Lead-in
| Aims | Teacher-Student Interactions | Skill Focus | Teaching Methods | AI Tool & Materials | Time |
|---|---|---|---|---|---|
| Introducing podcasts | Activity 12: The teacher asks students to interact with an avatar to understand exactly what a podcast is. Students have a brief conversation with an avatar who explains it. | Interacting with a VR tool, learning new vocabulary | Inquiry-based learning, gaming techniques | Praktica | 15 minutes |
| Activate students’ prior knowledge about listening challenges and engage students in the lesson topic. | Activity 14 (L & V): Teacher plays a video, then plays the same video with subtitles. The video depicts tourists that speak with heavy accents. | Improving listening skills and vocabulary | Communicative approach; task-based learning; student-centered learning. | YouTube Automatic transcription tool, a video | 15 minutes |
| Activate students’ prior knowledge about listening challenges and engage students in the lesson topic. | Activity 11 (L & V): Teacher asks students what makes listening difficult; students brainstorm and share ideas (e.g., fast speech, new vocabulary, unclear pronunciation). Teacher plays a short video with these scenarios. Students discuss it among themselves. | Improving listening skills and vocabulary | Communicative approach; task-based learning; student-centered learning. | Descript AI used to create the short video (preparation of materials) | 10 minutes |
| Raising metacognitive awareness | Activity 15: The teacher facilitates a discussion where students share their experiences and discuss common pronunciation challenges, with the help of Grammarly. | Brainstorming, sharing perceptions, developing metacognitive skills | Metacognitive approach, communicative approach | Grammarly | 20 minutes |
| Identify key aspects of intercultural communication | a) The instructor draws an iceberg on the board and asks students what aspects of culture are visible above the surface (e.g., food, clothing, language); she writes their responses above the waterline and then asks what aspects are hidden below the surface (e.g., values, beliefs, communication styles, assumptions); she writes these responses below the waterline; the instructor and students briefly discuss the importance of understanding the “hidden” aspects. b) The instructor shows a previously AI-generated picture or video depicting a potentially ambiguous intercultural interaction (e.g., different gestures, conflicting body language) and asks students to describe what they see and what they think is happening. |
- listening skills - conversation skills - identifying keywords - improving vocabulary |
- Communicative approach - student-centered learning |
Story.com | 20 minutes |
Teaching
| Aims | Teacher-Student Interactions | Skill Focus | Teaching Methods | AI Tool & Materials | Time |
|---|---|---|---|---|---|
| Teaching how to create a podcast project | Activity 12: The teacher shows students how to create a collaborative travel & tourism podcast project and record a podcast. The teacher explains the various steps of podcast production. | Learning how to create a podcast project | Direct instruction, interdisciplinary teaching | Podcastle | 20 minutes |
| Introduce and practice key listening strategies (e.g., predicting content, recognizing keywords, and learning accents). | Activity 14: Teacher explains listening strategies, focusing on finding keywords. Gemini is used to find examples. Teacher shows vocabulary relevant to the topic of the next audio (e.g., tourists at Info Point asking for information), collected through Diffit for teachers. | Improving listening skills and vocabulary | Task-based learning; peer collaboration. | Diffit for teachers, Gemini (preparation of materials) | 20 minutes |
| Introduce and practice key listening strategies (e.g., predicting content, recognizing keywords, and focusing on intonation). | Activity 11: Teacher explains listening strategies. Teacher plays a short, scripted dialogue and students are asked to fill in missing words in the transcript. Students compare answers and then the teacher reveals the full transcript. | Improving listening skills and vocabulary | Task-based learning; peer collaboration. | Microsoft Word automatic transcription tool (preparation of materials) | 20 minutes |
| Teaching how to use an AI conversation tool | Activity 15: The teacher instructs the students on how to use Eigo.AI's AI conversation feature, focusing on a specific pronunciation challenge among those mentioned in the brainstorming session. | Developing listening and speaking skills | Direct instruction, interdisciplinary teaching | Eigo.ai | 20 minutes |
| - identify key aspects of intercultural communication - analyze potential sources of cultural misunderstanding |
