Intercultural Unit

Welcome / Willkommen / ‫ברוכים‬

• Objectives: This teaching unit’s objective is to have kids from different

countries and cultures interact, communicate, work together and learn
about each other, using various technological platforms.
• Level & grade: This teaching unit is for intermediate to high proficiency
level students, grades 7 to 12.
• Time: The unit can be a small project (up to 10 lessons and about 2-3
weeks) and can go up to a full school semester period (up to 48 lessons
and about 2-3 months). Both context and time alterations should be made
to accommodate individuals and general class levels.
• ***Technological problems must be taken into consideration for they are
time consuming.
Pre-activities

• In one or two lessons previous to the beginning of the unit, teachers

should start preparing the ground. Giving various hints / leading
questions as to who are the foreign partners, where are they from
(city and/or country), what grade are they and what school they
attend.
• During this time the teacher will set the framework for the project,
explaining the possibilities, the ways of communication, the various
technological platforms available. The teacher won’t reveal just yet
the end product/ outcome of the project. This will come later on,
once the unit has already begun. The teacher will also set the
groups, allocating roles for each group member (the head, the
writer, the artist etc.)
Pre-activities

• Another very important pre-activity task is to go over the rules of

behaviour and conduct with the students, emphasizing what’s
needed, what’s allowed and what isn’t, making sure everyone
understands everything.
• Students get to know the other culture by doing a Kahoot! together
in class. The Kahoot! Asks questions about the partner culture.
Ground Rules

1. All forms of discourse, used on any platform throughout the

course/ project, must be conducted in a civil, polite and
courteous way.
2. No foul or obscene language is allowed.
3. Not a must but, if available to all participants, students are
encouraged to "keep in touch" via technological platforms even
while not during classes. some suggestions are: open a Facebook
group, open a Whatsapp group, use Skype for video conversations
etc
4. All platforms of communications will be observed regularly by
the teacher/ adviser for feedback and evaluation.
Pre-activities

• The groups will choose a topic or will come up with one of their
own (Teacher approved).
• By now, the students know at least what country their partners
are from. Artistic ways should be explored to honor and celebrate
the other country - pictures or paintings of the flag, a word or two
in the other language, like HELLO or GOOD MORNING, Maybe a
“welcome” song (in English) etc.
Topics

• Food • Additional ideas for topics:

• Religion • A birthday party
• My family
• Language • My friends
• Customs & traditions • My hometown
• Travel
Guiding questions (examples) - Food

• What are some of the most

common / national dishes in
your partners’ country (or
area)?
• How are those dishes made?
• Where can you get you
ingredients? (supermarket, a
farmer’s market)
• Who usually does the cooking?
Guiding questions (examples) – Religion

• What is the common religion in

your partners’ country?
• Are there any other religions
being practiced in your
partners’ country?
• Do you have any previous
knowledge on your partners’
faith?
• What is unique or special in
your partners’ religion?
Guiding questions (examples) - Language

• What is the spoken language in

your partners’ country?
• Do you speak your partners’
language? Do you any words in
the language of your partners?
• What seems difficult and what
seems easy in your partners’
language?
• Are there any other languages
spoken in your partners’ country?
Guiding questions (examples) – customs &
traditions
• (Holidays, special days, Religious
holidays, special rituals for the
weekend etc.)
• What do you know about your
partners’ customs and traditions?
(preferably ones that are unknown
in your own country)
• What looks like a fun tradition to
you?
• Do you share any customs or
traditions with you partners?
• When are those special occasions
being celebrated, throughout the
year?
Guiding questions (examples) - Travel

• Do you know of any cities in your

partners’ country?
• Do you know of any sights or
other places in your partners’
country?
• What are some of the most
familiar or famous places (cities
or sights) in your partners’
country?
• Have you ever visited your
partners’ country? If you have,
share your experiences.
Technology and Media

