Level: Second year baccalaureate

Topic: Cultural issues and values

Lesson and standards: Communication- interpersonal
Unit 2
Student‘s books, visual aids, chalkboard Post cards,
Estimated time: 50 minutes
Materials:
Source: GATEWAY 2 Lesson 1
Setting Arrangement: Pair work, cooperative learning, discussion

Competencies: by the end of the lesson, students should be able to

Familiarize with what ―culture‖ means
Learn related vocabulary
Talk about culture and values

Tasks Steps / Activities Timing Observations

 To break the ice and create

Opening The lesson The Socratic
Post card: method of teaching
fruitful learning opportunities can be used to
Poster related education 5 mn trigger more
Proverbs or sayings information
“Practice your father’s craft to succeed in life”

 Students match the

A. Definitions
1 2 3 4 5 6 7 8 9 5 mn
definition with the d a g c f b i h e
suitable picture
Taking about each picture for further discussion

readymade, time of eating…single/shared

1- Spicy food, categories, sweet, meat, fruit,

2- Weather, geographical site, religion…

dish…

male/female, young/ old…

3- Religion, customs, tradition, children/ adult,

 Beyond the cultural

10 mn
4- Gestures, speech, (history of shaking hands)
5- Single child, single mother, parents from the
aspects
same sex, lesbianism, homosexuals,
6- Law: using horns, respecting laws despite
being stupid, queuing, punctuality, president
can go to jail
7- Marriage, new-born, receiving guests,
8- Taboos, sacred/ blasphemous
9- Religion differences.

B. Behavioral situations
1- Very common


2- Common
The importance of the 3- Not strange but not common
stated criteria and 4- Strange
reaction 5- Very strange
10 mn
C. Culturally inappropriate
aspects:
 Eating together with parents in law.
 Dating
 Married person have mutual friend of opposite sex


Women smoking publicly


Indecent clothes should not be worn

 Make a list related to 

Not respecting your parents


Using corruption to achieve goals
appropriateness or Lying to or about people
inappropriateness 15 mn
D. Culturally appropriate aspects:
 Visiting your family the moment you like
 Fast days other than Ramadan
 Eat more meal or drinks as you like
 Be wealthy
Follow up  Students will write one paragraph essay More time: write
one the inappropriate aspects of their 5 mn two-line intro.
community or culture.

10 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA
Level: Second year baccalaureate
Topic: Culture Issues and Values
Lesson and standards: Compound adjectives- language development
Unit 2
Student‘s books, visual aids, chalkboard Post cards,
Estimated time: 50 minutes
Materials:
Source: GATEWAY 2 Lesson 2
Setting Arrangement: Pair work, cooperative learning, discussion, questioning

Competencies: by the end of the lesson, students should be able to

Talk about the three types of education
Learn related vocabulary
Use their background knowledge
Tasks Steps / Activities Timing Observations

 To break the ice and create

Opening The lesson The Socratic
 method of

Much the following words 5 mn
fruitful learning opportunities What are they? teaching can be
Sun Dried used to trigger
Time Consuming more information
Quick Dying
Slow Moving

 Students match the letters

A. Column
Compound adjectives
5mn
and numbers Kind-hearted Labor-saving
Brightly lit Left-handed
Old-fashioned Short sighted
Deeply rooted Well-known
Good-looking Easy-going
More Compound adjectives:
well dressed stress induced
record breaking hand made
comfort loving soft spoken
voice operated gray haired
quick thinking fair skinned

 Beyond the cultural aspects

wealthy looking time consuming
B. Using the above list to fill in gaps:
1- In our culture, some of the customs and traditions are
deep rooted. 10 mn

He‘s short-sighted.
2- My brother finds it very difficult to read the news.

3- Mr. Brown still has that old fashioned car. I don‘t

think he will ever get rid of it.
4- Labor saving machines are necessary for working 10 mn
women.
5- To concentrate on your homework, you should usually

 The importance of the

study in brightly lit places.
C. Words from selection:
stated criteria 6- We stayed in five-star hotel.
7- My father has just bought a brand-new car.
8- Salwa has just got a part-time job; she works three 15 mn
hours a days on Mondays, Wednesdays, and Fridays.
9- It was a very badly-written article. I noticed several
punctuation mistakes and lots of spelling mistakes.
10-Our neighbors are very well-paid. They can afford to
go to expensive restaurants.
11-Mary has got a small shop where she sells second-
hand clothes and machines.
12-I was astonished when the man at the next table
gave the waiter a ten-dollar note as a trip.

