000			04063cam a2200481 a 4500
999			_c2169 _d2169
001			003699296
003			OSt
005			20200211165837.0
008			050608s2004 enkab b 000 0 eng
010			_a2005277322
015			_aGBA4Y0849 _2bnb
020			_a0521533406 (pbk)
020			_a9780521533409 (pbk)
035			_a(OCoLC)56447527
035			_a(NhCcYBP)99947074246
040			_aUKM _cUKM _dDLC _dBAKER _dBTCTA _dYDXCP _dHUH _dCBC _dJCRC
042			_alccopycat
050	0	0	_aPE1128.A2 _bU85 2004
050	0	4	_aP94.6 _b.U85 2004
082	0	4	_a303.482 _222
100	1		_aUtley, Derek
245	1	0	_aIntercultural Resource Pack : _bintercultural Communication Resources for Language Teachers / _cDerek Utley.
260			_aNew York : _bCambridge University Press, _c2004.
300			_a111 p. : _bill., map ; _c30 cm.
440			_aCambridge Professional
440			_aCambridge Copy
504			_aIncludes bibliographical references (p. 9).
505			_a"What is 'culture'? How do you tell other people about your national culture? How do you talk about the culture of the organisation where you work or study? It is becoming increasingly recognised that intercultural communication skills are a vital component in successful international communication. These questions and other important cultural issues are raised in this photocopiable resource book which aims to develop intercultural awareness and competence through 50 different activities. Each activity is accompanied by thorough notes for the teacher, explaining the procedure and possible outcomes and providing suggestions for further reading. The book also features a useful introduction to the subject of intercultural communication and a reading list." (Publisher's Description)
505			_aTABLE OF CONTENTS:
505			_a1. WHY DOES CULTURE MATTER? _t1.1 Brainstorming: What is culture for you? _t1.2 Defining the word 'culture' _t1.3 The culture iceberg _t1.4 Cultural briefing _t1.5 Cultural briefing: the Swedes _t1.6 The global dimension _t1.7 The effects of global business _t1.8 Expectations _t1.9 Case study: One person's experience _t1.10 Case study: combining global and local
505			_a2. TYPES AND STEREOTYPES _t2.1 The culture onion _t2.2 Sport and teams _t2.3 Gender _t2.4 Gender and communication _t2.5 Stereotyping _t2.6 Evaluating attitudes _t2.7 The bell-jar graph _t2.8 Where do stereotypes come from?
505			_a3. PROFILING NATIONAL CULTURES _t3.1 Cultural influences _t3.2 Body language _t3.3 Time capsule _t3.4 Family brief
505			_a4. PROFILING CORPORATE CULTURES _t4.1 Company dimensions _t4.2 Brand, image and culture _t4.3 Case study: telephone language _t4.4 The Hofstede model _t4.5 The Trompenaars model _t4.6 The Mole model _t4.7 The Hall model _t4.8 Diversity or conformity? _t4.9 Case study: a canny takeover
505			_a5. PROFILING GROUP CULTURES _t5.1 Group characteristics _t5.2 Case study: troubleshooting _t5.3 SWOT analysis _t5.4 Group perceptions _t5.5 Observing conventions _t5.6 Cultural dilemmas
505			_a6. CULTURE AND COMMUNICATION _t6.1 Individual characteristics _t6.2 Work types _t6.3 Communicating styles _t6.4 Where do you come from? _t6.5 Meetings _t6.6 Following the rules _t6.7 Which language? _t6.8 The native speaker and the non-native speaker _t6.9 Positive communication _t6.10 Multi-channelling _t6.11 Developing intercultural competence _t6.12 Dos and don'ts _t6.13 Learning styles
650		0	_aIntercultural communication _xStudy and teaching.
650		0	_aEnglish language _xStudy and teaching _xForeign speakers _vProblems, exercises, etc.
650		0	_aEnglish language _xBusiness English _xStudy and teaching _xForeign speakers.
830		0	_aCambridge professional series.
830		0	_aCambridge copy collection.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1u2ceo/cleo_soai_revues_org_apliut_3295 _yCheck UOttawa Library
942			_2z _cBK