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Acknowledgements
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M I r i gh gh t r es es er er ve ve d N o p a o f t h i p ub ub lili ca ca titi o ma be r ep ep ro ro du du ccee d s to to re re d i n a r et et riri ev ev a s ys ys te te m o r t ra ra ns ns mu mu te te d inany form form or by an mean means, s, elec electr tron onic ic mech mechan anic ical al phot photoc ocop opyi ying ng r ec ec or or di di ng ng , o r o t he he rw rw is is e w itit ho ho u t h p riri o w riri tttt e p eerr mi mi ss ss io io n o f Oxfo Oxford rd Univ Univer ersi sity ty Pres Press, s, with t h s al al e e xc xc ep ep titi o o f phot photoc ocop opyi ying ng carr carrie ie nu unde unde th cond condit itio ions ns descri described bed below below subi subiec ec
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T h P ub ub lili sh sh e g ra ra m p eerr mi mi ss ss io io n f o t h p ho ho to to cco o py py in in g o f t ho ho s page page mark marked ed 'pho 'phoro roco copi piab able le acco accord rdin in to th foll follow owin in cond condit itio ions ns Indi Indivi vidu dual al purc purcha hase sers rs ma make make copi copies es fo thei thei o w u s or fo us hv clas classe se they they teac teach. h. Scho Schoo: o: purc purcha hase sers rs may mak copies copies Itlr usc by t he he i s ta ta f a n s tu tu de de nt nt s b u t hi hi s perper-mi miss ssio io dues dues no exte extend nd to addi additi tion onal al scho school ol or bran branch ches es l n n o c irir cu cu ms ms ta ta nc nc e
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Tech Techni nica ca Grap Graphi hics cs Dept Dept by Mark Mark Maso Maso
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Firs Firs publ publis ishe he 1993 1993 Seco Second nd impr impres essi sion on 1994 1994
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Stud Studio io Phot Photog ogra raph ph
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T h p ub ub lili sh sh e a n a u utt ho ho r w ou ou l l ik ik e t o t ha ha n t h f ol ol lo lo wi wi n f o 'the 'their ir kind kind perm permis issi sion on to us arti articl cles es extr extrac acts ts or adap adapta tati tion on from from copy copyri righ gh mate materi rial al Ther Ther migh migh be inst instan ance ce wher wher we h aav v e b eeee n u na na b bll e t o r ac ac e o r c o on n ta ta c t h c o op p yr yr ig ig h h ol ol de de r b eeff o ou prin printi ting ng dead deadli line ne We apol apolog ogiz iz fo this this an if noti notifi fied ed th p ub ub lili sh sh e w ilil l b e p le le as as e t o e ct ct i a n e rr rr o o r o m s si si on on s a t t h earliest earliest opportunity. opportunity.
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Jame Jame Davi Davi Trav Travel el Phot Photog ogra raph ph Mary Mary Evan Evan Pict Pictur ur Libr Librar ar Nati Nation onal al Trus Trus Phot Photog ogra raph phic ic Libr Librar ar Re Feat Featur ures es Ltd. Ltd. Th Word Wordsw swor orth th Trus Trus Ne York York Conv Conven enti tion on an Visi Visito tors rs Bure Bureau au Oxfo Oxford rd an Coun County ty News Newspap paper ers. s.
Contents he au utt ho ho r
an
e ri ri e
-
ed to
~ ..-
...
--
Introduction
_---_
----
__
._-
Level
Activity
Reco Recogn gniz izin in
cult cultur ural al imag images es an
Time Time (minu (minute tes) s)
15
symb symbol ol 10
16 18
10
26
Ail
1.1 Backgroun oun 1.2 Backgr
noise noise
Elementary
1.3 I.
Cult Cultur ur wall wallch char ar
d o e o 1.9 d m 0 R ' g
28
1 ..1 1 2 h eerr e i n t h w or or ld ld ? 3 W d c s a d i
Intermediate
---_._
-_ --_-
Work Workin in
_ . _ _ . -
35 36
2.3
2.8
_ -
with with cult cultur ural al prod produc ucts ts
39
2.1 2.2 2.4 2.5
--_-_.
20
~O
~l
Culture Culture composition composition Curren Currency cy deal FrontFront-pag pag featur features es Headlines In my coun countr tr t t e p Poems
~2 Lower-intermediate
60
30
-1-8 ~9
2.W R ad ad i
n ew ew s r ol ol e p la la y
,.-
Advanced Lower-intermediare
2.12 2.12 Stam Stam 2.
dete detect ctiv ives es
Elementary
To ay y'' s T V s ch ch ed ed ul ul e
Intermediate Lower-intermediate
--
--.-
~--.-~
E xa xa mi mi ni ni n
-_.._-
ater
e ve ve r d a
~ ~~-
3.3
Dating Dating custom custom
..
50
E ar ar ly ly , o n t i
l at at e
Elementary
3.7
Housin Housin
availa available ble
Lower-intermediate
habi habits ts
Lower-intermediate
o?
73
Elementary
60
78
Intermediate
60
79
C ri ri titi ca ca l i nc nc id id en en t
Intermediate Intermediate Upper-intermediate
Mini-surveys
Upper-intermediate
60+
9S
60
97
N ew ew s p ho ho t
s ea ea rc rc h
Elementary
an
Intermediate
5.1
Anal Analys ysin in TV conversations
Intermediate
20-30
100
Intermediate Lower-intermediate
of comm commun unic icat atio io Upper-intermediate
er ia
105 25-30
106
121
Inrermediate
o r d is is ag ag r
Co
al
6.
Conn Connot otat atio ions ns
6.
E nc nc ou ou nt nt e
6.5
Examin Examining ing
12 Intermediate
stereo stereotyp types es
127
6.6 .7
P ro ro ve ve r i a
v al al ue ue s
I}Q Intermediate
6.9
Superi Superior or
6.
Th
e op op l
132 13
s pe pe a
Intermediate
or
E x l or or i 7.1
60+
attitu attitudes des
. _ -
"". patt patter erns ns
gr
a tttt itit ud ud e
global
6.13 6.13 Word Word asso associ ciat atio ions ns
Cultur Cultural al commen commentar tar
Obse Observ rvat atio io judgement
v al al ue ue s a n
' Tr Tr ap ap '
4.6
Exam Examin inin in
E xp xp lo lo ri ri n
-
Value Value clarif clarifica icatio tion: n: problems
4.5
s h s ay ay ?
. _ -
Intermediate
4.7
1Tpper-interrnediate
6.
Cultur Cultur
4.8
m es es sa sa ge ge ?
