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

Preface.
The booklet Focusing on cultures: Canada is the very first complementary material
conceived for English teachers for the development of the socioculturalcompetence in
languageteachingintheBachelorinTourism butfortunately,thisisnotthelast.Itispart
of a compilation of materials that are designed for the Tourism English 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
(focusingon a specific culture, subcultures or similar cultures) the abilitiesto maintain
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
competence taking as a reference the English speaking countries that send 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 the current programs of English I, II, III, IV that students receive while completing
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 and Australia for English V. The criteria for the selection of this cultures is that
2

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.

ContentmapwiththeinclusionofsocioculturaltopicsforeachUnit.
Unit
1

Title

Function

Grammar

Sociocultural
topics.
Meetingnew Greetings,leave
VerbBE.
Proxemics
friends.
takings,introducing Yes/No
(space).
yourself/someone. questions.
Touching.
Reactingto
Infoquestions. Bodylanguage.
introductions.
Subject
Turntaking.
Askingforand
pronouns.
Nationalities,
givinginformation
Possessive
countries and
aboutnationalityand adjectives.
languages.
occupations.
Indefinite
articles.
Demonstratives
adjectives and
pronouns.
Talkingabout Askingforandgiving VerbBE.
yourselfand informationaboutage Yes/no
aboutpeople. andheight/dateand questions.
placeofbirth/marital Infoquestions.
status.
Prepositions.
Askingforandgiving Possessive
addresses/a
case.
telephonenumber.
Identifyingsomeone.
Routines

Askingandtelling
thetime.
Askingforandgiving
informationabout
daily
activities/occasional
activities.

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

Otherverbs.
Timing.
The
simple Adequacy.
present
Hobbies and
tense/present
leisureactivities.
continuous
tense.
Time
expressions.
Adverb
of
frequency.
Connectives
andusesofit.

Describing Describingpeople
people.
(physical
appearance).
Describingpeople
(personalitytraits).
Expressingfamily
relationships.

Adjectives/Order
ofadjectives.
VerbHAVE.
More
connectives.

Goingout

Uses
of Adequacy.
WOULD,
Indirectness.
COULD, LETS, Proxemics.
WHYDONT?
Register.

Invitingsomeone,
makingoffers,
requestsand
suggestions.

Adequacy.
Safe
topics:
physical
description (use
of
softeners).
Personality
traits (use of
softeners).

Whatisthere
in?
Expressing
existence.
Askingand
expressingquantity.

measuring
There+BE
rules.
How
much? foods.
Howmany?How currency.
muchisit?
parts of the
house.
What
Askingforandgiving The simple past Turntaking.
happened? informationabout
tense/past
Adequacy.
actionsinthepast.
continuoustense
(Be/otherverbs)
Likesand Expressing
Verbs+verbsin Hobbies.
dislikes
preferences,giving
INGform.
Places.Objects
opinionsandmaking Verbs
+ andpeople.
comparisons
infinitives.
History.
Verbsofopinion Foods.
(think,believe). Leisure
Comparison of activities.
adjectives.
Art.
MayI?

Expressing
Modal
verbs Adequacy.
possibility,ability,
(can,could,may, Turntaking.
capacity,permission, should,must).
Indirectness.
obligation,prohibition,
Register.
dutyandsuggestions.
diseases.
health
problems.

10

Planning
ahead

Askingforandgiving
informationabout
futureactions.
Askingforandgiving
directions.Talking
abouttheweather.

The
simple weather.
future
tense/future.
Continuous
tense.
Theimperative.
Other uses of
It.

Part1:Didacticactivitiesforthediagnosisofthedevelopmentofthesociocultural
competenceinEnglishlanguage.
Activity1.
Title

DoyouminditifIcometooclose?
Unit1.Activity7.AtyourPaceItextbook
SocioculturalTopic Proxemics(useofspacebyEnglishspeakingCanadiansandCubans)
nonverbalcommunicationvoice.
Methologicaland Objective:studentsshouldbeabletodisplayknowledge,abilitiesand
DidacticProcedure attitudeswhiletheytalkabouttheuseofspace(asEnglishspeaking
CanadiansandCubansdo).
Content:communicativefunctions(introducingyourselfandasking
wheresomeoneisfrom).
Method:jointelaboration.
Teachingaids:textbookandblackboard.
Organization(procedure):
Afterstudentsfinishcompletingthelisteningtaskaccordingtothe
textbook:
1. Askthestudentstoperformtheconversationsinpairs.
2. Correctthestudentswhentheyplayrolesastheyusethe
languagethatappearsonthebook.
3. Encouragethestudentstoparticipateinclassbyaddingnow
somemoretaskstotheactivity.
4. AskthestudentstoplaytheroleofaCubanandaCanadian
meetingeachother.
5. Observetheirreactionswhentheyhavetoplayrolesassuming
anotherculturescharacter.
6. Askthestudentstoobservecarefullywhiletheotherstudents
performinfrontoftheclass.Makesuretheydonotcriticize
eachothertheyareonlysupposedtomakealistofwhatothers
do.
7. Askstudentstowritedownnotes,theyshouldanalyzeother
studentsregistertheuseofbodylanguage,thevoicetone
attitudestoperformtheroleofaforeigner.
8. Setupadiscussionafterthestudentsfinishperforming.They
shouldtakeintoconsiderationwhattheylisteddownaboutother
studentsperformanceincludingtheirbehaviorandtheirabilities
andattitudeswhenrepresentingaforeignperson.
9. Askquestionsaboutwhattheyknowabouttheuseofspacein
CanadaandinCuba.
10. Writedownnotesandkeepthestudentsanswers.
11. Checkwhiletheyuselanguage(functions)andcorrectthem
appropriately.
12. Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudents
Evaluation:askthestudentstowriteabriefcommentaboutwhatthey
understandbythetopictheuseofspacebyCanadians.
Askstudentstocompletethefollowingsurveyontheuseofspaceby
Canadians.

