Strategies for integrating

Language and Culture in the

Classroom
Designing an IC
activity
Assignment (b) - an IC activity

Authors:
JOSÉ ENRIQUE MENDOZA MACÍAS
JONATHAN FERNANDO MUÑOZ ZAMBRANO
Topic: Explanation:
British Universities and life! This topic will be used for students to obtain information about what is needed to study abroad, they will present
requirements, important facts needs and represent by gathering information what could be living the experience.
In the end, students will present an oral explanation and a formal text type as needed to create their final work,

Objectives of the activity Details of students Materials

Linguistic objective(s): Academic year: Third Baccalaureate  Books
To create a global understanding of the Level of English: B1  Magazines
requirements needed to join British Universities,
and to compare them to local.  Internet

Intercultural objective(s):  Paper

To develop an understanding of target language

related to professional situations and how to
react to them.

Time Description: Interaction Skills / language content practised

patterns*

1 hour Formative: Prerequisite activities:  Individual Reading

(At work
home)  Students will consult English Magazines, newspapers, or ads on  Applying skills when researching
the internet related to British education. and extracting relevant information
Steps to the task.
 Students will interview or contact English exchange students.
 Students must apply the deep reading
 Students will check English Universities for schedules and to know the most relevant issues.
curricula elements.
Writing
 Students will search for posters ads, flyers, etc. related to English
student`s life.  Students might take notes about
research.
  Students have to focus on taking
extract and relevant information from
their notebooks.

10 Formative: Students will present a 1o minutes sketch of a classroom  Teacher – Listening

minutes situation in British university life. Whole group
(Class 1)  Students have to listen to teachers’
 Students will use the information they obtained from their  Pairs and instructions about the sketch.
investigation. small groups
 Students will listen to classroom
 Students will focus on the key point elements based on their interventions about the topic.
research.
Speaking
 Students will focus on relevant information.
 Students have to perform the sketch
by following the rubric (see annex)

 Students have to use present simple

structures as they are supposed to be
living the experience.

10 Formative: Students will present an oral explanation of British  Mingling Speaking

minutes Universities' requirements.
(Class 1)  Pairs and  Students will use formal language for
 Students have to present detailed information about what is needed small groups the presentation.
to course British careers.
 Students have to show skills and
 Students will present requirements to have a British university life. requirements needed to have British
studies.
 Students will create a contrasting chart compared to the original
target language.  Students have to use Future tense
structures.

 Students have to consider the

speaking rubric (see annex)

60 Summative: Students are asked to write an article contrasting  Individual Writing

minutes requirements for university degrees in Britain and Ecuador. work
(Class 2)  Students will write in a formal
 Students have to focus on relevant information from research. language.
  The article must contain 450 – 600 words  Students will write a professional
text type (article)

 Students have to focus on the

structure given on the rubrics (see
annex)

 Students might use present simple

and future tenses as needed on the
text.

Anticipated problems Possible solutions

 Students cannot know universities in Britain  To give previous information about careers and curriculum

 Students might know how to write an article  To provide rubrics for speaking and writing evaluation

 Students might know how to research  To provide techniques about tips to write a perfect article.

 Students might focus on what skills are needed to be evaluated.

* Interaction patterns are the relationship between teacher and student(s): T SS; SS T; T SS; SS SS; S S, etc.

Sources

(SCHEU, 1994)
Speaking Rubric (Sketch and Presentation)

Criterion Marks
Criterion A: Productive Skills
How successfully does the student use the language in speech?
The command of spoken language is excellent.
4
 The production of language is fluent and generally authentic.
 Language is varied and idiomatic.
 Intonation enhances communication.
Criterion B: Interactive and Receptive Skills
To what extent does the student understand and demonstrate an
ability to interact in a conversation?
Complex ideas are understood very well and interaction is
excellent. 4
 Complex ideas and opinions are presented, coherently, and
 effectively.
 The conversation flows coherently in a natural manner
Criterion C: Interactive and Receptive Skills
How does the student use and apply the situation in a real
context?
2
Ideas are presented properly.
 The situation is presented in an authentic way
 The situation is realistic with a touch of authenticity
TOTAL 10
Writing Rubric

Criterion Marks

Language
Command of the language is mostly accurate and very effective.

 Vocabulary is appropriate to the task, and varied, including the

4
use of idiomatic expressions.
 A variety of basic and more complex grammatical structures is
used effectively.
 Language is mostly accurate. Minor errors in more complex
grammatical structures do not interfere with communication.
Message
The task is fulfilled effectively.

 Ideas are relevant to the task. 4

 Ideas are fully developed, providing details and relevant
examples.
 Ideas are presented and the response is structured logically and
coherently supporting the delivery of the message
Formal for Conceptual Understanding
Conceptual understanding is fully demonstrated.

 The text types are clear and have the correct structure. 2
 The register and tone are appropriate to the context, purpose,
and audience of the task.
 The response fully incorporates the conventions of the chosen
text type
TOTAL 10