Summary: Students focused on speaking with two different pairs about what cultural awareness means to them, related to the specific issue they chose for Cycle 4. Since each theme is different, ideas and reflections will vary.

Note: For Cycle 4, NO NOTES for your presentations. The display is part of the notes.

Homework due on Sunday, November 9th at 5 pm (Special late time).

1. Cycle 4: Please research and take three to four pages of notes on an issue related to Identity, Language, and Culture. Then, take photos of your notes and insert all the images into your Google Document under the titles “Research Articles #1 and “Research Articles #2 for cycle 4. Other students get to see your work and share it. The goal is to gather more information about the causes of this issue.
2. Type the APA reference of your research below the photos: As best you can, please try to type the American Psychological Association (APA) formatted references typed in the document above your notes for Research Articles #1. You can download the APA 7th Edition Quick Guide below for your reference.

You can search outside these search engines for Cycle 4 in English, but they are nice starting points gathered by Chuo Law Professors. Please research the same unifying issue for all of the homework for Cycle 4, including the page, paragraph number, or time stamp:

1. Aging Societies and the Elderly
2. Children and Youth
3. Citizenship
4. Discrimination
5. Education
6. Global Citizenship
7. Globalization
8. IDPs, Refugees, Statelessness
9. Indigenous Peoples
10. Languages
11. LGBTIQ
12. Persons with Disabilities
13. Slavery
14. Social Justice
15. Urbanisation
16.  Finding information in English on Japan 

The details needed are:

Last name, initial. (20??). Title of the article. Publisher. https//:…..

Note-taking Sample on the Internet and Privacy Issues:

Shahbaz, A., & Funk, A. (2020). Freedom on the net 2020. Freedom House. https://freedomhouse.org/sites/default/files/2020-10/10122020_FOTN2020_Complete_Report_FINAL.pdf 

Note-taking Sample on the Connections Between Child Labor and Poverty:

Congdon Fors, H. (2012). Social globalization and child labor. University of Gothenburg: Working Papers in Economics 533. https://core.ac.uk/reader/16333210

Summary: Thank you for your outstanding presentations. I am very proud of your research in the past two weeks. Overall, the content about culture was excellent. Unfortunately, some of you made these strange notes on your phones or paper. It distracts you very much from your work. Therefore, in Cycle 4, NO NOTES. The notes are your show.

Homework due on Sunday, November 9th at 5 pm (Special late time).

1. For starting Cycle 4: Please research and take three to four pages of notes on an issue related to Identity, Language, and Culture. Then, take photos of your notes and insert all the images into your Google Document under the titles “Research Articles #1” and “Research Articles #2” for cycle 4. Other students get to see your work and share it. The goal is to gather basic information about your issue.
2. Type the APA reference of your research below the photos: As best you can, please try to type the American Psychological Association (APA) formatted references typed in the document above your notes for Research Articles #1. You can download the APA 7th Edition Quick Guide below for your reference.

You can search outside these search engines for Cycle 4 in English, but they are nice starting points gathered by Chuo Law Professors. Please research the same unifying issue for all of the homework for Cycle 4, including the page, paragraph number, or time stamp:

1. Aging Societies and the Elderly
2. Children and Youth
3. Citizenship
4. Discrimination
5. Education
6. Global Citizenship
7. Globalization
8. IDPs, Refugees, Statelessness
9. Indigenous Peoples
10. Languages
11. LGBTIQ
12. Persons with Disabilities
13. Slavery
14. Social Justice
15. Urbanisation
16.  Finding information in English on Japan 

The details needed are:

Last name, initial. (20??). Title of the article. Publisher. https//:…..

