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Universidad Central Marta Abreu de Las Villas. Facultad de Ingeniera Industrial y Turismo.

Centro de Estudios Tursticos (CETUR). Carrera de Licenciatura en Turismo.

Material de apoyo a la docencia. Asignatura Ingls I.

Actividades didcticas para el desarrollo de la competencia sociocultural enfocado en los contenidos socioculturales de Canad.

Focusing on cultures: Canada Lic. Luis Miguel Campos Cardoso

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Preface.

The booklet Focusing on cultures: Canada is the very first complementary material

conceivedforEnglish teachers for thedevelopmentof thesocioculturalcompetence in

languageteachingintheBachelorinTourism butfortunately,thisisnotthelast.Itispart

of a compilation ofmaterials that are designed for the TourismEnglish teachers and

students in Universidad Central Marta Abreu de Las Villas. Developing the

socioculturalcompetenceisamajorchallengenowadays,toachievesoitisimportantto

take into consideration the development of the learning of the sociocultural contents

(focusingonaspecificculture,subculturesorsimilarcultures) theabilitiestomaintain

the sociocultural communication and the attitudes and values to keep the

communication:alltheseaspectsmakeupthesocioculturalcompetence.

Focusingoncultures:CanadaUnitedKingdomUnitedStatesTheCaribbeanAfrica

India and Australia, as the title reads, it is a compilation of booklets that targets

complementary didactic activities that conceive the development of the sociocultural

competencetakingasa reference theEnglishspeakingcountries thatsend tourists to

Cuba. These booklets contain didactic activities to enhance the development of

sociocultural competence in language teaching transiting through three major stages

(diagnosis, application and evaluation of the development of the sociocultural

competence) but also working altogether with the current syllabus of English in the

BachelorinTourism (AtyourPace).

So, the purpose of this didactic material is neither creating a new syllabus or just

steppingbackfromtherealityofbooksandworkbooksstudentshaveintheirclass,this

is just a way to use what has been designed and created already by improving the

activitiesthatappearbothintheworkbookandtextbookTheseactivitiescanbeinserted

into thecurrentprogramsofEnglish I, II, III, IV thatstudents receivewhilecompleting

theirstudiesintheBachelorinTourismandeachbookletcomplementsthedevelopment

of this competence taking into account the selected culture: Focusing on cultures:

United Kingdom for English II Focusing on cultures: United States for English III

Focusingoncultures:TheCaribbeanforEnglishIVandFocusingoncultures:Africa

India andAustralia forEnglishV.The criteria for the selection of this cultures is that

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theycaneasilybeinsertedintotheprogramstakingintoaccountthetitleoftheunits,the

communicativefunctionsstudiesthegrammarandthesocioculturaltopicsthatcanbe

analyzedineachunit.

This booklet is proposed for the Bachelor in Tourism but we do not hesitate to

recommend it to be used among all university students of different specialties as it

comprises the development of the sociocultural competence as well as the

communicative competence in general and the final goal is to improve the cultural

awareness of the Cuban university students. The booklet is divided into three parts,

eachpartcontainsactivitiesconceivedeitherforthediagnosis,thedevelopmentorthe

evaluationofthesocioculturalcompetence,includingalsoauthenticmaterialsaswellas

creativetasksinordertodevelopthiscompetence.

Theauthor.

B.A.LuisMiguelCamposCardoso.

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ContentmapwiththeinclusionofsocioculturaltopicsforeachUnit.

Unit Title Function Grammar Socioculturaltopics.

1 Meetingnewfriends.

Greetings,leavetakings,introducingyourself/someone.Reactingtointroductions.Askingforandgivinginformationaboutnationalityandoccupations.

VerbBE.Yes/Noquestions.Infoquestions.Subjectpronouns.Possessiveadjectives.Indefinitearticles.Demonstrativesadjectives andpronouns.

Proxemics(space).Touching.Bodylanguage.Turntaking.Nationalities,countries andlanguages.

2 Talkingaboutyourselfandaboutpeople.

Askingforandgivinginformationaboutageandheight/dateandplaceofbirth/maritalstatus.Askingforandgivingaddresses/atelephonenumber.Identifyingsomeone.

VerbBE.Yes/noquestions.Infoquestions.Prepositions.Possessivecase.

Socialstatus.Sensitive(safe/nonsafe)topics.Eyecontact.Body language(handgestures).Taboos.Euphemisms.

3 Routines Askingandtellingthetime.Askingforandgivinginformationaboutdailyactivities/occasionalactivities.

Otherverbs.The simplepresenttense/presentcontinuoustense.Timeexpressions.Adverb offrequency.Connectivesandusesofit.

Timing.Adequacy.Hobbies andleisureactivities.

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4 Describingpeople.

Describingpeople(physicalappearance).Describingpeople(personalitytraits).Expressingfamilyrelationships.

Adjectives/Orderofadjectives.VerbHAVE.Moreconnectives.

Adequacy.Safe topics:physicaldescription (useof softeners).Personalitytraits (use ofsofteners).

5 Goingout Invitingsomeone,makingoffers,requestsandsuggestions.

Uses ofWOULD,COULD, LETS,WHYDONT?

Adequacy.Indirectness.Proxemics.Register.

6 Whatistherein? Expressing

existence.Askingandexpressingquantity.

There+BEHow much?Howmany?Howmuchisit?

measuringrules.foods.currency.parts of thehouse.

7 Whathappened?

Askingforandgivinginformationaboutactionsinthepast.

Thesimplepasttense/pastcontinuoustense(Be/otherverbs)

Turntaking.Adequacy.

8 Likesanddislikes

Expressingpreferences,givingopinionsandmakingcomparisons

Verbs+verbsinINGform.Verbs +infinitives.Verbsofopinion(think,believe).Comparison ofadjectives.

Hobbies.Places.Objectsandpeople.History.Foods.Leisureactivities.Art.

9 MayI? Expressingpossibility,ability,capacity,permission,obligation,prohibition,dutyandsuggestions.

Modal verbs(can,could,may,should,must).

Adequacy.Turntaking.Indirectness.Register.diseases.healthproblems.

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10 Planningahead

Askingforandgivinginformationaboutfutureactions.Askingforandgivingdirections.Talkingabouttheweather.

The simplefuturetense/future.Continuoustense.Theimperative. Other uses ofIt.

weather.

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Part1:DidacticactivitiesforthediagnosisofthedevelopmentofthesocioculturalcompetenceinEnglishlanguage.

Activity1.

Title DoyouminditifIcometooclose?Unit1.Activity7.AtyourPaceItextbook

SocioculturalTopic Proxemics(useofspacebyEnglishspeakingCanadiansandCubans)nonverbalcommunicationvoice.