Name:________________________________________.
1. Readthefollowingstatementsinrelationtotheuseofspaceby
Canadians.Write(true,false,maybeorIdontknow)according
totheevaluationyougivetothetopic,takeintoconsideration
thefollowingaspects:
v 1True.
v 2False.
v 3Maybe.
v 4Idontknow.
a) WhenCanadiansareinamultitudeofpeopleanddonotknow
otherstheyusuallystandlessthan20centimeters
approximatelyfromoneanother:________.
b) WhenCanadiansmeetupwithforthe veryfirsttimetheyusually
kissandhugeachothersowarm,especiallyiftheyareof
differentgenders:_________.
c) Canadiansusuallyprefertoshakehandsinformalsettings:
_________.
d) Thisisquitenormaltotouchandstaredirectlyata50yearold
ladywhenyoumeetupwithherforthefirsttime:________.
e) IfyoumakealineandyoustandupbehindanyCanadianyou
canjustcomeclosetothatpersonandusuallytouchhim/her
withanypartofyourbody,thisisquiteacceptable:
____________.
.1

Activity2.
Title

CanadianMosaic.
Unit1.Afteractivities1,2and3.AtyourPaceIWorkbook.
SocioculturalTopic Countries,languagesandnationalities.
Methologicaland Objective:studentsshouldbeabletodisplayknowledge,abilitiesand
DidacticProcedure attitudeswhiletheytalkaboutethnicgroups,languagesandnationalities
inCanadawhiletheypracticetheconversationsaboutthesetopics.
Content:communicativefunctions(talkingaboutcountries,languages
andnationalities).
Method:jointelaboration.
Teachingaids:Workbookandblackboard.
Organization(procedure):
Afterthestudentsfinishlisteningtothetaperecorderandcompletingthe
activities1,2and3:
1. MotivatestudentstotalkaboutCanada.Observetheirreaction
whentheyhavetotalkaboutanotherculture.
2. AskthestudentstotalkaboutCanadasethnicgroupsthey
know.
3. AftertheycomeupwithsomeethnicgroupswithintheCanadian
territory,askthestudentstodividetheclassintosmallgroups
andeachgrouphastorepresentthesmallcultureorcountry
theyhaveselected.
4. Writedowninyournotebooktheethnicgroupsthestudents
havementionedintheclassandtheethnicgroupeachgroup
hasdeterminedandassumedtorepresent.
5. Elicitfromthestudentsthereasonforwhattheyhavechosento
representthatXethnicgroup.Trytodetermineifthereisany
motivation,ideaorconceptionabouttheirdetermination.
6. Elicitfromthestudentsifthereisanyspecificethnicgroupthey
wouldneverdaretorepresentandtrytogetthereasonsforthat.
7. Givethestudentsthepossibilitytowritedownforsomeminutes
someculturalcharacteristicsofthechosenethnicgroup.
8. Trytodeterminefromthestudentsiftheyareabletodefine
somecharacteristicsofthatsmallculturecalledethnicgroup.
9. Encouragestudentstotalk/writeaboutsomecultural
characteristicstheycouldtakeintoconsideration:language,
nationality,favoritefoods,clothing,customs,traditions,etc.
10. Writedownintheteachersnotebookwhatyouobservewhile
thestudentscommentabouttheculturalcharacteristics.
11. Askstudentstotalkaboutsomesimilaritiesamongallthese
differentethnicgroupstheyhavechosen:theycanreferto
language,foods,clothing,customs,traditions,etc.
12.Askthestudentstocomparethesesimilaritiesanddifferences
withtheCubanculture.Trytoelicitfromthestudentsiftheyare
abletofindsimilaritiesanddifferences.Observewhiletheydoso,
trytogettheattitudesandmotivationstomakecomparisons.
13. Askthestudentstoplayrolesasiftheywereallrepresenting
Canadiansfromdifferentethnicgroups.Theycanusenames,
lastnamesandinformationthatmightbespecificfromany
chosenminority.

14. Askthestudentstoobservecarefullywhiletheotherstudents
performinfrontoftheclass.Theyarenotsupposedtocriticize
otherstudentstheyareonlysupposedtomakealistofwhat
othersdo.
15. Setupadiscussionafterthestudentsfinishperforming.The
discussionshouldcomprisewhattheylistedaboutother
students.
16. Askquestionsaboutwhattheyknowaboutthesmallcultures
withinCanada.
17. Writedownnotesandkeepthestudentsanswers.
18. Checkwhiletheyuselanguage(functions)andcorrectthem
appropriately.
19. Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudents
Evaluation:Askthestudentstodramatizeactivity3againandfocus
evaluationtowardstheaspectsrelatedwiththeexchangeofcountries,
languagesandnationalitiesfocusingontheethnicgroupswithin
Canada.

10

Activity3.
Title

Letustalkaboutourage!!!
Unit2.Activity1.AtyourPaceItextbook.
SocioculturalTopic Sensitivetopics(nonsafe)topicsbodylanguageandProxemics.
Methologicaland Objective:studentsshouldbeabletodisplayknowledge,abilitiesand
DidacticProcedure attitudeswhiletheytalkaboutsensitivetopicslikeage,weight,height
(withCanadians)whiletheypracticetheconversationsintheactivity1.
Content:communicativefunctions(askingforsomeonesage,height
andweight).
Method:jointelaboration.
Teachingaids:textbookandblackboard.
Organization(tasks):
Afterstudentsfinishlisteningtothetaperecorderandcompletingthe
taskoftheactivityaccordingtothebook:
1. AskthestudentstoworkinpairsandplaytheroleofaCuban
andaCanadianeach.
2. Askthestudentstoobservecarefullywhiletheotherstudents
performinfrontoftheclass.Theyaresupposedtotargetthe
rolerepresentedbyaCubanandaCanadianperson.
3. Askthestudentstoobservewhattheotherstudentsdo.They
shouldtakeintoaccountalltheinformationtheyhave,attitudes
whileplayingroles,thebodylanguageusedaswellasthe
distancetheyhavekeptamongthemselves.
2. Discusswiththestudentsaftertheyfinishperformingwhatthey
haveaddedintheirlists.
3. Elicitasmuchinformationaspossiblefromthestudents.
4. Evaluatetheabilitiesthestudentshaveinordertocommunicate
socioculturallybyassumingtherolesofbothaCubananda
Canadianperson.
5. Setupadiscussionwheretheyhavetogivetheirimpressions
aboutthistopic.Thediscussionshouldfocustheabilitytotalk
aboutsensitivetopicslikeheight,weightandage.
6. Writedownnotesandkeepthestudentsanswers.
7. Checkoutwhilestudentsuselanguage(functions)andcorrect
thestudentsappropriately.
8. Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudents.
Evaluation:theteacherasksthestudentstowriteiftheynoticethereis
anydifferencebetweentheCubancultureandtheCanadianculturein
relationtotalkingaboutage,weightandheight.
Studentsshouldcompletethefollowingsurvey.

Name:________________________________________.
9. Readthefollowingstatementsthatrefertotheuseofthe
languagewhentalkingaboutage,weightandheightinCuba
andinCanada.
10. Writeanumberaccordingtotheevaluationyougivetothetopic,
takeintoconsiderationthefollowingaspects:
v 1True.
v 2False.
v 3Maybe.
v 4Idontknow.