6.1
C ro ro ss ss -c -c ul ul tu tu ra ra l
di
117
emotio emotions ns
83
4.
obse observ rvat atio io
15-20
Role-p Role-play laying ing
82
4.4
Social behaviour
Interrnediate
W ha ha t't' s t h Whispe Whisperou round nd
77
Variable
4.10 4.10 Vide Vide
1164
5.1
20-25
4.
4.9
115
Variable
.2
b eh eh av av io io u
r ol ol ee- pl pl ay ay s
20-25
I r xe xe r m e d i at at e
.1
4.1
assimi assimilat lators ors
Elementary
rhet rhetor oric ic
signal signal
5.9
-~-------.
c ul ul tu tu ra ra l
.Non-v .Non-verb erbal al
58
Elementary
---------."
E xa xa mi mi ni ni n
10-15
·6
40-50
3 .1 .1 0 S am am e o r d if if fe fe re re nr nr ?
20-30+
][]ttm:leilia.le
---
3.8 Shop Shoppi ping ng
A((rmcw
.7
Lower-intermediate photog photograp raphs hs
.9
Cros Crosss-cu cult ltur ural al
A1inimal A1inimal responses responses
5.8
Lower-intermediate
Holida Holida
10
5.4
Lower-intermediate
3.6
109
5.5
57
Lower-intermediate
Fam!y
lOX
Variable
5.6
_ _ . _ _ . -
lif._,
Intermediate 3.2
-_
15-20
EIeCJInta~
tJ Cross-cultural introductions
an l
Intermediate
---x t n di di n
u ltlt ur ur a
139
experiences
i
7.2
Cultur Cultur
flowc flowchar har
7.3
Cultur Cultur
mini-l mini-lect ecture ure
Intermediate 143
7.4 7.5 7.6
15
7.7
30
149
7.8
20-30
IS
148
·4
Bibliograpby
152
ppendix L an an gu gu ag ag e f oc oc u
ISS i nd nd e
157
series editor B ar ar r o- li r itit er er , t r i n r , br dc st on e du du ca ca titi on on a m at at te te rs rs , s pe pe ci ci al al iz iz in in g i n t h u s o f e du du ca ca titi on on a t ec ec hn hn ol ol og og y i nc nc lu lu di di n v id id eo eo . H e t ra ra in in e a t I nt nt er er na na titi on on a H ou ou s i n th nd as t ea ea c e r r ai ai n i n l ge ge r a , W es es t ri a, .Si W or or l e r vi vi c a n l e t ur ur e ll ve th rl rani teachers in l an an gu gu ag ag e t ea ea ch ch in in g m et et ho ho do do lo lo gy gy , e sp sp ec ec ia ia llll y i n t h u s i de de o is th t ho ho r n u e ro ro u o ok ok s a r i cl cl es es , ol lo lo w M e V id id e i n A Cl Cl io io n i nc nc lu lu di di n t h s el el ff- st st ud ud y v id id e c ou ou rs rs e F ol id e i n t h E ng ng lili s C la la ss ss . His ( wi wi t S us us a S te te mp mp le le sk sk i) i) , a n V id interest in t h t ea ea ch ch in in g o f c ul ul tu tu ra ra l a wa wa re re ne ne s a ri ri se se s f ro ro m h i r es es ea ea rc rc h i nt nt o v id id e a n f ro ro m w or or ki ki n w itit h d if if fe fe re re n n at at io io na na l g r u p i n E ur ur o L at at i m er er i di n i e d S t t es es , a n t h F a us t e l es es k as be in lv i n E FL FL IE IE S s in in c 9 66 66 . he as u lb lb ri ri g l e t u e r i n B ol ol i i a n d nied S ta ta te te ss- Sp Sp ai ai n J oi oi n C om om mi mi tttt e l ec ec tu tu re re r i n S pa pa in in . A s a n A ca ca de de mi mi c S pe pe ci ci al al is is t f o t h U ni ni te te d S ta ta te te s I nf nf or or ma ma titi o A ge ge nc nc y s h h a c on on du du ct ct e t ea ea ch ch e t ra ra in in in in g a n d ev ev el el op op me me n p ro ro gr gr am am me me s i n T ur ur ke ke y B ur ur un un di di , C hi hi le le , C ze ze ch ch os os lo lo va va ki ki a E cu cu ad ad or or , G re re ec ec e a n S ou ou t f riri c he s e in r k C itit y w h r e d di di t o n t o t ea ea ch ch in in g a t t h H un un te te r C ol ol le le g I nt nt er er na na titi on on a E ng ng lili s L an an gu gu ag ag e I ns ns titi t t e o f t h C itit y i v r si si t or a t e a h er er s C ol ol le le ge ge , C ol ol um um bi bi a U ni ni ve ve rs rs ir ir y s h i s f re re el el an an c c on on su su ltlt an an t a n Vide in ACli ACliol ol (with w ri ri te te r H e n um um er er ou ou s p ub ub lili ca ca titi on on s i nc nc lu lu d Vide Hello, Americ America. a. B ar ar r T om om al al in in ) a n Hello, l a M aall e rk f o T h B riri titi s C o n ci ci l r o 1 96 96 2 1 98 98 8 s er er vi vi n a s E ng ng lili s L an an gu gu ag ag e O ff ff ic ic e i n Y ug ug os os la la vi vi a G ha ha na na , I ta ta ly ly , ra n d C hi hi n nd R eg eg io io n R e r es es en en t t i fo Th B ri ri titi s C o c i S ou ou t I n i a ( M d r s ) ro 1 98 98 8 t o 9 9 w a D ir ir ec ec to to rr- Ge Ge ne ne ra ra l o f t h B el el l E du du ca ca titi on on a T ru ru st st , C am am br br id id ge ge . is rr nt S e i o F el el l th p ar ar t n t n gl gl is is h a ng ng u g e L i e r t ur ur e o f t h t io io n i v r si si t of S in in ga ga po po re re . H e h a w ri ri tttt e Lirerarure, i n t hi hi s s er er ie ie s Beyond Word Words, s, Soun Sounds ds Inte Interes resti ting ng Soun Sounds ds Intr Intrig igui uing ng Word Words, s, Van: Van:ar ario ions ns 0'1 Them Theme, e, and Dram Dram Tech Techni niqu ques es in Lang Langua uage ge Lear Learni ning ng (al wit Hi nd nd ' E y ( wi Alan Alan Duff Duff), ), T h , Hi wi t F ra ra nc nc oi oi s G re re llll e a n A la la n Poem inro inro Poem Poem (wit u ff ff ) n d Learning to Listen and Poem (wit Sand Sandra ra M o l d n g) g) . i s a ls ls o e r e s d i o r f o t h P er er s e ct ct iv iv e nd Oxfo Oxford rd Supp Supple leme ment ntar ar Skil Skills ls seri series es