MethologicalandDidacticProcedure

Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkabouttheuseofspace(asEnglishspeakingCanadiansandCubansdo).Content:communicativefunctions(introducingyourselfandaskingwheresomeoneisfrom).Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):Afterstudentsfinishcompletingthelisteningtaskaccordingtothetextbook:

1. Askthestudentstoperformtheconversationsinpairs.2. Correctthestudentswhentheyplayrolesastheyusethe

languagethatappearsonthebook.3. Encouragethestudentstoparticipateinclassbyaddingnow

somemoretaskstotheactivity.4. AskthestudentstoplaytheroleofaCubanandaCanadian

meetingeachother.5. Observetheirreactionswhentheyhavetoplayrolesassuming

anotherculturescharacter.6. Askthestudentstoobservecarefullywhiletheotherstudents

performinfrontoftheclass.Makesuretheydonotcriticizeeachothertheyareonlysupposedtomakealistofwhatothersdo.

7. Askstudentstowritedownnotes,theyshouldanalyzeotherstudentsregistertheuseofbodylanguage,thevoicetoneattitudestoperformtheroleofaforeigner.

8. Setupadiscussionafterthestudentsfinishperforming.Theyshouldtakeintoconsiderationwhattheylisteddownaboutotherstudentsperformanceincludingtheirbehaviorandtheirabilitiesandattitudeswhenrepresentingaforeignperson.

9. AskquestionsaboutwhattheyknowabouttheuseofspaceinCanadaandinCuba.

10.Writedownnotesandkeepthestudentsanswers.11.Checkwhiletheyuselanguage(functions)andcorrectthem

appropriately.12.Checkattitudestowardstheculturalpointsandenhancecultural

discussionstoelicitinformationfromthestudentsEvaluation:askthestudentstowriteabriefcommentaboutwhattheyunderstandbythetopictheuseofspacebyCanadians.AskstudentstocompletethefollowingsurveyontheuseofspacebyCanadians.

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Name:________________________________________.1. Readthefollowingstatementsinrelationtotheuseofspaceby

Canadians.Write(true,false,maybeorIdontknow)accordingtotheevaluationyougivetothetopic,takeintoconsiderationthefollowingaspects:v 1True.v 2False.v 3Maybe.v 4Idontknow.

a) WhenCanadiansareinamultitudeofpeopleanddonotknowotherstheyusuallystandlessthan20centimetersapproximatelyfromoneanother:________.

b) WhenCanadiansmeetupwithforthe veryfirsttimetheyusuallykissandhugeachothersowarm,especiallyiftheyareofdifferentgenders:_________.

c) Canadiansusuallyprefertoshakehandsinformalsettings:_________.

d) Thisisquitenormaltotouchandstaredirectlyata50yearoldladywhenyoumeetupwithherforthefirsttime:________.

e) IfyoumakealineandyoustandupbehindanyCanadianyoucanjustcomeclosetothatpersonandusuallytouchhim/herwithanypartofyourbody,thisisquiteacceptable:____________..1

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Activity2.

Title CanadianMosaic.Unit1.Afteractivities1,2and3.AtyourPaceIWorkbook.

SocioculturalTopic Countries,languagesandnationalities.MethologicalandDidacticProcedure

Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutethnicgroups,languagesandnationalitiesinCanadawhiletheypracticetheconversationsaboutthesetopics.Content:communicativefunctions(talkingaboutcountries,languagesandnationalities).Method:jointelaboration.Teachingaids:Workbookandblackboard.Organization(procedure):

Afterthestudentsfinishlisteningtothetaperecorderandcompletingtheactivities1,2and3:

1. MotivatestudentstotalkaboutCanada.Observetheirreactionwhentheyhavetotalkaboutanotherculture.

2. AskthestudentstotalkaboutCanadasethnicgroupstheyknow.

3. AftertheycomeupwithsomeethnicgroupswithintheCanadianterritory,askthestudentstodividetheclassintosmallgroupsandeachgrouphastorepresentthesmallcultureorcountrytheyhaveselected.

4. Writedowninyournotebooktheethnicgroupsthestudentshavementionedintheclassandtheethnicgroupeachgrouphasdeterminedandassumedtorepresent.

5. ElicitfromthestudentsthereasonforwhattheyhavechosentorepresentthatXethnicgroup.Trytodetermineifthereisanymotivation,ideaorconceptionabouttheirdetermination.

6. Elicitfromthestudentsifthereisanyspecificethnicgrouptheywouldneverdaretorepresentandtrytogetthereasonsforthat.

7. Givethestudentsthepossibilitytowritedownforsomeminutessomeculturalcharacteristicsofthechosenethnicgroup.

8. Trytodeterminefromthestudentsiftheyareabletodefinesomecharacteristicsofthatsmallculturecalledethnicgroup.

9. Encouragestudentstotalk/writeaboutsomeculturalcharacteristicstheycouldtakeintoconsideration:language,nationality,favoritefoods,clothing,customs,traditions,etc.

10.Writedownintheteachersnotebookwhatyouobservewhilethestudentscommentabouttheculturalcharacteristics.

11.Askstudentstotalkaboutsomesimilaritiesamongallthesedifferentethnicgroupstheyhavechosen:theycanrefertolanguage,foods,clothing,customs,traditions,etc.

12.AskthestudentstocomparethesesimilaritiesanddifferenceswiththeCubanculture.Trytoelicitfromthestudentsiftheyareabletofindsimilaritiesanddifferences.Observewhiletheydoso,trytogettheattitudesandmotivationstomakecomparisons.

13.AskthestudentstoplayrolesasiftheywereallrepresentingCanadiansfromdifferentethnicgroups.Theycanusenames,lastnamesandinformationthatmightbespecificfromanychosenminority.

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14.Askthestudentstoobservecarefullywhiletheotherstudentsperforminfrontoftheclass.Theyarenotsupposedtocriticizeotherstudentstheyareonlysupposedtomakealistofwhatothersdo.

15.Setupadiscussionafterthestudentsfinishperforming.Thediscussionshouldcomprisewhattheylistedaboutotherstudents.

16.AskquestionsaboutwhattheyknowaboutthesmallcultureswithinCanada.

17.Writedownnotesandkeepthestudentsanswers.18.Checkwhiletheyuselanguage(functions)andcorrectthem

appropriately.19.Checkattitudestowardstheculturalpointsandenhancecultural

discussionstoelicitinformationfromthestudentsEvaluation:Askthestudentstodramatizeactivity3againandfocusevaluationtowardstheaspectsrelatedwiththeexchangeofcountries,languagesandnationalitiesfocusingontheethnicgroupswithinCanada.

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Activity3.

Title Letustalkaboutourage!!!Unit2.Activity1.AtyourPaceItextbook.

