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Lesson 1:
context: same
Teacher: VIetnamese teacher
Activity:
The last activity is providing students a video of biggest holidays in China, Japan,and Thailand.
Students are asked to take notes the differences between Tet holiday and other holidays.
Students discuss in groups about the differences.

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Keynote Level1
context: 20 Indonesian students 15 years old in the secondary school with intermediate level of English
adaption: to change the material into more international one. read articles and think about some arguments about body image and self esteem in indonesian culture and compare them with the culture presented in the article.
Change the sentences in activity 2 fitting into their own culture.

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B. Pressure to be “perfect”

Context:

High school students in Korea (16-18 years old)

Why is this issue important? The country is known for its plastic surgery industry, with many people going under the knife to change their physical looks. While it may be a taboo in some countries, undergoing plastic surgery is almost becoming a norm and acceptable in the Korean society.

The perception of beauty is an important issue that should be addressed in the classroom. This is especially so in a class of teenage students whose view and perceptions of beauty are often influenced by the media’s portrayal of beauty.

In order to suit the cultural context, the materials will have to be adapted to include other definitions of beauty. One way is to include the Asian perceptions of beauty. Essentially, what are the notions and standards of beauty?

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Adapt: New Headway intermediate, 2006 edition

World guide to good manners

Context: Chinese EFL intermediate learners in a high school international class

Procedure:

Pre-task:

(adding)

Discuss with groups of different manners in some topics, such as greeting, etc.(pre-knowledge)

While-task:

(modifying)

delete “doing buiness” part.

Categorise the different manners from different countries.

Post-task:

(adding) Discuss the same gestures with different meanings in different cultures.
discuss whether these differences influence their daily behaviour.

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3. Activity 3 - Cameron, Ariana and Jessie

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3. Activity 3 - Cameron, Ariana and Jessie

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- Context: Japanese high school students studying English. For communicative purposes they need to learn about other cultures and interculturality
- Delete the part about "doing business" as it is not relevant to the students' interests. We will extend the other categories with more information instead
- Some of the travel tips which are not accurate will also be modified. For example, In China your host will keep refilling your dish unless you lay your chopsticks across your bowl will be changed
- Include some information about source culture like taking off shoes before entering some traditional restaurants with tatami floors

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lesson one
context: university students in China
Adaption:
delete the part about game, letting students to discuss the New Year Celebrations from their own culture first, then figure out the similarities and differences between Chinese culture and vietnamese culture.

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Activity 1
Context: Same (Vietnam 6th graders)
Teacher: Singapore
Change the interview to specify a Singaporean cultural background for the interviewer. Add details to show how Singaporean culture is different in interviewer dialogue.
Show that not everyone is familiar with Tet.
Ask if they know any other festivals (Christmas, Chinese New Year etc) from other cultures. Teacher can introduce different festivals from Singapore (using pictures andvideos), underlining multiculturalism.
* Students can use L1 to enrich discussion

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activity one
context:  30 Chinese secondary school students.
adaption: pre-task: give students five minutes to talk about what they did during the Spring Festival  to each other.
main task: firstly, listen to the text and then take notes of some key words. Secondly, work in a small group discuss what they wrote down and reconstruct the original task.Thirdly, give them some appropriate pictures and words, then let them match them together.
post- task: write down the festival in your own country you like best and talk it with classmates.

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Textbook B
contexts: senior Chinese publichigh school students
adaption:
mention other culture (international culture),to  encourage students to reflect own culture .E.g, include some reflective questions

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15 Chinese high school students. Aged 18 years old. Proficiency IELTS band 6. (New headway intermediate)
Rewording the whole article to be updated, cultural perspective needed to be justified and giving a few more information on the historical perspective
- try to avoid stereotypically misleading information and focus on big C and also small C.
- activity 2 and 3 suggest stereotype of other culture and hence i would avoid it
- add more comparison to chinese culture to other culture.

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Textbook 3
Context: International students in a high school of Australia.
Adaption: Students are required to give the opinions in groups that if they agree to to the textbook. Because many behaviors might be changed in current society. They can share their experience to others in class and exchange the culture. Also the students from other countries which are not appear to the textbook also be encouraged to share their opinions. All the students can make a comparison and reflection their owns.

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Lesson one
Context:
1) 30 Students: a junior high school in China, lower-intermediate EFL learners.
2) A local teacher with MA degree in TESOL studies.

Adaptation:
Add an activity about comparison between Tet and Spring Festival in China.
Question: What are differences  between Tet and Spring Festival in terms of celebration activities, food and customs?