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THE ICE BLENDED LEARNING COURSE Material for two sessions (of 90 minutes each) or more is provided for each unit. Specific course plans are suggested, but trainers may wish to select the material suitable for their learners and contexts. Unit Title Content 1 Geng ready 2 Communicang effecvely 3 Showing respect 4 Living & working internaonally 5 Gender, Hierarchy, Conflict 6 Limits of Learning? © elc - European Language Competence Experiencing ambiguity - Culture & identy - Visible & invisible as- pects of cultures - How to deal with stereotypes - Diverse communi- caon strategies - Some basic differences - Openings & closings - Greengs / gestures - Country-specifics quiz - Crical incidents - Praccal exercises Politeness convenons internaonal - Politeness before linguisc accuracy - Case study: The BMW-Rover merger - Metacommunica- on strategies - Diverse Englishes - Time concepts - Crical incidents - Praccal exercises - A board game Nothing is ‘normal’ – Understanding culture – Case study: The LA Riots - The Values Aucon: A Card Game – Punctuality? - Adaptaon or identy - Responding though;ully – Dealing with difficult situa- ons – Polite correspondence - Hall/Hofstede/Trompenaars etc. – country-specifics boardgame European Values Study & World Values Survey – Ways of building trust – Saying ‘No’ / saying ‘Yes ‘ – Communicaon styles – Showing emoons – Non-controversial debate – Crical incidents – Praccal exercises – Checklists for business trips Gender in intercultural environments – Corporate cultures – Dealing with conflict – Crical incidents – Debate: Should I really accept this? – Praccal exercises – Giving advice - Cricising – Universal humour? – Intercultural board game Lost in translaon in China – ‘The Finns’ or ‘the Americans’ –Taboo topics – Building trust in teams - Crical incidents – simulaon games - Life, mortality, emoons – What is intercultural compe- tence? – The Test of Intercultural Competence in English
THE BLENDED LEARNING COURSE UNIT 1: Geng ready SELF-STUDY SECTION 1 VIDEO COURSE INTRODUCTION Connect with classroom acvies INTERVIEWS: Thinking about you and your cultures 2 Stephanie & Julian [German-Australian]: An interview with a German-Australian couple who work in Africa: Julian and Stephanie Fennessy, the directors of the Giraffe Conservaon Foundaon. Paramsothy [Malaysian]: “My cultural background depends on the situaon.” Relaonship & trust-building are essenal but are dealt with differently in different environments François [French] “I really don’t know which culture I belong to.” “We Alsaans are a mixed bag, in a way.” Core message: Cultural differences can be found both within and between naon states / a stable personal rela- onship can be helpful in inter- cultural environments. My identy: Who I am – both in the eyes of others and in the way I see myself - depends large- ly on the circumstances. Many people are fully aware that they belong to more than one culture and may acvely and consciously use their mulple idenes in communicaon with others. Worksheets 1.11, 1.21 & slide 2 How do you see yourself? 1.17 The Culture Iceberg 1.22 Everyone needs stereotypes EXERCISE Check what you understood. VIDEO & AUDIO Resumé & Find out about Homework for each session: Choose a country & prepare a presentaon focussing on country-specifics and interculturally interesng points. QUIZ What is ‘normal’? INPUT Never be unprepared Politeness Greengs Gestures Politeness EXERCISE Make these comments more diplomac homework EXERCISE A difficult situaon Homework: write an e-mail and send it to the trainer VIDEO SUMMARY 3 4 5 6 7 © elc - European Language Competence Worksheets 1.15a&b Homework: Student presenta- ons on country-specifics. Example in class: Worksheets 1.18, 1.26 a&b Worksheet 1.23 How to insult an Arab customer Worksheet 2.20 a Worksheet 1.20 Wring e-mails
