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. 2. 3. 4. Identify the difference in meaning of culture and Culture. Give examples of culture and Culture from their own country/ cultural background. Express opinions about their own cultural values and beliefs. Reflect on the cultural values and beliefs of others. Activity Ss brainstorm what culture vs. Culture means, as defined by Kumar (2003). Ss will talk about it with a partner for one minute before coming together as a class. T will define c/Culture for the students. T writes answers on 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? Students will work in pairs. The pairs will face each other so they can get a good look at what the other person looks like and what they are wearing. They will 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 Materials  Whiteboard  Markers

Stage & Time

Warm-Up 5 minutes

“Change 5 things” 10 minutes

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!)?” T will post signs with “agree”and “disagree” in the classroom, far enough apart for students to congregate, but close enough that they can hear each other speak clearly. T will make a statement to Ss about cultural values (i.e.; “I believe that life is what happens to me, there may be limits to what I can do. Humans only 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?” Prior to class Ss will have read Chapter 12/Kumar macrostrategy #10 on “Raising Cultural Consciousness.” In group of 3 students will discuss the following questions, and then write their answers on butcher paper, groups will hang their poster on the wall to share their 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

“Where do you stand?” 15 minutes

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Agree, disagree signs Culture continuums statements Tape

Kumar discussion 15 minutes

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Handouts with the discussion questions Poster paper Colored makers

Wrap-Up 5 minutes

on cognitive, affective, or behavioral culture? What about culture vs. Culture? Were your experiences positive, negative, neutral? T will explain homework to Ss and ask if there are any questions. 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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