11

A) ItisappropriatetostartaconversationwithanEnglishspeaking
Canadianforthefirsttimebyaskingdirectquestionsaboutage,
especiallyifthepersonisawoman:________.
B) InCubaisverycommontomakefunofpeoplewhentheyarea
bitoverweight,generallypeopledonotminditatall:_________.
C) Canadiansliketotalkopenlyaboutothersphysicalappearance:
_________.
D) ThisisquitenormaltotellveryopentoaCanadianpersonin
facetofaceconversationsifyoudontknowhim/herverywell
howfat,thin,tallorshortthispersonis:________.
E) IfyoudonotknowthenameofaCubanpersonayoucould
actuallycallhim/herbyhisphysicalappearancelikefatboyor
skinnygirlandthatpersonmightnotfeeloffendedatall:
____________.
Comments

Whiledevelopingthisactivity,theteachershouldtrytoencouragethe
analysisofsocioculturaltopicbyanalyzingbothculturesinorderto
diagnosewhatstudentsknowabouttheCanadianculturebutalsoabout
theCubancultureitself.

12

Activity4.
Title

Sex,politics,religionandmoney
Unit2.Activity11.AtyourPaceItextbook.
SocioculturalTopic Sensitivetopics(nonsafetopics).
Methologicaland Objective:studentsshouldbeabletodisplayknowledge,abilitiesand
DidacticProcedure attitudeswhiletheytalkaboutsensitivetopicslikesex,politics,religions
andmoney(withEnglishspeakingCanadians)whiletheypracticethe
conversationsintheactivity11.
Content:communicativefunction(talkingaboutpersonalinformation).
Method:jointelaboration.
Teachingaids:workbookandblackboard.
Organization(tasks):
1. Askthestudentstoworkinpairsandplaytheroleoftwo
studentstalkingattheschoolaboutanotherstudentwhois
notattheschoolatthemoment.Studentsshouldassume
thattheyaretwoCanadianstudents.
2. Askthestudentstoroleplayaconversationandpracticethe
functionstheyhavestudiedduringthefirstunitabout
personalinformation.Thisconversationshouldcomprisethe
followingquestions:
v Whatishissexualorientation?Ishe/shegay,
bisexualorstraight?Howmany
boyfriends/girlfriendshashe/shehadinhislife?
Doesshe/hemakesexwithanybodyintheclass
yet?
v Ishe/sheabeliever?Whatreligiondoeshe/she
profess?Ishe/shereallyachristian?Arent
christiansstupidpeople?Whichchurchdoeshe/she
attend?Doesshe/hereadthebible?Isntthat
boring?
v Whatishis/herpoliticalviewpoint?Whatishis/her
familypoliticalviewpoint?
v Howmuchmoneydoeshe/shemakeinamonth?
Aretheywealthypeople?Aretheypoorpeople?Do
theyownagoodhouse/apartment?Dotheyhave
lotsofequipments,cars,servantsinthehouse?
3. Askthestudentstoobservecarefullywhiletheother
studentsperforminfrontoftheclass.Theyaresupposedto
targetthewaythestudentsassumethetopics.
4. Askthestudentstomakealistofwhatothersdo.They
shouldtakeintoaccountalltheinformationthebody
languageusedtheattitudeswhiletheytalkabouttheother
student.
5. Discusswiththestudentsaftertheyfinishperformingwhat
theyhaveintheirlists.Elicitasmuchinformationas
possiblefromthestudents.
6. Trytogettheirattitudeswhilerepresentingaforeign
character.Trytodeterminethedifferenceswhileusingthe
functions,theregister,implications,etc.
7. Analyzetheoutcomesoftheconversations.
8. Writedownasmuchinformationaspossible.
9. Evaluatetheabilitiesthestudentshaveinorderto
communicatesocioculturallybyassumingtherolesofbotha
CubanandaCanadian.

13

10. Setupadiscussionwheretheyhavetogivetheir
impressionsaboutthistopic.Thediscussionshouldfocus
theabilitytotalkaboutsensitivetopics.
11. Writedownnotesandkeepthestudentsrecords.
12. Checkwhiletheyuselanguage(functions)andcorrectthem
appropriately.
13. Checkattitudestowardstheculturalpointsandenhance
culturaldiscussionstoelicitinformationfromthestudents
Evaluation:theteacherasksthestudentstowriteiftheynoticethereis
anydifferencebetweentheCubancultureandtheEnglishspeaking
cultureofCanadainrelationtononsafetopics.
Studentsshouldcompletethefollowingsurveybyponderingwhatthey
inferredfromtheclass.
Name:________________________________________.
1.Readthefollowingstatementsthatrefertotheuseofthe
languagewhentalkingaboutsensitivetopics(sex,politics,religion
andmoney)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:
____________.

14

Activity5.
Title

Leisureactivities
Unit3.Activity13.AtyourPaceItextbook.
SocioculturalTopic Hobbiesandlectureactivities.
Methologicaland Objective:studentsshouldbeabletodisplayknowledge,abilitiesand
DidacticProcedure attitudeswhiletheytalkaboutthedifferencesbetweenleisureactivities
peopledoinCubaandinCanadawhiletheypracticetheconversations
intheactivity13.
Content:communicativefunctions(talkingaboutleisureactivities).
Method:jointelaboration.
Teachingaids:textbookandblackboard.
Organization(procedure):
1. Askthestudentstothinkoftheactivitiestheydointheirfree
time.After5minutestheyshouldwritedownalistofthe
activitiestheynormallydointheirfreetime.
2. Askthestudentstomakealistofthemostimportant
geographicalpartsofCanadaandtheyshouldrelatethese
geographicalpartswithpossibleactivitiesCanadiansnormally
dotheirfreetimeoronholidays.
3. Askthestudentstowritedownalistofactivitiestheyknow
Canadiansnormallydoontheirfreetime.
4. Askthestudentstowritedowntheactivitiestheyusuallydoon
holidaysorjusttheirfreetime.
5. Setupadiscussionafterthestudentsfinishcompletingthelist.
Thediscussionshouldcomprisewhattheylisteddownontheir
notebooks.
6. Askquestionsaboutwhattheyknowabouttheuseofthetimein
Canada.Trytomakecomparisonswiththeactivitiespeople
normallydoinCuba.
7. Elicitfromthestudentsiftheyreallyknowabouttheactivities
Canadiansdo.
8. Writedownnotesandkeepthestudentsanswers.
9. Checkoutwhiletheyuselanguage(functions)andcorrectthem
appropriately.
10. Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudents.
Evaluation:Trytodeterminewhatthestudentsknowabouttheleisure
activitiesCanadiando,tocompleteso,askstudentstocompletethe
followingquestionnaire:

Name:________________________________________.
1.Readthefollowingstatementsinrelationtotheactivitiesthat
Canadiansdointheirfreetime.Answerthefollowingquestionnaire
aboutit.
1.1 AccordingtoyouropinionwhatareCanadiansfavoritesports:
_________________________________.
1.2 MentionsomeactivitiesCanadianslikedoingintheirfreetime:
_______________________________________.
1.3 MentionsomeoftheactivitiesbothCanadiansandCubanslike
doingintheirfreetime___________________________.
1.4 AccordingtoyouropinionwhatareCubansfavoritesports:
________________________________.