THE BLENDED LEARNING COURSE UNIT 1: Geng ready CLASSROOM SECTION Session 1 (90 Min) Title Intro & course organisaon Content 1.10 A game of cards Experiencing ambiguity 1.11 1.21 Thinking about your culture(s) 3 interviews on culture & identy 1.12 Meet Mr. Kim Relaonship between culture & personality 1.13 Introducing yourself in English* Praccal exercise * Exercises relevant for assessment & ICE test preparaon are marked green. Session 2 (90 Min) Title Content 1.14 Mr. Sandhu – a job interview VIDEO: A crical incident 1.15 What’s normal for me? [self-study] Greengs / gestures 1.16 1.17 1.18 1.19 1.20 Conversaon styles* Some basic differences The culture iceberg Visible & invisible aspects of cultures Test yourself!* Country-specifics quiz Pracsing small talk* Praccal exercise Wring e-mails* Openings & closings * Exercises relevant for assessment & ICE test preparaon are marked green. Addional Material Title Content 1.21 How do you see yourself? Your personal & cultural profile 1.22 Everyone needs stereotypes How to deal with stereotypes 1.23 How to insult an Arabic customer Crical incident concerning politeness 1.24 What affects communicaon? Diverse communicaon strategies 1.25 Universals? Is everything cultural? * Exercises relevant for assessment & ICE test preparaon are marked green. Preparing & giving a presentaon to an internaonal audience © elc - European Language Competence Time 10 30 20 10 20 Time 15 15 10 10 15 15 10 Time 15 10 15 15 15
THE BLENDED LEARNING COURSE UNIT 2: Communicang effecvely SELF-STUDY SECTION 1 VIDEO INTRODUCTION Core message: Setbacks in life are un- avoidable, so being paent and being prepared for the unexpected can be Important. Everyone speaks English in some way today, but differ- ent ideas of what is polite can be a hidden reason for misunderstandings and bad feelings. Being paent is “extremely important”. “The boVom line for learn- ers is to understand themselves beVer.” Karin [German]: What employers expect today are ‘personalies’, i.e. individuals who are willing to get out of their ’comfort zone’. Gabriel [Brish]: English is spoken almost everywhere, but the way different people speak it can be hard to get used to. Gill [English]: She worked for BMW during their merger with Rover and was impressed how seri- ous they took cultural issues. Today she knows how important good preparaon can be for effecve internaonal coopera- on . INTERVIEWS: What does it take to suc- ceed today? 2 EXERCISE Self-Test Listening Understanding 3 VIDEO & AUDIO Case study: The BMW-Rover merger 4 EXERCISE Reasons for failure Connect with class- room acvies Input: Politeness slides 2.00 b Worksheets 2.10, 2.12, 2.15 & 2.16 Input: Internaonal English: Worksheets 2.21 a&b Videos CNN & CCTV Worksheets 2.18 a&b, 2.19, 2.20a, 2.22, 2.23 Discussion of video & Sunday Times arcle (Worksheet 2.1 b self-study) & Sunday Times arcle (Worksheet 2.1 b self-study) INPUT Language & cultural concepts Politeness = relaonship- building: The essence of intercultural competence 2.28a Boardgame 5 EXERCISE Make these comments more diplomac 6 VIDEO SUMMARY © elc - European Language Competence Check homework (self-study)
THE BLENDED LEARNING COURSE UNIT 2: Communicang effecvely CLASSROOM SECTION Session 1 (90 Min) Title Content 2.10 What are mistakes? Politeness before linguisc accuracy 2.00b Politeness: what is it? Input 2.16 What is polite for you? [self-study] Politeness convenons 2.12 2.13 2.14 2.15 What I think & what I say A board game What went wrong? Crical incident: proxemics Speaking English well? [self-study] Video: Interview Gabriel W. Brish-American politeness convenons* Praccal exercise * Exercises relevant for assessment & ICE test preparaon are marked green. Session 2 (90 Min) Title Content 2.17 a&b Why the BMW-Rover merger failed [self-study] Video: BMW-Rover 2.18 a&b Language for dealing with difficult situaons Metacommunicaon strategies 2.19 What do you say? Pracsing metacommunicaon 2.20a Make these sentences more diplomac* & Giving advice* [self-study] Praccal exercise 2.21 a&b Internaonal English: What is it? Input 2.22 Feedback on a presentaon An email wring exercise 2.23 Understanding Internaonal English* * Exercises relevant for assessment & ICE test preparaon are marked green. Addional Material Title Audio: Russian, Nigerian, Chinese variees Content 2.24 2.25 2.26 2.27 2.28 2.29 What employers expect [self-study] Video: Interview Karin R. An unexpected reacon Crical incident: proxemics What me should I arrive? Misunderstanding me concepts Punctuality internaonal Examples of diverse me concepts Country-specifics quiz Board game Eye to eye with your professor Crical incident: An unclear situaon * Exercises relevant for assessment & ICE test preparaon are marked green. Preparing & giving a presentaon to an internaonal audience © elc - European Language Competence Time 10 20 10 10 10 15 15 Time 20 10 15 10 10 15 10 Time 15 15 15 15 25 15