Foreword I n C la la ss ss ic ic al al -H -H um um an an is is t m od od el el s o f l an an gu gu ag ag e e du du ca ca titi on on ; c ul ul tu tu r ( wh wh ic ic h u su su al al l m ea ea n h ig ig h c ul ul tu tu r w itit h c ap ap itit a C ) t ra ra di di titi on on al al l o cc cc up up ie ie d p ro ro mi mi ne ne n p os os itit io io n M or or e r ec ec en en t m od od el el s h av av e t en en de de d tr es es s t h b e a vi vi ou ou r s pe pe ct ct s o f u ltlt ur ur e i n r titi c l a i t to s tr r ol ol e i n c om om mu mu ni ni ca ca titi o ( an an d c om om mu mu ni ni ca ca titi o b re re ak ak do do wn wn ) I nd nd ee ee d t h c on on ce ce p o f ' cu cu ltlt ur ur e h a b ec ec om om e s om om et et hi hi n o f f as as hi hi on on ab ab l c lili ch ch e i n l an an gu gu ag ag ee- te te ac ac hi hi n c ir ir cl cl e i n r ec ec en en t y eeaa rs rs . T hi hi s o o s tr tr i aw th la er o bf bf us us c t i ic clch invari invariab ably ly gener generate ate It r e i n o f why ' cu cu ltlt ur ur e i s v al al ua ua bl bl e c om om po po ne ne n o f f or or ei ei gn gn -l -l an an gu gu ag ag e p ro ro gr gr am am me me s a n s ho ho w u s hot» i gh gh t ab ut in or rain i t n t o u t e h in in g T h t itit l i s n o w itit ho ho u s ig ig ni ni fi fi ca ca nc nc e I t r em em ai ai n d ou ou bt bt fu fu l w he he th th e lt re ig or ow re ll t a g ht ht , t h u g g e e ra ra t o n o f l ea ea rn rn er er s h av av e b ee ee n t au au gh gh t ulur T hi hi s o o t te te m t s to rais rais awar awaren enes es of cult cultur ural al factors. In s o d oi oi ng ng , w e s ha ha l a i t o s ha ha rp rp e o bs bs er er va va titi on on , e nc nc ou ou ra ra g c ri ri titi ca ca l t hi hi nk nk in in g a bo bo u c ul ul tu tu ra ra l s te te re re ot ot yp yp es es , a n d ev ev el el o t ol ol er er an an ce ce . T he he s a r e du du ca ca titi on on a i ss ss ue ue s w hi hi c r ea ea c o u well well beyo beyond nd mere mere lang langua uage ge teac teachi hing ng Cult Cultur ural al awar awaren enes esss-ra rais isin in i .s .s _ l s p o f l ue ue s d u a titi o su i t o ff ff er er s lc o pp pp or or tu tu ni ni t f o t ra ra ns ns ce ce nd nd in in g t h o ft ft e n ar ar ro ro w l im im itit s o f l an an gu gu ag ag e teaching.
tu r a s i tltl e C uull tu th sa im r ai ai si si n c ul ul tu tu ra ra l a wa wa re re ne ne ss ss , a ls ls o o ff ff e r ic ic h a rr rr a o f i nt nt er er es es titi n a n h ig ig hl hl y m ot ot iv iv at at in in g l an an gu gu ag ag ee- le le ar ar ni ni n r es es ou ou rc rc e m at at er er ia ia l T h d ua ua l a im im s o f t h b oo oo k a r t hu hu s c lo lo se se l i nt nt er er tw tw in in ed ed : to raise c ul ul tu tu ra ra l a wa wa re re ne ne ss ss , a nd nd , i n s o d oi oi ng ng , to promot promot langua language ge learning. he bo
i gh gh t
L a n g ua ua g e - Le Le a rn rn i n
u al al l
e l h av av e
r ri ri e
th
R e s ou ou r c e f o t h a ct ct iv iv i i es es ,
T h a ut ut ho ho r a do do p c om om mo mo nn- se se ns ns e p ra ra gm gm at at i l l i n t h m at at er er i l s t o s p f o h e s e v es es . l co co m i n f i l d n ot ot or or i u s f o o bs bs c r an an titi s soundi sounding ng termin terminolo ology. gy. P er er h p s t h m os os t lu le u ltlt ur ur e m a d ifif fe fe r e op op l
Alan Alan Male Male
s s g e o f t h b oo oo k no t h l es es s s h r e
a pp pp ro ro ac ac h T hi hi s ll ag e, h at at , mo
i gh gh il
Introduction Cultur Cultural al awaren awareness ess i s t h t er er m ha s e t o d es es cr cr i s en en si si titi vi vi t t o t h i mp mp ac ac t o f c ul ul tu tu ra ra llll yy- in in du du ce ce d b eh eh av av io io u o n l an an gu gu ag ag e u s a n c om om mu mu ni ni ca ca titi on on . ' Cr Cr os os ss- cu cu ltlt ur ur al al -a -a wa wa re re ne ne ss ss ' in t hi hi s b oo oo k c ov ov er er s B ri ri titi s a n A me me ri ri ca ca n l if if e a n i ns ns titi tu tu titi on on s b el el ie ie fs fs , a n v al al ue ue s a s w el el l a s e ve ve ry ry da da y a tttt itit ud ud e a n f ee ee lili ng ng s c on on ve ve y yee d n o o nl nl y b y l an an gu gu ag ag e b u b y p ar ar al al in in gu gu is is titi c f ea ea tu tu re re s s uc uc h a s d re re ss ss , g es es tu tu re re , f ac ac ia ia l e xp xp re re ss ss io io n s ta ta nc nc e a n m ov ov em em en en t
b ec ec au au s q ua ua lili titi e
cultural cultural awareness awareness w e f el el t i t m os os t s uc uc ce ce ss ss fu fu llll y e nc nc om om pa pa ss ss e t h t hr hr e w hi hi c t h a ct ct iv iv itit ie ie s w er er e d es es ig ig ne ne d t o d ev ev el el op op , n am am el el y
a wa wa re re ne ne s o f o ne ne ' o w c ul ul tu tu ra ra llll yy- in in du du ce ce d b eh eh av av io io ur ur ; a wa wa re re ne ne s o f t h c ul ul tu tu ra ra llll yy- in in du du ce ce d b eh eh av av io io u o f o th th er er s a bi bi lili t t o e xp xp la la i o ne ne ' o w c ul ul tu tu ra ra l s ta ta nd nd po po in in t Alth Althou ough gh cros crosss-cu cult ltur ural al inte intera ract ctio io is on of th fast fastes estt-gr grow owin in a re re a o f l an an gu gu ag ag e s tu tu dy dy , t h s ys ys te te ma ma titi c s tu tu d o f c ro ro ss ss -c -c ul ul tu tu ra ra l i mp mp or or t t o x pl pl or or e teac teache hers rs have have aske asked. d.
