Note: A full contents list at the front of the book provides a complete list of the activities, the suggested level at which each activity can be used, and an approximate guide to the time an activity will take. The summary below aims to give a general idea of the book's organization. ; The authors and series editor ; Foreword ; Introduction ; How to use this book ; 1. Recognizing cultural images and symbols (14 activities) ; Activities to familiarize students with popular images and symbols in the target culture. ; 2. Working with cultural products (14 activities) ; Activities based largely on realia such as money, photographs and stamps. The aim is to help students build up language fluency by using authentic material from the target culture, and to compare these objects with others in their own culture. The activities also give scope for a personal response. ; 3. Examining patterns of everyday life (12 activities) ; Activities intended to reveal information about the lifestyles current in English-speaking cultures, and also to encourage comparison and discussion of how these options or patterns may be similar to, or different from, those in the students' culture. ; 4. Examining cultural behaviour (11 activities) ; Activities to increase awareness of, and sensitivity to, culturally different modes of behaviour. ; 5. Examining patterns of communication (10 activities) ; Activities designed to develop students' understanding of the differences in communication styles between their own and English-speaking cultures. Some of the activities focus on the important area of non-verbal communication. ; 6. Exploring values and attitudes (12 activities) ; Activities to increase students' consciousness of cultural differences in values and attitudes. The activities aim to help students become aware, not only of the assumptions of English-speaking cultures, but of their own culturally influenced assumptions. ; 7. Exploring and extending cultural experiences (8 activities) ; Activities designed to allow students to discuss and draw conclusions from their own experience of the target culture, either directly or as a result of what they have heard or read. ; Bibliography ; Appendix: Sources of cultural information ; Language focus index
Cultural Awareness by Barry Tomalin
Resource Books for Teachers
Used - Good
Oxford University Press
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