* Much ado description

  • 51 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
51
On Slideshare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Emma Clarke ING3 Required English Course Much ado about nothing: Finding yourself in New Places Course description Students who find themselves studying or working in new places typically describe a time of personal, academic and inter-cultural growth. This course is designed to help students develop both the linguistic and cultural skills that will enable them to reap the benefits of their time abroad. In addition, they will learn effective ways of using social media to build up a professional online image. Alongside the development of these practical skills, students will study culture shock and intercultural perspectives in the media through reading, group research and discussion. Objectives Students will: Improve their language skills and prepare for their time abroad Develop their professional competence by improving and honing skills, such as CV and cover letter writing, and participate in a “job fair” Study the advantages and possible hazards of using social networking sites, and create a professional online image Gain cross-cultural awareness and explore intercultural perspectives Learn strategies to cope with culture shock Weeks 1 – 2: Job Hunting In class: course overview and introduction to the Communication Centre. Grammar review to help students determine any structures that they need to revise. Online assignment: post a link to another online platform, comment on it and on each other’s posts. In class: Personal qualities – pairwork exercise and comparison. Introduction to the Myers Briggs test. Online assignments: students take the Myers Briggs test, post their results and react to each other’s findings. In class: discuss the test and evaluate the career choices that are indicated. In class: discuss ways of looking for jobs and creating a professional online image. Evaluate different types of CVs.
  • 2. Online assignment: post an example of a CV or a video of how to write a CV, and rate it. Students comment on each other’s posts. In class: discuss employer’s expectations of “hard” and “soft” skills. Weeks 3 – 4: Social Media in the Workplace In class: the benefits and possible pitfalls of social networking - how students can prepare for a global marketplace. Introduction to different types of successful cover letters. Online assignment: develop a digital identity: create your own LinkedIn profile Written assignment: CV and cover letter In class: in pairs, create job advertisements for a job fair. Online assignment: post job adverts. In class: job fair to practise interview skills using the job adverts. In class: studying interview techniques and persuasive communication strategies. How can students sell themselves effectively. Watch and discuss a presentation skills video, such as Dragon’s Den. Weeks 4 – 5: Preparing to Study Abroad Weeks 4 – 9: In class oral assignments: Individual presentations designed to project a positive image that will “sell” themselves to a potential employer. Students can use tools, such as Slideshare or Prezi. In class: Why study abroad? Discussion about the advantages and possible pitfalls of studying abroad. In class: discussion: how will your study abroad differentiate you? Reading: how an international education can prepare students for a globalized job market. Watch and analyze short excerpts from “The Spanish Apartment” and “The Wedding Banquet”. In groups, students prepare and act out similar scenes. Online assignment: in groups, students create short animated videos using xtranormal, on the subject of studying abroad. Students rate each other’s videos. In class: show the videos and discuss. Weeks 6 – 7: The French Image at Home and Abroad In class: focusing on French culture: how do the students evaluate their own culture? How are France and the French seen from an international perspective? Students complete a cultural self-assessment questionnaire. In class: listen to and discuss David Sedaris’ broadcast “The Paris Metro”. Online assignment: choose and post an article about French cultural identity suitable for class debate. Students comment on and discuss each other’s posts. In class: evaluation of the students’ articles. Debate using one or more of the posted articles. In class: How is cultural identity formed? Debate on the subject of stereotypes.
  • 3. In class: Reading and discussion about French / British and American cultural identity. Written assignment: an essay on an aspect of culture for week 11. Weeks 8 -9: Culture Shock In class: The shock of the strange, the shock of the familiar. Reading and discussion about culture shock. In class: the various stages of culture shock and how to prepare for it. In class: discussion: how can the experience of culture shock be a learning tool? Online assignment: post an article or video on the subject of culture shock. Students comment on each other’s posts. In class: discussion of students’ posts. In class: reading and discussion of Bill Bryson’s “I’m a Stranger Here Myself”, on the subject of reverse culture shock Online assignment: students post a real or imaginary short blog entry on an experience of culture shock. Weeks 10 – 13 Intercultural Perspectives In class: reading and discussion about different cultural types, implicit cultural concepts and cultural negotiation. In class: developing intercultural competence: what are the linguistic or cultural barriers and how can they be overcome? In class: Group work: French / American cross-cultural negotiation role-play. Online assignment: in groups, create and post an online survey using Surveymonkey on the subject of intercultural communication. Students answer and critique other students’ surveys. In class: linguistic and intercultural skills, - avoiding faux pas and increasing sensitivity to other cultures. In class: Exploring the way non-verbal communication might have on our relationships. In class: reading and discussion about the role of context and power in studying intercultural communication In class: in small groups, using mindmapping to obtain a shared perspective on a complex intercultural topic. Online assignment: as follow up the groups post their mindmaps and comment on each other’s work. Evaluation Class participation: students must be present and participate in all activities Oral presentation and written assignments
  • 4. DS Exam