Mojca Mojca

TP 5-Across cultures Intercultural experiences
Intermediate level

Description

In this lesson students learn how to express their social differences and experience of living in a foreign country by using grammatical form (get used to, be used to). Students do listening activities to understand the meaning of the form. The lesson starts with listening activities, continues with the elicitation of the form and finishes with the speaking practice, where they state their own opinions on social differences (e.g. age, gender, work-status).

Materials

Main Aims

  • To introduce and provide practice of using vocabulary of changes-'be used to' and 'get used to' with gerunds or other nouns in the context of intercultural experience

Subsidiary Aims

  • To enable students to practice 'be used to' and 'get used to' while expressing their own feelings about the experiences they have been through, in the context of changes in their lives and different aspects of culture where they come from.
  • To provide practice of listening for gist and detailed listening in the context of intercultural experience and the effect it has made.

Procedure

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

- T starts asking Ss about their own experience abroad, whether it was easy or difficult and why. - T shows the photos(two) of Egypt and elicits the Ss where the photos were taken and who took it. - Once the Ss guess where the photos were taken, the T enquires about Federico (the person who will share his experience about living in Egypt) when she puts his photo on the WB

Exposure (8-10 minutes) • To provide context for the target language through listening for gist and details

- T gives instruction to Ss for the first listenings and writes on the WB to focus on how Federico felt about living in Egypt during the day and how he felt at the end of the day - Ss do their first listening (1.7-English Unlimited, p11) - Peer-check (in pairs) - Feedback- WC - Ss listen the same tape again and this time focus on the detailed listening where they are given a question each to focus on (6 questions)- Ss do the task individually - Ss check in pairs (which T puts together according to the number of the question they are required to answer) and discuss the answers - Ss are given the answer keys -Ss focus on the third listening part (gist) to understand how Federico felt 6 months later and provide the difference he mentions

Highlighting and clarification (6-10 minutes) • To draw students' attention to the target language and clarify the meaning, form and pronunciation of the target language

- Peer-check - Feedback- Ss explain to the T how Federico felt before and after and put the expression (smileys) on the WB into a chart that T prepared at the beginning of the lesson - Ss are given expressions like 'fond it difficult', 'wasn't used to', began to understand', 'got used to', 'I'm OK with it.' and 'I'm used to it now', which they need to discuss in groups and put into the chart on the WB - T asks how a person felt in the past and how a person feels about living in Egypt now (elicitation) - T presents the form by writing two sentences (one with 'get used to' and another with 'be used to') and highlights 'be used to' and 'get used to', and gerund that goes after it when using a verb, or a different noun - Ss do a gap-fill exercise - T focuses on pronunciation and shows the linking of the words 'used' and 'to'

Controlled Practice (7-10 minutes) • To concept check and prepare students for more meaningful practice using the target language in the context of intercultural experiences

- Ss do a writing exercise using the expressions of changes (mentioned in the previous task- 'be used to', I'm OK now.', ...) - while doing the exercise Ss need to use the vocabulary given (they need to think about the changes in their lives or someone they know concerning moving abroad, changing jobs, changing schools, visiting another country, moving to a different area, learning a language) - Ss work in pairs - Peer-check (different pairs) - Feedback- Ss report to the T (explaining if and who had the same experience)

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice of expressing the feelings for different aspects of cultures

- Ss match expressions to the pictures (7a- English United, p11)-PW - Group check - T-WC- T shows the pictures, Ss provide the aspects (words) - in groups Ss speak about two topics providing the aspects of culture where they come from (e.g. eating habits, greetings, hospitality, personal space, work-life balance, showing emotions, sense of humour, family life) correlated to the relationships between older and younger people and men and women - T gives feedback by writing the wrong sentences on the WB and elicits the correction

Free Practice (3-5 minutes) • To provide students with free practice of the target language by using the learnt grammar and vocabulary in the context of intercultural expreiences

- group mingle - Ss share their opinions about the aspects of culture within different groups - Report to the T

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