) cultural reflection;
c) knowledge of English.
8. What compensatory communicative strategies are widely
used in the English classroom?
a) circumlocution;
b) word-coinage;
c) avoidance.
9. When do people learn more about little c culture?
a) reading special books and magazines;
b) living in a particular country;
c) listening to authentic texts.
10. How does teaching cross cultural reading begin with?
a) discussions or debates;
b) learning new words;
c) anticipation and prediction.

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