Note-taking Sample on the Internet and Privacy Issues:

Shahbaz, A., & Funk, A. (2020). Freedom on the net 2020. Freedom House. https://freedomhouse.org/sites/default/files/2020-10/10122020_FOTN2020_Complete_Report_FINAL.pdf 

Note-taking Sample on the Connections Between Child Labor and Poverty:

Congdon Fors, H. (2012). Social globalization and child labor. University of Gothenburg: Working Papers in Economics 533. https://core.ac.uk/reader/16333210

Summary: I was really impressed by the quality of your presentations and quick replies working with me as well on Monday due to my schedule. Teachers do not have to check your presentations before hand, but I have a kind heart.

All of your content with rich experiences with cultural awareness was amazing. I am over the moon and proud of your research. All if you! There are also some significant editing issues on sending your assignments.

Please read —> For a few students. It amazes me that some of you:

1. Still do not even bother to write your name on your file, so when I get an your work, I do not even know who you are and search for whom you are in amongst 24 students. I have never experienced this lack of attention in my teaching at Chuo University in 20 years. Solution –> Write your name on the file you are sending (One student again and again).
2. Still send your presentation by a link that I cannot access. Solution –> Send by attachment or a link on Chuo Gmail. Do not send a 360 MS Word Link again and again and waste so many other students and my time.
3. Still cannot make references in alphebetical order. Solution –> Make your reference page in ABC order (Half the Class again and again).
4. Keep on again and again sending your file via PDF that I cannot edit. Solution –> DO NOT SEND BY PDF (you might know who you are. It is one student again and again).
5. In the question and answer session, half the students (again and again) do not ask questions. Why would you be so rude to your classmates? Solution –> Ask questions and support your classmates. Why would you NOT want to support them? Being kind to other people and be a part of the team is important, and not try to hide by being silent because you are not nice. Silence is a tool for bullying and discrimination. Even if you do not mean it.

In Cycle 4, if these 5 points are done again, I will send your assignments back and you might not be able to present at your scheduled time and compromise your grade. You are stressing out the other students by taking you classmates and my attention away from their wonderful research.

Some starting points for thinking about what to present:

1. Please use the readings and viewings to define what Intercultural Communication means to you with in-text citations. 2. Use examples close to the audience’s experiences. 3. Don’t forget to use the readings and viewings in your presentation. 4. Support your information with the general information, cultural challenges (it could be miscommunication), cultural awareness/connections, and changes (for you).

Presentation Guidelines that are not on the Cycle 3 Presentation Information Sheet attached below:

1. Please prepare for your slideshow presentation. The guidelines for assessment are attached below. As best you can, design a draft of your slides in PowerPoint, based on the feedback from your paper.

2. Make sure that you have a clear introduction, body, and conclusion. If you have time, please start making your slideshow draft on your computer, and we can work on it in class.

3. The presentation is about 8-10 minutes and 3-5 minutes of questions and answers, and the slides should be around 16 to 22, depending on how many images you would like to share

4. Useful image links that can be shared for educational purposes, if their company name is on your slide (just the name and not the URL website link):

Pixabay

Creative Commons

Irasutoya

Student A, B, and C Presentation Samples: The samples are the final papers

Student A

Student B

Student C

Attachment for the Presentation:

Presentation-Guidlines_Intercultural-Communications IBIL Cycle 3Download

Homework for Presenters on October 27th: Please send me a draft of your presentation so I can provide you with feedback. Earlier than the deadline will help me. I would like to give you extra time, but I am teaching an annual weekend class for Open University Japan on Saturday and Sunday, so I can only start reviewing the weekend presentations from 19:00 on Sunday. That is the deadline on 4 p.m. on Sunday, October 25th.

Summary: For this class, you worked in pairs to discuss your research and how you might plan for your Cycle 3 presentation. Then, you signed up for the day you will present and started working on the presentation design. Some starting points for thinking about what to present:

1. Please use the readings and viewings to define what Intercultural Communication means to you with in-text citations. 2. Use examples close to the audience’s experiences. 3. Don’t forget to use the readings and viewings in your presentation. 4. Support your information with the general information, cultural challenges (it could be miscommunication), cultural awareness/connections, and changes (for you).

