1. 1. Students will tell each other about an interesting piece of their culture at the end of their first week. This could be family culture or language or any challenges that they will have in this school and how they can deal with these challenges.
   1. Teachers will model the activity and expectation
2. 3. The teacher will focus on a grammar point at the beginning of each class, starting with present tense. They will ask the students what a tense means, and what the difference is between their native language and English. Then, the teacher will elicit advice from the students to decide how to remember the grammar forms as a group. This will help out with easing differences between cultures, because each culture's students will contribute and help the others. Not all the suggestions will help everyone, as everyone has different opinions, but the different ideas from different cultures could be useful.
3. 2. The teacher will review the basic differences between writing in different scripts, and how to write in English effectively. This will begin at the beginning of the first class. This is meant to show that all cultures have equal things to learn, and students can share their English writing strategies at this time.
4. 4: The last reading section each week will be an excerpt from a reading about life in another culture. This will introduce students to new information about cultures and help them learn about culture passively. The teacher will give a new reading with questions about what happened, why they think it happened, and searching for important information.
5. 5: Students will give a presentation about an interesting aspect of a culture that is not their own for class in an informative way. This will not be a topic previously covered in class. These will be final projects for the class. This will show that students empathize with other cultures and are actively seeking new information.
6. Thai Culture: Thai people have a higher feminine coefficient, making them slightly more friendly and talkative. They have high power distance, so they are used to having authority figures assume control. One possible problem is uncertainty avoidance, which means students will be less likely to give answers and participate unless they are sure of something. To counteract this trait, students should be given clear information and time to process activities.
   1. Schools in Thailand are slightly more relaxed than in Chinese culture; however, students act very respectfully towards their teachers.
7. Burmese Culture: Because masculinity, individualism, and power distance are different from the other students, these children may have some problems in the classroom. These could range from being slightly disruptive compared with Chinese students to being more talkative and less dominant.
8. Chinese Culture: Low Uncertainty Avoidance: Students are more likely to take risks, they have high power distance, and low individualism.
   1. Students are used to being at school for long hours, and students learn mostly in visual format.
   2. High Masculinity: Students like flashy things, and the culture is curved toward masculinity, so men are perceived as being more in charge.