Summary: Students joined remotely to support students who could not present on Zoom

Summary: From 09:50 to 11:20, we will watch 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. 

VII. Intercultural Misunderstandings: Ways to Increase Effective Communication Through Videos and Discussion 1 (09:50 to 11:20)

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. Part 1 is from 09:50 to 10:10.

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)

https://www.youtube.com/watch?v=LDC3Lhq0LBA

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 share your own comments or those of your group.

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

https://www.youtube.com/watch?v=hGKCkvNk_zI

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 share your own comments or those of your group.

11:20 to 11:35 Short Break

Summary: From 15:50 to 17:20, we will watch 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 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. Then, we will shift to your own experiences with cross-cultural misunderstandings. Finally, to prepare for your 2-minute speech related to some aspect of culture, you will learn about the speech guidelines and essential information.

V. Intercultural Misunderstandings: Ways to Increase Effective Communication Through Videos and Discussion (15:50 to 17:00)

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. Part 1 is from 15:50 to 16:10.

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 (16:10 to 16:30)

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 (16:30 to 16:50)        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 share your own comments or those of your group.

5) Extended activity from 16:50 to 17:00. Imagine if you had an international tourist coming to Saitama, Tokyo, or another region in Japan. Actually, my friends are arriving next week. Below are some prompt questions that you can discuss with your group.

1. If an international tourist were coming to Tokyo, what advice would you give them?

2. How to eat.

3. What to wear in different places?

4. How to greet people.

5. Lastly, as the class closes for the day, provide more feedback as a class.

*Adapted worksheet was initially created by Rosie Dodd <englishwithrosie.wix.com>

VI. Public Speaking Template, Tips, and Tricks: The 1-2 Minute Informative Speech (17:00 to 17:20): Guidelines for Your Speech

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 (refer to page 13 of your handout):

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

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

17:20: Class concludes for the day

Summary: From 14:05 to 14:35, 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 the term. You may encounter different elements that are characteristic of a new culture. Then, you get to choose one person to write the definition on the board. Then, we will develop a comprehensive definition of culture, and I will provide my own definition of culture. After that, you can communicate with me and your group by focusing on the role culture plays in forming our behaviors and beliefs from 14:35 to 15:35.

IV. Defining and Discussing Culture: Focusing on the Role Culture Plays in Forming Our Behaviors and Beliefs (14:05 to 15:35)

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) From 14:05 to 14:35, 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 is closely tied to values and beliefs.
• Culture involves customs and traditions.
• Culture is a collective, shared experience among a group.

2) From 14:35 to 14:40, 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, from 14:40 to 15:35, 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, which helps to increase class bonding and good relations.

15:35 to 15:50 Short Break

Summary: We will review Worksheet #2: Your Identity: Everyone Has a Culture–Everyone is Different.  Then, in your own words, with at least one to two pages of notes. You can include information about yourself that is unique to you, not related to the questions.

III. Features of Culture Part 2: Everyone Has a Culture-Everyone is Different (11:35 to 13:05)

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.

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

1) From 11:35 to 12:10, please review Worksheet #2: Your Identity: Everyone Has a Culture–Everyone is Different.  Then, in your own words, with at least one to two pages of notes. You can include information about yourself that is unique to you, not related to the questions. You have about 30 minutes to think about and answer the nine prompt questions.

2) Then, at about 12:10 to 12:50, you will be able to discuss the questions in your new group until lunch time at 13:05. The questions are:

1. What languages do you speak?
2. What music do you listen to? What dances do you know?
3. What foods do you eat at home?
4. In your family, what is considered polite and what is considered rude? What manners have you been taught? (Think about such things as table manners, behavior toward guests in your home, what to say when answering the telephone, and how to say thanks for a meal.)
5. What do you wear on special occasions?
6. How often do you see your extended family (for example, grandparents, aunts, uncles, and cousins)? What role do they play in your life?
7. What holidays and ceremonies are important in your family?
8. Describe something very important to you. It could be a value, such as respect or honesty. It could be a person, such as a parent, brother, sister, or friend. It could be a goal, such as going to college or designing a website. It could be a hobby.
9. Based on what you’ve written, how would you describe the characteristics of the culture you’re a part of?