Presentation Guidelines that are not on the Cycle 3 Presentation Information Sheet attached below:

1. Please prepare for your slideshow presentation. The guidelines for assessment are attached below. As best you can, design a draft of your slides in PowerPoint, based on the feedback from your paper.

2. Make sure that you have a clear introduction, body, and conclusion. If you have time, please start making your slideshow draft on your computer, and we can work on it in class.

3. The presentation is about 8-10 minutes and 3-5 minutes of questions and answers, and the slides should be around 16 to 22, depending on how many images you would like to share

4. Useful image links that can be shared for educational purposes, if their company name is on your slide (just the name and not the URL website link):

Pixabay

Creative Commons

Irasutoya

Student A, B, and C Presentation Samples: The samples are the final papers

Student A

Student B

Student C

Attachment for the Presentation:

Homework for Presenters on October 20th: Please send me a draft of your presentation so I can provide you with feedback. Earlier than the deadline will help me. I would like to give you extra time, but I am teaching an annual weekend class for Open University Japan on Saturday and Sunday, so I can only start reviewing the weekend presentations from 19:00 on Sunday. That is the deadline on 7 p.m. on Sunday, October 19th.

Summary: In this class from 11:35 to 13:05, we explore the concept of cultural awareness, building on the lessons from previous classes about the subject. We examine how to become more aware of our own cultures and those of others, as well as the benefits of having a deeper understanding of the similarities and differences between people. This lesson also focuses on building vocabulary, reading, and listening skills. The worksheets are divided into A and B by Macmillan Publishers. I have combined both sheets into a single document and will provide the answers, which will be uploaded here on the class website. Extra worksheets for the answers will be provided in class.

VIII. What is Cultural Awareness and Why is it Important?  (11:35 to 13:05)

1. Worksheet A: For 15 minutes, from 11:35 to 11:50, please prepare your answers by reading the text and answering the questions on Worksheet A, on pages 1 and 2. Those who have prepared their answers earlier can compare them with those of others who have finished. All of the answers are suggestions only that will be shown to the entire class from 11:50 to 12:00.
2. In groups from 12:00 to 12:15, please discuss Workshop A, part 2, by using these prompts in your groups:

• Do you think that cultural awareness is a crucial aspect of personal growth? Why?
• What are your own experiences with working or living alongside people from different cultures?
• How can cultural awareness help us in business/foreign relations/diplomacy/etc?

3. Worksheet B: For 15 minutes from 12:15 to 12:30, please try to match the cultural awareness vocabulary terms with definitions. If you get stuck, please ask the teacher or your classmates for help.

4. From 12:30 to 12:45, please read and discuss “Things I’ve learned,” keeping these three points: a). what the person learned, b). whether you think this was a valuable lesson or not, and c). whether you have heard about or experienced similar situations.

5. Lastly, from 12:45 to 13:05, please share part 5 Worksheet B, and communicate with each other in groups about what you know about:

• International food
• International films or television
• Music from other countries
• Check the labels of the places where your clothes and bags are made, and discuss about them
• Celebrities from other countries
• The countries where your favorite international team or sports stars come from

These could be some topics for your culture presentation

13:05 to 14:05 Lunch Break

Summary: After settling in, we watched two more video clips below to complement our discussions on intercultural misunderstandings, which explore cultural misunderstandings that occur when new family members from different cultures meet. Rosie Dodd, a creative English teacher, designed this lesson. After viewing each video, we will discuss intercultural differences and misunderstandings about the YouTube movie clips, what we would have done in a similar situation, and whether we have ever experienced any of these issues before. Finally, we will shift to your own experiences with cross-cultural misunderstandings. 

Intercultural Misunderstandings: Ways to Increase Effective Communication Through Videos and Discussion

1) Cross-cultural differences and misunderstandings can be confusing, but they are meaningful learning experiences that we can resolve and also reflect on to improve. We will view two YouTube video clips of cross-cultural misunderstandings from the movies Lost in Translation and Outsourced. After viewing and reading the English closed-captions (CC) dialogue on the screen for each video, you will have discussions in your new groups about the interactions, intercultural misunderstandings, and how all actors can resolve the issues.

