Unit 6: Cultural Values – 2nd Year Baccalaureate
Textbook: Ticket to English 2 | Level: 2nd Year Baccalaureate (All streams)
- 1. Vocabulary: Cultural values
- 2. Reading: Cultural issues and values
- 3. Grammar: Phrasal verbs
- 4. Functions: Complaining & apologising
- 5. Writing: Formal letter of complaint
1. Vocabulary: Cultural values
This section introduces key vocabulary related to cultural values and issues such as tolerance, coexistence, stereotypes, equity, hospitality, culture shock, civic education, cultural diversity and global citizenship. [web:591][web:593][web:541]
- Objectives: Recognise and use words and collocations like cultural diversity, civic education, social equity, moral values, wedding rituals, culture shock in meaningful contexts. [web:591][web:191]
- Suggested tasks: matching words to definitions, gap‑fill sentences, collocation table and short personalised sentences about Moroccan cultural values. [web:593][web:592]
2. Reading: Cultural issues and values
Students read a text about **cultural contact, cultural diversity, stereotypes, prejudice, racism, discrimination and culture shock**, then identify positive values and negative issues. [web:666][web:662][web:591]
- Skills: Skimming for the main idea, scanning for details, answering WH‑questions, completing a table (cultural values vs cultural issues), and giving personal opinions. [web:665][web:662]
- Follow‑up: pair/group discussion about cultural values and issues in Morocco and how schools, families and media can promote tolerance and peaceful coexistence. [web:666][web:674]
3. Grammar: Phrasal verbs
The grammar focus in this unit is **phrasal verbs** (verb + particle), especially in the context of values and daily life, with attention to separable vs non‑separable verbs. [web:591][web:672]
- Target verbs: look up, look up to, look for, give up, bring up, get on (with), put up with, turn down, take off, look after. [web:672][web:673]
- Practice: matching verbs to meanings, classifying into separable/non‑separable, completing sentences and rewriting using phrasal verbs, then writing personal sentences. [web:672]
4. Functions: Complaining & apologising
In this part, students learn how to **make polite complaints** and **respond with appropriate apologies** in everyday situations, which matches the official Unit 6 functions. [web:591][web:677][web:679]
- Complaining expressions: Sorry to say this, but… / I’m sorry to bother you, but… / I have a complaint about… / I’m not satisfied with… / I have to make a serious complaint… [web:679][web:546]
- Apologising expressions: I’m (so / terribly) sorry. / I’m sorry for… / I apologise for… / Please accept my apologies. / I’m really sorry about that. [web:679][web:682]
- Activities: matching situations to complaints and apologies (restaurant, noisy neighbour, late student, broken phone), completing mini‑dialogues and performing short role‑plays. [web:682][web:683]
5. Writing: Formal letter of complaint
The writing task is a **formal letter of complaint** about a bad service or product (trip, hotel, language course, mobile phone), which recycles the functions of complaining and apologising. [web:654][web:657][web:591]
- Model: a letter to a language centre director complaining about a crowded class, late teacher, bad facilities and high fees, using expressions such as I am writing to complain about…, I am not satisfied with…, I would be grateful if you could…, I look forward to receiving your reply. [web:654][web:690]
- Product: 120–150‑word letter of complaint with correct layout (addresses, date, greeting, subject, body, closing, signature) about a class trip, hotel stay or mobile phone. [web:687][web:689]
Download Unit 6 resources (2BAC)
- Unit 6 – Cultural Values – Lesson plans (Vocabulary, Reading, Grammar, Functions, Writing) – add your Google Drive link here.
- Unit 6 – Cultural Values – Student handouts (PDF/Word) – add your Google Drive link here.