THE BLENDED LEARNING COURSE UNIT 3: Showing respect SELF-STUDY SECTION 1 VIDEO Introducon Connect with classroom acvies VIDEO: CASE-STUDY The LA riots 1992 2 What we found so far: Cultures are dis- course communies; everyone belongs to several cultures; our cultural affilia- ons may change as we go through life. The LA Riots of 1992: Negave views of each other may be created by differences in the culture-based dis- course strategies, which seem ‘normal’ to each side concerned. How does this connect to this course? Cultural codes hidden in language may create serious misunderstandings. Core message: In intercultural encoun- ters, culture-based concepts of POLITENESS can be uVerly incompable. This may be hidden by the fact that all sides use English as a lingua franca. A crucial queson: Should I (always) adapt or (at what point) should I confirm my personal / cultural identy? Worksheet 3.1 (Self-study) Input: Intercultural theory ppt-slides Worksheets 3.12, 3.14 Adaptaon or identy? Worksheet 3.15 QUIZ What you understood VIDEO & EXERCISE Dialogue between a Korean shop-owner and an African-American customer What you think is not always idencal with what you say Worksheet 3.13 Links to further informaon (homework?) Discuss in class and/or give as assignments Culture-based aspects of communicaon styles: Self- revelaon, self-aggrandisement, self-confidence, directness, enthu- siasm, (in-)formality Worksheet 3.23 The Values Aucon 3.22 • You never meet ‘a culture’. • Never be unprepared! • Use (Internaonal) English appropriately! • First encounters are crucial Dealing with difficult situaons Worksheet 3.18 Polite correspondence Worksheets 3.19, 3.20 3 4 SOURCES OF FURTHER IN- FORMATION INPUT What is ‘normal’ for you? 5 SUMMARY 4 basic rules for intercultural effecveness © elc - European Language Competence
THE BLENDED LEARNING COURSE UNIT 3: Showing respect CLASSROOM SECTION Session 1 (90 Min) Title Content 3.10 a&b Good and bad ways of saying things* A card game 3.11 3.12 3.13 3.14 3.15 What foreign visitors should know … Preparing to host foreigners What is normal for you? Punctuality Nothing is ‘normal’ everywhere Time to think Asking indirectly* Responding though;ully Praccal exercise Adaptaon or identy? Limits to cultural adaptaon * Exercises relevant for assessment & ICE test preparaon are marked green. Session 2 (90 Min) Title Content 3.21 Are you a tolerant person? Personal limits 3.16 a&b The LA Riots 1992 [self-study] Listening Comprehension Dialogue at a cash-desk 3.00-1 3.00-2 3.18 3.19 3.20 Intercultural theory Can we describe a culture? Dealing with difficult situaons Praccal exercise Polite correspondence (West)* Praccal exercise Polite correspondence (East)* Praccal exercise * Exercises relevant for assessment & ICE test preparaon are marked green. Addional Material Title Content 3.22 The Values Aucon Being clear about one’s own values 3.23 Know thyself Trust-building strategies 3.24 a&b Intercultural theory: E. Hall, Hofstede Sample text Edward Hall & dimension overview Geert Hofstede 3.25 Universalism vs parcularism An ethical dilemma (Trompenaars / Hampden-Turner) 3.26 3.27 Game of country-specific knowledge A boardgame Apologies worldwide Praccal exercise * Exercises relevant for assessment & ICE test preparaon are marked green. Time 10 20 15 15 20 10 Time 10 15 20 15 10 20 Time 45 15 45 15 30 15 Preparing & giving a presentaon to an internaonal audience © elc - European Language Competence
