Günay Şimşek Günay Şimşek

Listening and speaking
Intermediate level


In this lesson students will examine intercultural experiences listening to Federico's story and also speaking about different aspects of culture.


Main Aims

  • To provide specific information and detailed listening practice using a text about experiences of adapting to a different culture

Subsidiary Aims

  • To provide fluency speaking practice in a conversation about different cultures.


Warmer/Lead-in (4-7 minutes) • To set lesson context and engage students

Ask Ss "what is culture to you? "what kind of things we talk about when we say culture? Get some feedback. Play a youtube video (showing about different aspect of culture)(http://www.youtube.com/watch?v=o32l-_U6nGY&app=desktop) Ask Ss if they lived or worked in different cities or countries? if they did, did they notice anything different from their own culture? Was there anything you didn't understand? Did anything go wrong? How did you deal with it? Ss work in groups to talk about their experiences Nominate for feedback to find out most interesting experiences or similar experiences.

Listening for specific information (5-6 minutes) • To enable students to develop their listening skills for scanning.

Before ss listen to the conversation of Federico, ask students to look at the image of a guy called Federico and guess about these questions: "who do you think he is?" "where is he from?" You can also ask students to predict about the image of Alexandria - Egypt." where is this place?" Ask ss to tell you "what is the connection between Federico and the city Alexandria might be?" He was in Egypt for a year why do you think that was? Ask ss the first questions before the listening: How did the feel during the day? How did he feel at the end of the day? SS listens and work in pairs to discuss their answers. Monitor Do W/C feedback

Listening for detail information (6-6 minutes) • To provide students with more challenging details listening tasks.

Before ss listen the tape again, ask ss to read the questions on exercise 3. When they are ready, play the tape. Ss work in pairs to check their answers Teacher monitor Nominate for feedback

Listening (6-6 minutes) • To provide students with more challenging deduction listening tasks

Ask students to answer this question before they listen to the tape " What cultural difference does Federico talk about?" Ss listen Ss work in groups to discuss Teacher monitor Students give group feedback

Pre-teach vocabulary (4-7 minutes) • To allow students to understand the text clearly making sure that there are not any blocking lexis.

Ask Ss to focus on expressions that highlighted in the the exercise 5 Ask " Which of those sentences from A, B, C are all about? -a present situation? -a past situation? -a process of change? Ss discuss in groups for the answers, T monitor. Ask Ss to come to the board to match their answers and W/c feedback to confirm. Read or write this sentence on the board: I found it quite difficult when I first went into advertising. Ss write sentences. Monitor and help if necessary. SS discuss their ideas on feedback.

Freer speaking activity (8-10 minutes) • To enable students to practice their fluency speaking skills by exchanging opinions about different aspect of cultures.

Before the task make sure students understand what it meant by personal space, hospitality, work- life balance, sense of humour and the difference between employee and employer. Give them a few minutes to think about 3 questions. (they can make notes) Ss discuss their ideas. Monitor the use of the new language for discussing cultural experiences. Ask Ss ideas about those 3 points. See if other learners agree and why and why not? Monitor Nominate for feedback

Language focus (4-5 minutes) • to clarify any common errors

Find good language example and examples that contains errors that need to be corrected from monitoring stages. Write them on the board and elicit answers from students to make the corrections together.

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