- Defining intercultural communication, highlighting key concepts (cultural differences, communication styles – direct vs. indirect, high context vs. low context –, non-verbal communication, values and beliefs, ethnocentrism vs. cultural relativism, stereotypes and prejudices, etc.) - Illustrating sources of cultural misunderstanding - Illustrating strategies for Effective Intercultural Communication: active listening and observation, asking clarifying questions, being mindful of non-verbal cues, avoiding assumptions and stereotypes, showing respect and empathy, using AI tools to help with translation and cultural research. |
- listening skills - improving topic-specific vocabulary and notions |
- task-based learning | 25 minutes |
Practice
| Aims | Teacher-Student Interactions | Skill Focus | Teaching Methods | AI Tool & Materials | Time |
|---|---|---|---|---|---|
| Writing and reading a short podcast script | Activity 12: Students write a short script for a podcast, learn from the feedback and make changes. Then they read their podcast aloud. | Writing a script, improving grammar skills | Project-based learning | Write and improve | 25 minutes |
| Apply listening strategies in different contexts. Improve comprehension of authentic spoken accented English. Develop note-taking. |
Activity 14: The teacher plays an authentic accented conversation. Students are invited to identify and write down keywords. They compare their notes in pairs, then share answers with the class. The teacher inserts the transcript of the conversation into Gemini and asks the AI tool for keywords. The students compare the answers with each other. | Listening skills: Identifying keywords, comprehension. Vocabulary: Exposure to topic-specific words, idiomatic expressions. |
Task-based learning; collaborative learning; peer teaching. | 1 audio clip, YouTube automatic transcription tool, Gemini | 40 minutes |
| Apply listening strategies in different contexts. Improve comprehension of authentic spoken English. Develop note-taking and summarizing skills. |
Activity 11: The teacher plays a short authentic conversation. Students take notes on key details (Who? What? Where? Why?). They compare their notes in pairs, then share answers with the class. They repeat this activity working in pairs, listening to a different type of clip (i.e., news report on tourist arrival in last semester). Headphones needed. The teacher plays a slightly longer audio (e.g., documentary excerpt on sustainable tourism). Students answer multiple-choice and open-ended questions through Classtime.com. | Listening skills: Identifying key details, summarizing, answering comprehension questions. Speaking skills: Explaining ideas, asking follow-up questions. Vocabulary: Exposure to topic-specific words, idiomatic expressions. |
Task-based learning; peer teaching. | 2 short audio clips, 1 longer audio clip, Classtime.com; questions made with ChatGPT. | 40 minutes |
| Practicing conversation | Activity 15: Students use Eigo.AI's AI conversation feature focusing on a specific pronunciation challenge. | Developing listening and speaking skills | Direct instruction, interdisciplinary teaching | Eigo.ai | 25 minutes |
| - apply strategies for effective intercultural communication - utilize AI tools for research and practice related to intercultural communication |
Case study analysis: the instructor divides students into small groups and asks each group to create a story with Story.com illustrating a case of cultural misunderstanding; she invites each group to show their story; she asks students to identify the source(s) of the misunderstanding, analyze the communication breakdown, suggest alternative solutions; each group presents their analysis to the class. | - improving communication skills - improving collaboration skills - developing critical thinking and problem-solving skills - developing awareness of different points of view - improving negotiation skills - debating abilities |
collaborative and peer learning | Story.com | 25 minutes |
Feedback
| Aims | Teacher-Student Interactions | Skill Focus | Teaching Methods | AI Tool & Materials | Time |
|---|---|---|---|---|---|
| Listening to improve pronunciation | Activity 12: Students get feedback on their ability to read their podcast script | Developing listening and speaking skills using a text written by students themselves | Personalized education | SpeechAce | 25 minutes |
| Help students reflect on their listening comprehension, identify challenges, and discuss strategies for improvement. | Activity 14: Teacher uses Classtime.com to ask for students’ difficulties. Students share their experiences (e.g., fast speech, unfamiliar vocabulary, accents). The teacher replays tricky sections of the listening exercises. Students listen again and focus on why they struggled. They discuss in pairs and try to transcribe or paraphrase the difficult part. Students rate their listening performance (e.g., understanding main ideas, catching details) using a simple scale (1–5). Then, in pairs, they share one strength and one area for improvement based on today’s tasks. | Listening skills (decoding fast or unclear pronunciation); speaking skills (expressing difficulties, discussing strategies); improving grammar and vocabulary. | Metacognitive approach; error analysis; peer feedback. | Classtime.com | 15 minutes |