inte intera ract ctio io
um er
impo import rtan ant? t?
ac gr nd
u es es titi on on s
ic
-c
. A n um um be be r o f f ac ac to to rs rs , b ot ot h l in in gu gu is is titi c a n s oc oc io io -e -e co co no no mi mi c h av av e r ai ai se se d t h s tu tu d o f c ro ro ss ss -c -c ul ul tu tu ra ra l i nt nt er er ac ac titi o t o h ig ig h i nr nr er er na na titi on on a r of of ilil e r ec ec e a rs rs . T he he y a r
Th rise rise in econ econom omic ic impo import rtan ance ce of th Paci Pacifi fi Ri countries C ou ou nt nt ri ri e s uc uc h a s J ap ap a r ea ea , l ay ay si si a T ai ai w n , a n h ai ai l av r y i ff ff er er en en t t r d i i o n d u ltlt ur ur a ha io rs fr he t r d itit i n a E L T h e r tltl an an d ur pe o rt rt h ri i nc nc re re as as in in g n um um be be r o f s tu tu de de nt nt s h av av e t ra ra ve ve llll e a br br oa oa d to learn E n l is is h h er er e be r ee- ev ev al al u t i o f t ea ea c i n nt ta ac ou o f t h e e to expl explor or an expl explai ai cult cultur ural al diff differ eren ence ce in grea greate te deta detail il
INTRODUCTION
INTRODUCI"IO
curricula e a h er er s E n l is is h a s s ec ec on on d o r f or or ei ei g l a g ua ua g E ng ng lili s s pe pe ak ak in in g c ou ou nt nt ri ri e h av av e l on on g r ec ec og og ni ni ze ze d t h n ee ee d to t ea ea c t h l if if e o f t h o s o un un tr tr y t o i m i gr gr a t s o w v er er , i n r e n t a rs rs , or op r e o gn gn itit i of th ne t o n de de rs rs t n d t h un itit y' y' S a y o f l if if e h a l e to more more crit critic ical al immigrant c o m un a wa wa re re ne ne s o f t h h os os t c om om mu mu ni ni ty ty ' c ul ul tu tu re re .
c om om m n itit y a i R ob ob i s o ( 19 19 85 85 ) e ri ri c r es es ea ea r h e i n rhc r e o f r os os ss- cu cu ltlt ur ur a d u a t o n r ep ep or or t t h h e t ea ea c e r a r sk d, 'W at oe l tu tu r e a t o y ou ou ?' ?' , t h o s c om om m r es es po po ns ns e f al al l i nt nt o t hr hr e i nt nt er er re re la la te te d c at at eg eg or or ie ie s p ro ro du du ct ct s i de de as as , a n b eh eh av av io io ur ur s T h b ro ro ad ad en en in in g o f ' titi tttt l c ' ( be be ha ha vi vi ou ou r c ul ul tu tu re re ) c a b e e xp xp re re ss ss e t hr hr ou ou g t h f ol ol lo lo wi wi n d ia ia gr gr am am . Eleme Element nt
of cultu culture re
literature
folklore
art
ma L i g ui ui st st i s t d i in th fi ld of pr gm ti (t wa in ic l an an gu gu ag ag e u s I S i nf nf lu lu en en ce ce d b y s oc oc ia ia l c on on te te xt xt ) h av av e h ei ei gh gh te te ne ne d , :,:, ar ar e e s o f t h gr to hi r os os ss- cu cu l u r c o m un un i t io io n i s . a rf rf ec ec te te d b y c ul ul tu tu ra ra llll yy- re re la la te te d f ac ac to to rs rs . S uc uc h f ac ac to to r i nc nc lu lu d p eo eo pl pl e' e' s e xp xp ec ec ta ta titi on on s r eg eg ar ar di di n t h a pp pp ro ro pr pr ia ia t l ev ev e o f f or or ma ma lili r a n d eg eg re re e o f p ol ol itit en en es es s i n d is is co co ur ur se se .
Ideas beliefs values
Behaviours customs habits dress
toods leisure
communication , cr cr u i a i mp mp or or t n c ha ee he rk o nn- v r b sp ct s uc uc h a s g es es tu tu re re , p os os tu tu re re , a n f ac ac ia ia l e xp xp re re ss ss io io n t u i e h a s ho ho w t h s e o nn- v r b l em em en en t b e t h m os os t cult cultur ural allv lv-i -int ntlu luen ence ce part part of beha behavi viou our. r. om mu mu n! n! ca ca no no n ~f ~ om
:\11 , th th es es e d if if fe fe re re n
f ac ac to to r
a r r ef ef le le ct ct e
i n t h a ct ct iv iv itit ie ie s i n t hi hi s
DOOI<.
