maliheh60 maliheh60

Intermediate level


In this lesson, students will go through an interesting aspect of culture shock between a couple with different nationalities. They will start by a teacher-made anecdote as the lead-in and move to the regular reading stages as gist, scan and detailed reading with some new words/phrases. In the end, they will speak freely on a related topic.


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Main Aims

  • To provide gist, scan and detailed reading practice using a text about Culture Shock in the context of Culture

Subsidiary Aims

  • To provide fluency speaking practice in the context of Culture


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

To warm up, T will narrate a short anecdote reflecting a clear example of 'culture shock' to elicit the term by asking some questions like: "what do you think happened/was the problem?" "do you think they intentionally aimed to make the person uncomfortable?" Once the ss have come up with the term (culture shock), T will put a picture indicating the concept on the board. For the sake of saving time,T will ask a a couple of volunteers to share their personal culture shock experience with the class.

While-Reading #1 (13-15 minutes) • To provide students with less challenging gist readaing tasks

Each student will receive a copy of the reading text which will actually come after instruction. Ss need to skim-read the text in 2 minutes and choose the statement best summarizing it among the four given sentences. The whole thing will be done INDIVIDUALLY. ICQ: "will you read and decide on the best summarizing sentence with your friends?" "will you read every single word?" "how much time do you have to choose the answer?" T will monitor. Ss will be asked to share their answers with each other in groups. A WC feedback will be provided. Before giving ss the next HO, T will instruct the them to read the text again and INDIVIDUALLY mark each of the ten statements as T or F and provide the correct answers for F . A time limit of 7 minutes will be allocated to do the task. Ss will then check their answers with their partners. The answer key will then be on the board by T. Any contrast will be addressed first by other ss, then by T referring to the text.

New-vocab practice (7-8 minutes) • To provide ss with clues to do a vocab memory practice from the reading text

Ss will be required to put their text papers face-down on the table not seeing it anymore to do the activity in the new HO. Ss, in groups, will complete the missing initials of five phrases with quite new verbs they have already seen in the reading text. CLOSE monitoring will be done to prevent cheating;) The probable errors concerning the activity will be written on the board to correct and clarify. Each group will be called on to give one of the answers before clarifying the problematic vocab.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will talk freely answering a couple of questions which come with some interesting cultures from different countries. It is a group activity which needs ss to express their own opinions freely. The instruction will be clear enough in the HO to prevent further ICQs. T will monitor. Since the answers will be interesting to be shared with all, a whole class feedback will be provided in the end.

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