15

1.5 MentionsomeoftheactivitiesthatinyouropinionCanadianswould
lovetopracticeinCuba:
_________________________________________.

Comments

16

Part2:Didacticactivitiesforthedevelopmentofthesocioculturalcompetencein
Englishlanguage.
Activity6.
Title

Whoisbalding?
Unit4.Activity1.AtyourPaceItextbook.
SocioculturalTopic Adequacy/sensitivetopics(talkingaboutphysicaldescriptions).
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,abilitiesand
DidacticProcedure attitudeswhiletheytalkaboutpersonaltraits(asCanadiansdo)while
theypracticetheconversationsintheactivity1.
Content:communicativefunctions(talkingaboutphysicaldescriptions
andpersonaltraits).
Method:jointelaboration.
Teachingaids:bookandblackboard.
Organization(procedure):
1.Arrangeconditionsintheclassasstudentshavetomovefrom
onesidetotheotherlookingfordifferentpeople.Thereshould
opportunitiesforeveryonetotalktoeachotherfacetoface.
2.Askthestudentstoplayrolesindifferentcontexts(two
CanadianstwoCubansandoneCubaandoneCanadian)
3.Askthestudentstowritedownwhattheyobservedinother
studentsbehaviorwhenrepresentingaCuban,aCanadianorboth.
4.Explaintothestudentsabouttheuseofbodylanguageto
describeotherpeopledisgustingcommentsshouldbeavoidedasto
refertootherpeopletheuseofeuphemismsastoavoidphysical
challengedcharacteristicswhengivingdescriptionstheregisterof
thewordstheyshouldusetodescribeothersaswellastheuseof
adjectives,voicetone,implications.
5.Askthestudentstoworkbythemselvesfor10minutesand
analyzeotherstudentsresponsetowardstheuseofthefunctions.
Eachstudentshouldanalyzewhattheyfoundcommon.
5.Askthestudentstobackuptheiranswersaccordingtothe
culturalreferencetheyhave.
6.Writedownnotesaccordingtowhatthestudentsrefer,makesure
youtakeintoaccountimplicationswhenthestudentsreferabout
themselvesoraboutother.Comparethestudentsideaswithyour
ownideasofwhatyouobserved.
7.Encouragethestudentssomeattitudesthatwillleadthemto
analyzeculturesfromdifferentviewpoints.Theteachershould
encouragetheobservationandtheanalysisaswellasasenseof
respectandtoleranceforothers.
Evaluation:Evaluatethestudentswhiletheycompletethetask.The
teachershouldfocusontwomajorparts,oneisthetaskcompletionin
relationtotheuseofadjectiveswhiledescribingthepersonsandonthe
otherhandtheabilitiesofthestudentstousetheappropriatelanguage
(adjective)whendescribingthepersons.

17

Activity7.
Title

Famouswriters
Unit1.Activity7.AtyourPaceItextbook.
SocioculturalTopic Literature,famouscharactersandfamouswriters.
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,abilitiesand
DidacticProcedure attitudeswhiletheytalkaboutthemostimportantpiecesofworkin
literatureanditsmaincharacters.
Content:communicativefunctions(describingpeoplephysicallyand
morallygivingopinions).
Method:jointelaboration.
Teachingaids:bookandblackboard.
Organization(procedure):
1. Gototheuniversityslibraryandarrangeitwiththefacultys
librariantocollectthebooksyouaregoingtouseinclasses.
2. TrytogetsomebooksfromCanadianauthorstoo,specifically
MargaretAtwood.
3. Havethestudentscompletethetasktodescribefourofthemain
charactersofthementionedbooksintheactivity.
4. Writedownintheteachersnotebookaboutthedescription,try
tocheckoutifstudentsareabletopickupanyspecificauthor,if
theyareabletodescribetheauthorsappropriatelyandtryto
determinewhichthemostaccessiblebooksandauthorsforthe
studentsare.
5. Determinethebestknownauthoranditsmaincharacterforthe
studentsaswellastheattitudestheyhaveshowndealingwith
thistopic.Incasetheyhaveforgottensomeofthecharacters,
justtoenhancethemtocontinueworkinginthetaskyoumight
facilitatetosharethebookswiththem.
6. Askthestudentstogivetheiropinionsaboutthebooksand
aboutthewritersaftertheyfinishtheirdescriptions.
7. Writedownalltheinformationthatmightleadyoutoarriveto
conclusions.
8. Askthestudentstoworkingroupsoffivestudentseachgroup.
9. Giveeachgroupthepossibilitytochoosealeader,astudent
thatwillshareapresentationfromtheteamwiththerestofthe
students.
10. HavestudentstalkabouttheCanadianauthorstheyknow.Try
toelicitwhattheyknowfromCanadianwritersandpoets.
11. Writedownalltheinformationthestudentsgiveaswellastheir
reactions.
12. HavestudentstalkabouttheCanadianauthoressMargaret
Atwood.Trytoelicitfromstudentsiftheyareabletotalkabout
herandherbooks.
13. Writedowntheiranswersandreactions.
14. CommenttothestudentsabouttheauthoressMargaretAtwood.
15. Givetheminformationaboutherandsharewiththestudents
someofthebooksyouhavecollected.
16. Havethestudentspassalongsomeofherfamousbooks
Surfacing(1972)LadyOracle(1976)Lifebeforeman(1979)
Canadians,whatdotheywant?(1982)andsomeofherpoetry.
17. Askthemtoreadthroughthebookslookingforthemost
importantcharactersandaskthemtocompletethefollowing
taskthatwillbeevaluatednextclass.