T h s tu tu d o f B ri ri titi s a n A me me ri ri ca ca n/ n/ Ca Ca na na di di a l if if e a n i ns ns titi tu tu titi on on s h~ ~e t r d itit i n a rt sc oo r ri ri c l a i n E ur ur o an o rt rt h m er er i a . S o e titi m I t h a t ak ak e t h f or or m o f s pe pe ci ci a c ou ou rs rs ~s ~s ,s ,s uc uc h a s Ciuiiisation in France France Landeskunde in Germa Germany, ny, and Glvllla,1O I ta ta ly ly . T he he s c ou ou rs rs e e mp mp ha ha si si z t h ' bi bi g C' de:nents 01 B ri ri titi s a n A me me ri ri ca ca n c ul ul tu tu re re -h -h is is to to ry ry , g eo eo gr gr ap ap hy hy , s ut ut uu uu on on s l ir ir er er a u r r t n d m us us i - ss- a th ay l ifif e W e h av av e [Q r e o gn gn i t ha ha t t h s u j e t s l f a s r o e ne ne d r e~ e~ ul ul t ~ ~ t h i nf nf lu lu en en ce ce s d es es cr cr ib ib e a bo bo ve ve . ' Bi Bi g C ' { 'a ch ch ie ie ve ve me me n culture r em em ai ai n a s It s , b u ' lili tttt l c ' ( ' e h v i u r ulur ') ha b ee ee n b ro ro ad ad en en e t o i nc nc lu lu d c ul ul tu tu ra ra llll yy- in in fl fl ue ue nc nc e b el el ie ie f a n p er er ce ce pt pt io io ns ns , e sp sp ec ec ia ia llll y a s e xp xp re re ss ss e t hr hr ou ou g l an an gu gu ag ag e b u a ls ls o t hr hr ou ou g c ul ul tu tu ra ra l b eh eh av av io io ur ur s t ha ha t a ff ff ec ec t a cc cc ep ep ta ta bi bi lili t i n t h h os os t
'Big C' c ul ul tu tu r h a b en en ef ef itit e f ro ro m c le le ar ar l i de de nt nt if if ie ie d c ur ur ri ri cu cu lu lu m of topics topics to c ov ov er er ed ed , n d t ex ex t o ok ok s h ic ic h d e w itit h t he he m T h c ul ul tu tu ra ra llll yy- in in fl fl ue ue nc nc e b eh eh av av io io ur ur s w hi hi c c on on st st itit ut ut e ' lili tttt l c ' u ltlt ur ur e v e t en en d to tr at in n e d ot ot al al , p er er ip ip h r al al , o r s u p l e nt nt ar ar y a y e p n di di n o n t h n t r es es t a n ar es t e h er er s n d s t d en en ts ts . I n o u i ew ew , t h s tu tu d o f l tu tu r l l i nf nf lu lu en en ce ce d b eh eh av av io io u s ho ho ul ul d a ri ri s o u o f t h l an an gu gu ag ag e m at at er er ia ia l b ei ei n s tu tu di di ed ed , b u s ho ho ul ul d n ev ev er er th th el el es es s b e c le le ar ar l i de de nt nt if if ie ie d a n s ys ys te te ma ma titi ca ca llll y t re re at at e a s r eg eg ul ul a f ea ea tu tu r o f t h l an an gu gu ag ag e l es es so so n if fi fi c l t t o d en en t f y d et et a l e s yl yl l b u f o t h s tu tu d It i s d if c ul ul tu tu ra ra llll yy- in in fl fl ue ue nc nc e b eh eh av av io io ur ur , a ltlt ho ho ug ug h t h r ev ev is is e C ou ou nc nc i o f E ur ur op op e W ay ay st st ag ag e 9 0 a n T hr hr es es ho ho l 9 0 s pe pe ci ci fi fi ca ca titi on on s f o E ng ng lili s do in lu s ec ec titi o o n s o i oo- e o no no mi mi c o m e t c e I n Teaching Culture, N e S ee ee ly ly e ( 19 19 88 88 ) p ro ro vi vi de de s f ra ra me me wo wo r f o f ac ac ilil itit at at in in g t h d ev ev el el op op me me n o f c ro ro ss ss -c -c ul ul tu tu ra ra l c om om mu mu ni ni ca ca titi o s ki ki llll s T h f ol ol lo lo wi wi n g oa oa l a r m od od if if ic ic at at io io n o f h i ' se se ve ve n g oa oa l o f c ul ul tu tu ra ra l inst instru ruct ctio ion' n' peop people le exhi exhibi bi
cult cultur ural ally ly-c -con ondi diti tion oned ed
beha behavi viou ours rs
h el el p s t d en en t t o e ve ve lo lo p a n u nd nd er er st st an an di di n t ha ha t s o i a v ar ar ia ia bl bl e s uc uc h a s a ge ge , s ex ex , s oc oc ia ia l c la la ss ss , a n p la la c o f r es es id id en en c i nf nf lu lu en en c t h ys in i c p eo eo pl pl e s p an e ha ha v
INTRllDUCTION
INTRO[)UCTIO
To b eh eh av av io io u
wa nv t ua ua titi on on s i n h e a rg rg e c ul ul tu tu re re .
c or or n o n
To ud nc c on on no no ta ta t o n o f w or or d a n d en en t g en en er er a i za za t o n a bo bo u evidence. To d en en t orga organi nize ze info inform rmat atio io T o s t m ul ul a cult cultur ure, e, an ns n' inco incorp rpor orat at
p hr hr a e s
abou abou th
targ target et cult cultur ure. e. u ri ri os os i a bo bo u h e a rg rg e towa toward rd it peop people le
ou
ve
nd ou them them into into th foll follow owin in prac practi tica ca
he
a ng ng ua ua ge ge .
op to eval evalua uate te an refi refine ne h e a rg rg e c ul ul tu tu re re , i n e rm rm s o f s up up po po r n g
u de de nt nt s n te te l e c u a to enco encour urag ag empa empath th
nd
wa th ta ge
s tr tr on on g a dv dv oc oc at at e t a k -o -o ri ri en en te te d ul ur T h a pp pp ro ro ac ac h c ha ha ra ra ct ct e i z task task in whic whic stud studen ents ts
ou
he
ng vi ur
ul
nnng teac teachi hing ng prin princi cipl ples es ng
ht
nt
A i f o s tu tu d n t a ch ch ie ie v w h c h h e e e h e n ee ee d
h e o ci ci oo- ec ec on on om om i
Ai fo al leve levels ls to achi achiev ev wa wn language.
cros crosss-cu cult ltur ural al
of c om om pe pe te te n
unde unders rsta tand ndin ingghe
Reco Recogn gniz iz that that no al teac teachi hing ng abou abou cult cultur ur impl implie ies. s.be beha havi viou ou h an an ge ge , b u m er er el el y a n a wa wa r n e a n o le le r n c o f h e c ul ul tu tu ra ra l infl influe uenc nces es affe affect ctin in one' one' ow an othe others rs beha behavi viou our. r.
ha
at
ls
pp ac
w id id e r an an g o f m a e r a l a va va ilil ab ab l f o t h s tu tu d o f c ul ul tu tu ra ra llll y n fl fl ue ue nc nc e b eh eh av av io io ur ur . T he he s n c u d o ur ur s t ex ex tb tb oo oo ks ks , a ud ud io io c a s e e s e EL EL T - ba ba se se d a n o th th er er s) s) , r ad ad i b ro ro ad ad ca ca s TV broa broadc dcas asts ts spec specia iali list st Brit Britis is an Amer Americ ican an text textbo book ok an r ea ea d r s v id id eo eo s u tttt in in g r o n ew ew sp sp ap ap er er s a n a ga ga z n es es , a n a l k in in d o f r ea ea l f ro ro m U nd nd e g ro ro un un d t ic ic ke ke t t o r ep ep l c a o f h e S ta ta tu tu e of Li n! he he ki ds ur de c a u s t o e s a rc rc h u l u r n fo fo r a titi on on . H ow ow ev ev er er , e f e c i v u s o f u c m a e r a l r eq eq ui ui r c ar ar ef ef u p l n n n g b y t h t ea ea ch ch er er . L itit tltl e b en en ef ef i w ilil l r e u l f ro ro m m er er e d is is p a y n g c ul ul tu tu ra ra l d oc oc um um en en t o r a rt rt ef ef ac ac t c la la s S tu tu de de n ne b e t ra ra in in e t o e xt xt r c t appr approp opri riat at info inform rmat atio io from from th mate materi rial al
or og pa or segm segmen ents ts of info inform rmat atio ion; n;
a ng ng u g e l es es so so n S tu tu d i n ve pp nt nd un teachers!