SocioculturalTopic Sensitivetopics(nonsafe)topicsbodylanguageandProxemics.Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutsensitivetopicslikeage,weight,height(withCanadians)whiletheypracticetheconversationsintheactivity1.Content:communicativefunctions(askingforsomeonesage,heightandweight).Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(tasks):Afterstudentsfinishlisteningtothetaperecorderandcompletingthetaskoftheactivityaccordingtothebook:

1. AskthestudentstoworkinpairsandplaytheroleofaCubanandaCanadianeach.

2. Askthestudentstoobservecarefullywhiletheotherstudentsperforminfrontoftheclass.TheyaresupposedtotargettherolerepresentedbyaCubanandaCanadianperson.

3. Askthestudentstoobservewhattheotherstudentsdo.Theyshouldtakeintoaccountalltheinformationtheyhave,attitudeswhileplayingroles,thebodylanguageusedaswellasthedistancetheyhavekeptamongthemselves.

2. Discusswiththestudentsaftertheyfinishperformingwhattheyhaveaddedintheirlists.

3. Elicitasmuchinformationaspossiblefromthestudents.4. Evaluatetheabilitiesthestudentshaveinordertocommunicate

socioculturallybyassumingtherolesofbothaCubanandaCanadianperson.

5. Setupadiscussionwheretheyhavetogivetheirimpressionsaboutthistopic.Thediscussionshouldfocustheabilitytotalkaboutsensitivetopicslikeheight,weightandage.

6. Writedownnotesandkeepthestudentsanswers.7. Checkoutwhilestudentsuselanguage(functions)andcorrect

thestudentsappropriately.8. Checkattitudestowardstheculturalpointsandenhancecultural

discussionstoelicitinformationfromthestudents.

Evaluation:theteacherasksthestudentstowriteiftheynoticethereisanydifferencebetweentheCubancultureandtheCanadiancultureinrelationtotalkingaboutage,weightandheight.Studentsshouldcompletethefollowingsurvey.

MethologicalandDidacticProcedure

Name:________________________________________.9. Readthefollowingstatementsthatrefertotheuseofthe

languagewhentalkingaboutage,weightandheightinCubaandinCanada.

10.Writeanumberaccordingtotheevaluationyougivetothetopic,takeintoconsiderationthefollowingaspects:v 1True.v 2False.v 3Maybe.v 4Idontknow.

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A) ItisappropriatetostartaconversationwithanEnglishspeakingCanadianforthefirsttimebyaskingdirectquestionsaboutage,especiallyifthepersonisawoman:________.

B) InCubaisverycommontomakefunofpeoplewhentheyareabitoverweight,generallypeopledonotminditatall:_________.

C) Canadiansliketotalkopenlyaboutothersphysicalappearance:_________.

D) ThisisquitenormaltotellveryopentoaCanadianpersoninfacetofaceconversationsifyoudontknowhim/herverywellhowfat,thin,tallorshortthispersonis:________.

E) IfyoudonotknowthenameofaCubanpersonayoucouldactuallycallhim/herbyhisphysicalappearancelikefatboyorskinnygirlandthatpersonmightnotfeeloffendedatall:____________.

Comments Whiledevelopingthisactivity,theteachershouldtrytoencouragetheanalysisofsocioculturaltopicbyanalyzingbothculturesinordertodiagnosewhatstudentsknowabouttheCanadianculturebutalsoabouttheCubancultureitself.

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Activity4.

Title Sex,politics,religionandmoneyUnit2.Activity11.AtyourPaceItextbook.

SocioculturalTopic Sensitivetopics(nonsafetopics).MethologicalandDidacticProcedure

Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutsensitivetopicslikesex,politics,religionsandmoney(withEnglishspeakingCanadians)whiletheypracticetheconversationsintheactivity11.Content:communicativefunction(talkingaboutpersonalinformation).Method:jointelaboration.Teachingaids:workbookandblackboard.Organization(tasks):

1. Askthestudentstoworkinpairsandplaytheroleoftwostudentstalkingattheschoolaboutanotherstudentwhoisnotattheschoolatthemoment.StudentsshouldassumethattheyaretwoCanadianstudents.

2. Askthestudentstoroleplayaconversationandpracticethefunctionstheyhavestudiedduringthefirstunitaboutpersonalinformation.Thisconversationshouldcomprisethefollowingquestions:v Whatishissexualorientation?Ishe/shegay,

bisexualorstraight?Howmanyboyfriends/girlfriendshashe/shehadinhislife?Doesshe/hemakesexwithanybodyintheclassyet?

v Ishe/sheabeliever?Whatreligiondoeshe/sheprofess?Ishe/shereallyachristian?Arentchristiansstupidpeople?Whichchurchdoeshe/sheattend?Doesshe/hereadthebible?Isntthatboring?

v Whatishis/herpoliticalviewpoint?Whatishis/herfamilypoliticalviewpoint?

v Howmuchmoneydoeshe/shemakeinamonth?Aretheywealthypeople?Aretheypoorpeople?Dotheyownagoodhouse/apartment?Dotheyhavelotsofequipments,cars,servantsinthehouse?

3. Askthestudentstoobservecarefullywhiletheotherstudentsperforminfrontoftheclass.Theyaresupposedtotargetthewaythestudentsassumethetopics.

4. Askthestudentstomakealistofwhatothersdo.Theyshouldtakeintoaccountalltheinformationthebodylanguageusedtheattitudeswhiletheytalkabouttheotherstudent.

5. Discusswiththestudentsaftertheyfinishperformingwhattheyhaveintheirlists.Elicitasmuchinformationaspossiblefromthestudents.

6. Trytogettheirattitudeswhilerepresentingaforeigncharacter.Trytodeterminethedifferenceswhileusingthefunctions,theregister,implications,etc.

7. Analyzetheoutcomesoftheconversations.8. Writedownasmuchinformationaspossible.9. Evaluatetheabilitiesthestudentshaveinorderto

communicatesocioculturallybyassumingtherolesofbothaCubanandaCanadian.

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10.Setupadiscussionwheretheyhavetogivetheirimpressionsaboutthistopic.Thediscussionshouldfocustheabilitytotalkaboutsensitivetopics.

11.Writedownnotesandkeepthestudentsrecords.12.Checkwhiletheyuselanguage(functions)andcorrectthem

appropriately.13.Checkattitudestowardstheculturalpointsandenhance

culturaldiscussionstoelicitinformationfromthestudentsEvaluation:theteacherasksthestudentstowriteiftheynoticethereisanydifferencebetweentheCubancultureandtheEnglishspeakingcultureofCanadainrelationtononsafetopics.Studentsshouldcompletethefollowingsurveybyponderingwhattheyinferredfromtheclass.Name:________________________________________.