18

18. Bringbackbookstotheuniversitylibrarysotheycanbe
consultedbythestudents.
19. Askthestudentsashomeworktowriteashortguidedparagraph
givingtheiropinionsaboutthebookstheyhaveconsultedand
readthrough,forthattheycananswerthefollowingquestions:
v Whomwasitwrittenby?
v Whenwasitwritten?
v Whoarethemaincharacters?
v Whatisthemaintopicitdealswith?
v Whatisyourpersonalopinionaboutthebook?
Evaluation:Theteacherevaluatesthestudentsduringtheprocessthey
areabletodescribethecharacters.Theevaluationshouldfocusonif
thestudentsareabletochoosedifferentcharactersornot,iftheywere
abletousethelanguageappropriatelywhiledescribingthecharacters
andtheirattitudestowardstheactivity.

19

Activity8.
Title

Favoritefoods!
Unit5.Activity18.AtyourPaceItextbook.
SocioculturalTopic FoodsCubancuisineandCanadiancuisine.
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,abilitiesand
DidacticProcedure attitudeswhiletheyinterpretandunderstandthetextaboutthe
CanadianandCubancuisine.
Content:reading.Skimmingintexts.
Method:jointelaboration.
Teachingaids:bookandblackboard.
Organization(procedure):
1.Askthestudentstopredictwhatthetextisgoingtobeabout.
Studentscanspeculateaboutthetextspossibleinformation.
2.Copythestudentspredictionsontheboardandcheckthemlater.
3.Askthestudentstocommentonwhattheyknowaboutthefoodin
CanadaandinCuba.
4.DownloadfromtheinternetpicturesoftypicalCanadianfoodsand
trytoprintthemout.Takeintoconsiderationthefollowing
informationgivenbyaCanadianindividualasshedescribeswhat
herdailymealsareaboutaccordingtoherownopinion.

FoodagainvariesinCanadabecauseofallthedifferentethnic
groupslivingherebutatypicalCanadianfamilywouldprobablyeat
thefollowing:
Breakfasttoast,cereal,porridge,baconandeggs,yogurt.
Lunchsandwiches,salads,soups,takeoutfastfood.
Dinnermeat(pork,chicken,beeforfish)withriceorpotatoes,or
noodles,vegetablessuchaseitherasalad,corn,carrots,peas,
beans,orothervegetables.
Hereisalistofmanyofthecommonfoodsweeat:varietyof
differenttypesofSpaghettis,Lasagne,Meatpies,Fish,Chicken,
Hamburgers,HotDogs,Pizza,Tacos,
Eggs,Varietyofdifferentsalads,Soups.Alotoffoodsnowdaysare
notmadefromscratchinthehome. Manypeoplebuymealsthat
arereadymadesuchasLasagne,Pizza,andSoup,etc.Soupscan
comeinplasticcontainersorcansorevenfrozenandjustneedto
beheatedup. Themicrowaveisprobablythemostimportant
applianceweusenowdays. Everythingisprettymuchjustheatand
servewhichiseasyforbusyworkingfamilies.Alotoftheyounger
generations(1634)probablyspendsagreatdealofmoneyonfast
foodssuchasMcDonalds,TimHortons,PizzaPlaces,Starbucks
etc. Mostoftheseplacesalsohavedrivethroughwhereyoudrive
upinyourcarandorderfromawindowinthestore.Youdon'teven
havetoleaveyourcartogetaquickmeal.
5.Postthesepicturesandhavethestudentstakealookatthem.
Youcangivethemsomemoreinformationaboutthevarietyoffood,
whattheyarecomposedof,whatthefoodsareabout,etc.
6.AskthestudentstocommentabouttheCubanfood.Theycantalk
abouttheirfavoritefoodsbutalsohavethemcommentwhatthe
traditionalCubanfoodconsistsof.
7.AskthestudentstoreadthetextaboutCanadaandCubathey
shouldselectthewordstheydonotunderstandverywell.
6.Askthestudentstocompletethefollowingchart.Theyshould

20

completethechartbyfillingitoutwiththeinformationreferringtothe
foodforeachmealbothinCubaandinCanada.

FoodinCanada
Breakfast
Lunch
Dinner
FoodinCuba.
Breakfast

Lunch

Dinner

5.Askthestudentstoreadthetextsandanswerthequestions
accordingly:
a)WhatistheproblemthatCanadiansarefacingnowadays?
b)WhatisthereasonforwhatCanadiansarefacingsuchproblems
withweight?
c)Howmanymealsdotheyhaveeachday?
d)Whatkindoffooddotheygetinadaymeal?
e)Whatisthereasonforwhattheyhaveavarietyofmeals?
f)HowdoCubanslikethecoffee?
g)WhattimedoCubansusuallystarttogetcoffee?
h)WhatkindoffooddoCubansusuallygetineachmeal?
i)WhattimedopeopleusuallyhavemealsinCubaat?
j)WhatisyouropinionaboutthedietofCubans?
k)ComparetheCubandietwiththeCanadiandiet.Takeinto
accountthefollowingadjectives:
v Healthy.
v Fatty.
v Delicious.
v Vitaminenriched.
v Varied.
v Famous.
v Multicultural.
6.Analyzetheinformationgivenbythestudentswhencomparing
thefoodinthetwocountries.Makesuretheytrulymentionthe
traditionalfoodfromeachcountry.
7.Enhancethestudentstogivemoreinformationaboutthefoodin
thetwocountries.Asacomplementaryactivityassignthestudents
toresearchaboutspecificfoodofCanadianethnicgroups(Chinese

21

JapaneseIndiansLatinosetc.).
8.Studentshouldcomeupwithimagesofdifferentkindoffoodsin
Canada.Theyshouldbereadytohaveapresentationinthenext
class.
8.AskthestudentstotalkaboutthemannersCubansusuallyhave
atrestaurants.Studentsshouldexplainabouttheproxemics
(distancebetweenpeople)voicetoneeyecontact.Theyshould
analyzeifthemannersthatCubanshaveatrestaurantsaresimilar
tomannersCanadiansusuallyhave.
9.Explaintothestudentstheaspectsrelatedwithproxemics,eye
contactandvoicetonewhendealingwithCanadiansatapublic
place.
Evaluation:Trytodeterminewhatthestudentsknowaboutthefoodin
Canada,tocompleteso,askstudentstocompletethefollowingactivity
tobehandedin.
YouareaCanadianstudentandyouwanttosendalettertoyourCuban
penpallettinghim/herknowaboutthefoodinCanada.Writealetter
whereyouincludethisinformation.

