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MKK Intercultural Communications Course

Lesson 1/Unit 3

“Cultural Awareness”

Lesson Rationale: This lesson is the first in the third unit.

Time: 50 minutes

Objectives:

(Students will be able to…)

1. Identify the difference in meaning of culture and Culture.


2. Give examples of culture and Culture from their own country/ cultural background.
3. Express opinions about their own cultural values and beliefs.
4. Reflect on the cultural values and beliefs of others.

Stage & Time Activity Materials


Ss brainstorm what culture vs. Culture means, as defined  Whiteboard
by Kumar (2003). Ss will talk about it with a partner for  Markers
Warm-Up one minute before coming together as a class. T will
define c/Culture for the students. T writes answers on
5 minutes the board under correct title: Culture/culture.

Questions:

What is culture/Culture?

What are aspects of c/Culture in Kazakhstan? What is


unique about the cultural diversity in Kazakhstan? How
are these differences represented/addressed?

What do they think they know about American


c/Culture?
“Change 5 Students will work in pairs. The pairs will face each
things” other so they can get a good look at what the other
person looks like and what they are wearing. They will
10 minutes then stand back to back. The teacher will give the
prompt “change 5 things” and both students will change
5 things about their physical appearance (i.e.; take out an
earring, turn a hat backwards, put a ring on a different
finger). Ss will face each other again, and try and name
the changes their partner made. T will repeat this
activity 3 times, each time giving the same prompt.

Brief wrap-up discussion. “What was difficult about this


activity? Did it get harder to find things to change after
each turn? How might this activity represent what it
feels like for someone who has just moved to a new
culture (this could be a new country, a new city even!)?”
“Where do you T will post signs with “agree”and “disagree” in the  Agree,
stand?” classroom, far enough apart for students to congregate, disagree signs
but close enough that they can hear each other speak  Culture
15 minutes clearly. T will make a statement to Ss about cultural continuums
values (i.e.; “I believe that life is what happens to me, statements
there may be limits to what I can do. Humans only  Tape
sometimes have control”.) Ss will decide if they agree,
disagree, or have no opinion about the statement. They
will then stand next to the coordinating sign. Students
in each group will be given about a minute to confer
with each other about why they feel this way, and then
designate a speaker to share their rationale with the
class. There are 9 different cultural statements.

Brief wrap-up discussion. “Did you notice any patterns


in answers? How can making generalizations
sometimes help/hinder your understanding of the world?
How can culture inform our beliefs?”
Kumar Prior to class Ss will have read Chapter 12/Kumar  Handouts with
discussion macrostrategy #10 on “Raising Cultural Consciousness.” the discussion
questions
15 minutes In group of 3 students will discuss the following  Poster paper
questions, and then write their answers on butcher paper,  Colored
groups will hang their poster on the wall to share their makers
thoughts with the whole class.

1. On page 268, Kumar identifies three components


of teaching culture; cognitive, affective, and
behavioral. Which component(s) did this lesson
focus on? How might you address these issues
in your own classroom in the future, or in your
micro-teaching experience this semester?
2. How might having an understanding of where
your students fall on the “culture continuum”
inform your teaching? Do all your students have
the same cultural beliefs? How can you address
these differences?
3. What role has culture played in your own
language learning experiences? Did you focus
on cognitive, affective, or behavioral culture?
What about culture vs. Culture? Were your
experiences positive, negative, neutral?
Wrap-Up T will explain homework to Ss and ask if there are any
questions.
5 minutes
Homework: Find someone in your class or at home to
interview. Ask them about their cultural values, you can
use the statements from the “Where do you Stand?”
activity today, or make up your own. Bring the
interview responses to class and come prepared to talk
about how these values are similar or different to your
values, and your classmate’s values.

Evaluation of Objectives: Objectives one and two will be met through group discussion, and by
talking with a partner about c/Culture. Asking the students to come up with examples from their
own culture will further help students make the distinction. Objectives three and four will be
met when students share their opinions and cultural beliefs by responding to prompts during the
“Where do you stand?” activity. Students will also be listening to the responses of the other
students. Finally, the homework will require students to further listen to the cultural values and
beliefs of others.

References

Kumaravadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching. London:

Yale University Press.

Peace Corps. (2007) Culture Continuums. Jordan: Peace Corps Training Center.

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