1.Readthefollowingstatementsthatrefertotheuseofthelanguagewhentalkingaboutsensitivetopics(sex,politics,religionandmoney)withCanadians.1.1Pondereachitemif:

v 1Notimportant.v 2Maybeimportant.v 3.Alittleimportant.v 4Important.v 5Veryimportant.

WhentalkingtoCanadians...F) Iavoidtalkingaboutsexualorientationwithunknownpeople:

________.G) IconsiderthatmoneyisatopicthatIshouldnottalkaboutthis

withpeoplethatImeetupwithforthefirsttime:_________.H) Canadiansprefertotalkaboutimpersonalaspectswhenthey

meetupwithme:_________.I) Ishouldlookforstrategieswhenmeetingapersonforthefirst

time:________.J) Inormallydonotaskforpeoplesfaithorpoliticalorientation:

____________.

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Activity5.

Title LeisureactivitiesUnit3.Activity13.AtyourPaceItextbook.

SocioculturalTopic Hobbiesandlectureactivities.Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutthedifferencesbetweenleisureactivitiespeopledoinCubaandinCanadawhiletheypracticetheconversationsintheactivity13.Content:communicativefunctions(talkingaboutleisureactivities).Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):

1. Askthestudentstothinkoftheactivitiestheydointheirfreetime.After5minutestheyshouldwritedownalistoftheactivitiestheynormallydointheirfreetime.

2. AskthestudentstomakealistofthemostimportantgeographicalpartsofCanadaandtheyshouldrelatethesegeographicalpartswithpossibleactivitiesCanadiansnormallydotheirfreetimeoronholidays.

3. AskthestudentstowritedownalistofactivitiestheyknowCanadiansnormallydoontheirfreetime.

4. Askthestudentstowritedowntheactivitiestheyusuallydoonholidaysorjusttheirfreetime.

5. Setupadiscussionafterthestudentsfinishcompletingthelist.Thediscussionshouldcomprisewhattheylisteddownontheirnotebooks.

6. AskquestionsaboutwhattheyknowabouttheuseofthetimeinCanada.TrytomakecomparisonswiththeactivitiespeoplenormallydoinCuba.

7. ElicitfromthestudentsiftheyreallyknowabouttheactivitiesCanadiansdo.

8. Writedownnotesandkeepthestudentsanswers.9. Checkoutwhiletheyuselanguage(functions)andcorrectthem

appropriately.10.Checkattitudestowardstheculturalpointsandenhancecultural

discussionstoelicitinformationfromthestudents.Evaluation:TrytodeterminewhatthestudentsknowabouttheleisureactivitiesCanadiando,tocompleteso,askstudentstocompletethefollowingquestionnaire:

MethologicalandDidacticProcedure

Name:________________________________________.1.ReadthefollowingstatementsinrelationtotheactivitiesthatCanadiansdointheirfreetime.Answerthefollowingquestionnaireaboutit.

1.1 AccordingtoyouropinionwhatareCanadiansfavoritesports:_________________________________.

1.2 MentionsomeactivitiesCanadianslikedoingintheirfreetime:_______________________________________.

1.3 MentionsomeoftheactivitiesbothCanadiansandCubanslikedoingintheirfreetime___________________________.

1.4 AccordingtoyouropinionwhatareCubansfavoritesports:________________________________.

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1.5 MentionsomeoftheactivitiesthatinyouropinionCanadianswouldlovetopracticeinCuba:_________________________________________.

Comments

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Part2:DidacticactivitiesforthedevelopmentofthesocioculturalcompetenceinEnglishlanguage.

Activity6.

Title Whoisbalding?Unit4.Activity1.AtyourPaceItextbook.

SocioculturalTopic Adequacy/sensitivetopics(talkingaboutphysicaldescriptions).Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheytalkaboutpersonaltraits(asCanadiansdo)whiletheypracticetheconversationsintheactivity1.Content:communicativefunctions(talkingaboutphysicaldescriptionsandpersonaltraits).Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):

1.Arrangeconditionsintheclassasstudentshavetomovefromonesidetotheotherlookingfordifferentpeople.Thereshouldopportunitiesforeveryonetotalktoeachotherfacetoface.2.Askthestudentstoplayrolesindifferentcontexts(twoCanadianstwoCubansandoneCubaandoneCanadian)3.AskthestudentstowritedownwhattheyobservedinotherstudentsbehaviorwhenrepresentingaCuban,aCanadianorboth.4.Explaintothestudentsabouttheuseofbodylanguagetodescribeotherpeopledisgustingcommentsshouldbeavoidedastorefertootherpeopletheuseofeuphemismsastoavoidphysicalchallengedcharacteristicswhengivingdescriptionstheregisterofthewordstheyshouldusetodescribeothersaswellastheuseofadjectives,voicetone,implications.5.Askthestudentstoworkbythemselvesfor10minutesandanalyzeotherstudentsresponsetowardstheuseofthefunctions.Eachstudentshouldanalyzewhattheyfoundcommon.5.Askthestudentstobackuptheiranswersaccordingtotheculturalreferencetheyhave.6.Writedownnotesaccordingtowhatthestudentsrefer,makesureyoutakeintoaccountimplicationswhenthestudentsreferaboutthemselvesoraboutother.Comparethestudentsideaswithyourownideasofwhatyouobserved.7.Encouragethestudentssomeattitudesthatwillleadthemtoanalyzeculturesfromdifferentviewpoints.Theteachershouldencouragetheobservationandtheanalysisaswellasasenseofrespectandtoleranceforothers.

Evaluation:Evaluatethestudentswhiletheycompletethetask.Theteachershouldfocusontwomajorparts,oneisthetaskcompletioninrelationtotheuseofadjectiveswhiledescribingthepersonsandontheotherhandtheabilitiesofthestudentstousetheappropriatelanguage(adjective)whendescribingthepersons.

MethologicalandDidacticProcedure

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Activity7.

Title FamouswritersUnit1.Activity7.AtyourPaceItextbook.

SocioculturalTopic Literature,famouscharactersandfamouswriters.MethologicalandDidacticProcedure

Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheytalkaboutthemostimportantpiecesofworkinliteratureanditsmaincharacters.Content:communicativefunctions(describingpeoplephysicallyandmorallygivingopinions).Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):

1. Gototheuniversityslibraryandarrangeitwiththefacultyslibrariantocollectthebooksyouaregoingtouseinclasses.

2. TrytogetsomebooksfromCanadianauthorstoo,specificallyMargaretAtwood.

3. Havethestudentscompletethetasktodescribefourofthemaincharactersofthementionedbooksintheactivity.

4. Writedownintheteachersnotebookaboutthedescription,trytocheckoutifstudentsareabletopickupanyspecificauthor,iftheyareabletodescribetheauthorsappropriatelyandtrytodeterminewhichthemostaccessiblebooksandauthorsforthestudentsare.

