General Concepts

* Use of mini dramas/mini skits: Students create and perform a skit related to a specific cultural theme or situations (e.g., role plays, journalistic interviews, TV news reports, case studies, etc.)

• * Use of mini dramas/mini skits: Students create and perform a skit related to a specific cultural theme or situations (e.g., role plays, journalistic interviews, TV news reports, case studies, etc.)

• Some Useful Techniques (cont’d)

• * Cultural assimilator: 1) Give/read students a short passage demonstrating an intercultural exchange where a misunderstanding occurs; 2) Offer four possible interpretations; 3) Get feedback from students on what they think and why.

* Culture capsule: Briefly present one aspect of the target culture (e.g., educational system) followed by a discussion of the contrasts between target and first cultures.

• * Culture capsule: Briefly present one aspect of the target culture (e.g., educational system) followed by a discussion of the contrasts between target and first cultures.

• * Turn students into cultural detectives with culture-related research projects (e.g., present a region of China, a Chinese writer/painter/singer/athlete, etc.); using libraries, the Internet, community centers; they create maps, timelines, posters; they make PPT slides, short movies, etc.

• Some Useful Techniques (cont’d)

• * Share your own experiences of the target culture (and have students share theirs) using realia if possible (e.g., postcards, photos of trips, clothing, souvenirs, etc.)

* Presentation of a critical incident: 1) Situation: some problems occur in the interactions among people from different cultures (e.g., use a movie, a dialogue) 2) Students analyze the situation and the reactions of all people involved. 3) They then reflect on the cultural values represented, and decide on a course of action.

• * Presentation of a critical incident: 1) Situation: some problems occur in the interactions among people from different cultures (e.g., use a movie, a dialogue) 2) Students analyze the situation and the reactions of all people involved. 3) They then reflect on the cultural values represented, and decide on a course of action.

• Some Useful Techniques (cont’d)

• * Study the language itself: use of proverbs, sayings, metaphors, humor (e.g., cartoons, excerpts of comedies)

• * Use of literary texts, poems, folklore