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Executive Planet Wiki: International Business Customs and Etiquette Team Presentation

Website Example:

More Ways

Computer(s), Internet access, projector, PowerPoint or other presentation software

Activity Description

Honing their 21st Century Skills of global awareness and teamwork, students work in teams, role-playing international business consultants. Their job it to create a presentation for a group of American businesspeople relocating to another country (students’ native country or a country assigned to them) about business customs and etiquette in that country, especially as they differ from that of the USA.


  1. Make sure that the Web site is not blocked at your school before having students use it to gather information.
  2. Download, modify as desired, print, and photocopy the Example Document - International Business Customs and Etiquette Project Prompt (above).
  3. Prepare conversation questions or find a reading about business customs and etiquette in the United States in order to make students aware of them or to gauge their knowledge.
  4. Create a sample visual aide/slideshow about a particular country's customs and etiquette to show students as an example or use the Example Document - International Business Customs & Etiquette Sample Slideshow (above).
  5. Decide which presentation software (PowerPoint, Prezi, or Google Docs presentation) you want students to use and make sure that you are comfortable enough with the program to show students how to use it and that it is installed on the computers students will use.
  6. Alternatively, you could have students print out images from the Internet and create poster presentations. You may want to make a sample presentation, based on the example provided.


  1. Explain the task to students, using the assignment prompt. Share with students your own anecdotal examples of how business customs and etiquette differ based on your experiences in the workplace, or through international travel.
  2. Have students make preliminary choices about which three - five topics (dos and don’ts) they will cover. (See the Example Document for the various categories of dos and don'ts)
  3. Provide students with the link to the Example Web Site (above) and have students open their Web browsers to it. (See the Teachers Tips section below if you need ideas on how to provide the Web addresses to students.) Have them select the country they have chosen (or been assigned) and take notes on three to five of the business customs and etiquette dos and don’ts. Other sites that can be used include the following:
    • Kwintessential  (app available for Apple products): Browse to the site, scroll down, and select a country under Etiquette, Customs and Protocol Guides.
    • International Business, Customs, and Culture : Browse to the site, and select an area on the map to go to a page with links to individual countries.
  4. Using their notes on the information they gathered, students prepare a presentation using a presentation software program such as Microsoft PowerPoint with the following organization:
    • Introduce team members
    • State purpose and identify the country using a map
    • Tell the tips using visual aides (pictures, drawings, charts, diagrams, objects, body movement, demonstration, PowerPoint, brochure/pamphlet, poster, etc.)
    • Use a conclusion
    • Take questions from the audience
  5. Have students practice their presentations, and when they are prepared, project from a classroom computer.

Teacher Tips

  • In order get students to the Web site, you can make it a Favorite or Bookmark the site on each computer browser, e-mail them the link(s), e-mail a word processing document with the link(s) in it, or post the link(s) on your class Web page.
  • The Web sites have a lot of information, so you may need to demonstrate to students how to choose just a few of the most important, relevant tips.
  • If you have a small class, you may want to have students make individual presentations. If you have many students from the same country, you could assign (or allow them to choose) a country other than their native country and include an interview component in which they ask questions about business customs and etiquette to a person whose native country is their assigned country.
  • If you have students work on teams, consider how you will assign students to teams (randomly, by English ability, mixed ability, by native country, or other).
  • If you decide to have students use Microsoft PowerPoint, it may be helpful for students who are not familiar with the program to use a template you create and have available to them for download or ready on the computer Desktops that students will use. That way, students need only to type in key information and insert images.
  • Many sites, like this these, have advertising. Teach your students what it looks like and how to avoid selecting them since sometimes they contain malware that they will not want on their computers, at school or at home. It is a very important and necessary skill for them to know.



  • Intermediate High
  • Advanced


Basic Communication

  • (0.1) Communicate in interpersonal interactions

Basic Communication

  • (2.7) Understand aspects of society and culture

Basic Communication

  • (4.6) Communicate effectively in the workplace
  • (4.8) Demonstrate effectiveness in working with other people
  • (4.7) Effectively manage workplace resources
  • (4.4) Understand concepts and materials related to job performance and training

Basic Communication

  • (5.2) Understand historical and geographical information

Basic Communication

  • (7.2) Demonstrate ability to use critical thinking skills
  • (7.3) Demonstrate ability to use problem-solving skills
  • (7.7) Demonstrate the ability to use information and communication technology
  • (7.6) Demonstrate the ability to view the media critically
  • (7.1) Identify or demonstrate effective skills and practices in accomplishing goals
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OTAN activities are funded by contract CN200091-A2 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.