5. Determinethebestknownauthoranditsmaincharacterforthestudentsaswellastheattitudestheyhaveshowndealingwiththistopic.Incasetheyhaveforgottensomeofthecharacters,justtoenhancethemtocontinueworkinginthetaskyoumightfacilitatetosharethebookswiththem.

6. Askthestudentstogivetheiropinionsaboutthebooksandaboutthewritersaftertheyfinishtheirdescriptions.

7. Writedownalltheinformationthatmightleadyoutoarrivetoconclusions.

8. Askthestudentstoworkingroupsoffivestudentseachgroup.9. Giveeachgroupthepossibilitytochoosealeader,astudent

thatwillshareapresentationfromtheteamwiththerestofthestudents.

10.HavestudentstalkabouttheCanadianauthorstheyknow.TrytoelicitwhattheyknowfromCanadianwritersandpoets.

11.Writedownalltheinformationthestudentsgiveaswellastheirreactions.

12.HavestudentstalkabouttheCanadianauthoressMargaretAtwood.Trytoelicitfromstudentsiftheyareabletotalkaboutherandherbooks.

13.Writedowntheiranswersandreactions.14.CommenttothestudentsabouttheauthoressMargaretAtwood.15.Givetheminformationaboutherandsharewiththestudents

someofthebooksyouhavecollected.16.Havethestudentspassalongsomeofherfamousbooks

Surfacing(1972)LadyOracle(1976)Lifebeforeman(1979)Canadians,whatdotheywant?(1982)andsomeofherpoetry.

17.Askthemtoreadthroughthebookslookingforthemostimportantcharactersandaskthemtocompletethefollowingtaskthatwillbeevaluatednextclass.

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18.Bringbackbookstotheuniversitylibrarysotheycanbeconsultedbythestudents.

19.Askthestudentsashomeworktowriteashortguidedparagraphgivingtheiropinionsaboutthebookstheyhaveconsultedandreadthrough,forthattheycananswerthefollowingquestions:

v Whomwasitwrittenby?v Whenwasitwritten?v Whoarethemaincharacters?v Whatisthemaintopicitdealswith?v Whatisyourpersonalopinionaboutthebook?

Evaluation:Theteacherevaluatesthestudentsduringtheprocesstheyareabletodescribethecharacters.Theevaluationshouldfocusonifthestudentsareabletochoosedifferentcharactersornot,iftheywereabletousethelanguageappropriatelywhiledescribingthecharactersandtheirattitudestowardstheactivity.

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Activity8.

Title Favoritefoods!Unit5.Activity18.AtyourPaceItextbook.

SocioculturalTopic FoodsCubancuisineandCanadiancuisine.MethologicalandDidacticProcedure

Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheyinterpretandunderstandthetextabouttheCanadianandCubancuisine.Content:reading.Skimmingintexts.Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):

1.Askthestudentstopredictwhatthetextisgoingtobeabout.Studentscanspeculateaboutthetextspossibleinformation.2.Copythestudentspredictionsontheboardandcheckthemlater.3.AskthestudentstocommentonwhattheyknowaboutthefoodinCanadaandinCuba.4.DownloadfromtheinternetpicturesoftypicalCanadianfoodsandtrytoprintthemout.TakeintoconsiderationthefollowinginformationgivenbyaCanadianindividualasshedescribeswhatherdailymealsareaboutaccordingtoherownopinion.FoodagainvariesinCanadabecauseofallthedifferentethnicgroupslivingherebutatypicalCanadianfamilywouldprobablyeatthefollowing:Breakfasttoast,cereal,porridge,baconandeggs,yogurt.Lunchsandwiches,salads,soups,takeoutfastfood.Dinnermeat(pork,chicken,beeforfish)withriceorpotatoes,ornoodles,vegetablessuchaseitherasalad,corn,carrots,peas,beans,orothervegetables.Hereisalistofmanyofthecommonfoodsweeat:varietyofdifferenttypesofSpaghettis,Lasagne,Meatpies,Fish,Chicken,Hamburgers,HotDogs,Pizza,Tacos,Eggs,Varietyofdifferentsalads,Soups.Alotoffoodsnowdaysarenotmadefromscratchinthehome. ManypeoplebuymealsthatarereadymadesuchasLasagne,Pizza,andSoup,etc.Soupscancomeinplasticcontainersorcansorevenfrozenandjustneedtobeheatedup. Themicrowaveisprobablythemostimportantapplianceweusenowdays. Everythingisprettymuchjustheatandservewhichiseasyforbusyworkingfamilies.Alotoftheyoungergenerations(1634)probablyspendsagreatdealofmoneyonfastfoodssuchasMcDonalds,TimHortons,PizzaPlaces,Starbucksetc. Mostoftheseplacesalsohavedrivethroughwhereyoudriveupinyourcarandorderfromawindowinthestore.Youdon'tevenhavetoleaveyourcartogetaquickmeal.

5.Postthesepicturesandhavethestudentstakealookatthem.Youcangivethemsomemoreinformationaboutthevarietyoffood,whattheyarecomposedof,whatthefoodsareabout,etc.6.AskthestudentstocommentabouttheCubanfood.TheycantalkabouttheirfavoritefoodsbutalsohavethemcommentwhatthetraditionalCubanfoodconsistsof.7.AskthestudentstoreadthetextaboutCanadaandCubatheyshouldselectthewordstheydonotunderstandverywell.6.Askthestudentstocompletethefollowingchart.Theyshould

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completethechartbyfillingitoutwiththeinformationreferringtothefoodforeachmealbothinCubaandinCanada.

5.Askthestudentstoreadthetextsandanswerthequestionsaccordingly:

a)WhatistheproblemthatCanadiansarefacingnowadays?b)WhatisthereasonforwhatCanadiansarefacingsuchproblemswithweight?c)Howmanymealsdotheyhaveeachday?d)Whatkindoffooddotheygetinadaymeal?e)Whatisthereasonforwhattheyhaveavarietyofmeals?f)HowdoCubanslikethecoffee?g)WhattimedoCubansusuallystarttogetcoffee?h)WhatkindoffooddoCubansusuallygetineachmeal?i)WhattimedopeopleusuallyhavemealsinCubaat?j)WhatisyouropinionaboutthedietofCubans?k)ComparetheCubandietwiththeCanadiandiet.Takeintoaccountthefollowingadjectives:

v Healthy.v Fatty.v Delicious.v Vitaminenriched.v Varied.v Famous.v Multicultural.