THE BLENDED LEARNING COURSE UNIT 4: Living and working internaonally SELF-STUDY SECTION VIDEO INTRODUCTION 1 VIDEO IKEA’s adversements in Europe & Saudi Arabia VIDEO: 2 INTERVIEW VICKY Vicky [Scosh/Brish] : Chinese ways of doing business are different to her own. It takes me to learn about China and ‘the Chinese’. Core message: Relaonship-orientaon vs. task-orientaon; expres- sions of body language may mean something different in different contexts. 3 SUMMARY Trust-building: aim number one in intercultural communicaon AUDIO: DOING 4 BUSINESS IN PARIS Rudi [German]: French ways of starng a business relaonship are unaccepta- ble in the eyes of a German business partner. Core message: Relaonship-orientaon vs. task-orientaon in Europe; never be unprepared! 5 SUMMARY Values & face 6 INTERVIEW PARAMSOTHY Paramsothy [Malayan]: Core values clashing in an internaonal co-operaon Core message: Family vs. contractual obli- gaons: mediaon skills required Connect with class- room acvies See queson in previous unit: Adaptaon or identy? 4.16 a & b In/ directness in Interna- onal English 4.11 Ways of building trust ; 4.10 Seng up a computer demon- straon 4.2 (Self-study) Doing business in Paris; 4.18 Your own communi- caon style; Checklist business trips 4.13; & 4.00 b; 4.23 4.25 Values collide 4.25 a A (de) movaonal speech 4.00 c Non- confrontaonal Debate 4.19 Non-judgemental language 7 SUMMARY Values & face-saving pracces 8 EXERCISE 6 Conflicng situaons and strategies for dealing with them 4.12 Ethical dilemma (Trompenaars/Hampden -Turner) 400 a World Values Survey: Input & In- ternet Research 4.24 Values collide Dominaon Avoidance Synergy Accommodaon Compromise Discuss in class 4.17 a& b Jan and Michael apply for a posion 9 VIDEO SUMMARY © elc - European Language Competence
THE BLENDED LEARNING COURSE UNIT 4: Living and working internaonally CLASSROOM SECTION Title Content Session 1 (90 Min) 4.10 Seng up a computer Crical incident: demonstraon task vs. relaonship orientaon 4.11 Ways of building trust Task or relaonship orientaon 4.12 Right or wrong? An ethical dilemma [self-study] 4.13 Checklist business trips Never be unprepared! 4.00 b Find out for yourself* * Exercises relevant for assessment & ICE test preparaon are marked green. Session 2 (90 Min) Title Geng ready for a business trip & presenng your findings Content 4.15 a&b Saying ‘No’, saying ‘Yes’ Convenons of (dis)agreeing 4.16 a&b In/directness in Internaonal English* Listening comprehension 4.17 a&b Jan and Michael apply for a posion* Communicaon styles & job interviews 4.18 Your own communicaon style Raising self-awareness 4.19 Non-judgemental language* Praccal exercise 4.00 c A non-confrontaonal debate* Praccal exercise * Exercises relevant for assessment & ICE test preparaon are marked green. Addional Material Title Content 4.21 Showing grief Crical incident: concepts of inmacy 4.22 a-e Telephoning ps & exercise Tips & praccal exercises 4.23 4.24 Checklist eang and drinking Never be unprepared! Values collide Cheang in class 4.25 a A (de)movaonal speech Crical incident: Face concepts 4.26 An invitaon and a crical incident Convenons of private & public space 4.00 a World Values Survey* Input & Internet research Preparing & giving a presentaon to an internaonal audience © elc - European Language Competence Time 15 10 15 5 45 Time 20 20 15 10 10 15 Time 15 20 15 15 30 45 20
THE BLENDED LEARNING COURSE UNIT 5: Gender, Hierarchy, Conflict SELF-STUDY SECTION 1 2 VIDEO INTRODUCTION: Gender issues & internaonal stascs VIDEO INTERVIEW JULIE Julie [English]: Professional and personal experience in Turkey Core message: Gender-specific behaviour as source of intercultural misunderstanding and / or clashes: UK—Turkey 3 EXERCISE Check what you understood 4 VIDEO The Double Bind: 2 Interviews Connect with class- room acvies Input (ppt) 5.00 5.03 Equal rights globally? 5.11 Sensei? No females allowed; 5.12 a& b Should I really accept this? 5.15 Gender & communica- on styles; 5.25 The Myth of Mars & Venus; 5.26 Mona Eltahawy loses a debate; 5 VIDEO INTERVIEW JUSTINE Jusne [Brazilian]: Professional and per- sonal experience in Brazil and USA Core message: Gender-specific behaviour as source of intercultural misunderstanding and / or clashes: Brazil—USA 5.20 a&b Cricising internaonally; 5.29 Conflict management; 5.30 a-h Your personal conflict style 6 EXERCISE Check what you understood. 7 QUIZ Gender quesons internaonal 8 VIDEO SUMMARY © elc - European Language Competence Input (ppt) 5.00
