Sophia Yazici Sophia Yazici

Reading - Culture Shock
Elementary level


In this lesson, Ss will be practicing their reading skills in the context of culture shock. They will use a text to read for gist, specific information, and detailed comprehension. Following the reading, Ss will consider culture rules of other countries and their own countries cultural rules.


Abc Culture Shock Text

Main Aims

  • By the end of the lesson, Ss will have practiced their listening for gist and detailed comprehension in the context of travel/culture shock.

Subsidiary Aims

  • Ss will also practice speaking about their culture and customs


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

(Put up pictures of vacation destinations on the walls and on the projector) In pairs, ask each other these (showing paper with q's). WC FB: (Select 2 or 3 Ss)

Pre-Reading - Pre teach vocabulary (5-7 minutes) • To prepare students for the text and make it accessible and learn essential vocabulary

One side is sentences with new vocabulary words. One side is definitions. Match the definition for the bold word to the sentence. Choose the definition for the darker word. Work in groups of 3. (Distribute the exercise) WC FB: (CCQ problematic words) CCQs: What do you do when you want to get married? [ask permission, plan a wedding ….] Is marriage the same in every country? [No] When you have a child, does your stay the same? [No] Do you do things differently? [Yes] When someone you love dies, do you cry everyday for many years? [No] Why? Can you make them alive again? [No] After a few days, a week, is it ok? [Yes] When your football team wins, how do you feel? [happy, excited] You experience happiness. You experience excitement. Is this sentence is it a noun, adjective or verb? [verb] (Write I had a good experience in Japan.) What is it in this sentence? [noun] So it can be both. When you were born you were a? [baby] When your son/daughter has a baby, you are a? [mother/father] Are you a baby and mother at the same time? [No] [Showing on a timeline] Pronunciation: (chorally and individually) stages (stage) /'steɪdʒɪz/ custom /ˈkʌstəm/ adjustment /əˈdʒʌstmənt/ acceptance /əkˈseptəns/ experience /ɪkˈspɪriəns/

While-Reading/Listening #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

(Chesting the HO and reading) Look at Exercise 1 only. Read the text alone quickly to choose the best definition of the title of the text. You have 1 minute. ICQs: Are you working together? [No] Will you read every word? [No] How much time? [1 minute) PW FB: Turn your reading over. Check your answer in pairs. WC FB: What is the answer? [b.]

While-Reading: Specific Information (4-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Look at Exercise 2. Answer the question: how do you feel for each stage. You do not need to write long sentences. List the feelings. Work alone. You have 3 minutes. ICQs: Do you write full sentences? [No] How long? [2 minutes] Are you working in together? [No] Turn the reading over. PW FB: Check in pairs. (Ss write the answers on the WB.) WCFB: Check your answers. Do you have anything different?

While-Reading: Detailed Comprehension (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Look at Exercise 3. Match the words from the reading with the definitions. Work alone. PW FB: Check in pairs. WC FB: (Write AK on the board) Do you remember the man in class yesterday? [Yes] Do you know his name? [No] Do you know any information about him? [No] He is a stranger. Do you know my name? [Yes] Do you know information about me? [Yes] (cross out stranger) Am I from Turkey? [No] (Circle foreigner) Was the man Turkish? [No] Can you learn English in one day? [No] You learn (gesturing) little by little What are some English language terms? [verb, past simple] What does an anthropologist study? [people] What are they nouns/verbs/adverbs? Pronunciation: (Chorally and Individually) /ˌænθrəˈpɑːlədʒɪst/ /ˈfɔːrənər/ /ˈlɪtl baɪ'lɪtl/

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

(Chesting the HO) Read the sentences and decide True or False. Work Alone. WC FB: (AK on the board) Which sentences did you get wrong? In groups of 3, answer the question together. WC FB: What are some important customs you though of? (Error Correction)

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