Module Four needs very little adaptation for upper intermediate to advanced level ESL students. Suggested adaptions are listed below.
Suggestions for the focus activity
Vocabulary words and transcript of Dr. Archer’s video introduction to the module
Vocabulary words for and Note-Taking
Exercise for A Reading on Communication Across
Transcript of Dr. Archer’s video introduction to the next section of the module
Vocabulary words and Note-Taking
Vocabulary words and summary of a Reading on Different Styles of Communication in Different Cultures
Suggestions for Activities of “Give me a hand” and Final Reflection
Grammar: Focus using photos as stimulus
This focus activity at the beginning of the module needs little or no adaptation for ESL students.
However, it can be expanded to include specific cultural messages in the following
exercise. Bring old magazines into class for this exercise.
Instructions: In pairs or in triads, go through the magazines and cut
out five photographs that are interesting to you. Tell what the people
in the photos seem to be saying and why. Then explain why the
message would be the same or different from your culture’s point of
Follow-up activity: Look for photographs from “back home”. Bring
them to class and explain the message in the photographs.
Vocabulary Words and transcript of Dr. Archer’s video introduction
The emphasis – the most important
The focus activity – the activity or exercise at the
beginning that shows you what
to pay attention to.
Demonstrate – to show
Now as you watch the video, listen for the vocabulary words.
Hello. In Module four, you’ll continue to look at cultural differences, but the emphasis will be on communication. In the focus activity, you began to notice that messages could be communicated non-verbally. In the next reading, you’ll learn more about the way that we human beings communicate as well as the ways that we sometimes “culture bump” in our communication.
NOTE: The discussion questions need to be explained for this level of
student. Make sure they understand that communication in this exercise and in this
chapter is not asking about their English ability or pronunciation. One way is to ask
them if they are a good communicator in their own language.
A Reading on Communication Across Cultures
To transmit – to go from one to another
Complex – complicated, difficult
Readily – easily
Cue – hint
Timorous – fearful or shy
Suggestive – sexy
Slump – to sit or stand in a non-erect way, with shoulders and head down
Fatigued – tired
To suck – to breathe air into the mouth quickly with a small noise
Note-taking exercise on A Reading on Communication Across Cultures
|Three channels of communication
2. How quickly or loudly we speak. Our intonation and stress
Transcript of Dr. Archer’s introduction to the next section of the module
Now that you’ve learned about different ways of
communicating and mis-communicating, the culture bump
experts will demonstrate some different styles of
communication. Lets watch.
Reading on Different Styles in Different Cultures
Tend to be – probably is
Context – the surrounding, the environment
Loops – small circles
Gut instinct – feeling that something is true without knowing for sure
Process – to think about, to come to understand something
Note-taking exercise on A Reading on Different Styles of Communication in Different Cultures
|Seven Cultural Styles of Communication
1. Looping Styles
3. High Context Styles
4. Low-Context Styles
6. Monochronic Styles
Word form Exercise
Many words in English may have the same prefix (first part of the word). If you understand the meaning of the prefix, it can help you understand the meaning of the word. For example, the prefix TRANS means
As in the word
|Examples of cultures that have this style.
2. North American culture
3. Korean and…
5. Japanese, some African
7. Latin American, Middle Eastern
Write as many other words as possible that begin with the prefix TRANS
Give me a Hand
This activity was originally designed for ESL students and
serves to point out the differences in non-verbal messages.
The greater the variety of cultures in the classroom, the better.
The cartoon format works well with ESL students. Make sure
that students know the term “thought bubbles.”.
An alternative speaking exercise is to have four students role-play
the Brian and Akira cartoon. Two students play Brian and Akira and
act-out and speak their words. The other two students “pop-up”
as their thoughts. Break the rest of the class into groups of four
and have them role-play Akira and Maria and their thoughts. This
is a good structured activity for speaking as well as writing. It
works very well for students who are uncomfortable in front of a
class because it is so structured.