THE BLENDED LEARNING COURSE UNIT 5: Gender, Hierarchy, Conflict Session 1 (90 Min) CLASSROOM SECTION Title Content What would you do? [self-study Unit 4: Interview Paramsothy G.] ??? Sensei? No females allowed Crical incident: gender roles 5.12 a&b Should I really accept this? Limits of acceptance 5.00 Input: Gender issues (ppt) Introducon and sources of informaon 5.01,5.02 Gender roles internaonally [self-study: Interviews Julie P. & Jusne A.] 5.15 5.16 The double bind Gender & communicaon styles Using the right language* Importance of register * Exercises relevant for assessment & ICE test preparaon are marked green. Session 2 (90 Min) Title Content Hierarchy, Leadership, Conflict Corporate and naonal cultures Managing change Importance of trust and communicaon 5.19 a&b A slip of the tongue & Failing in Vietnam 2 Crical incidents: dealing with emoons 5.20 a&b Cricising internaonally Guidelines for avoiding conflict 5.21 5.22 5.23 Good advice not appreciated Case study USA-German co-operaon Giving advice* Praccal exercise Proof-reading for politeness* Praccal exercise * Exercises relevant for assessment & ICE test preparaon are marked green. Addional Material Title Content 5.10 5.11 5.17 5.18 5.03 5.25 5.26 5.27 5.00b 5.28 5.29 Equal rights globally? Internet research [& self-study] The myth of Mars and Venus Gender discourse: Socio-linguisc research Mona Eltahawy loses a debate Pro & con the burkha India’s Dowry Law Dealing with gender roles and convenons The Atari case Introducon to corporate culture analysis Conflicts: Risks & opportunies Conflict escalaon & guidelines 5.30 a-h Your personal conflict style Finding out about yourself 5.31 5.32 5.33 5.34 You in the eyes of others Self-percepon vs. percepon by others Universal humour?* Culture-based views of humour? Managing change in Thailand Crical incident: collecvist corporate culture The IC Game A board game Preparing & giving a presentaon to an internaonal audience © elc - European Language Competence Time 10 15 20 10 15 10 10 Time 15 15 20 10 10 10 10 Time 15 15 45 15 10 20 20 15 15 15 45
THE BLENDED LEARNING COURSE UNIT 6: Limits of learning? SELF-STUDY SECTION Connect with classroom acvies 1 VIDEO INTRODUCTION: Why ‘Limits of learning’? The conscious seng of limits can be important. Unquesoned concepts of ‘normality’ Connect with discussion on gender issues and conflict 2 INTERVIEW RÜDIGER RÜDIGER [German] Advisory commission in China Technical translaon vs. face-saving issues 6.10 interview script QUIZ Check what you understood 3 INPUT Lost in translaon Context is crucial for meaning-making! 6.12 ‘The Finns’ or ‘The Americans’ 4 EXERCISE Untranslatable words Find more words with- out equivalents in other languages 5 INTERVIEW ULRICH ULRICH [German]: Teaching groups of internaonal students High-context vs. low- context convenons Discuss in class 6 QUIZ Check what you understood 7 SUMMARY © elc - European Language Competence Links to 3 experts ex- plaining high-context / low-context Discuss high-context / low-context features; find more examples
THE BLENDED LEARNING COURSE UNIT 6: Limits of learning? CLASSROOM SECTION Session 1 (90 Min) Title 6:10 Rüdiger M.’s interview Content [self-study]: Translang & interpreng in China 6:11 Lost in translaon [self-study: Context, language, meaning 6:12 “The Finns” or “The Americans”? Understanding High & Low Context 6:13 a-f Building trust in teams A management game 6.14 a&b Negoang in Tokyo* Bringing it all together 6.15 Criteria for intercultural competence Achievement check * Exercises relevant for assessment & ICE test preparaon are marked green. Session 2 (90 Min) Title 6.16 Nothing is ‘normal’ Taboo topics 6.17 ICE Oral Test* Test training 6.18 ICE Mock Test (Level 1 or 2)* Test training * Exercises relevant for assessment & ICE test preparaon are marked green. Addional Material Title Content Content 6.19 An expat disrooted* Bringing it all together 6.20 a-c A team-building day Scenario and role play 6.21 Responding to a compliment Convenons of face 6.22 US-American enthusiasm Discourse convenons 6.23 Life, mortality, emoons Dealing with existenal issues 6.24 Low and High Context Interview Professor Kühnen * Exercises relevant for assessment & ICE test preparaon are marked green. Preparing & giving a presentaon to an internaonal audience © elc - European Language Competence Time 10 15 15 20 20 10 Time 15 15 60 Time 40 10 10 30 15
