A Summary of A Reading on Cultural Values

Each person has three parts.  One part is the cultural part.  One part is the human part, and one part is individual.    Each person learns the cultural part but the other two parts are natural.  It is important to understand the cultural part.  The cultural part is called “cultural values”.  Below is a list of Cultural Values. One the left side are values that are important in the United States and on the right side are values that are less important in the United States.

 

Simplified Table of Cultural Values

1.   To change is good 1. Change is not possible
2. A busy life is good 2.  A quiet life is good
3. Usually I do things by myself, without help from others Usually, I do things with other people
4. I am 4. We are
5. I decide what is best for me 5. Someone else knows what is best for me
6. I do things by myself – I don’t rely on other people 6. I depend on other people – sometimes older people or people who know more than me
7. I plan for the future 7. I live in today
8. Teachers and students control the class together – Students ask questions and make comments 8. Teachers control the class.  Students are quiet.
9. Everyone is the same even if some are older or younger or their background is different 9. There is a difference in people based on their age, or males and females or what they have done.
10. Men and women are about the same and can do the same jobs. 10.  Men and women are different.  There are some jobs that are just for men and some that are just for women
11.  I do things because I feel bad if I don’t 11.  I am very influenced by what people say about me or my family
12.  I have lots of friends and have different friends for different activities 12.  I have one or two friends only but do everything with them
13.  I do things because I want to succeed. 13.  I do things because it is my responsibility in my family or my culture
14. competition is good 14.  It is not good to compete with people close to me
15. I can change myself if I want to 15. I cannot change myself even if I try
16. Life will always get better and better 16. Life will go up and down.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  Video Introduction to Module Three

  

 

 

 

 

   

 

Vocabulary

 

Cultural values -ideas that are important in a particular culture

 

 

Valley of Values – the name of a game

 

Demonstrate – show

 

Valley – the space between two mountains

 

Represent – the same as

 

Stairwell – another word for stars or staircase

 

To be dominant – to be important

 

Tend to be – more or less

 

Contrast/American – opposite to American

 

To match – to put together

 

 

 

 

 

 

 

 

 

 

Transcript of Video

 

Hello and welcome to module three.  In module three, you’ll see four of the culture bump experts demonstrate a few of the cultural values for you. They’re going to take a walk through the Valley of Values.  Now, their Valley of Values is on this stairwell, and you can see, on one side are the green cards that represent the values that tend to be dominant in North American culture.  On the other side are the blue cards that are dominant in contrast/American cultures.  Now their Valley of Values is the stairwell.  However, your Valley of Values may be in your classroom, in a hallway or even outside.  Afterwards, they’ll try to match two of the yellow Name and Claim it Cards to either the green or to the blue.  Let’s watch and see how they do that.

 

 

 

 

 Grammar and Writing

 

 

 

 Dictation:

 

Listen to the video again.  Fill in the blanks with the words that are missing.  You may listen to the video  more than once.

 

Hello and welcome to  ______ three.  In module three,  _______see four of the  __________ bump experts demonstrate a  _________ of the cultural values  ______you. They’re going to  ________ a walk through the  _______ of Values.  Now, their Valley  _______ Values is on this  _________, and you can see,  ______ one side are the  _________ cards that represent the  ________ that tend to be  ____________ in North American culture.  On the  _________side are the blue  ________ that are dominant in  _________________ cultures.  Now their Valley of Values  __________the stairwell.  However,  __________ Valley of Values may be in your  _____________, in a hallway or  ___________ outside.  Afterwards, they’ll  _________ to match two of the  _________ Name and Claim it  __________ to either the green  ______ to the blue.  Let’s  __________ and see how they  ________________that.

 

 

 

 

 

 


 

 

 

 

 

 

Beginning to Lower Intermediate

ESL

Levels

In

the second half

Module six,

emotional intelligence is introduced. The

Video

Emotions

helps students with understanding the categories of

emotions and the nuances. However, the emotion posters can be very

effective used in a class also.

They

provide a wonderful stimulus for both

class

discussions and writing assignments. For discussions, take one

poster at a time. First, use it to generate a list of vocabulary words. A

wonderful exercise is to do a joint story. The first line of the story is given

and the students take turns adding

the rest of the story.

Individual

writing can then follow this.

Suggestions for adapting follow.

Adaptions

A summary of a Reading on Emotions

Suggestions for teaching the emotion words

Suggestions for

Test of Emotional Intelligence

and the f

inal reflection.

Writing using the Emotion Posters

The Test of Emotional Intelligence on page 64 presents few problems for

the beginning to intermediate level student once they have learned th

e

words. An alternative is to have them write the words in their native

language and act them out for their classmates. You and the classmates

then find the corresponding nuance from page 63. The activities on page

65 and 66 also present few problems

for this level of student. The Final

Reflection on page 67 can be used with this level of student by carefully

explaining and modeling the instructions. The final question can be

discussed in a group and then used for an individual writing assignment.

In order to teach the various words on page 63, it is

suggested that the st

udents role

play different ways to being angry.

As they role

play different ways, you can point out which of the

nuances fit that particular role

play. This helps the students to

understand the nuances and to contextualize the words for

themselves. Repe

at with each of the categories. An alternative is to

use the Emotion posters that have each of the categories.

 

 

 

Summary of

A Reading on Emotions

All people have emotions. Emotions are feelings. When a person has

an emotion (or a feeling), they also have a thought and a physical

reaction. We usually do not pay attention to our em

otions, but we do

things because we feel something. Emotions cause us to have certain

ideas or perceptions. It is very important to understand and control

our emotions. When we understand and control our emotions, we have

“High Emotional Intelligence.”

First, we must recognize and name our emotions. Second, we must

recognize and name other people’s emotions. When we do these two

things, we have emotional intelligence. In cross

cultural

communication, we sometimes have very strong feelings. It is

impor

tant to control these emotions. Sometimes when we have a

culture bump, we think the other person is not as good as we are.

Sometimes we think they are better than we are. On page 64, there is

an emotional intelligence quiz. There are no “right or wrong”

answers

for this quiz. It is to practice recognizing and naming emotions.

 

 

 

1

Writing

(The young woman in a blue chair)

I remember something very sad.

(The woman in pink pants, pointing and laughing)

This  box  is  very  funny  because…

(The man wearing a white hat and the woman standing.)

We

feel proud because…

(The woman in white with her hands on her hips.)

What!!!

(The woman with a hat holding a baby.)

When I was a little baby, a woman came to me.

(The woman in black with a blue c

an on the table in front of her.)

There  was  a  rich  woman  who  lived  to  eat.    One  day…

(Little boy with a finger pointing at him)

He  screamed,  “Don’t  tell  me  not  to…

(Man standing with the red rocking chairs)

A stranger is in our town.

(Woman in yellow looki

ng at something/one)

A  woman  felt  very  sad  because…

(Young woman in pink crouched in the sand)

She is waiting for….

2