Intercultural Communication Lesson Plan

Learning Outcomes
1) Students will be able to become better acquainted with several or more of their classmates.
2) Students will be able to get acquainted with their instructor, including his or her cultural
identity.
3) Students will be able to converse about their own native country.
4) Students will be able to write about themselves as an introduction.
5) Students will be able to share and discuss their intros, beliefs, and thoughts.
6) Students will be able to exercise the four language learning elements of reading, writing,
speaking, and listening.

Required Materials:
- Paper and Pencil/Pen
- Appendix A (Introduction Conversation Questions) *Can be shown on a PowerPoint or

handouts may be given out individually*

- Appendix B (PowerPoint/Slideshow/Pictures of Instructors Introduction) (PowerPoint

Attached)
- Appendix C (Instructors Introduction Quiz)
- Appendix D (Speech Introduction Template)
- Appendix E (Video Discussion Questions) *Can be shown on a PowerPoint or handouts may

be given out individually*

- Video: http://www.youtube.com/watch?v=BT0kzF4A-WQ

Cultural Differences National Geographic

Timing: 2 hours (Lesson Plan is 1 hour and 50 minutes with 10 minutes of wiggle room if one
activity takes too long, technical difficulties or tardiness)

Pre-Activity: (15 minutes)

Introduction Conversations
Directions: Group the students into pairs. If there is an odd number, there will be one group of
three. Try to partner students that come from different countries. If the instructor is unsure,
random pairing is suggested. Please do not have students pick their own partners because they
will most likely pick a partner that they already know personally.
After pairs have been picked and are seating next to one another, show the Introduction
Conversation Questions (Appendix A) on the projector or pass out handouts. Using only English,
students will ask each question to their partner and answer.
Example: Partner A asks, How are you?. Partner B answers and asks the same question. Partner
A answers. Next, move onto the next questions.
Suggestions: Partners may remain the same for the 15 minute duration, but the instructor may
stop the class during the halfway mark and have each partner switch with a different partner if
partners finish answering earlier or if time allows.
Extended Activity: This may be used as a hand-out in where students write down their answers to
each question. After they are finished, they may then start getting into pairs and conversing.

Assessment: The instructor should spend the 15 minutes walking down the aisles, listening to
each conversation, correcting any English speaking mistakes, especially in regards to grammar
and pronunciation. The instructor should answer any questions partners may have, such as
students being confused with a particular conversation question.

Main Activity 1: (15 minutes)

Instructors Introduction
Directions: Inform students that the instructor will be giving a self-introduction. Be sure to
announce that a quiz will be given on the presentation. The instructor should have a script to read
off of that is cohesive to the Instructors Quiz.
*Instructors should create their own Appendix B (Powerpoint/Slideshow/Pictures of Instructors
Introduction) and Appendix C (Instructors Introduction Quiz) that is similar or cohesive to
mine.
The instructor will present their self-introduction to his or her students.
*Students should have the option to take notes if they want*
Suggestions: When creating Appendix B, please be sure to incorporate elements of ones own
cultural aspects, especially aspects that differ than those of the learners.
Extended Activity: If time allows, students may ask the instructor questions about the selfintroduction presentation.
Assessment: Appendix C (Instructors Introduction Quiz)

Main Activity 1 Assessment: (15 minutes)

Instructors Introduction Quiz

Directions: Have students clear their desk with nothing except something to write with. Let the
students know that they will be taking a quiz based upon the previous introduction about the
instructor. Articulate that the test is timed for 15 minutes. Pass out the hand-outs (Appendix C)
and have students complete the quiz. There should be no talking, use of cell phones, or other
disruptive behavior.
Extended Activity: If time allows, the instructor may go over the answers in class.
Assessment: Assessment is based upon the grading, which is located at the bottom of Appendix
C. Positive assessment is any student who received an 80% or higher on the quiz.

Main Activity 2: (30 minutes)

Speech Writing Exercise
Directions: Pass out the Appendix D (Speech Introduction Template) to every student. Explain
the directions to the students and clarify any confusion the students may have. Let the students
know that they will be sharing their speeches aloud in groups after they are finished.
*If students do not complete their essay in the 30 minutes given, its okay. They can do the next
activity with their incomplete speeches
Suggestions: Try to give a specific sentence requirement for the class, depending on the class
competency and level, such as more than 12 sentences.
Assessment: The instructor should walk around the class, overlooking students writings and
correcting any grammar or spelling mistakes he or she catches. The instructor should also answer
all questions asked by students. The instructor is encouraged to also assist students who do not
seem to be writing anything down.