22

Activity9.
Title

Makingrequests.
Unit5.Activity12.Textbook.
SocioculturalTopic Adequacyindirectnessandregister.
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,habitsand
DidacticProcedure attitudeswhiletheymake,acceptandrefuseinvitationsaswellas
requests.
Content:Communicativefunctions(tomakeinvitations/requests)
Method:jointelaboration.
Teachingaids:textbookandblackboard.
Organization(procedure):
1.Askthestudentstoworkinpairs.Theyhavetoplayroles.The
teacherselectsthepairs(onegirlandoneboy).Studentsperform
theconversationbyassumingthatoneofthemisaCanadianand
theotheroneisaCuban.
2.Explainthestudentstheuseofindirectness,forthatyoucangive
examplesandanalyzetheexamplesthatappearonthetextbook
andothers.Explainwhatindirectnessisusedforandthedifference
betweenindirectspeechanddirectspeechandhowtheycanmake
thebestuseofitwhenmakinginvitationsandrequeststo
Canadiansandhowitchangestheregisterwhentheyusethe
language.
3.Askthestudentstochangesomeinformationthatappearsonthe
activitybyusingotherexampleslike:goingtothebeachgoingto
thetheatervisitingfriendsetc.
4.Encouragethestudentstousedifferentregisterssotheycan
managetoknowthereallanguageinuse.
5.Askthestudentstoplayinfrontoftheclasswhiletherestofthe
studentslistentothemandcorrectthem.
6.Encouragethestudentstodiscussaboutthetopicofindirectness
andregistertheymustanalyzethedifferencesinlanguageuse
betweenEnglishandSpanish.
Evaluation:Theevaluationfocusesontwomainaspects:students
shouldbeabletomakeinvitations/requestsbutthemostimportantisthe
culturalconnotationandthebestusetheymakeofindirectness.Forthat
asaclosingpartoftheactivity:
1. Createasituationwhereonestudenthastoinviteor
requestsomethingtoanotherstudent.Theyhavetoplay
roles.
2. Createacontextthatconnectsstudentsoftourismwith
theprofessionalactivitiestheydo,orcarryoutduringthe
internship,forexample,atarestaurant,atadisco,atthe
hotel.
3. Askstudentstoimproviseasituationwheretheyhaveto
eithertoinviteorrequestsomethingtosomeone.
4. Correctmistakesintwodirections,one,whiletheyuse
thegrammaticalstructurestocompletethe
communicativetasks,theotherobserveattitudesand
valueswhileusingthelanguage.
5. Giveamarktothemaccordingtotaskcompletion.

23

Activity10.
Title

Lookingthroughdifferentpairofglasses!
Unit6.Activity1.StyourPacetextbook.
SocioculturalTopic Housing.
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,habitsand
DidacticProcedure attitudeswhiletheytalkabouthousing.
Content:Communicativefunction(describingthehouse)
Method:jointelaboration.
Teachingaids:bookandblackboard.
Organization(procedure):
1.Downloadavarietyofimagesfromtheinternetofdifferentkindof
housingbothfromCanadaandCuba.
2.Trytopintthemout.Youmightincludehousingmadeofdifferent
materialsorhousesmadeofdifferentforms,sizeandcolors.
3.Dividetheclassintogroupsoffourorfivestudentseachandask
eachgrouptochooseapicture.Eachgroupshoulddecidetogether:
v howmanypeoplemightliveinthebuilding.
v whotheymightbe.
v whatjobsmighttheyhave.
v howmuchtheymightearn.
v whatthepartsofthehouseare.
v whatpartofthecountrythehousemightbelocatedin.
v Whattheirattitudesmightbetochildren,elderpeople,
familyengeneral.
4. Wheneveryoneisready,geteachgrouptopresenttheirideas
tothewholeclass,dealingwithquestionsfromotherstudentsas
theyarise.
5. Makesurethatstudentscomparedifferencesandsimilarities
betweenCanadaandCubainrelationtohousing.
6. Sharetheinformationyouhavepreparedandcheckoutinfront
ofthewholeclassifstudentscanmatchtheinformationtothe
correctimages.
7. Haveafinaldiscussionfocusingonwhatledstudentstocome
totheconclusionsandhowthiscausedthemtospeculateon,
Evaluation:Theevaluationfocusestwomainaspects.Thefirstaspect
istheuseappropriatelythelanguagestudiedastodescribethepartsof
thehouseandtheitemsofthehouseandontheotherhand,the
knowledge,abilityandattitudesstudentshavewhentalkaboutthe
socioculturalaspect(housing).
Duringthelastpartoftheactivitytheteacheraskssomequestions
relatedwiththetopicdiscussed.Theteacherfocusesonthe
grammaticalaspect(theuseofthereis/thereare,theuseofthe
appropriatevocabularytodescribethehouseaswellasthesociocultural
topictheteacherhasprovidedthemwith.

24

Activity11.
Title

Goingshopping
Unit6.Activity10.AtyourPaceItextbook.
SocioculturalTopic Measuring,foods.
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,habitsand
DidacticProcedure attitudeswhiletheyaskandexpressquantity.
Content:Communicativefunctions(toaskandexpressquantity)
Method:jointelaboration.
Teachingaids:textbookandblackboard.
Organization(procedure):
1. Sortoutsomehandoutstostudentswiththescripturesofthe
adaptedtextMarketplaceinCanadatakenfromthebook
TakePart:SpeakingCanadianEnglishfromPietrusiakand
Bardy(1990).
2. Sharethetextwiththestudents:NorthAmerican
culture is considered to be commercially oriented. Canadian
consumers are constantly bombarded by various kinds of
advertisements in newspapers and magazines, on radio and
television. However, the choice of products in the marketplace
can be overwhelming. There are many ways for Canadian
consumerstosavemoney.Newspaperscontainadvertisements
forspecialsales.Canadaisbecomingacashlesssociety,credit
cardsanddebitcardsmakebuyingeasier.
3. Workorallyintheclass.Askthefollowingquestionstostudents:
a) WhydoyouthinkNorthAmericancultureiscommercially
oriented?
b) AreCanadianconsumersbombardedconstantlywith
advertisements?
c) IsitthesameCuba?Explain.
d) DopeopleinCanadaonlypaycash?HowisitinCuba?
4. Downloadfromtheinternetsomeimagesofproductslikesugar,
coffee,milk,etc.Trytofindoutontheinternetwhatthepricesof
theproductsareabout.Trytofindoutaboutthepriceofthe
productsinCanadaandsharewiththestudents.
5. Havethestudentscompareprices,productssold,and
advertisementinmediainbothcountries.
6. Askthestudentstocompletetheconversationthatappearson
theactivity.Askthemtoshareitems/prices.
Evaluation:Studentsareevaluatedwhiletheyplayrolescompletingthe
conversationthatappearsontheactivity.Theteacherwillcongratulate
creativenesswhilestudentsareabletoputintopracticewhattheyhave
beenlearningduringtheactivity.