t e c hi hi n e a n in in g
ps
more more comp comple lete te pict pictur ure; e; or hi c ul ul tu tu r a n c om om pa pa r o n w i
de
p pr pr oa oa c ow rd b y c oo- op op er er a i v
nt h ei ei r o w
of cu ur (s
of he c ul ul tu tu r dd
wi or
a sk sk -o -o ri ri en en te te d di of de nd
nd co
hi or or activities to increa increase se cultur cultural al awareness a mo mo n h ei ei r t ud ud en en t a n promote crosscross-cul cultur tural al interaction in th clas classr sroo oom. m. It contains [Q promote 7 5 a c i v t ie ie s o r u s w i t ud ud en en t a t a n l ev ev e o f a ng ng ua ua g a b l i y , f ro ro m e le le m n ta ta r d v n ce ce d T h a c v i i e a r d e c r b e he o n e x o f t ea ea ch ch in in g E ng ng lili s a s e co co n o r f or or ei ei g l an an gu gu ag ag e H ow ow ev ev er er , w i m od od i i ca ca t o n he ca be us f o t ea ea ch ch in in g a n or or ng ha ny of c titi v t ie ie s c a a ls ls o b e a da da p e d f o u s i n o ci ci a t ud ud i la es or c ro ro ss ss -c -c ul ul tu tu ra ra l t ra ra in in in in g o ur ur se se s w hi hi c h er er e n o e co co nd nd - o r fore foreig ignn-la lang ngua uage ge teac teachi hing ng comp compon onen ent. t.
T h a c v i i e a r d iv iv id id e nt e ve ve n e c i on on s d ea ea l n g w i cogn cognit itiv iv as well well as affe affect ctiv iv aspe aspect ct of cult cultur ural al awar awaren enes ess. s. Th acti activi viti ties es with within in each each sect sectio io ar arra arrang nged ed in alph alphab abet etic ical al orde order. r. Yo a y f in in d i t u se se fu fu l to n s du on seve seve sect sectio ions ns fo more more spec specif ific ic info inform rmat atio io on th peda pedago gogi gica ca each sect sectio ion. n. aim of each
Reco Recogn gniz izin in cult cultur ural al imag images es an symb symbol ol Th e c o n i n r od od u e s ud nt t h c on on ce ce p o f u l u re re , a n Start. It cont enco encour urag ages es them them to us contai ains ns acti activi viti ties es designed to help help stude student nt to fami famili liar ariz iz them themse selv lves es with with popul popular ar imag images es an symb symbol ols, s, expr expres esse se in pers person onal alit itie ies, s, arch archit itec ectu tura ra feat featur ures es land landsc scap ape, e, an song song
Work Workin in with with cult cultur ural al prod produc ucts ts This This sect sectio io cont contai ains ns acti activi viti ties es base base on real realia ia usin usin post postca card rds, s, a mp mp s n ew ew sp sp ap ap e s , a n r ad ad i b ro ro ad ad ca ca s s - l l r ea ea d l y v ai ai la la b 10 reache reachers rs overse overseas. as.
13
Exam Examin inin in
atte attern rn
The 'activi 'activities ties
ever ever da life life
h i e c i o c on on t i n ctvi wh fo us on th li es es of p eo eo p n gl gl i h - p ea ea k n g u l u re re s a n o n w h p eo eo p he cult cultur ures es usua usuaJl Jl do in comm common on situ situat atio ions ns (for (for exam exampl ple, e, e mp mp lo lo y e n d a n g h op op p n g h a r e p a o f n or or m e v r yd yd a expenence.
Exam Examin inin in
Exam Examin inin in
awar awaren enes es
of th stud studen ents ts
ow
cult cultur ural ally ly-i -inf nflu luen ence ce
patt patter erns ns of comm commun unic icat atio io
valu values es an atti attitu tude de
This This sect sectio io cont contai ains ns acti activi viti ties es desi design gned ed to incr increa ease se awar awaren enes es of th stud studen ents ts ow cult cultur ural ally ly-i -inf nflu luen ence ce valu values es as well well as the. the. cult cultur ural al valu values es an atti attitu tude de of peop people le in Engl Englis ishh-sp spea eaki king ng cultures.
Expl Explor orin in
an exte extend ndin in
cult cultur ural al expe experi rien ence ce
h i e ct ct io io n c on on t i n a c v i e s h a a l o w t h s tu tu d n t e xp xp lo lo r and to h a t h o w x pe pe r e n e s o f h e r g u l u re re . of he aciv es
Th
r e c ro ro s - r f er er en en c
he
Bibliography h av av e a l n cl cl ud ud e b ib ib lili og og ra ra ph ph y o f e fe fe r n c t er er ia ia l o n th theo theory ry of cros crosss-cu cult ltur ural al inst instru ruct ctio io an sour source ce mate materi rial al wh ca he ou b ec ec o mo aw re of cu ur s su su e E nj nj o
This This sect sectio io cont contai ains ns acti activi viti ties es desi design gned ed to incr increa ease se awar awaren enes es of th expe expect ctat atio ions ns of nati native ve spea speake kers rs abou abou verb verbal al an nonnon-ve verb rbal al comm commun unic icat atio io in Engl Englis ish. h.
Expl Explor orin in
comp comple lete te what what prep prepar arat atio io is need needed ed an step step-b -byy-st step ep dire direct ctio ions ns fo carr carryi ying ng ou th acti activi vity ty in clas class. s. Wher Wher appr approp opri riat ate, e, vari variat atio ions ns of th acti activi vity ty have have been been incl includ uded ed
cult cultur ural al beha behavi viou ou
This This sect sectio io cont contai ains ns info inform rmat atio ionn-or orie ient nted ed acti activi viti ties es desi design gned ed to rais rais awar awaren enes es of cult cultur ural ally ly-a -app ppro ropr pria iate te beha behavi viou ou in Engl Englis ishhlear learni ning ng an
Each Each acti activi vity ty offe offers rs yo th foll follow owin in info inform rmat atio ion: n: th cros crossscu ur a i o f h e c t v itit y h e t er er ia ia l n e d ed ed , t h ve
I nd nd ex ex e
at he
in exes exes
th lang langua uage ge skil skills ls (dis (discu cuss ssio ion, n, list listen enin ing, g, note note-t -tak akin ing, g, oral oral comp compos osit itio ion, n, etc. etc. prac practi tise se in th vari variou ou acti activi viti ties es Th seco second nd inde index, x, th Inde Inde of stru struct ctur ures es grou groups ps th acti activi viti ties es acco accord rdin in to th vari variou ou gram gramma mati tica ca stru struct ctur ures es that that ar prac practi tise sed. d.
he
o ok ok !