1. What do you believe are the characteristics of intercultural misunderstandings?

2. What is the most different culture you have ever experienced? (It could be a different region in Japan)

3. If you had an intercultural misunderstanding you discussed with your previous group in period 4, please share it.

4. If another group member from period four had a misunderstanding, please share it with your new group.

2) Video 1: Lost in Translation -The Hospital Scene in Tokyo (10:10 to 10:40)

1. Now, let’s discuss the same questions about Lost in Translation:

2. What cross-cultural differences did you notice? Please explain.

3. What cultural misunderstandings were there?

4. How did the actors react to these issues?

5. Why do you think the differences or misunderstandings happen?

6. Let us also share some highlights with the whole class. Please feel free to speak up about your own comments or those of your group.

3) Video 2: Outsourced -Arriving in India with some Culture Shock (10:40 to 11:10)

1. Now, let’s discuss the same questions about the Outsourced:

2. What cross-cultural differences did you notice? Please explain.

3. What cultural misunderstandings were there?

4. How did the actors react to these issues?

5. Why do you think the differences or misunderstandings happen?

6. Let us also share some highlights with the whole class. Please feel free to speak up about your own comments or those of your group.

Homework is due by uploading to your Google Doc for Autumn Cycles 3 on Friday at 1 pm before Class 04. Please take 3-4 pages of notes on two readings or viewings from the offerings below, using keywords and summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of some of the readings and viewings for Cycle 3. Feel free to find your own resources on culture as well, but please share the source URL with me so I can share it with the class.

This homework is due before the third period at the end of lunch on Friday, before Class 04. Please take notes and insert the photos you take of them into your Google Doc.

Cultural Awareness & Intercultural Communication

Canadian International Development Agency (CIDA). (2011). Cross-cultural understanding. Background Briefs. https://staceyvye.com/wp-content/uploads/oldsite/tc2.ca/uploads/backgroundbriefs/BBCrossCulturalUnderstanding.pdf

Lectera. (2025). Intercultural communication.  https://lectera.com/info/articles/intercultural-communication

Mayer, E. (2016, November 28). How to lead a successful international team [Video]. YouTube. https://www.youtube.com/watch?v=Q3X7legs3gM&list=PLPulR4Kq63KREjGxCe2D7kVvfNkP-snG9&index=3

McClay, R. (2017). Four cornerstones of successful cross-cultural training. Training 

Industry: Mind The Gap, 50-51. 

https://trainingindustry.com/magazine/issue/four-cornerstones-of-successful-cross-cultural-training

Merschdorf, H. (2022, June 18). The surprising paradox of intercultural communication [Video]. 

TEDx Talks. https://www.youtube.com/watch?v=JzJNA-3b6NA

https://trainingindustry.com/magazine/issue/four-cornerstones-of-successful-cross-cultural-training

Middlebury Language Schools. (2023, March 24). Language learning: Why intercultural

  communication is important? 

https://www.middlebury.edu/language-schools/blog/language-learning-why-intercultural-communication-important

Seigel, M. (2024, Feb. 6). Intercultural communication: Why is it important and how can I do 

better [Video]? YouTube. https://www.youtube.com/watch?v=eSiLz4mkSL8

Cultural Misunderstandings and How to Avoid Them

Burgess, H. (2017). Misunderstandings. Beyond Intractability. 

https://www.beyondintractability.org/essay/misunderstandings

International Relations EDU. (2019). 5 ways to avoid mistakes in cross-cultural 

communication. International Relations EDU. 

https://www.internationalrelationsedu.org/5-ways-to-avoid-mistakes-in-cross-cultural-communication

National Geographic. (2009, Oct. 24). Cultural differences National Geographic [Video]. 

