unit
6
Title
Lesson
Culture Shock
1
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
1 Listen and
Discuss
Gestures
Customs
Expressions
of advice
Polite
expressions
Content
Aids
l Write on the board: When in Rome, do as the Romans do. Elicit
what the saying means. If students have no idea, read aloud the
explanation underneath the title on page 48.
X)) CD2, T14 Play the audio. Students listen with books closed.
l After students have listened, ask some general comprehension
questions, such as the following: What parts of the world did you
hear about? (England, India, Japan, Mexico, Mediterranean
countries, Germany, the U.S., China, Asian countries) What do
people in England usually do when they wait at bus stops? (stand in
line) What is a custom they have in India? (removing shoes before
entering a house) Is removing shoes only a custom in India? (No, it’s
common in many parts of the world.) Where is the exchange of
business cards or personal cards important? (Japan) Do you think
it’s polite or impolite in Japan to talk about the cards? (polite)
What are some Mediterranean countries? (Italy, Greece, and Spain)
What do people in Mediterranean countries do in the afternoon?
(take an afternoon break) What do many Asian cultures use to eat
with? (chopsticks) When do cab drivers get angry in the United
States? (when they don’t get a tip)
Teacher :- waleed Al Sqour
Pupil's
Book
Work
book
Markers
Board
Application
Answers
Sample answers:
In England, it’s
customary to say…
And remember to
stand in line…
It’s a good idea to talk
about… In the United
States, remember to
make sure you…
Don’t forget to call a
university graduate…
In Japan, be prepared
to exchange… It is
impolite not to do so.
Try not to spread
dust… It’s not polite to
play with... It’s rude
to leave them... It’s
advisable to ask for...
Principal:- Abdullrahman Malawi
unit
6
Title
Lesson
Culture Shock
2
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
2 Pair Work
Describe customs
of
different cultures
Give advice
Content
A
X)) CD2, T15 Play the audio for the model conversations.
Students listen and repeat. l Model another question and
answer with a volunteer. l Tell students that they can use
words other than those in the text. Direct students’
attention to the second exchange: Is it polite to cut your
food with chopsticks in Japan? Show them that the text uses
the phrase: cut and spear food. It also says, in many
Asian countries, rather than Japan. Students should
feel free to use synonyms and similar expressions.
B
X)) CD2, T15 Play the audio for the model conversation.
Students listen and repeat. l Have students give advice to a
partner about traveling to a different country. Have them
use information from the text or any other information
they may know about different cultures.
Teacher :- waleed Al Sqour
Aids
Pupil's
Book
Application
Workbook
Assign page 35 for more
practice with the
vocabulary of
the unit.
Work
book
Markers
Board
Principal:- Abdullrahman Malawi
unit
6
Title
Lesson
Culture Shock
3
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
3 Grammar
Verb +
Infinitive
Verb +
Noun/
Pronoun +
Infinitive
It’s… +
Infinitive
Expressions
of
Advice with
Infinitives
Gerunds as
Subjects
Content
Aids
Verb + Infinitive
l Have volunteers read aloud the sentences in the chart. Elicit the verb
pattern in each sentence. For example: expect + infinitive, manage +
infinitive, etc. l Point out that we use not before an infinitive to make it
negative. Give examples, such as: They anaged not to spend a lot of
money. We tried not to be late. l Remind students that other verbs are
followed by gerunds. Write I enjoy ______ on the board. Elicit whether to
complete the sentence with to play football or playing football. Verb +
Noun/Pronoun + Infinitive
l Elicit how the two sentences in this part of the chart are different from
the sentences in the first part. (The sentences in the second part have an
object—a noun or pronoun—after the main verb.) Elicit other verbs
students know that follow this pattern. Write examples on the board, such
as: I asked him to leave. I need you to help me. I want my friend to come.
It’s + Infinitive
l Go over the material in the grammar chart for the expressions that use
It’s + infinitive. Elicit or give examples for each expression. For example:
It’s polite to let a person finish speaking before you speak. It’s impolite to
interrupt a person. It’s rude to talk with your
mouth full of food. It’s common to tip a waiter 15 percent. It’s wrong to
cheat on a test. It’s advisable to drive carefully. It’s a good idea to write a
thank-you note when you receive a gift.
Teacher :- waleed Al Sqour
Pupil's
Book
Work
book
Markers
Board
Application
Answers
1. It’s a good idea to
follow local customs.
2. We managed to get
seats on the crowded
bus. 3. It’s not advisable
to carry a lot of money.
4. Make sure to tip taxi
drivers.
5. Try to stay in places
that are safe.
6. It’s polite to stand in
line for a bus.
Workbook
Assign pages 36–38 for
more practice with the
grammar of the unit.
Principal:- Abdullrahman Malawi
unit
6
Title
Lesson
Culture Shock
4
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
4 Language in
Context
Content
Aids
l Have students look at the model sentences and say which is
correct for their country. Then have students read aloud the
situations in the list. Elicit suggestions for your idea. Write
them on the board. l Have students do the task in pairs. When
they finish, have each pair talk about one of the situations.
Application
Pupil's
Book
Work
book
Markers
Board
Teacher :- waleed Al Sqour
Principal:- Abdullrahman Malawi
unit
6
Culture Shock
Title
Lesson
5
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
5 Listening
Listen for
specific
details in
travel
advice
Content
l Have students look at the picture. Have them
say whether that could be a photo of people
having a meal in their country. Elicit as many
details as possible about the similarities and
differences. l Tell students they are going to hear
a talk about customs in the United States. Have
them read the sentences and say whether they
think the sentences are true or false.
X)) CD2, T16 Play the audio. Students listen to
see if their predictions about the answers were
correct.
X)) CD2, T16 Play the audio again for students to
write true or false.