Main Activity 3: (15 minutes)

Speech Writing Group Discussions
Directions: After students have completed their Speech Introduction Template (Appendix D),
section off students into groups. Groups should have around four students to fulfill the 15
minutes of speech writing presentations, about 3 to 4 minutes for each student to present. After
students are put into their groups with their finished Appendix D in hand, have every student
present their speech aloud in their group.
Suggestions: Try to separate the groups by distance, so that different groups are not too close to
each other. Try utilizing the full space of the classroom, so that groups can speak and listen
without interrupting other groups. Also, if time allows, the teacher may insist that listeners
should ask at least one question about the speeches after each student in their group presents.
Assessment: The instructor should spend the 15 minutes walking down the aisles, listening to
each speech presentation, correcting any English speaking mistakes, especially in regards to
grammar and pronunciation. The instructor may ask questions to presenters after they finish their
speech, as well.
Extended Activity: After the group discussions, individual students have the opportunity to
present their speeches aloud to the entire class. The instructor may give extra points or
participation points to those students who desire to present to the whole class.

Video Presentation: (5 minutes)

Video on Cultural Differences

Directions: Present the video (website URL located above under required materials) and have
students watch and listen silently.
Assessment: Assessment of this video will be explored during the next activity, Video Discussion.
Extended Activity: If time allows, the instructor may show another video clip or authentic
material based upon cultural differences that he or she thinks complements or embellishes upon
the video used above.

Post Activity: (15 minutes)

Video Discussion on Cultural Differences
Directions: Show the Video Discussion Questions (Appendix E) on a projector screen or pass out
individual hand-outs. Have students read each question aloud as a class so that they are familiar
with each question. The instructor should ask each question and ask for students to answer. The
instructor will call on students who have something to say and facilitate an in-classroom
discussion while using his or her own knowledge/opinion to progress the discussion, focusing on
culture.
Suggestions: If students are not being active in answering questions, the instructor may announce
that extra points for participation will be given to students who discuss actively. If students still
do not respond, the instructor may individually call on students to answer.

Assessment: Assessment is observed by the active discussion of the students regarding the video
on culture. A stellar assessment is observed when discussion is fluid and active, where students

provide their own opinions, thoughts, and personal stories that complement the questions being
asked.
Extended Activity: The instructor may have students take home hand-outs of Video Discussion
Questions (Appendix E) and have all students complete the hand-out as homework for next class.

APPENDIX A

INTRODUCTION CONVERSATION QUESTIONS

1. How are you?
2. What is your name?
3. What are your hobbies?
4. What country are you from?
5. What is the weather like in your country?
6. What types of food is your country popular for?
7. What do you like about your country?
8. What do you dislike about your country?
9. If you could live in another country for the rest of your life, where would you live and why?
10. If you could change one thing about your country, what would you change and why?

APPENDIX B
Instructors Introduction
Speaking Script
Slide 1:

This is my family. This picture was taken in December 2012, right before I left for South
Korea. All the way on the left, is my step-father. Next to him, is my little step-brother. His name
is Justin. He is 16 years old. His dream is to become a professional chef. He loves cooking food,
but he never cooks for me. He cooks everything and eats it himself. (comedic pause) Next to
him, is my mother. She is holding my nephew. Isnt he cute? This was his one year birthday. In
Korean culture, a child turning one year old is a popular tradition. Even though we are in
America, we still celebrate this tradition. In the middle is my sister-in-law. Her name is Sandra.
She is married to my older brother, John. He is right there. Their son is my nephew. My brother
works at a construction company. He drives a big factory truck every day. I think his favorite
hobby must be driving. But, he never drives me anywhere! (comedic pause) This is my sister.
She is one year older than me. Her name is Jenny. She is a professionally hair stylist. She is also
a professional masseuse. That means she has studied the art of massaging and she gives great
massages that involved hot stones or rocks. I always ask her for a massage, but she always wants
me to pay her! (comedic pause) And, of course, this is me. I am handsome, right? (comedic
pause)
Slide 2:
This is my father and grandfather. My grandfather is from Europe. He is actually from
Germany. My father is half Korean and half European. So, I am 75% Korean and 25% European.
Unfortunately, my father passed away when I was really young, but I now have a step-father,
who I love very much. Because I am European, I have many relatives who live in Germany. I
have never been to Germany, but I plan to go one day. I will probably go to Germany next year
when I save enough money.
Slide 3:
This is when I graduated high school. In America, you usually graduate at around 18
years old. However, I was 17 at the time. During high school graduations, people usually
celebrate. My family took me out to a really nice restaurant. The food was delicious and this is a
memory I will never forget? How do you guys celebrate high school graduations in your
country? (Let a few students answer)