YouTube. https://www.youtube.com/watch?v=BT0kzF4A-WQ&t=4s

Rinner, D. (2018, Nov. 14). How to handle cross-cultural misunderstandings [Video]. 

YouTube. https://www.youtube.com/watch?v=b1lOIB-q5w8

Stretch, C. (2018, Sept. 10). Cultural misunderstandings [Video]. 

YouTube. https://www.youtube.com/watch?v=R8VjSVavt4k&t=2s

Toegal, G., & Barsoux, J-L. (2016). 3 situations where cross-cultural communication breaks 

down. Harvard Business Review.   

https://hbr.org/2016/06/3-situations-where-cross-culturalcommunication-breaks-down

Vice News. (2018). Ike Nwala is a black comedian who has become Japan’s most unlikely 

star [Video]. YouTube. HBO. 

Summary: To gain a deeper understanding of cultures, cultural misunderstandings provide a valuable focus for critical thinking. We watched two video clips below to complement our discussions on intercultural misunderstandings, which explore cultural misunderstandings that occur when new family members from different cultures meet. Rosie Dodd, a creative English teacher, designed this lesson. After viewing each video, we discussed intercultural differences and misunderstandings about the YouTube movie clips, what we would have done in a similar situation, and whether we had ever experienced any of these issues before. Then, we shifted to your own experiences with cross-cultural misunderstandings and shared them with the classes. Finally, you discussed your homework for your Cycle 03 research.

Intercultural Misunderstandings: Ways to Increase Effective Communication Through Videos and Discussion

1) Cross-cultural differences and misunderstandings can be confusing, but they are meaningful learning experiences that we can resolve and also reflect on to improve. We will view two YouTube video clips of cross-cultural misunderstandings from the movies My Big Fat Greek Wedding and Joy Luck Club. After viewing and reading the English closed-captions (CC) dialogue on the screen for each video, you will have discussions in your new groups about the interactions, intercultural misunderstandings, and how all actors can resolve the issues.

1. What do you believe are the characteristics of intercultural misunderstandings?

2. What is the most different culture you have ever experienced? (It could be a different region in Japan)

3. If you had an intercultural misunderstanding you discussed with your previous group in period 3, please share it.

4. If another group member from period three had a misunderstanding, please share it with your new group.

2) Video 1: My Big Fat Greek Wedding: Meet the Family

https://www.youtube.com/watch?v=P3N5V9ml2VU&feature=emb_logo

1. Now, let’s discuss some questions about My Big Fat Greek Wedding:

2. What cross-cultural differences did you notice? Please explain.

3. What cultural misunderstandings were there?

4. How did the actors react to these issues?

5. Why do you think the differences or misunderstandings happened?

6. Let’s share some highlights with the whole class.

3) Video 2: Joy Luck Club        https://www.youtube.com/watch?v=_t82eWkb_tM&feature=emb_logo

1. Now, let’s discuss the same questions about the Joy Luck Club:

2. What cross-cultural differences did you notice? Please explain.

3. What cultural misunderstandings were there?

4. How did the actors react to these issues?

5. Why do you think the differences or misunderstandings happen?

4) Let us also share some highlights with the whole class. Please feel free to speak up about your own comments or those of your group.

Homework is due by uploading to your Google Doc for Autumn Cycles 3 and 4 by Friday at 1 pm before Class 03. Please take 3-4 pages of notes on two readings or viewings from the offerings below, using keywords and summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of some of the readings and viewings for Cycle 3. Feel free to find your own resources on culture as well, but please let me know the source by sharing the URL so that I can share it with the class.

This homework is due before the third period at the end of lunch on Friday, before Class 03. Please take notes and insert the photos you take of them into your Google Doc.