X)) CD2, T16 Play the audio again for students to
check their answers and correct the false
statements to be true. l Go over the answers with
the class. l As an extension, play the audio
again. Have students make notes about
additional details and then talk about what they
heard in small groups.
Teacher :- waleed Al Sqour
Aids
Pupil's
Book
Work
book
Markers
Board
Application
X)) Audioscript
There are certain things that you should be aware
of when you travel to a foreign country. Patterns
of behavior that are acceptable in your country
may actually be insulting to people in other
cultures. Body language also varies. Gestures
that mean one thing in your culture may not be
understood or may have a different meaning in
another culture. If you’re going to travel to the
U.S. as a tourist, as a student, or on business, it’s
advisable to observe the following: Americans
usually shake hands when they first meet people
and business acquaintances. They greet others by
making eye contact and smiling, and it is also
common to introduce people using first names. In
general, they like to keep their distance, and are
uncomfortable if someone moves in really close.
The acceptable distance is approximately 40
centimeters, about an arm’s length.
Principal:- Abdullrahman Malawi
unit
6
Title
Lesson
Culture Shock
6&7
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
6 Pronunciation
Reduction of to
in sentences
7 About You
Content
Aids
l Tell students that they will hear the sentences read in
natural conversation. Ask them to listen to see if they
hear to clearly as a separate word.
X)) CD2, T17 Play the audio for students to listen.
l Point out that the infinitive to is blended together
with the word that follows it so that the two words
sound like one word.
X)) CD2, T17 Play the audio again for students to
listen and repeat the sentences.
l As a model, have a volunteer ask you one of the
questions. Answer truthfully.
l Organize students into groups to talk about customs
in different cultures.
l Have one person in each group report back to
the class about the most interesting points of
their discussion.
Teacher :- waleed Al Sqour
Application
Pupil's
Book
Work
book
Markers
Board
Principal:- Abdullrahman Malawi
unit
6
Title
Lesson
Culture Shock
8
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
8 Conversation
Content
l Have students cover the conversation and
look at the picture. Ask: What is the city in
the picture? (Shanghai) Elicit what they
know about Chinese customs. For example,
ask: Do people in China eat the same foods
as you? What do they often eat with? What
else do you know about Chinese customs?
X)) CD2, T18 Play the audio. Students listen
with the conversation still covered.
l To check comprehension, ask students
what the men are talking about. (They’re
talking about how some Chinese customs
are different.)
X)) CD2, T18 Play the audio again. Students
listen and read along.
Aids
Pupil's
Book
Work
book
Markers
Application
About the Conversation
l Have students work with a partner
to ask and answer the questions.
Answers
Answers will vary. Sample answers.
1. There’s a lot of traffic, crowded
buses, tall buildings, and
modern shopping malls.
2. He’s still learning Chinese for
everyday situations.
3. Eating with chopsticks was difficult
for him at first.
4. The surnames come before the first
names, and millions of
people have the same surname.
Board
Teacher :- waleed Al Sqour
Principal:- Abdullrahman Malawi
unit
6
Title
Lesson
Culture Shock
9
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
9 Reading
A Fish Out
of Water
Content
Aids
Reading Strategy Using subtitles
l Point out to students that it is helpful to look at subtitles to understand
the subject of each paragraph before reading. l Write the title of the unit on
the board: Culture Shock. Ask students to explain what they think this term
means. Then discuss the Before Reading question as a class. l Ask students
to close their books. Write the subheads from the reading on the board: The
Adjustment Phase Emptiness or Rejection Phase The Conformist Phase
Assimilation Phase or Complete Adjustment Reverse Culture Shock l To
elicit ideas, increase comprehension, and get students thinking about the
topic of the reading, ask questions about the subheads, such as: When people
are trying something new, how do they usually feel? (excited and a bit
nervous) Do you think people feel happy if they feel empty? (no) And when
people reject something, do they accept it or not accept it? (not accept it)
When you move to a new country, is it a good or bad idea to behave like the
people in the new country behave? (a good idea) We call behaving like the
other people conforming. What happens to most people after they stay in a
new country for a long time—do they begin to feel comfortable in the new
country? (yes) We call that assimilation. And do the people get used to
things in the new country? (yes) We call that adjustment. When you go in
reverse, which direction do you go, backwards or forwards? (backwards)
Teacher :- waleed Al Sqour
Application
Pupil's
Book
Work
book
Marker
s
Board
Principal:- Abdullrahman Malawi
unit
6
Title
Lesson
Culture Shock
10&11
Period
Date
class
Grade
3rd intermediate
LESSON PLANE
Unit Goals
10 Writing
Write about
culture differences
11 Project
Write advice
to travelers to your
country
Content
l Tell students they may choose to write about something they
experienced, heard about, saw on TV, or read in a book. Write
the following frames on the board as ideas to help them get
started:
1. Once I traveled to… I didn’t realize that… I didn’t
know it was impolite to…
2. Once I saw a documentary/read an article about
some people who traveled to… I didn’t realize
that… I didn’t know it was polite/impolite to…
l Students work in groups to make a brochure titled “Dos and
Don’ts in (Country).” First, have them discuss the things they
have noticed about how visitors to their country act. Then have
them make a list of “Dos” (such as Try to act friendlier when you
greet people) and “Don’ts” (such as Don’t stand too far away
from the person you are talking to). If possible, encourage
groups to draw pictures or find pictures in magazines to
illustrate their brochures. l Tell students they will submit their
written brochures as well as present their ideas to their
classmates.
Teacher :- waleed Al Sqour
Aids
Application
Pupil's
Book
. Workbook
Assign page 40
for additional
writing practice.
Work
book
Markers
Board
Principal:- Abdullrahman Malawi