APPENDIX B (Continued)
Slide 4:
This picture is of me and my mother during my university graduation. Since I attended
university far away from home, only my mother could come to my graduation. For universities,
it usually takes four years to graduate. The years are by freshman, sophomore, junior, and senior.
However, I graduated in only three years, so I graduated a year early. This is because I took some
university classes in high school. I went to university in Los Angeles, California. Does anybody

know where that is at? What do you guys know about Los Angeles? California? (Let a few
students answer)
Slide 5:
These are my two best friends. On the left, is my best friend Maya. She has been my best
friend since high school. We met because her mother was my acting teacher. We both like to act
as a hobby, so we always had theatre classes in high school together. We have been in over 5
plays together. She is still studying in university, but she wants to come to Korea to teach English
with me when she graduates. On the right, is my other best friend, Brandon? He has been my
best friend since I was seven years old. We became best friends because when we first saw each
other, we were both wearing Pokemon t-shirts. We both loved pokemon. Do you guys know what
pokemon is? (Let students answer) Brandons favorite hobbies are reading and writing. He wants
to be an author someday. Do you guys know what an author is? (Let students answer) An author
is someone who writes books. The both live in the United States, still. However, I still talk to
them frequently on the phone or Facebook. Does anyone know what facebook is? (Let people
answer) Facebook is a website where people can post pictures and message their friends for free.
It is very convenient for friends and family members who live far away because you can contact
them easily through facebook. It is a very popular website in America. What social websites do
you guys use here? (Let students answer)
Slide 6:
My favorite hobby is traveling. This is a picture of when I was on vacation in Boracay
Island in the Philippines. I love Boracay Island. I have been there two times. I usually like to
travel alone. Do you guys like to travel alone or with other people? Why? (Let students answer) I
usually travel alone so I can do everything I want to without someone bothering me. However,
every time I travel alone, I meet friends. These are three Boracanian girls I met when I last
visited Boracay Island.They were really friendly. They were a little poor, so I bought them lunch.
I bought them chicken and we ate together and had a really fun time.

APPENDIX C
1.
A.
B.
C.
D.

Instructors Introduction Quiz

How many siblings do I have?
1
2
3
4

2.
A.
B.
C.
D.

What does my little brother want to be when he grows up?

Chef
Teacher
President
Engineer

3.
A.
B.
C.
D.

How old did my nephew turn?

1
2
3
4

4.
A.
B.
C.
D.

Where is my grandfather from?

Korea
America
Germany
France

5. For my high school graduation, where did my family take me to?

A. Korea
B. Restaurant
C. Park
D. School
6. Where did I go to university?
A. Virginia
B. Germany
C. Korea
D. California
7. What is my female best friends name?
A. Ashley
B. Sarah
C. Maya
D. Mina
APPENDIX C (Continued)
8. My best friend, Brandon, likes what?
A. Reading
B. Writing
C. Pokemon
D. All of the above
9. What is the popular website in America I talked about?
A. Google
B. Naver
C. Facebook
D. Myspace

10. What country do I love traveling to?

A. Boracay Island
B. South Korea
C. Germany
D. The Philippines
Answer Key: C, A, A, C, B, D, C, D, C, D

APPENDIX D
SPEECH INTRODUCTION TEMPLATE
Name____________________
Date_____________________
Directions: Write a speech essay about yourself. Please try your best to use correct English
grammar and spelling. Be sure to answer these questions in your speech essay:
What is your name?
What are you studying?
What country and city are you from?
What are your hobbies?
What do you love about your country?
What is your favorite food from your country?
What other countries have you traveled to?
If you could experience another culture, what would it be and why?
What is a special thing you do in your culture?

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APPENDIX E
Video Discussion Questions

1. How did the men find America different from their native country?
2. What was difficult for the men who visited America?
3. What did you find the most interesting about the video?
4. How difficult do you think it would be to live in another country?
Why?
5. The men tried eating donuts, an American food, for the first time.
What are some popular types of food from your culture or country?

6. What is a cultural custom that is popular in your country, but maybe

not so popular in other countries?