Cultural Awareness & Intercultural Communication

Canadian International Development Agency (CIDA). (2011). Cross-cultural understanding. Background Briefs. https://staceyvye.com/wp-content/uploads/oldsite/tc2.ca/uploads/backgroundbriefs/BBCrossCulturalUnderstanding.pdf

Lectera. (2025). Intercultural communication.  https://lectera.com/info/articles/intercultural-communication

Mayer, E. (2016, November 28). How to lead a successful international team [Video]. YouTube. https://www.youtube.com/watch?v=Q3X7legs3gM&list=PLPulR4Kq63KREjGxCe2D7kVvfNkP-snG9&index=3

McClay, R. (2017). Four cornerstones of successful cross-cultural training. Training 

Industry: Mind The Gap, 50-51. 

https://trainingindustry.com/magazine/issue/four-cornerstones-of-successful-cross-cultural-training

Merschdorf, H. (2022, June 18). The surprising paradox of intercultural communication [Video]. 

TEDx Talks. https://www.youtube.com/watch?v=JzJNA-3b6NA

https://trainingindustry.com/magazine/issue/four-cornerstones-of-successful-cross-cultural-training

Middlebury Language Schools. (2023, March 24). Language learning: Why intercultural

  communication is important? 

https://www.middlebury.edu/language-schools/blog/language-learning-why-intercultural-communication-important

Seigel, M. (2024, Feb. 6). Intercultural communication: Why is it important and how can I do 

better [Video]? YouTube. https://www.youtube.com/watch?v=eSiLz4mkSL8

Cultural Misunderstandings and How to Avoid Them

Burgess, H. (2017). Misunderstandings. Beyond Intractability. 

https://www.beyondintractability.org/essay/misunderstandings

International Relations EDU. (2019). 5 ways to avoid mistakes in cross-cultural 

communication. International Relations EDU. 

https://www.internationalrelationsedu.org/5-ways-to-avoid-mistakes-in-cross-cultural-communication

National Geographic. (2009, Oct. 24). Cultural differences National Geographic [Video]. 

YouTube. https://www.youtube.com/watch?v=BT0kzF4A-WQ&t=4s

Rinner, D. (2018, Nov. 14). How to handle cross-cultural misunderstandings [Video]. 

YouTube. https://www.youtube.com/watch?v=b1lOIB-q5w8

Stretch, C. (2018, Sept. 10). Cultural misunderstandings [Video]. 

YouTube. https://www.youtube.com/watch?v=R8VjSVavt4k&t=2s

Toegal, G., & Barsoux, J-L. (2016). 3 situations where cross-cultural communication breaks 

down. Harvard Business Review.   

https://hbr.org/2016/06/3-situations-where-cross-culturalcommunication-breaks-down

Vice News. (2018). Ike Nwala is a black comedian who has become Japan’s most unlikely 

star [Video]. YouTube. HBO. 

Summary: Participants did their best to deliver informative two-minute speeches on a specific aspect of culture. If you are reading the details and descriptions in advance, please note that the guidelines were discussed in the previous class during 4th period on Sunday, October 19th. Therefore, please refer to the last lesson.

X. Here is the schedule for your 2-minute informative speeches and the time blocks for each class participant, with your nickname or initials for privacy:

1. 15:50-15:52

2. 15:54-15:56

3. 15:58-16:00

4. 16:02-16:04

5. 16:06-16:08

6. 16:10-16:12

7. 16:13-16:15

8. 16:17-16:19

9. 16:21-16:23

10. 16:25-16:27

11. 16:29-16:31

12. 16:33-16:35

13. 16:37-16:39

14. 16:41-16:43

15. 16:45-16:47

16. 16:49-16:51

17. 16:53-16:55

18. 16:57-16:59

19. 17:01-17:03

20. 17:05-17:07

Finally, we will have an overview, reflections, and wrap-up of the course from 17:10 to 17:20. Thank you for taking this course! Enjoy your Open University Japan studies.