Note: You may prefer to discuss your friends, members of a group, colleagues, or acquaintances instead of family. Please discuss other people in your culture as you like.

3) After you share your responses to the questions, from 12:50 to 13:05, please discuss:

1. Are your responses exactly alike? If not, why not?
2. What differences did you find among responses?
3. How can you explain the differences?

13:05 to 14:05 Lunch Time

Summary: From 09:50 to 10:10, I will begin by introducing myself. Class participants will create a name badge for themselves, which will help us remember each other’s names more easily. Then, we will have an orientation to the course, where you will learn what you will be able to do by the end of the course based on the course handbook and website. Then, we studied and discussed the layers of diversity of a person’s personality, language, and culture. You also learned more about your classmates and me.

I. The Diversity Wheel: Visualizing Personality, Language, and Culture (10:10 to 10:40)

Personality, Language, and Culture Vocabulary Exercise: These vocabulary terms in this wheel were designed initially by Marilyn Lowden and Judy Rosener, modified by Lee Gardenswartz and Anita Rowe, and adapted by Empovia.

I. Instructions: Please study the vocabulary terms as best as you can. If you are familiar with terms such as ‘age’ or ‘job,’ you do not need to include the words and definitions in the worksheet accompanying this webpage. Only study and write vocabulary terms and definitions that you somewhat understand, but would like to confirm their meaning. Also, note terms and definitions you completely do not understand in English, as well as those in English to English, English to Japanese, or both translations. It is your choice depending on your level of English skills and the time you have to prepare for the class.

Vocabulary Terms You Understand Somewhat (but are not confident using or are not 100% sure of the meaning)

1). Vocabulary Terms Definition (in English, Japanese, or both; your choice)

2). Vocabulary Terms You Do Not Understand at All

Vocabulary Terms Definition (in English, Japanese, or both; your choice)

II. Features of Culture: Everyone has a culture. It shapes how we see the world, ourselves, and others (10:40 to 11:20)

II. Features of Culture: 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 was a Peace Corps Director and US Senator, and the publication was sponsored by his Worldwise Schools and the National Geographic Society.

Enduring Understanding: Everyone has a culture. It shapes how we see the world, ourselves, and others.

1) Discussions: In this section, there are whole-class discussions about the differences related to culture, beliefs, and ways of living, as well as the things we have in common, such as our basic needs and our cultural self-introductions.

An example of a cultural self-introduction: My name is __________. I’m good at puzzles, but I am not so good at math. I like sushi, but I don’t like wasabi.

You can introduce what you would like other people to know.

2) Instructions for  Worksheet #1: Features of Culture

A. Please complete the worksheet by filling in an explanation for each feature of culture. For each feature of culture, please think about and write down in the country where you were born. You can take notes on another piece of paper or electronic notes if you like.

B. Group Discussion: In your group, please use the following questions to discuss the five features of culture. You have 20 minutes to think about and take notes on the questions before the group discussions in the spaces provided in the workbook:

1. Celebrations: What kinds of celebrations are important in your family? In your country?

2. Greetings: How do you generally greet people you don’t know?

3. Beliefs about hospitality: How do you show hospitality in your community? In your school? In your home?

4. Family Role: Is there an age at which you celebrate an important event in your life?

5. Attitudes about personal space and privacy: How important is it to have your own space and privacy?

C. Essential Period 1 & 2 Discussion Questions with your group (time permitting):

1. Why is it important to understand culture?

2. How does culture shape the way we see the world, our- selves, and others?

3. How does my culture shape me?

11:20 to 11:35 Short Break

Summary:  We reviewed what to do this session and focused on some APA formatting guidance. Then, you discussed notes #5 for your academic essay and provided APA references. Lastly, we discussed the homework note-taking #6 about the solutions to your issue for the next class, and a required Write & Improve submission entry as one of your five essays. 

A Writer’s Quote to Consider:

“Notes are like Velcro. As you try to skim them, they ensnare you, and pretty soon you can’t see the story from the details. The story is not in my notes. The story is in my head.”–Jane Harrigan, Professor of Journalism at the University of New Hampshire

Review:

Alex Essay Writing Tool Step 07: Close reading

Alex Essay Writing Tool Step 08: Give your material order

Homework due at 1 pm the day before Workshop 07.