I~
Recognizing cultural images symbols he we ve p ar ar t c ul ul a c ou ou n r y w e u to to ma ma titi ca ca llll y b ec ec o expos exposed ed an accu accust stom omed ed to r an an g o f m ag ag e a n y mb mb ol ol s m be be dd dd e i n o ng ng s a n p i t ur ur es es , p la la ce ce s n d c u o m T he he s us he ul a r h i e c u ra ra l n d l an an d c ap ap e f ea ea ru ru re re s u c a s t h h itit e H ou ou s a sh sh in in g o n n d h e w h t e c l f f o f D ov ov er er . a mi mi l a r wi he or nd or fluent. Th
ai
o f h e a ct ct iv iv i e s i n t h pu
ec on is
ol
f a i l a r z e s tu tu de de nt nt s nd ul
to
ow
'Cul 'Cultu ture re matc match' h' (1.4) c o p ar ar is is on on s o f c ui ui r ur ur a f ea ea ru ru r s . ' Gu Gu e w ho ho ? G ue ue s w ha ha t? t? ' ( 1. 1. 7 ) , ' Po Po s c a m at at ch ch ' ( 1. 1. 9 ) ' Ro Ro gu gu e g a e r ( 1. 1. 10 10 ) a n ' Wh Wh er er e i n h e w o l d? d? ' 1 .1 .1 2 f oc oc u o n p l c e n d p eo eo p a s o c a te te d w itit h h e ot hi ec on a y b e d ev ev e o p i n o ' ' Cu Cu ltlt ur ur e w a l c ha ha r project. c ha ha s
1 .1 .1 3
ph
u de de n
u s d i t io io na na r e s
ur f in in d k e w or or d f ie ie ld ld s he
no he u l u re re . ' Te Te nn- wo wo r s to to r ( 1. 1. 11 11 ) i s o ra ra l o mp mp os os i i o activi activity ty design designed ed to pe e ve ve l ' Ex Ex p o r n g o n l yr yr ic ic s ( 1. 1. 6 a l o w h e e ar ar ne ne r e xp xp lo lo r h e c ul ul tu tu ra ra l r ef ef er er en en ce ce s p op op ul ul a o ng ng s u l u ra ra l l ie ie u c a b e d en en t f ie ie d b y h e s ou ou nd nd s o f p eo eo pl pl e ar a rt rt ef ef ac ac t a n e ve ve n t h o un un tr tr y i de de . E na na b i n t ud ud en en t r ec ec og og n z e t he he s s ig ig na na l ' Ba Ba ck ck gr gr ou ou n n o e ' ( 1. 1. 2 a n h e a k l i t en en in in g o r f o u se se d n d m pr pr ov ov e t he he i l i t en en in in g comprehension. vi appr approa oach chin in cult cultur ure: e: 'All 'All abou abou cult cultur ure' e' (1.1 (1.1 enco encour urag ages es stud studen ents ts t o e xp xp lo lo r h e o n e p o f c u t ur ur e t se se lf lf , a n ' Br Br ai ai n o rm rm in in g ( 1. 1. 3 t ud ud en en t
k no no w a bo bo u
u bj bj ec ec t b ef ef or or e p re re se se nt nt in in g
it
l as as s
16
R EC EC OG OG NI NI ZI ZI N
C U. U. TU TU R, R, \
1 .\.\ lA lA GE GE S A :-:- '; D S Y. Y. \\\\ 1l 1l 0L 0L S
R EC EC OG OG NI ZI N
a te te r a l f o h es es e c t v i e s c a b e f ou ou n i n n ew ew sp sp ap ap er er s a n .. maga magazi zine ne from from Brit Britai ai am Amer Americ ica, a, an also also in loca loca maga magazi zine ne and newspa newspaper pers. s.
1. AIM
fro
Cond Conduc uc questions: Wh
VARIAT VARIATION ION
No specia
ateria erials
LEVEL
Interm termed edia iate te
an
TIME
60 minutes
PREPARATION
No spec specia ia prep prepar arat atio io
IN CLASS CLASS
Expl Explai ai to th clas clas that that ther ther ar many many defi defini niti tion on of th word word 'cul 'cultu ture re', ', an that that they they ar goin goin to carr carr ou an acti activi vity ty to find find o u w ha ha t h e m em em be be r o f t h e c la la s h in in k o f w he he n h e w or or d 'cultu 'culture' re' is mentio mentioned. ned. A s t h c la la s n am am e m an an y c ul ul tu tu ra ra l g ro ro up up s h e c an an . A s th stud studen ents ts call call them them out, out, writ writ them them up on th boar board. d.
ar
eede eede
ab ve
is need needed ed
When When yo have have 15-2 15-2 name name of cult cultur ural al grou groups ps divi divide de th clas clas into into grou groups ps of thre thre or four four Expl Explai ai that that each each grou grou is to work work toge togeth ther er to draw draw up list list of char charac acte teri rist stic ic that that make make each each of th cult cultur ural al grou groups ps diff differ eren en from from al th othe others rs Allo Allo te minut minutes es for th grou groups ps to make make up thei thei list lists. s. Here Here is samp sample le of th kind kind of list list they they migh migh prod produc uce: e:
S YM BO BO I. S
whole whole-c -cla lass ss disc discus ussi sion on on th basi basi of th foll followi owing ng
difficult ult to defi define ne th word word 'cul 'cultu ture re'? '? is it diffic d o p eo eo pl pl e i de de nt nt ifif y w itit h c ul ul tu tu re re s a n c ul ul tu tu ra ra l g ro ro up up s
As an exten extensi sion on
to
thi activi activity, ty, ask the follow following ing questi questions ons
VARIAT VARIATION ION
Anot Anothe he vari variat atio ion, n, inst instea ea of work workin in thro throug ug Step Step abov above, e, is to as th stud studen ents ts to brai brains nsto torm rm an draw draw up list list of cult cultur ural al imag images es an symb symbol ol they they asso associ ciat at with with thre thre or tour tour of th cult cultur ural al grou groups ps iden identi tifi fied ed in Step Step 2. Fo exam exampl ple, e, list list of symbols symbols relating relating to US cult cultur ur migh migh incl include ude base baseba ball ll th Stat Statue ue of Libe Libert rty, y, th Amer Americ ican an flag flag ho dogs, dogs, Elvi Elvi Pres Presle ley, y, cowbo cowboys ys th Whit Whit House House etc. etc.