XI. Public Speaking Template, Tips, and Tricks: The 1-2 Minute Informative Speech (14:05 to 15:35)

1) Copyright 2017 by Mark Steven Hess. All Rights Reserved with permission to share for educational purposes. These tips are provided free of charge by Portable Gifted and Talented. I have modified the content for students at OUJ

2) One to Two Minute Informative Speech Template explanation for your one- to two-minute speech on Sunday during 4th period:

“Grabber” Notes: (Choose one—use vocal variety, humor, interesting quote or fact, or act)

State the Main Idea in One Clear Sentence:

Supporting Detail Note #1:

Supporting Detail Note #2:

Restate the Main Idea—Use Different Words:

3) One to Two Minute Supporting Speech Rules, Tips, and Best Practices: Intermediate English

1. In public speaking, use your voice and gestures to emphasize key points and to keep your audience interested.

2. Can everyone in the room hear you? If not, you just lost part of your audience.

3. You’ll never need a partner or assistant for this speech. Get support by being a good listener in the audience.

4. Grab your audience’s attention. Make them want to listen right away, which is very important in such a short speech. “Ho, hum . . . Oh, look. Someone is speaking. Oh, wait… they’re done already. What did they say?????”

5. Stay on track. Your job as a speaker is to convey one main idea and one main idea only, supported by examples and explanations. In such a short speech, you have no room to talk about anything else. It’s like a good paragraph.

6. Do not write out supporting details. This is a speech, not an essay. Work out what you will say by rehearsing the speech.

7. Write out your main idea sentence, your concluding sentence, and any important quotes. Know them by heart.

8. Rehearse. Rehearse again.

9. Look at your audience as much as possible, and make sure you’re not staring at one person the whole time. Now that would be awkward! Some people feel shy about looking at the audience. If that is an issue, look just barely over the top of their heads at the back wall. They’ll never know the difference!

10. Be confident and use your voice. Everyone is in the same situation. Take a deep breath. Rehearse some more. Take another deep breath. You’ll do fine!

15:35-15:50 Short Break

Note: Just in case, here is the Template Online:

OUJ_English 2_One to Two Minute Supporting Speech GuidelinesDownload

Summary: We will do activity IV. I will write the word CULTURE on the board and ask you, as a class, to come up with definitions of culture. You may find different elements that are true of culture in a new group. Then, you get to choose one person to write the definition on the board. Then, we will come up with a full definition of culture, and I will define culture. After that, you can communicate with me and your group by focusing on the role culture plays in forming our behaviors and beliefs.

Defining and Discussing Culture: Focusing on the Role Culture Plays in Forming Our Behaviors and Beliefs

This lesson is adapted and based on Paul D. Coverdell’s publication “Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding.” The publication is free and downloadable for educational purposes, such as classroom use. The Building Bridges Classroom Guide provides classroom activities related to culture. Paul Coverdell, a former Peace Corps Director and US Senator, sponsored the publication through his Worldwise Schools and National Geographic.

“Everyone has a culture. It shapes how we see the world, ourselves, and others.” ~Paul D. Coverdell

1) In your new group, please come up with one or more terms below the word CULTURE on the board. Then, when you are ready, please choose one or more people in your group to write your definition or definitions with a whiteboard marker. You may find it easier to define culture by listing its aspects, such as different elements that seem authentic. Some examples are:

CULTURE

• Everyone has a culture.
• Culture has to do with values and beliefs.
• Culture involves customs and traditions.
• Culture is collective, shared by a group.

2) I will summarize your definitions in context to this one: “Culture is a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people. It includes customs, language, and material artifacts. These are transmitted from generation to generation, rarely with explicit instructions.” ~Paul D

3) Then, please use the following questions in your group to focus a discussion on the role culture plays in forming our behaviors and beliefs:

1. How does culture shape the way we see the world, ourselves, and others?
2. How do you think you learned your culture?
3. How do you think your culture has shaped you? How has it influenced your values, preferences, and beliefs?
4. Despite the differences in culture, what are some things that everyone in our classroom has in common?
5. What do you think are some of the differences you have with you and others in the classroom?
6. What do you think the term ‘cultural awareness’ means? There is no one clear definition.
7. What is the most unique or different culture you have ever experienced?
8. What are some ways people can successfully interact with different cultures? Please give some examples.
9. Please discuss cultural misunderstandings experienced in Japan, travelling, being abroad, or seen in the media.
10. What are some ways people can resolve cross-cultural misunderstandings for effective communication?

