Lower level students can be taught by using the staircase and roller coaster posters from this module. Place them on the wall (or board) and write the questions, ‘Is life a staircase or a roller coaster?’ This provides a chance for even students with extremely limited English ability to express their ideas
With this lower level of language, it is good to introduce the blue and green value blocks before looking at the video introduction. A summary of the Table of Cultural Values is given after the following summary.
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.|
Note to teacher: Do the Puzzle and the Cultural Generator along with the yellow “Name it and Claim it” cards to make sure that the students understand each of the contrasting values. The staircase and roller coaster work well – even for lower language level ESL students. After doing the questions about the two models, introduce the vocabulary for the video and show the video. Once the video has been watched, the Walk through the Valley of Values and the Final Reflection cause no problems – even for beginning level ESL students.
|Video Introduction to Module Three|
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
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
the second half
emotional intelligence is introduced. The
helps students with understanding the categories of
emotions and the nuances. However, the emotion posters can be very
effective used in a class also.
provide a wonderful stimulus for both
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.
writing can then follow this.
Suggestions for adapting follow.
A summary of a Reading on Emotions
Suggestions for teaching the emotion words
Test of Emotional Intelligence
and the f
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
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
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
at with each of the categories. An alternative is to
use the Emotion posters that have each of the categories.
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
communication, we sometimes have very strong feelings. It is
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”
for this quiz. It is to practice recognizing and naming emotions.
(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.)
feel proud because…
(The woman in white with her hands on her hips.)
(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….