Follow up  Students will write one paragraph essay about their more time, write
choice of education beyond all regulations 5 mn two-line
introduction

11 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA
 Level: Second year baccalaureate
Topic: Cultural issues and values
Lesson and standards: Listening and speaking: cultural- interpretive

Student‘s books, visual aids, chalkboard Post cards,

Estimated time: 50 minutes
Materials: Unit 2
Source: GATEWAY 2
Setting Arrangement: Pair work, cooperative learning, discussion Lesson 3
Competencies: by the end of the lesson, students should be able to
Predict the topic
Listen to specific information
Discuss content

 To break the ice

Tasks Steps / Activities Timing Observations
Opening The lesson
and create fruitful Opening the lesson
learning Proverbs related to stereotypes 4 mn
opportunities

 Brain storming
A. Discussion:
1- Can give an exaggerated or wrong image about different
cultures.
- Arab are terrorist
- Thieves, and witchcraft, scenery, diabolism: KALAATE SRAGHNA
- Humor (Marrakech)

Casablanca‘s people: thief‘s

- Arab Saudi: richness and propagation
-
-

opinion or …
A convention, formulaic, and oversimplified conception,
10 mn
Categorize, convention, mold, and pattern, standard,
typecast, catalogue, define, dub, conventionalize,

standardize, systemize, and take to be…

institutionalize, normalize, regulate, pigeonhole,

2- Good/ wrong culture

―a child is naturally born as aw white page, only their parents can make
him/ her Jewish, Christian or a Muslim‖.
Part 1
10 mn
B. b- Specific information
 Good/ Bad C. Checking the answers
1- Stereotypes
2- Cultural conflicts
3- Cultural and mass media
4- Cultural and youth
5- The number of existing cultures
 Pre-listening 6- Culture and the race

D. 1- Race refers to skin color but culture is about human

development.
2- After a long conflict between the French culture and the British one 8 mn
in Canada, they co-exist and complement each other for the benefits
of Canada.
 Sentences Part 2
completion E. 1- True, because also, there is not much time to deeply understand
how people from different culture behave.
2. False, they reduce the difficulties of understanding people who are 8 mn
different from us.


3- False, the differences do not mean you are wrong or not important.
Post- listening

Follow up F. How does culture diversity empowers or weakens a country?

-enrich language
Several suggestions
Continuous learning process

12 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA
 VV

Level: Second year baccalaureate

Topic: Cultural Issues and Values
Lesson and standards: Lack of understanding and asking for clarification: interpersonal
Unit 2
Student‘s books, visual aids, chalkboard Post cards,
Estimated time: 50 minutes
Materials:
Source: GATEWAY 2 Lesson 4
Setting Arrangement: Pair work, cooperative learning, discussion

Competencies: by the end of the lesson, students should be able to

Express lack of understanding
Ask for clarification
Tasks Steps /Activities Time Observations

“The teacher will burp and ask the students about the name: burp
Opening The lesson
5 mn

 To break the ice and

Belch; eruct; eructate‖

create fruitful learning

-N: a reflex that expels gas noisily from the stomach
opportunities through the mouth
-V: expel gas from the stomach; "In China it is polite to
burp at the table"
A. Discussion
Mr. Taylor doe not know that burping in Morocco was considered

He said it is not acceptable in Mr. Taylor‘s society.

offensive as he told Samir that burping is culturally inappropriate/

 Comprehension Also, he was surprised when Samir said ―Thank God whenever you
burp‖ in Muslim culture.
10 mn
question
B. :
o I do not quite follow you.
Lack of understanding

I‘m afraid I really don‘t understand what/where/ why...

*********************

I do not know what you mean by…

o

I don‘t think I understand.

o

I‘m not sure I understand.

o

No, I don‘t understand.

o
o
o I am confused.
o It is confusing.

a. Could you be more explicit…?

c. Do you mean…………………………?
b. What do you mean?

 Rely on the text to find d. What do you mean by…………..?

Asking for clarification

20 mn
expressions e.

f. Are you saying/ trying to say that …?

*********************

g. Are you driving at/ aiming…?

h. Would you repeat, please?
i. Could you explain what you mean by this, please?
j. Could you be more explicit/clear?
k. Would you tell me again?

 Adding up expressions:
l. Would you please explain that again?
m. Would you say that slower this time?
n.