Note: Please feel free to report on the information that you learned from not only current group members, but also previous classmates. This helps to increase class bonding and good relations.

Homework is due by uploading to your Google Doc for Autumn Cycles 3 and 4 by Friday at 1 pm before Class 02. Please take 3-4 pages of notes on two readings or viewings from the offerings below, using keywords and summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of some of the readings and viewings for Cycle 3. Feel free to find your own resources on culture as well, but please let me know the source by sharing the URL so that I can share it with the class.

This homework is due before the third period at the end of lunch on Friday, before Class 02. Please take notes and insert the photos you take of them into your Google Doc.

Cultural Awareness & Intercultural Communication

Canadian International Development Agency (CIDA). (2011). Cross-cultural understanding. Background Briefs. https://staceyvye.com/wp-content/uploads/oldsite/tc2.ca/uploads/backgroundbriefs/BBCrossCulturalUnderstanding.pdf

Lectera. (2025). Intercultural communication.  https://lectera.com/info/articles/intercultural-communication

Mayer, E. (2016, November 28). How to lead a successful international team [Video]. YouTube. https://www.youtube.com/watch?v=Q3X7legs3gM&list=PLPulR4Kq63KREjGxCe2D7kVvfNkP-snG9&index=3

McClay, R. (2017). Four cornerstones of successful cross-cultural training. Training 

Industry: Mind The Gap, 50-51. 

https://trainingindustry.com/magazine/issue/four-cornerstones-of-successful-cross-cultural-training

Merschdorf, H. (2022, June 18). The surprising paradox of intercultural communication [Video]. 

TEDx Talks. https://www.youtube.com/watch?v=JzJNA-3b6NA

https://trainingindustry.com/magazine/issue/four-cornerstones-of-successful-cross-cultural-training

Middlebury Language Schools. (2023, March 24). Language learning: Why intercultural

  communication is important? 

https://www.middlebury.edu/language-schools/blog/language-learning-why-intercultural-communication-important

Seigel, M. (2024, Feb. 6). Intercultural communication: Why is it important and how can I do 

better [Video]? YouTube. https://www.youtube.com/watch?v=eSiLz4mkSL8

Cultural Misunderstandings and How to Avoid Them

Burgess, H. (2017). Misunderstandings. Beyond Intractability. 

https://www.beyondintractability.org/essay/misunderstandings

International Relations EDU. (2019). 5 ways to avoid mistakes in cross-cultural 

communication. International Relations EDU. 

https://www.internationalrelationsedu.org/5-ways-to-avoid-mistakes-in-cross-cultural-communication

National Geographic. (2009, Oct. 24). Cultural differences National Geographic [Video]. 

YouTube. https://www.youtube.com/watch?v=BT0kzF4A-WQ&t=4s

Rinner, D. (2018, Nov. 14). How to handle cross-cultural misunderstandings [Video]. 

YouTube. https://www.youtube.com/watch?v=b1lOIB-q5w8

Stretch, C. (2018, Sept. 10). Cultural misunderstandings [Video]. 

YouTube. https://www.youtube.com/watch?v=R8VjSVavt4k&t=2s

Toegal, G., & Barsoux, J-L. (2016). 3 situations where cross-cultural communication breaks 

down. Harvard Business Review.   

https://hbr.org/2016/06/3-situations-where-cross-culturalcommunication-breaks-down

Vice News. (2018). Ike Nwala is a black comedian who has become Japan’s most unlikely 

star [Video]. YouTube. HBO.