6.Analyzetheinformationgivenbythestudentswhencomparingthefoodinthetwocountries.Makesuretheytrulymentionthetraditionalfoodfromeachcountry.7.Enhancethestudentstogivemoreinformationaboutthefoodinthetwocountries.AsacomplementaryactivityassignthestudentstoresearchaboutspecificfoodofCanadianethnicgroups(Chinese

FoodinCanada

Breakfast

Lunch

Dinner

FoodinCuba.

Breakfast

Lunch

Dinner

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JapaneseIndiansLatinosetc.).8.StudentshouldcomeupwithimagesofdifferentkindoffoodsinCanada.Theyshouldbereadytohaveapresentationinthenextclass.8.AskthestudentstotalkaboutthemannersCubansusuallyhaveatrestaurants.Studentsshouldexplainabouttheproxemics(distancebetweenpeople)voicetoneeyecontact.TheyshouldanalyzeifthemannersthatCubanshaveatrestaurantsaresimilartomannersCanadiansusuallyhave.9.Explaintothestudentstheaspectsrelatedwithproxemics,eyecontactandvoicetonewhendealingwithCanadiansatapublicplace.

Evaluation:TrytodeterminewhatthestudentsknowaboutthefoodinCanada,tocompleteso,askstudentstocompletethefollowingactivitytobehandedin.YouareaCanadianstudentandyouwanttosendalettertoyourCubanpenpallettinghim/herknowaboutthefoodinCanada.Writealetterwhereyouincludethisinformation.

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Activity9.

Title Makingrequests.Unit5.Activity12.Textbook.

SocioculturalTopic Adequacyindirectnessandregister.Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheymake,acceptandrefuseinvitationsaswellasrequests.Content:Communicativefunctions(tomakeinvitations/requests)Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):

1.Askthestudentstoworkinpairs.Theyhavetoplayroles.Theteacherselectsthepairs(onegirlandoneboy).StudentsperformtheconversationbyassumingthatoneofthemisaCanadianandtheotheroneisaCuban.2.Explainthestudentstheuseofindirectness,forthatyoucangiveexamplesandanalyzetheexamplesthatappearonthetextbookandothers.ExplainwhatindirectnessisusedforandthedifferencebetweenindirectspeechanddirectspeechandhowtheycanmakethebestuseofitwhenmakinginvitationsandrequeststoCanadiansandhowitchangestheregisterwhentheyusethelanguage.3.Askthestudentstochangesomeinformationthatappearsontheactivitybyusingotherexampleslike:goingtothebeachgoingtothetheatervisitingfriendsetc.4.Encouragethestudentstousedifferentregisterssotheycanmanagetoknowthereallanguageinuse.5.Askthestudentstoplayinfrontoftheclasswhiletherestofthestudentslistentothemandcorrectthem.6.EncouragethestudentstodiscussaboutthetopicofindirectnessandregistertheymustanalyzethedifferencesinlanguageusebetweenEnglishandSpanish.

Evaluation:Theevaluationfocusesontwomainaspects:studentsshouldbeabletomakeinvitations/requestsbutthemostimportantistheculturalconnotationandthebestusetheymakeofindirectness.Forthatasaclosingpartoftheactivity:

1. Createasituationwhereonestudenthastoinviteorrequestsomethingtoanotherstudent.Theyhavetoplayroles.

2. Createacontextthatconnectsstudentsoftourismwiththeprofessionalactivitiestheydo,orcarryoutduringtheinternship,forexample,atarestaurant,atadisco,atthehotel.

3. Askstudentstoimproviseasituationwheretheyhavetoeithertoinviteorrequestsomethingtosomeone.

4. Correctmistakesintwodirections,one,whiletheyusethegrammaticalstructurestocompletethecommunicativetasks,theotherobserveattitudesandvalueswhileusingthelanguage.

5. Giveamarktothemaccordingtotaskcompletion.

MethologicalandDidacticProcedure

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Activity10.

Title Lookingthroughdifferentpairofglasses!Unit6.Activity1.StyourPacetextbook.

SocioculturalTopic Housing.Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheytalkabouthousing.Content:Communicativefunction(describingthehouse)Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):

1.DownloadavarietyofimagesfromtheinternetofdifferentkindofhousingbothfromCanadaandCuba.2.Trytopintthemout.Youmightincludehousingmadeofdifferentmaterialsorhousesmadeofdifferentforms,sizeandcolors.3.Dividetheclassintogroupsoffourorfivestudentseachandaskeachgrouptochooseapicture.Eachgroupshoulddecidetogether:v howmanypeoplemightliveinthebuilding.v whotheymightbe.v whatjobsmighttheyhave.v howmuchtheymightearn.v whatthepartsofthehouseare.v whatpartofthecountrythehousemightbelocatedin.v Whattheirattitudesmightbetochildren,elderpeople,

familyengeneral.4. Wheneveryoneisready,geteachgrouptopresenttheirideas

tothewholeclass,dealingwithquestionsfromotherstudentsastheyarise.

5. MakesurethatstudentscomparedifferencesandsimilaritiesbetweenCanadaandCubainrelationtohousing.

6. Sharetheinformationyouhavepreparedandcheckoutinfrontofthewholeclassifstudentscanmatchtheinformationtothecorrectimages.

7. Haveafinaldiscussionfocusingonwhatledstudentstocometotheconclusionsandhowthiscausedthemtospeculateon,

Evaluation:Theevaluationfocusestwomainaspects.Thefirstaspectistheuseappropriatelythelanguagestudiedastodescribethepartsofthehouseandtheitemsofthehouseandontheotherhand,theknowledge,abilityandattitudesstudentshavewhentalkaboutthesocioculturalaspect(housing).Duringthelastpartoftheactivitytheteacheraskssomequestionsrelatedwiththetopicdiscussed.Theteacherfocusesonthegrammaticalaspect(theuseofthereis/thereare,theuseoftheappropriatevocabularytodescribethehouseaswellasthesocioculturaltopictheteacherhasprovidedthemwith.

MethologicalandDidacticProcedure

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Activity11.

Title GoingshoppingUnit6.Activity10.AtyourPaceItextbook.

SocioculturalTopic Measuring,foods.Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheyaskandexpressquantity.Content:Communicativefunctions(toaskandexpressquantity)Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):

1. SortoutsomehandoutstostudentswiththescripturesoftheadaptedtextMarketplaceinCanadatakenfromthebookTakePart:SpeakingCanadianEnglishfromPietrusiakandBardy(1990).

2. Sharethetextwiththestudents:NorthAmericanculture is considered to be commercially oriented. Canadianconsumers are constantly bombarded by various kinds ofadvertisements in newspapers and magazines, on radio andtelevision.However, the choice of products in themarketplacecan be overwhelming. There are many ways for Canadianconsumerstosavemoney.Newspaperscontainadvertisementsforspecialsales.Canadaisbecomingacashlesssociety,creditcardsanddebitcardsmakebuyingeasier.