A. Take photos of your notes and insert all the images in your Google Document under the title Research Article #9 in your shared Google document.

B. You are also required to write one essay in Write & Improve, and then enter again based on the guidance and your improvement. Do not use pure AI, I will know. You may use spell and grammar checkers, but the work should be your own.

Instructions for Homework Content for Part A:

1. Researching and taking notes on article #9. Take about two pages of notes using the keywords on the pages. Remember to write the author’s name(s), the date, and page or paragraph numbers if you use direct quotations. Try to summarize your work.

Then, could you put the pictures of your notes in your shared Google Document under Research Article #9 in your shared file so I can edit your APA References?

2. Typing the APA reference of your research: As best you can, type the American Psychological Association (APA) formatted references typed in the document above your notes for Research Article #8. There are two APA quick guides you can download below for your reference.

The details needed are:

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

Attachments for Class and Homework:

Finding Research: Successful Paper

Academic-Essay-Writing-SurveyDownload

Sample Student APA Essay

A-very-quick-guide-to-APA-7th

A-Quick-Guide-to-APA-7th

Free Database Engines off-campus to collect research for your APA Paper: 

New! Zenbird Media: Topics & Issues: Do you often think about researching issues related to your local community, or Japan in general, but find the data in the Japanese language? Then, Zenbird Media is for you!

Carrot 2: Carrot helps you find topics related to your search term. After entering the term and clicking on ‘search,’ you can choose to see the results as a list, treemap, or pie chart, which helps you visualize your issue and narrow your search at the same time. However, please do not use Wikipedia.

Directory of Open Access Journals (DOAJ): DOAJ is a community-designed and maintained online journal directory that provides you access to robust, open-access, peer-reviewed journals. This search engine is independent and free, including being indexed in DOAJ. Please use this engine for topical issues and authors, and you might find research that provides evidence for your academic essay. DOAJ is an educational outreach search engine that focuses on high-quality applications and submissions.

Google Scholar: Google Scholar helps you do a broad or narrow search of articles. It also enables you to cite your “references” for APA and “work cited” for MLA!

CORE Research Engine UK: This research search engine claims to be the largest open-access research database in the world, giving free access to information that is very informative and easy to understand, where you might find research on your issue.

Learning About Global Issues–Specifically concerning Chuo University Faculty of Law English courses. The team hopes that this website is helpful for students and other people in Japan (and in other countries) to develop their knowledge and critical understanding of different global issues.

Summary: No make-up presentations were needed. You did our course surveys, and then you left early to study for your other classes.

Have a lovely summer!

Please play the Freerice app, sponsored by the United Nations World Food Programme, to get smarter and help feed people worldwide who are in need and hungry.

Summary: In the photo, my mom won her North American Dragon Boat Race in Montreal, Canada last week. She is the first person paddling to the left and is 82 years old. That’s why I am a strong person, lol!

There were 14 engaging presentations on your language experiences. I was glad that there were a bit more discussions and a little less silence than in previous discussion sessions.

Here are two student presentations from Cycle 2, yet from another university. If you do well and would like me to use your presentation to show other Chuo Law students in the future, please let me know. Finally, we decided on the dates of your presentations.

Cycle 2 Final Presentation A

Cycle 2 Final Presentation B

1. Each presentation should be approximately five minutes long, with two minutes allocated for questions and comments. 

2. There are usually 14 to 16 slides in your PowerPoint slide show. Some students would like to make a poster, so please use several A3 sheets and tape them together. Please remind me to get the paper!

3. Each image you use should mention what website (not the URL, but the author’s name and date published with the time-stamp or page/paragraph number) to show where you got your content from to give credit. 

4. It is essential that you have at least four in-text citations/references. The first four students I have checked only have two. What’s up with that? Please add two more.

Homework due by email for PowerPoint attachments or posters, take photos of them, and place them at the end of the Cycle 2 Section of your Google Doc. Each person will submit their presentation on the Friday before their presentation day by 1:20 pm, after lunch.

Presentation-Guidlines_Cycle 2_L2-M_Self_SystemDownload