Group members: Belkadi Inass, El Bhioui Nada, Ridouane Chaimae

Audio material: www.youtube.com/watch?v=koGt-ONE_bA

Teacher: Level: Second Year BAC Textbook: Unit: Cultural Values

Lesson: Focus: Interpretive Timing: 55 min Page:
Communication

Targeted language skills: Materials used: Class management:

Listening Handouts, whiteboard, Individual work, pair work
(Writing) speakers, PPT slides
Targeted competency: communication, culture, comparison

Learning objectives (WALT): Success criteria (WILF):

Listen for gist Students answer correctly -WH questions –Multiple
Listen for details choice & Y/N questions
Listen and check predictions

Activities Comments
Warm up ➢ Teacher shares learning objectives:
- Students will be able to listen for gist & specific details
5 min - Students will be able to compare and contrast between
cultures (theirs and others’)
Pre-listening ➢ Students answer, in pairs, the following questions:
- Do you like to travel? Where have you been to? Do you
10 min - Lead-in questions
prefer travelling within your country or abroad? - Context- setting
- What are some behaviors you noticed people doing while questions
travelling? How were those behaviors different? What do - Predictions
you think is the cause of differences in people’s behavior? - Pre-teaching
➢ Students brainstorm (individually) predictions about the vocab
listening text; Teacher selects a few and writes them on
the board
➢ Teacher pre-teaches two vocabulary items: “cross-
cultural” and “bow”.

While-listening ➢ Listening #1: WH questions

- Who are the two people talking in this dialogue?
25 min - Listening for gist
- What does Julie do for a living? - Listening for
- What are the two characters talking about? (The main details
idea of the dialogue according to students’ - Listening for
understanding.) specific details
➢ Listening #2: Multiple choice + Y/N activity - Listening and
checking
- What was challenging for Julie on her business trips?
predictions
(food- transport-time difference-greeting)
- Did she learn any new phrases in different languages?
(Y/N)
 - What is the appropriate way to greet people in Japan?
(handshake-bowing- cheek-kissing)
➢ Listening #3: Grid
- What are some of the differences between Julie's C1 and
other cultures she mentions in the dialogue? Students
classify the differences between Julie's C1 and the
cultures of the countries she’s visited in a grid.
➢ Listening #4: Checking predictions + correction
(In case students missed any of the details.)
- Teacher leads correction as a whole group using the
board.
- Students check if any of their predictions were correct.

Post-listening ➢ Students discuss in pairs the following question: does Julie - Inferring meaning
like cultural differences or not? Why? - Summarizing
15 min - Production
➢ Students summarize the dialogue orally.
➢ Students write a paragraph about cultural differences they
have noticed while travelling using the simple past tense.