3. Workorallyintheclass.Askthefollowingquestionstostudents:a) WhydoyouthinkNorthAmericancultureiscommercially

oriented?b) AreCanadianconsumersbombardedconstantlywith

advertisements?c) IsitthesameCuba?Explain.d) DopeopleinCanadaonlypaycash?HowisitinCuba?4. Downloadfromtheinternetsomeimagesofproductslikesugar,

coffee,milk,etc.Trytofindoutontheinternetwhatthepricesoftheproductsareabout.TrytofindoutaboutthepriceoftheproductsinCanadaandsharewiththestudents.

5. Havethestudentscompareprices,productssold,andadvertisementinmediainbothcountries.

6. Askthestudentstocompletetheconversationthatappearsontheactivity.Askthemtoshareitems/prices.

Evaluation:Studentsareevaluatedwhiletheyplayrolescompletingtheconversationthatappearsontheactivity.Theteacherwillcongratulatecreativenesswhilestudentsareabletoputintopracticewhattheyhavebeenlearningduringtheactivity.

MethologicalandDidacticProcedure

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Activity12.

Title Recreation.Unit7.Activity16.AtyourPaceITextbook.

SocioculturalTopic RecreationinCanada.MethologicalandDidacticProcedure

Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheyareabletoorganizeaparagraphrelatedwithinformationaboutCanada.Content:Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):

1.Havethestudentscompletetheorganizationoftheactivity.Theyaresupposedtopointoutthetopicsentence,thedevelopingsentencesandtheclinchersentence.2.SharewithstudentssomehandoutswiththescriptsofascrambletextaboutCanadabutjustbeforeorganizingittheteachershouldencouragethestudentstopredictwhatthetextsisgoingtobeaboutaccordingtothetopic:recreationinCanada.3.AskstudentstotalkaboutrecreationinCuba.Theyshouldpointouttheactivitiestheyusuallydointheirfreetime.TheyshouldalsogivesomeinformationwhattheyknowCanadiansdointheirfreetimeorduringtheholidays.4.LookupfortheinformationaboutthebehaviorofCanadiansastravelersinCuba.YoumightgivetheopportunityfortherestofthestudentstotalkaboutthepotentialofCubaasatouristdestinationfortheactivitiesCanadianslikedoingintheirfreetime.5.MentionsomeoftheplacesinyourprovinceyouthinkCanadianswouldlovetovisit.Mentionsomeoftheplacestheywouldhatetovisit.6.AskthestudentscompareaboutthesimilaritiesanddifferencesbetweentheactivitiesbothCanadiansandCubanslikedoingintheirfreetime.7.Enhancestudentstointerpretthedifferencesandcompareaccordingtotheexperiencetheyhaveseenduringtheinternships.8.Sharethehandoutswiththestudents.TheinformationwastakenfromthebookTakePart:SpeakingCanadianEnglishfromPietrusiakandBardy(1986):

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9.Askthestudentstoorganizethesmallpartssotheycanmakeupamoremeaningfulparagraph.Askstudentscommentthereasonforwhattheyhaveorganizedtheparagraphsinawayorinanotherway.10.Afterthestudentsorganizetheparagraphsintoamoremeaningfuloneaskthemthefollowingquestionsabouttheparagraph:v IstourismamajorindustryinCanada?v WhatisthereasonforwhatCanadianssometimeshaveto

travellongdistancesforaweekendtrip?v WhydoyouthinkisthereasonforwhatCanadiansheadoff

totheCaribbeanduringthewinter?v WhatarethefacilitiesinCanadianscitiesthatCanadians

enjoyalot?v DomostofCanadiansvisitoftentheirowntown?

11.HavethestudentscompareCanadaandCubainrelationtothefollowingtopics:v Importanceofthetourismindustry.v Favoriteactivities.v Potentialofthedestination.v Resources.v Interestinlocaltourism.

12.Makesuretotakeintoconsiderationtheattitudesandvalues

TourismisamajorindustryinCanada.Canadaisavastcountryandthereisenormousvarietywithinitsterritories.Sincethecountryissolarge, Canadians are used to traveling long distances even for aweekend. Canadians sometimes find it cheaper and easier to traveloutside,especiallytotheUnitedStates.

Duringthewinter,thousandofCanadiansflocktowarmerclimatesforvacations:Florida,California,Hawaii,Mexicoand theCaribbeanarepopular vacation areas. European holidays also appeal to manyCanadians,whofindthecontrastsbetweentheoldcountryandnewworldfascinating.

Canadians have a variety of landscapes and climate.Camping and hiking are popular outdoor activities andavidsportsmenareattractedtotheCanadianoutdoors.

VacationerswithinCanada enjoy all the advantages of city life thetheatres, galleries, restaurants, libraries and clubs. Canadian citiesenjoyareputationforcleanlinessandforanabundanceofgreenery.EachCanadiancity

Canadiansareoftenmoreawareof the tourist areas far fromhomethan those nearby.Many Canadians live in a city for years withoutseeingthelocalmuseums.Otheronlyvisitlocalsiteswhentheyhaveoutoftownvisitorstoshowaroundtheirarea.

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studentsshowoffwhencomparingthetwocountriesaswellastheabilitiestheyhavewhencomparingthecountries.

Evaluation:Theevaluationfocusestwomainaspectsinthisactivity,thefirstaspecthastodowithtaskcompletion,theteacherissupposedtoevaluateifthestudentswereabletocompletetheorganizationtask.Ontheotherhand,thisisveryimportantthattheteachermightbeabletoevaluatetheabilitiesandattitudesthestudentshaveinordertocomparethementionedaspectsbetweenCubaandCanada.

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Activity13.

Title CubanandCanadiantouristdestinationsUnit8.Activity13.AtyourPaceITextbook.

SocioculturalTopic Citiesandtouristdestinations.MethologicalandDidacticProcedure

Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheycomparecitiesandplaces.Content:communicativefunction(comparingplaces).Method:jointelaboration.Teachingaids:textbook,andblackboard.Organization(procedure):

1. AskthestudentstoworkinpairsandplaytheroleoftwoCanadiansfriendsplanningtocomeovertoCuba.

2. Havethestudentsplayrolesaccordingtotheinformationthatappearsontheboxbuttheyshouldalsotalkaboutthecitysenvironment,landscapes,hotelprices,ticketprices,foodquality,services,attractions.

3. Checkiftheyareabletocompareorgiveenoughinformationwhentheyusethelanguage.

4. Askthestudentstocompletethechartbyaddingthreenewcitiesordestinations:Havana,SantaClaraandHolguin.Theyneedtofindoutwithotherstudentsalltheinformationaboutthescenery,thethingstodoandthefood.Theycouldalsotakeintoconsiderationsomeotheraspectsaswell.