25

Activity12.
Title

Recreation.
Unit7.Activity16.AtyourPaceITextbook.
SocioculturalTopic RecreationinCanada.
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,habitsand
DidacticProcedure attitudeswhiletheyareabletoorganizeaparagraphrelatedwith
informationaboutCanada.
Content:
Method:jointelaboration.
Teachingaids:textbookandblackboard.
Organization(procedure):
1.Havethestudentscompletetheorganizationoftheactivity.They
aresupposedtopointoutthetopicsentence,thedeveloping
sentencesandtheclinchersentence.
2.Sharewithstudentssomehandoutswiththescriptsofascramble
textaboutCanadabutjustbeforeorganizingittheteachershould
encouragethestudentstopredictwhatthetextsisgoingtobeabout
accordingtothetopic:recreationinCanada.
3.AskstudentstotalkaboutrecreationinCuba.Theyshouldpoint
outtheactivitiestheyusuallydointheirfreetime.Theyshouldalso
givesomeinformationwhattheyknowCanadiansdointheirfree
timeorduringtheholidays.
4.LookupfortheinformationaboutthebehaviorofCanadiansas
travelersinCuba.Youmightgivetheopportunityfortherestofthe
studentstotalkaboutthepotentialofCubaasatouristdestination
fortheactivitiesCanadianslikedoingintheirfreetime.
5.MentionsomeoftheplacesinyourprovinceyouthinkCanadians
wouldlovetovisit.Mentionsomeoftheplacestheywouldhateto
visit.
6.Askthestudentscompareaboutthesimilaritiesanddifferences
betweentheactivitiesbothCanadiansandCubanslikedoingintheir
freetime.
7.Enhancestudentstointerpretthedifferencesandcompare
accordingtotheexperiencetheyhaveseenduringtheinternships.
8.Sharethehandoutswiththestudents.Theinformationwastaken
fromthebookTakePart:SpeakingCanadianEnglishfrom
PietrusiakandBardy(1986):

26

Canadians have a variety of landscapes and climate.

Camping and hiking are popular outdoor activities and
avidsportsmenareattractedtotheCanadianoutdoors.
TourismisamajorindustryinCanada.Canadaisavastcountryand
thereisenormousvarietywithinitsterritories.Sincethecountryisso
large, Canadians are used to traveling long distances even for a
weekend. Canadians sometimes find it cheaper and easier to travel
outside,especiallytotheUnitedStates.
Duringthewinter,thousandofCanadiansflocktowarmerclimatesfor
vacations: Florida, California, Hawaii, Mexico and the Caribbeanare
popular vacation areas. European holidays also appeal to many
Canadians,whofindthecontrastsbetweentheoldcountryandnew
worldfascinating.
Vacationers within Canada enjoy all the advantages of city life the
theatres, galleries, restaurants, libraries and clubs. Canadian cities
enjoyareputationforcleanlinessandforanabundanceofgreenery.
EachCanadiancity

Canadians are often more aware of the tourist areas far from home
than those nearby. Many Canadians live in a city for years without
seeingthelocalmuseums.Otheronlyvisitlocalsiteswhentheyhave
outoftownvisitorstoshowaroundtheirarea.
9.Askthestudentstoorganizethesmallpartssotheycanmakeup
amoremeaningfulparagraph.Askstudentscommentthereasonfor
whattheyhaveorganizedtheparagraphsinawayorinanother
way.
10.Afterthestudentsorganizetheparagraphsintoamore
meaningfuloneaskthemthefollowingquestionsaboutthe
paragraph:
v IstourismamajorindustryinCanada?
v WhatisthereasonforwhatCanadianssometimeshaveto
travellongdistancesforaweekendtrip?
v WhydoyouthinkisthereasonforwhatCanadiansheadoff
totheCaribbeanduringthewinter?
v WhatarethefacilitiesinCanadianscitiesthatCanadians
enjoyalot?
v DomostofCanadiansvisitoftentheirowntown?
11. HavethestudentscompareCanadaandCubainrelationtothe
followingtopics:
v Importanceofthetourismindustry.
v Favoriteactivities.
v Potentialofthedestination.
v Resources.
v Interestinlocaltourism.
12. Makesuretotakeintoconsiderationtheattitudesandvalues

27

studentsshowoffwhencomparingthetwocountriesaswellas
theabilitiestheyhavewhencomparingthecountries.
Evaluation:Theevaluationfocusestwomainaspectsinthisactivity,the
firstaspecthastodowithtaskcompletion,theteacherissupposedto
evaluateifthestudentswereabletocompletetheorganizationtask.On
theotherhand,thisisveryimportantthattheteachermightbeableto
evaluatetheabilitiesandattitudesthestudentshaveinordertocompare
thementionedaspectsbetweenCubaandCanada.

28

Activity13.

Title

CubanandCanadiantouristdestinations
Unit8.Activity13.AtyourPaceITextbook.
SocioculturalTopic Citiesandtouristdestinations.
Methologicaland Objective:studentsshouldbeabletodevelopknowledge,abilitiesand
DidacticProcedure attitudeswhiletheycomparecitiesandplaces.
Content:communicativefunction(comparingplaces).
Method:jointelaboration.
Teachingaids:textbook,andblackboard.
Organization(procedure):
1. Askthestudentstoworkinpairsandplaytheroleoftwo
CanadiansfriendsplanningtocomeovertoCuba.
2. Havethestudentsplayrolesaccordingtotheinformationthat
appearsontheboxbuttheyshouldalsotalkaboutthecitys
environment,landscapes,hotelprices,ticketprices,foodquality,
services,attractions.
3. Checkiftheyareabletocompareorgiveenoughinformation
whentheyusethelanguage.
4. Askthestudentstocompletethechartbyaddingthreenewcities
ordestinations:Havana,SantaClaraandHolguin.Theyneedto
findoutwithotherstudentsalltheinformationaboutthescenery,
thethingstodoandthefood.Theycouldalsotakeinto
considerationsomeotheraspectsaswell.
5. Lookupontheinternetinformationaboutthemostimportant
Canadiantouristdestinations,itssceneriesthingscanbedone
attractionsetc.
6. Printoutmaterialsthatcouldbeusedintheclass.Giveeachpair
thepossibilitytocompareCanadiancitiesbysortingoutsome
materialstheycoulduseasreference.
7. ObservestudentsabilitieswhiletheycomparetheCanadian
cities.
8. AskthestudentstocomparesomeCanadiantouristdestinations
withCubanonesforthattheyshouldtakeintoaccount
environment,landscapes,prices,accessibility,quality/price
relation,services,transportation,infrastructure,attractions.
Evaluation:theteachertargetstheevaluationtowardstwomainpoints,
oneistheabilitytocomparetouristdestinationsandtheotheroneisthe
knowledgeandtheabilityofthestudentstomakethecomparisonwhen
theyareabletousethesocioculturalcontentsforthat.

