S7: Developing and analysing classroom activities and pedago

RECAP

Multiple Choice

Most ESL textbooks are not written for Intercultural Communication teaching and learning.

• True

• False

Multiple Choice

An easy way to start designing an IC-oriented lesson is to increase the ...... content of a textbook chapter.

• grammar

• vocabulary

• cultural knowledge

• pragmatics

Multiple Choice

Which of the following framework is for designing a 4-year undergraduate programme on Intercultural Communication?

• AACU: VALUE

• CEFR

• TOEFL

• IELTS

Multiple Choice

One value of the CEFR framework for intercultural communication education is that it ....

• is adopted by many countries around the world.

• incorporates a pluricultural and plurilingual dimension.

• is simple.

• helps teachers write their own language exam papers.

​Who proposed this model for IC-oriented language education?

Multiple Choice

​Who proposed the above model for IC-oriented language education?

• Li Wei

• Byram

• Abram

S7: Developing and analysing classroom activities and pedagogy to facilitate intercultural understanding

By Paul Sze

ACT 1: Study the following 2 lesson examples by Abram. What is your first reaction to the lesson designs?

• a. Vocabulary: see Moodle - Ch4 Set 1, Vocabulary - Supermarket

• b. Grammar: see Moodle - Ch5 Set 1, Superlative Adjective

ACT 2: Match each scenario with the corresponding challenge

https://quizlet.com/hk/1013651978/ic-oriented-classroom-pedagogy-the-current-landscape-flash-cards/?i=5rd5z&x=1jqt

ACT 3: Skim through the following P5 RaC example:

• Example: P5 Unit on 'Saying Hello Across the World'.

  • https://www.livebinders.com/b/3640522

Multiple Choice

Which statement is true?

• There is a very well-established pedagogy for teaching intercultural communication in L2 classrooms around the world.

• The pedagogy for teaching intercultural communication in the L2 classroom borrows heavily from the established L2 teaching methodology.

• Most writers on teaching intercultural communication in language classrooms are frontline teachers.

• The current pedagogy literature on IC-oriented language teaching tends to stay on the level of principles, so that interested teachers should explore their classroom pedagogy.

• ACT 4: Look through the following Paul's example (Vocabulary).

https://eduhk.padlet.org/mmsze/vocabulary-example-names-of-food-ts091r9ny0t7u7qy

ACT 5: Look through the following Paul's example (Grammar).

• https://eduhk.padlet.org/mmsze/grammar-example-superlative-adjectives-mog0mj50unwv49mj

ACT 6: Try the following P5 microlearning unit on -ed vs -ing adjectives

https://quizizz.com/join?gc=03229592

ACT 7: Look through the following Paul's example (Speaking).

• https://eduhk.padlet.org/mmsze/teaching-speaking-example-wwro6kble5px8571

Multiple Choice

Which approach does Paul (and some writers) advocate in teaching the language components (eg, Vocabulary; Grammar; Speaking) within an IC-oriented curriculum/lesson design?

• language awareness

• project learning

• problem-based learning

• direct instruction

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