5. LookupontheinternetinformationaboutthemostimportantCanadiantouristdestinations,itssceneriesthingscanbedoneattractionsetc.

6. Printoutmaterialsthatcouldbeusedintheclass.GiveeachpairthepossibilitytocompareCanadiancitiesbysortingoutsomematerialstheycoulduseasreference.

7. ObservestudentsabilitieswhiletheycomparetheCanadiancities.

8. AskthestudentstocomparesomeCanadiantouristdestinationswithCubanonesforthattheyshouldtakeintoaccountenvironment,landscapes,prices,accessibility,quality/pricerelation,services,transportation,infrastructure,attractions.

Evaluation:theteachertargetstheevaluationtowardstwomainpoints,oneistheabilitytocomparetouristdestinationsandtheotheroneistheknowledgeandtheabilityofthestudentstomakethecomparisonwhentheyareabletousethesocioculturalcontentsforthat.

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Part 3: Didactic activities for the evaluation of the development of thesocioculturalcompetenceinEnglishlanguage.

Activity14.

Title CubanandCanadiantouristdestinationsUnit8.Activity13.AtyourPaceITextbook.

SocioculturalTopic Citiesandtouristdestinations.MethologicalandDidacticProcedure

Objective:studentsshouldbeabletoshowknowledge,abilitiesandattitudestheyhaveacquiredwhiletheycompare(cities,places,foodspeoplesportslanguagesetc.).Content:developingwritingskillsasaprocess(writingaboutdifferencesandsimilarities).Method:jointelaboration.Teachingaids:textbook,andblackboard.Organization(procedure):

1. MakeareviewofthesocioculturalcontentsaboutCanadataughtinthepreviousunits,specificallythosethatarerelatedwithcitiesplacesfoodspeoplerecreationetc.

2. WritedownpossibleaspectsstudentscouldserveascontentforapossiblecomparisonbetweenCubaandCanada.

3. HavestudentscompletethetaskofwritingthreesentencesaboutdifferencesandsimilaritiesbutallaspectsshouldbefocusedonCanadaandCuba,forexample:

v FoodinCanadaandfoodinCuba.v RecreationinCanadaandrecreationinCuba.v PeopleinCanadaandpeopleinCuba.v TourisminCanadaandTourisminCuba.v CitiesinCanadaandcitiesinCuba.4. Givestudents1015minutestocompletethetask,afterthey

finish,askstudentstoswitchtheirworkswithanearbyclassmate.Theyshouldcorrectotherstudentswork,forthattheyshouldtakeintoaccounttwomainaspects:

a) Studentsaresupposedtousetheappropriatelanguageforcomparisonsproperadjectives,correctspellingindentation,coherenceandcohesionoftheideas,etc.

b) Studentsaresupposedtocompare,analyzeandcomeintoconclusionsbywritingaboutthesocioculturaltopicslearntinthepreviousunitsofthecourse.

5. Givethestudentsachancetoreportinfrontoftheclasswhattheotherstudentsmainmistakesareabout.Makesuretowritedownallthemistakestheymakeandcorrectthosemistakesusingexamplesontheboard.

6. Askstudentstogivetheotherstudentsamark.Makesuretoevaluateeachstudentforwhattheyhavedone.

Evaluation:theevaluationisdonethroughacoevaluation.Studentsevaluatesthemselveswhiletheycorrectotherstudents,theycorrectthemselvestoo.

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Activity15.

Title Travelingandcultures(Closeupactivity).Unit9.Activity13.AtyourPaceITextbook.

SocioculturalTopic Travelingandbehaviors.

MethologicalandDidacticProcedure

Objectives:v Studentsshouldbeabletoshowknowledge,abilities

andattitudestheyhaveacquiredwhiletheyunderstandthetextgloballyandareabletorefertosocioculturalcontentsdealtwithinpreviousunitsofthecourse.

v Studentsshouldbeabletoshowknowledge,abilitiesandattitudestheyhaveacquittedwhiletheytalkaboutsocioculturalcontentsandaboutCubaandCanada.

Content:textcomprehension(skimmingandscanning).Communicativefunctions(comparingculturesandbehaviorsanalyzingdescribingetc.)Method:jointelaboration.Teachingaids:textbook,andblackboard.Organization(procedures):Somemorequestionswillbeaddedtothelastpartoftheactivity.Thesequestionsallowthepossibilitytoevaluatesomeaspectsrelatedwiththedevelopmentofknowledge,abilitiesandattitudesrelatedwiththesocioculturalcompetence.

1.Askthestudentstoarrangetheclassinahorseshoepositionsotheycanseeeachothersfacewhiletheytalk.

2.AskstudentstoanalyzethesayingWheninRome,doasRomansdo.YoumightgivethechancetostudentstosayhowtheywouldbehaveiftheyhadthechancetovisitCanada:DoesitmeanyouhavetobehaveasifyouwereaCanadian?ACuban?Orboth?Whatdoesbothconveyforyou?Doesitconveythatapersonbecomesaculturalambassadorbetweenthetwocultures?Shouldwekeepouridentityorshouldwekneeldowntothenewculture?

3.Havestudentsanalyzewhichpartofourbehavior,cultureoridentityweneedtofocusonwhendealingwithCanadians.AskstudentstogiveexamplestakingintoconsiderationProxemics:distancebetweenpeoplehowthisisappliedtoCanadiansandtoCubans?Howshouldwekeepthedistance?ShouldweapplyourCubandistancetoCanadiansorwebetteranalyzehowtheybehave?Whatwouldbetheoutcomesifwedosomethinginappropriate?DirectnessandIndirectness:dowenormallyuseindirectnessinourownlanguage?HowthiscouldaffecttheuseofindirectnesswhendealingwithCanadians?Whenarewesupposedtouseindirectness?Nonverbalcommunicationandtheuseofthevoice.HowourownculturalaspectsinrelationtononverbalcommunicationaffectcommunicationwithCanadians?Arewegoodobservers,analystsoftheculturaldifferences?Arewetrulyabletodescribeandcomparethedifferences?WhatattitudesdoesitdemandfromustobeaculturallytrainedpersonwhendealingwithCanadians?

Evaluation: WritedownpossibleaspectsstudentscouldhavedealtwithaselementsforapossiblecomparisonbetweenCubaandCanada.

1. AssignthestudentstocompleteataskofwritingaparagraphaboutdifferencesandsimilaritiesbetweentheCubanandthe

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Canadianculture.Theyshouldtakeintoaccounttheaspectstheyhavestudiedduringthecourse.Theyshouldselectanappropriatetopic.Thisistobehandedinthenextclass.