THE BLENDED LEARNING COURSE BASICS OF BLENDED LEARNING • Blended Learning does not replace good face-to-face teaching. • Research shows that well-funconing groups of learners produce the best results. • Appealing and interesng online content can increase the amount of me that learners spend engaging with the course material. • Online self-study content allows learners to study and pracse at their own pace and receive the support they need if and when required. • Linking online self-study content with face-to-face teaching acvies can considerably improve learning effecveness. FEEDBACK FROM A PILOTING PARTNER In addition to the standard- ised feedback form I would like to give you a “free- hand” summary of my ex- perience with the course and also to summarise the evaluation received from the students. These were collected as open ques- tions at the end of the course. I had structured the 6- weeks course as follows: 50% face-to-face (2h/ week), 50% self-study (2h/ week) plus project work (interviews with profession- als relating to their inter- cultural experience). […] Most of the students found the topics provided in the self-study sections very appealing, comprehensive, practical, interesting, understandable and versatile (only one student felt “gender” was an un- necessary topic ). The task sheets were rated by some as too simple, by others as appropriate and feasible ranging to highly demanding. This was probably due to different English language skills (participants from India found them easy, partici- pants from Germany without any international experience rather difficult). Perhaps it would help to distinguish between different language levels here? […] Many thanks for the co- operation. I personally appreciate your approach very much. As an ethnolo- gist I was pleased to see that – contrary to other intercultural business liter- ature – you did not provide recipes and generalisa- tions. I find the discourse communities approach particularly helpful. Professor Magdalena Stülb University of Applied Science Koblenz © elc - European Language Competence
THE BLENDED LEARNING COURSE HOW TO MAKE BLENDED LEARNING WORK • • • Teachers are fully familiar with the self-study material and integrate it into their classroom teaching. Classes are as interacve as possible. The most effecve learning takes place through interacon. Classroom me is not taken up with silent reading, listening or watching of videos. WHAT DO I DO IF LEARNERS DON’T DO THE SELF-STUDY ACTIVITIES? This is, in fact, the main problem with any self-study course or material. The following ideas may help: • Use the self-study material in class the first me, making clear to learners how much me will be saved if they do it themselves at home beforehand. • Demonstrate clearly how important the content of the self-study material is for full understanding of and parcipaon in classroom acvies. • • • If some learners use the self-study material, don’t penalise them by repeang it for the others. All learners should realise how important the self-study material is in order to take part in the acvies in a sensible way. Include tests and quizzes on the self-study material and, if possible, award points and grades for these. Assign homework tasks which can only be fully completed with the help of the self-study material • Make it impossible to achieve a high grade in an end-of-term exam without using the self-study material. © elc - European Language Competence
THE BLENDED LEARNING COURSE Contact: elc—European Language Competence Schumannstr. 27 D-60325 Frankfurt am Main Bahnhofstr. 18 D-66111 Saarbrücken Phone: +49 (0)69-530 559 67 Fax: +49 (0)69-530 565 27 E-mail: info@elc-consult.com www.elc-consult.com Our partner The ICE Blended Learning Course has several advantages for trainers as well as for learners: • Original input on intercultural experience in individual con- texts as well as in companies, universies and schools • Effecve and efficient learning, combining self-study with relevant classroom material • Exercises for speaking and wring, focusing on establishing trus;ul relaonships in a wide range of intercultural situa- ons • Extensive trainers’ notes with background informaon, suggested methods and addional acvies • Regular assessment of progress and success • A reasonable starng price The course is based on typical communicave situaons in four areas: personal, public, educaonal and occupaonal. Professional situaons are the main focus from Unit 4 on- wards. hVp://elc.eurokey.de/ Send us an e-mail and we will provide your access details immediately. © elc - European Language Competence Photos: iStockphoto.com