• Skype / Unicko - video calls

• Google Docs / Padlet - share
ideas in shared spaces
• Whatsapp / Facebook -
communicate whenever
• Prezi / Google Slides /
StoryBird- beautiful creations
together
• Kahoot - Play games together
An example lesson / food
1. This lesson is the second or third one
using video chat.
2. The groups have already been assigned
and each group has already picked
their subject.
3. The students have already discussed,
within their groups, things they’d like
to ask, things they’d like to know of,
things they’d like to learn about.
4. Some Questions the students might be
interested in:
*See benchmarks on the next slide.
1
• what special dishes do they have?
• what are their favorites?
• what is the craziest ice cream / candy / chocolate
flavor they know?
• how often do they eat out?
• what are their favorite junk food / fast food chains to
eat in?
• what is the most common favorite among their friends
and families?
• what prior knowledge do we have of food in our
partners’ country?
• research dishes, pictures, recipes, restaurants, coffee
shops etc. that seem interesting and that you’d like to
know more about.
*These are mere ideas, the sky’s the limit.
An example lesson - food
Benchmarks for this activity:
Overall listening comprehension:
A1 can follow speech that is very slow and
carefully articulated with long pauses.
A2 can understand phrases and
expressions, can understand enough to
be able to meet needs of a concrete type
provided speech is clearly and slowly
articulated.
2
Overall spoken interaction:
A1 can interact in a simple way through communication is
dependent on repetition at a slower rate, rephrasing.
Can ask and answer simple questions, initiate and
respond to simple statements in area of intermediate
need or very familiar topics.
A2 can interact with reasonable ease in structured
situations and short conversations, provided the other
person helps when needed. Can ask and answer
questions, exchange ideas and information of familiar
topics. Can communicate in simple tasks. Can handle
very short social exchanges but rarely enough to
understand and enough to keep the conversation going.
An example lesson - food
Conversation:
A1 can make an introduction and use
basic greeting and leave-taking
expressions. Can ask how people are and
react to news.Can understand everyday
expressions.
A2 can establish social contact, can
generally understand clear, standard
speech, provided one can ask for
repetitions. Can participate in short
conversations, can express feeling in
simple terms. Can handle very short
social exchanges, can use simple
everyday politeness, can express likes
and dislikes.
3
Informal discussion:
A2 Can generally identify the topic of discussion, can make
and respond to suggestions, can agree and disagree, can
discuss everyday practical issues in a simple way.
Goal-oriented co-operation:
A1 can understand questions and instructions, can ask for
thing and give things back.
A2 can understand enough to manage simple, routine
tasks. can discuss what to do, give and take directions.
Can communicate in simple and routine tasks, can
understand questions and instructions, can ask for things
and give things back.
An example lesson - food 4

Information exchange: interviewing and being interviewed:

A1 can understand questions and A1 can reply to simple, direct questions, spoken slowly and
instructions, can ask and answer simple clearly.
questions, questions about one self, can
A2 can make oneself understood in an interview,
initiate and respond to simple
communicating ideas and information on familiar topics.
statements, can indicate time.
Can answer simple questions and respond to simple
A2 can understand enough to manage statements.
simple, routine exchanges. Can deal with
Overall spoken production:
practical, everyday demands. Can ask
and answer questions, can give and A1 can produce simple mainly isolated phrases about
follow simple directions and instructions. people and places
Can communicate in simple, routine
A2 can give a simple description or presentation of people,
tasks, can exchange limited information,
daily routines, likes and dislikes etc. in short, simple
can ask and provide personal
phrases and sentences.
information.
An example lesson - food 5

Cooperating: Compensating:
A2 can indicate when one is following A2 can use an inadequate word and use gesture to clarify
what one wishes to say.

Asking for clarification:

A2 can ask for repetition when one
doesn’t understand. Can ask for
clarification about key words or phrases.
Can indicate that one isn’t following.
End of the Project - Task
• At the end of the project, the students will
present what they have learned of the other
country and culture. The groups will each
present their topics at the end of the semester
school fair. (can be also done in class, where
each group present its topic in front of the other
groups/ rest of the class).
• This can be done in any way:
• Take your friends on a tour through the other
country, its people, customs, sights.
• Teach them to cook a certain dish.
• Share stories, pictures, songs or anything you can
think of, from the other country/ culture.