D Role play:
i. A: I’m afraid I really don’t understand why those people are taking off their
shoes before getting into mosque. In the church, we don‘t do so. Would you
please explain that to me?
B: Actually, this is a sacred place in the Muslim culture. Also, it is common sense
that our shoes or sandals might touch some dirt. Thus, they take them off.

ii. Teacher: Stereotyping means to categorize people and label them in a general
manner.
Student: Sir, I do not understand. Could you be more explicit, please?

iii. Doctor: Well, here we go. You have only to put into effect your diet. Then, you will
15 mn
Patient: I don’t think I understand. Are you saying that the disease will
be fine.

disappear soon?

 Follow up Students will add up other situations for further understanding

13 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA
Level: Second year baccalaureate
Topic: Cultural Issues and Values
Lesson and standards: Reading: Globalization- Interpretive Unit 2
Student‘s books, visual aids, chalkboard Post cards,
Estimated time: 50 minutes
Materials: Lesson 5
Source: GATEWAY 2
Setting Arrangement: Pair work, cooperative learning

Competencies: by the end of the lesson, students should be able to

Predict the main ideas of the text/ Read for the main idea
Read for specific information
Showing understanding of ideas in the text
Discuss idea from the text and express personal opinions
Tasks Steps / Activities Time Observations

 To break the ice

Globalization:

 make world-wide in scope or application.

Globalize: universalize/ secularize/ Homogenize
and create fruitful 5 mn

 to extend to other or all parts of the globe

learning

 make worldwide
opportunities

A. ―Globalization as a threat to our culture‖

What are some of the benefits and shortcomings of
30 mn
observable fact? (See attached sheet)
*******************************
 Discussion
B. Answer: Culture and globalization in Japan. 10 mn
Why the other answers are not correct?
C. True/False statements:
1. True, It tends to make people richer economically and
gentler psychologically, people may be able to accept
cultural differences more easily.
2. False, it is not current. It went back to the post World
War I era about 80 years ago.
 Making sure
10 mn
3. False, It seems to better equipped with for globalization,
but also more independent-minded and bias-free.
D. Open questions:
1. To practice more actively in international movement and
organizations and contribute to the creation of a better
global standard, which would be more consistent with our
 Understanding culture.
ideas 2. The views often expressed in mass media are annihilating
the local values. There is a discrepancy between reality and
15 mn
what do they say.
3. Yes, they are. They complement each other and the virtual
word does not necessary substitute human relationship.
4. The key to prosperity is to go back to our culture roots to
preserve and promote our culture traits while adapting to
the global standard.
E. Sharing views:

Konoe‘s view  Misguided

American standard

 Follow up  culturally harmful

Yashino‘s view  Adaptation 20 mn
 adjustment to a better standard
 preserving Japan‘s own culture

I strongly share the view of ……. Because…………………………………………

Your personal view:

14 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA
 Globalization

Some Advantages
 Increased free trade between nations
 Increased liquidity of capital allowing investors in developed nations to invest in
developing nations
 Corporations have greater flexibility to operate across borders
 Global mass media ties the world together
 Increased flow of communications allows vital information to be shared between
individuals and corporations around the world
 Greater ease and speed of transportation for goods and people
 Reduction of cultural barriers increases the global village effect
 Spread of democratic ideals to developed nations
 Greater interdependence of nation-states
 Reduction of likelihood of war between developed nations
 Increases in environmental protection in developed nations

Some Disadvantages
 Increased flow of skilled and non-skilled jobs from developed to developing nations as
corporations seek out the cheapest labor
 Increased likelihood of economic disruptions in one nation affecting all nations
 Corporate influence of nation-states far exceeds that of civil society organizations and
average individuals
 Threat that control of world media by a handful of corporations will limit cultural
expression
 Greater chance of reactions for globalization being violent in an attempt to preserve
cultural heritage
 Greater risk of diseases being transported unintentionally between nations
 Spread of a materialistic lifestyle and attitude that sees consumption as the path to
prosperity
 International bodies like the World Trade Organization infringe on national and individual
sovereignty
 Increase in the chances of civil war within developing countries and open war between
developing countries as they vie for resources
 Decreases in environmental integrity as polluting corporations take & advantage of weak
regulatory rules in developing countries

15 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA
 Level: Second year baccalaureate
Topic: Cultural issues and values
Lesson and standards: Past perfect: language development Unit 2
Student‘s books, visual aids, chalkboard Post cards,
Estimated time: 50 minutes
Materials: Lesson 6
Source: GATEWAY 2
Setting Arrangement: Pair work, cooperative learning, discussion

Competencies: by the end of the lesson, students should be able to

Fully understand past perfect
Use correctly the past perfect

 To break the ice

Tasks Steps / Activities Timing Observations
Opening The lesson
and create fruitful Describing the picture
learning opportunities Setting, characters/ weather/ Country 10 mn
What sort of lesson is it?