29

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

socioculturalcompetenceinEnglishlanguage.
Activity14.
Title

CubanandCanadiantouristdestinations
Unit8.Activity13.AtyourPaceITextbook.
SocioculturalTopic Citiesandtouristdestinations.
Methologicaland Objective:studentsshouldbeabletoshowknowledge,abilitiesand
DidacticProcedure attitudestheyhaveacquiredwhiletheycompare(cities,places,foods
peoplesportslanguagesetc.).
Content:developingwritingskillsasaprocess(writingaboutdifferences
andsimilarities).
Method:jointelaboration.
Teachingaids:textbook,andblackboard.
Organization(procedure):
1. MakeareviewofthesocioculturalcontentsaboutCanadataught
inthepreviousunits,specificallythosethatarerelatedwithcities
placesfoodspeoplerecreationetc.
2. Writedownpossibleaspectsstudentscouldserveascontentfora
possiblecomparisonbetweenCubaandCanada.
3. Havestudentscompletethetaskofwritingthreesentencesabout
differencesandsimilaritiesbutallaspectsshouldbefocusedon
CanadaandCuba,forexample:
v
FoodinCanadaandfoodinCuba.
v
RecreationinCanadaandrecreationinCuba.
v
PeopleinCanadaandpeopleinCuba.
v
TourisminCanadaandTourisminCuba.
v
CitiesinCanadaandcitiesinCuba.
4. Givestudents1015minutestocompletethetask,afterthey
finish,askstudentstoswitchtheirworkswithanearbyclassmate.
Theyshouldcorrectotherstudentswork,forthattheyshouldtake
intoaccounttwomainaspects:
a) Studentsaresupposedtousetheappropriatelanguagefor
comparisonsproperadjectives,correctspellingindentation,
coherenceandcohesionoftheideas,etc.
b) Studentsaresupposedtocompare,analyzeandcomeinto
conclusionsbywritingaboutthesocioculturaltopicslearntinthe
previousunitsofthecourse.
5. Givethestudentsachancetoreportinfrontoftheclasswhatthe
otherstudentsmainmistakesareabout.Makesuretowritedown
allthemistakestheymakeandcorrectthosemistakesusing
examplesontheboard.
6. Askstudentstogivetheotherstudentsamark.Makesureto
evaluateeachstudentforwhattheyhavedone.
Evaluation:theevaluationisdonethroughacoevaluation.Students
evaluatesthemselveswhiletheycorrectotherstudents,theycorrect
themselvestoo.

30

Activity15.
Title

Travelingandcultures(Closeupactivity).
Unit9.Activity13.AtyourPaceITextbook.
SocioculturalTopic Travelingandbehaviors.
Methologicaland
DidacticProcedure

Objectives:
v Studentsshouldbeabletoshowknowledge,abilities
andattitudestheyhaveacquiredwhiletheyunderstand
thetextgloballyandareabletorefertosociocultural
contentsdealtwithinpreviousunitsofthecourse.
v Studentsshouldbeabletoshowknowledge,abilities
andattitudestheyhaveacquittedwhiletheytalkabout
socioculturalcontentsandaboutCubaandCanada.
Content:textcomprehension(skimmingandscanning).Communicative
functions(comparingculturesandbehaviorsanalyzingdescribingetc.)
Method:jointelaboration.
Teachingaids:textbook,andblackboard.
Organization(procedures):
Somemorequestionswillbeaddedtothelastpartoftheactivity.These
questionsallowthepossibilitytoevaluatesomeaspectsrelatedwiththe
developmentofknowledge,abilitiesandattitudesrelatedwiththe
socioculturalcompetence.
1. Askthestudentstoarrangetheclassinahorseshoepositionso
theycanseeeachothersfacewhiletheytalk.
2. AskstudentstoanalyzethesayingWheninRome,doas
Romansdo.Youmightgivethechancetostudentstosayhow
theywouldbehaveiftheyhadthechancetovisitCanada:Doesit
meanyouhavetobehaveasifyouwereaCanadian?ACuban?
Orboth?Whatdoesbothconveyforyou?Doesitconveythat
apersonbecomesaculturalambassadorbetweenthetwo
cultures?Shouldwekeepouridentityorshouldwekneeldownto
thenewculture?
3. Havestudentsanalyzewhichpartofourbehavior,cultureor
identityweneedtofocusonwhendealingwithCanadians.Ask
studentstogiveexamplestakingintoconsiderationProxemics:
distancebetweenpeoplehowthisisappliedtoCanadiansandto
Cubans?Howshouldwekeepthedistance?Shouldweapplyour
CubandistancetoCanadiansorwebetteranalyzehowthey
behave?Whatwouldbetheoutcomesifwedosomething
inappropriate?DirectnessandIndirectness:dowenormallyuse
indirectnessinourownlanguage?Howthiscouldaffecttheuse
ofindirectnesswhendealingwithCanadians?Whenarewe
supposedtouseindirectness?Nonverbalcommunicationand
theuseofthevoice.Howourownculturalaspectsinrelationto
nonverbalcommunicationaffectcommunicationwithCanadians?
Arewegoodobservers,analystsoftheculturaldifferences?Are
wetrulyabletodescribeandcomparethedifferences?What
attitudesdoesitdemandfromustobeaculturallytrainedperson
whendealingwithCanadians?
Evaluation: Writedownpossibleaspectsstudentscouldhavedealtwith
aselementsforapossiblecomparisonbetweenCubaandCanada.
1. Assignthestudentstocompleteataskofwritingaparagraph
aboutdifferencesandsimilaritiesbetweentheCubanandthe

31

Canadianculture.Theyshouldtakeintoaccounttheaspects
theyhavestudiedduringthecourse.Theyshouldselectan
appropriatetopic.Thisistobehandedinthenextclass.

32