| Reflect on listening challenges and successes. Identify common difficulties and discuss strategies for improvement. |
Activity 11: Teacher uses Classtime.com data to assess students’ difficulties. Students share their experiences (e.g., fast speech, unfamiliar vocabulary, accents). The teacher replays tricky sections of the listening exercises. Students listen again and focus on why they struggled. They discuss in pairs and try to transcribe or paraphrase the difficult part. Students rate their listening performance (e.g., understanding main ideas, catching details) using a simple scale (1–5). Then, in pairs, they share one strength and one area for improvement based on today’s tasks. | Listening skills (decoding fast or unclear pronunciation); speaking skills (expressing difficulties, discussing strategies); improving grammar and vocabulary. | Metacognitive approach; error analysis; peer feedback. | Classtime.com | 15 minutes |
| Listening to improve pronunciation | Activity 15: Students get AI's instant feedback, which helps them identify and correct their mistakes. | Developing listening and speaking skills | Personalized education | Eigo.ai | 25 minutes |
| - identify key aspects of intercultural communication - analyze potential sources of cultural misunderstanding |
Group Discussion and Reflection: the instructor facilitates a class discussion about the case studies; she may ask students: “What did you learn from the case studies?”, “How can you apply these strategies in your own life?”, “How can AI tools help you with intercultural communication?”; the instructor provides specific feedback on student participation and understanding, addresses common misconceptions or areas of difficulty and reinforces the importance of ongoing learning and cultural sensitivity. | - metacognitive skills - listening skills |
- Metacognitive approach - error analysis - peer feedback |
20 minutes |
Homework
| Aims | Teacher-Student Interactions | Skill Focus | Teaching Methods | AI Tool & Materials | Time |
|---|---|---|---|---|---|
| Recording a podcast and creating podcast captions | Activity 12: The teacher explains the homework: creating an audio file, uploading it on YouTube and using the automatic captioning feature | Turning an oral text into a written text (captions). | Project-based learning, circular learning, interdisciplinary teaching | YouTube’s automatic captioning feature | 15 minutes |
| Reinforce listening skills through independent practice. Encourage students to engage with authentic English audio materials. Improve vocabulary retention and comprehension outside the classroom. |
Activity 14: The teacher explains the homework task and provides guidance on how to complete it. Student converses with chatbot selecting different accents, in order to improve their listening skills. | Listening skills (improving comprehension without visual support); writing skills (summarizing key ideas concisely); topic-specific vocabulary. | Autonomous learning; task-based learning; reflective learning. | Heero.me | 15 minutes |
| Reinforce listening skills through independent practice. Encourage students to engage with authentic English audio materials. Improve vocabulary retention and comprehension outside the classroom. |
Activity 11: The teacher explains the homework task and provides guidance on how to complete it. Students listen to a short real audio clip without subtitles on YouTube. They try to catch as much information as possible. The next day, they listen again with subtitles and compare their understanding. They note down three key differences in comprehension. | Listening skills (improving comprehension without visual support); writing skills (summarizing key ideas concisely); topic-specific vocabulary. | Autonomous learning; task-based learning; reflective learning. | YouTube automatic transcription tool | 15 minutes |
| Practicing conversation with native speakers | Activity 15: The teacher explains the homework for next week: the student should spend 10 minutes on Cambly every day, connecting with native English-speaking tutors via video chat and focusing on a related topic, e.g., discussing the most attractive cultural landmarks in their town. | Oral communication on an ESP topic, vocabulary building | Project-based learning, interdisciplinary teaching | Cambly | 10 minutes |
| - reinforce the use of AI tools for research - practice related to intercultural communication |
Students are instructed to use ChatGPT to create a simulated intercultural conversation; they can ask ChatGPT to role-play a conversation with a person from a different culture, focusing on a specific scenario (e.g., business meeting, social gathering); students should then analyze the conversation and identify any potential cultural misunderstandings; they should then write a short paragraph explaining the results of the simulation | - writing skills - reading skills - metacognitive skills |
- Autonomous learning - reflective learning |
ChatGPT | 10 minutes |