 Getting ready
A. Discovering
Karim felt it was good enough to fully 5 mn

B. Table completion
Understand what British people say.
Simple past Past perfect
Went Had always thought
Were Had redecorated


Did Had furnished
Completion Said Had planned
Was served Had invited 5 mn
Discovered Had arrived
Had Had learnt/ learned
served
B. Matching:
 Matching 1 2 3 4 5
e d b c a 5 mn
1. The children had already done their homework when their mother

My wife didn‘t watch the film with me, because she had already
arrived.
2.
seen it.
3. It was my first flight. I had never traveled by plane before.
4. When Tom arrived, the party had already begun.
5. Jimmy had phoned his girl-friend at work before he left for his trip.
 Summary use C. Contextualizing:
1- I went to bed as soon as I had finished my homework.
2- Sam turned on the TV after he had washed the dishes.
3- Marian had already fed the cat when she went to work.
4- By the time we got to the cinema, the film had already started. 10 mn
5- We had played cards for several hours before we went to bed.
D. Contextualizing:
1. By the time we went to cinema, the film had already started.
 Distinction 2. We had prepared the meal before children came.
3. Maria went to work after she had fed the baby.
4. The employees had stopped smoking as soon as the saw the boss
coming into.
5. I had stayed in the hospital until I recovered.
E. Past perfect continuous :
i. Sarah was exhausted. She had been washing the dishes for more
10 mn
than three hours.

ii. We had been walking foe several hours before we reached the
Past continuous
summit of the mountain.
iii. Mary decided to buy a new watch with the money her father had
given her for her birthday.
iv. Sue had been watching her favorite TV program when the light
went off.
v. The children had already gone to bed when their mother came
from work.
Follow up Write few examples to differentiate among simple past, past
continuous, and past perfect simple or continuous.

16 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA
 Level: Second year baccalaureate
Topic: Cultural Issues and values
Lesson and standards: Writing and Learner training-Presentational Unit 2
Student‘s books, visual aids, chalkboard
Estimated time: 50 minutes
Materials: Lesson 7
Source: GATEWAY 2
Setting Arrangement: Pair work, cooperative learning

Competencies: By the end of the lesson, students should be able to:

o Use passive voice adequately
o Practice passive voice perfectly
o Students make their own examples.
Tasks Steps / Activities Time Observations
A. The text about:

 Choose the
c- Both a love marriage and a pre-arranged marriage.
They love each other and got along with each other and later 10 mn
correct answer
they got their families involved.

B. Find the transitions of each paragraph:

a. Another fifteen minutes- before- and then
 transitions
b. About a week- so- when- after- then 5 mn
c. As soon as- then-
d. Finally- while- then- and then- and then- then
e. A few minutes after- before- and then- but- because- but
 Jumbled
paragraphs C. Reread and rearrange the paragraphs in the correct order:
1 2 3 4 5 10 mn

 Boost your skills

b d a c e
A.

D. Consolidate your transitional expressions 5 mn

E. Writing an e-mail:

Some professionals get scores of e-mails a day. Follow these tips in

order to give your recipients the information they need in order to
act on your message sooner rather than later.
 E-mail
10 mn
1. Write a meaningful subject line
2. keep the message focused
3. Avoid attachment

be kind—don‘t flame
4. identify yourself clearly
5.

don‘t assume privacy

6. proofread
7.
8. distinguish between formal and informal situations
9. respond Promptly
10. Show respect and restraint
F. Training:
 Use your knowledge of parts or roots of the new words

Memorizing
 Training;  Put the words into sentences
 Organize the vocabulary you write down in your note-book
Using

In some way 10 mn
 Play audio-tapes repeatedly
 Write a story using the words you have learned
Recycling

 Watch movies or read particular books or magazines on

the same topic

17 READYMADE LESSON PLANS BASED ON SECOND YEAR BAC SYLLABUS- Abdesalam ZOUITA