GUILLERMO ARENAS A

LESSON PLAN USING THE SIOP MODEL: CROSSING CULTURES

CROSSING CULTURES

FINAL ASSIGNMENT

TEF5301 - Methods of Teaching English to Speakers of Other Languages

Student: Guillermo Arenas A

Tutor: Ruth Kartchner

Universidad Nacional Abierta y a Distancia “UNAD”CNAD Florida

April 29th 2014

STATEMENT OF PURPOSE

Providing students with the best possible practice is the aims of any teacher

who engages in Language teaching. Culture makes part of language and

language is part of culture. When we learn about the culture of a place we

get more connected to it and we find more motives to interact with the

language of that place. In the following Lesson I will be using the Sheltered

Instruction Observation Protocol (SIOP) Model.

The purpose is to design a lesson that addresses both students’ academic

and linguistic needs. The final goal of my lesson is to incorporate some of the

components and features of the SIOP Model to ensure that the students

become familiar with customs of some foreign countries while simultaneously

promoting students’ language development.

BACKGROUND

The idea of traveling to another country is something exciting yet terrifying to some

languages students. Going abroad represents experiencing new things learning

new customs and living a new culture.

In order to give students foundations that can help them deal with situations they

may face when traveling to a foreign country, together as a class, students will

discuss what they already know about customs and behaviors in other countries

depending on customary situations that may lead to misunderstandings when not

acting in the proper way. To further help students recognize some cultural patterns

the teacher will jot down students’ responses on the board.

During the class discussion, the teacher will make the content more meaningful for

EFL learners by asking specific questions about customs in other countries.

OBJECTIVES

Subject: English Topic: Crossing cultures, cultural Comparison.English Proficiency Level: Intermediate

Content Objective:

• Students will be able to become familiar with customs from different countries and

compare them with their own.

• Students will have the chance to give suggestions for people traveling to another or

their own country.

Language Objectives:

• Students will act out different ways in which people react to different situations when

living abroad.

• Students will write a tourist pamphlet of no more than 70 words about customs when

visiting their own country or a foreign country.

MOTIVATION

The teacher will discuss every part of the lesson with students. At the beginning of

the lesson, the teacher will introduce the learning objectives. Students will be

requested to read both content and language objectives out loud, paying attention to

key vocabulary words.

Students will discuss what they know about customs and behaviors in other countries

depending of the situation. Students will look at the chart called “Different customs”

and will try to compare the custom in their country.

The “Different Customs” chart will be left visible for students to reference back to as

needed during the group activity.

The “Different Customs” chart can be found on slide 11 of this presentation.

PRESENTATION

The teacher will show in a projector The “Different Customs” chart. He will read the words aloud

to students, speaking slowly, with clear pronunciation, and explaining any unknown words. The

teacher will model the questions. Students will work in pairs asking the questions trying to use

the given vocabulary.

• Does your country follow any of these customs?• Do any of these customs seem unusual to you?• What customs should a visitor to your country know about?

Source: New Interchange

PRACTICE/APPLICATION

Students will be Explained the way to use clauses with When and if for expectations using the

following sentences:

• When you visit someone, It’s the custom to bring a small gift.

You are supposed to arrive early.

• If you want to bring someone, You are expected to call first and ask.

It’s not acceptable to arrive without calling first

Previously organized in heterogeneous groups of four. Students will practice giving information

about their country or a country they know well. Using the “Different customs” chart provided

before, they will make up customs about the countries that appear in the image.

To ensure equal participation during the group activity, students will be instructed to take turns

asking and answering questions, making sure each member gets the opportunity to respond to the

situations presented in the “What’s the custom?” chart:

The “What’s the custom?” chart can be found on slide 12 of this presentation.

REVIEW/ASSESSMENT

The teacher will walk around among the groups, monitoring student comprehension while they are

completing the group activity. the teacher will offer support if needed it, and/or correct any

misunderstandings.

After students have completed asking and answering the questions, they will be asked to act out a

conversation where they choose a country and relate the information about the customs, trying to

make it informative for others.

When all groups have finished acting out a conversation, the teacher will regain students’ attention,

asking groups to share their opinions about the different customs in different countries. The teacher

will provide feedback.

To further check for understanding, the teacher will briefly review learning objectives and key

vocabulary by asking students, “are you familiar with customs from different countries and can you

compare them with your own?”

EXTENSION

In order to master the aimed skills, students must be given multiple opportunities to

practice and apply the acquired content and language knowledge. To provide

students with more practice about customs in other countries students will write a

tourist pamphlet for a country they choose using as reference the following topics:

As pair work students will read their pamphlet, and will say if a visitor to that country

would have all the information needed to get by with out cultural misunderstandings.

An example of The “pamphlet” can be found on slide 13 of this presentation.

- Traveling by bus or by train. - Staying in someone's home.

– Shopping. - Giving and receiving gifts.

WHAT’S THE CUSTOM?

If you plan to visit someone at home

If you have been to a friends home for dinner

If you have been invited to a wedding

When you go out on a date

If the service in a restaurant is good

When someone is going to have a baby

Students will practice giving information about their country or a country they know well. They will take turns asking and answering questions, making sure each member of the group gets the opportunity to respond to the following situations:

SAMPLE PAMPHLET

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