REMARKS
Answe Answers rs in th disc discus ussi sion on stag stag (Ste (Ste 6) will will vary vary Th impor importa tant nt points to brin brin ou are: are: a. The char charac acte teri rist stic ic whic whic peopl peopl us to nam cultur cultural al differ differenc ences es cannot cannot be applie applie univer universal sally ly b. Peop People le iden identi tify fy cult cultur ures es an cult cultur ural al grou groups ps as wa of indi indica cati ting ng that that th grou groups ps ar diff differ eren en from from on anot anothe her. r. In th cont contex ex of this this acti activi vitv tv it does does no matt matter er whet whethe he th stud studen ents ts form formul ulat at spec specif ific ic defi defini niti tion on of th term term 'cul 'cultu ture re'. '. What What matt matter er is th wa th term term isuse to indi indica cate te huma huma diff differ eren ence ces. s. Acknowledgement
This This acti activi vity ty isan adap adapta tati tion on of 'Wha 'Wha iscult iscultur ure> e> in G. Smit Smit an G. Oter Otero, o, Teac Teachi hing ng Abou Abou Cult Cultur ural al Awar Awaren enes es (Denver, (Denver, Col.: Col.: Center Center for Teachi Teaching ng Intern Internati ational onal Relati Relations ons 1977; revised 1988).
As v o u n e e f ro ro m e ac ac h g r ou ou p t o r ea ea d o u t he he i yo writ writ up th char charac acte teri rist stic ics. s.
i s w hi hi l
17
I s n yo yo n i n t h c l s s m em em be be r o f a n o f t h g ro ro up up s m en en titi on on e I f s o w hi hi c g ro ro up up ? I f 1 I t , w itit h w hi hi c c ul ul t r a r ou ou p d o y o identify? H o d o y o f ee ee l b ou ou t ( h t er er m ' cu cu ltlt ur ur e n d ' c l tu tu r ro p' rm h a t he he r l er er m w o l d y o reer (n ti na r ou ou p e t n i r ou ou p c er er m a t l l) l) ? W hy hy ? etc.
others hers
MATERIALS
I MA GE S . \N \N D
h e h e s tu tu d n t h av av e r e c he he d t h e n o f t he he i i s s , a s them them which which char charac acte teri rist stic ic appl appl to al of th cultu cultura ra grou groups ps they they ment mentio ione ned. d. Fo exam exampl ple, e, ca al th grou groups ps be iden identi tifi fied ed by diff differ erent ent lang languag uages es or by diff differ eren en reli religi gions ons The stude student nt wiII real realiz iz that that very very few, few, if any, any, of th char charac acte teri rist stic ic appl appl to al th groups.
ll ab ut cult cult re
To reas reas awar awaren enes th differ fferen en ea in whic eo le sc lt re se indi at that eo le ar differ fferen en fr an ther to stim stimulat ulat disc discussi ussi ab ut e' wn ultu ulture an it diff differ er
C UL TU RA RA L
R EC OG OG NI ZI ZI N
1.
C UL TU R. R. 'I L
[ MA GE GE S A N
S Y B OL OL S
R EC EC OG NI NI ZI N
Back Backgr grou ound nd nois nois
AI
To d en en t introd introduct uction ion to listen listening ing compre comprehen hensio sio
MATERIALS
List Listen enin in an view viewin in mat~ mat~ri rial al with with soun soun th cult cultur ur being being studi studied ed
LEVEL
C UL UL TU RA RA L
I MA MA (; E
AN
S YM BO BO L
[9
1.3 Brains Brainstor tormin min on xt
AIM
Prepa Prepara rati tion on fo
MATERIALS
No .speci .speciai. ai.mat materi erials als.ar .ar.e .e needed needed
LEVEL
Inte Interm rmed edia iate te an above above
Elem Elemen enta tary ry an abov abov
TIME
10 minute minute
TIME
10 minute
PREPARATION
PREPARATION
Sele Select ct vide vide or audi audi sequ sequen ence ce in whic whic some some dial dialog ogue ue is prec preced eded ed by soun soun effe effect ct of fo exam exampl ple, e, Lond London on bus, bus, Ne Yor subwa subway, y, loud loudsp spea eake ke annou announc ncem emen ents ts etc. etc. (This (This acti activi vity ty ca lead lead into into longe longe comp compre rehe hens nsio io acti activi viry ry.) .)
To do 'Lif 'Lif an inst instit itut utio ions ns pres presen enta tati tion on it isimpor isimporta tant nt to find find ou what what th stud studen ents ts alre alread ad know know abou abou th topi topic, c, an to ge them them invo involv lved ed from from th star start. t. Th simp simple lest st wa of doin doin this this is to brains brainstor torm. m.
et up th classroom. IN CLASS CLASS
effe effect ct typi typica ca of
a p r ec ec or or de de r o r V C a n m on on i o r
IN CLASS CLASS
outdoors night people electronic n um um be be r o f p e o pl pl e
an inst instit itut utio ions ns
pres present entat atio io
Choo Choose se th topi topi fo pres presen enta tati tion on (for (for exam exampl ple, e, 'The 'The Whit Whit House').
he
Writ Writ th foll follow owin in pair pair ofwords ofwords an phra phrase se on th boar board: d: indoors da machines natural t w o p e o pl pl e
'Lif 'Lif
r itit e h e t op op i i n
c ir ir c
th
e nt nt r o f t h b oa oa rd rd .
A s h e c l s s t o c al al l o u a n w or or d o r p hr hr as as e h e k no no w asso associ ciat ated ed with with th topi topic. c. They They ma volu volunt ntee ee thin things gs like like 'the 'the Oval Oval Offi Office ce', ', 'Jac 'Jacki ki Kenn Kenned edy' y' 'whe 'where re th Pres Presid iden en of th Unite Unite Stat States es live lives' s' 'Was 'Washi hingt ngton' on' 'Cong 'Congre ress ss', ', etc. etc. ri
u p e ac ac h w or or d o r p hr hr a e , a s i n t h
p id id er er gr gr a
b el el ow ow .
T el el l h e u de de nt nt s t ha ha t t he he y a r g o n g t o h ea ea r o m s ou ou nd nd s n d t ha ha t t he he y r e t o t h n k a bo bo u w ha ha t h e o un un d e a a n w he he r h e scen scen take take plac place. e. Usin Usin th word word on th boar board, d, they they tr to guess: whet whethe he they they ca w he he th th e t he he y c a elec electr troni oni sound sound w he he th th e t he he r a r
hear hear soun sounds ds of peop people le or mach machin ines es h e n at at ur ur a o un un d ( l k e t h w in in d o r (suc (suc as ca horns horns a n p eo eo p a nd nd , o , h o m an an y
Play Play th sequ sequen ence ce with withou ou th pict pictur ur (wit (wit soun soun only only), ), an stop stop it befor befor th dial dialog ogue ue begi begins ns Th stude student nt deci decide de among among them themse selv lves es wher wher th sequ sequen ence ce take take plac plac w ha ha t h e t ua ua titi o what what is happ happen enin ing. g.
Make Make sure sure that that ever everyb ybod od in th clas clas unde unders rsta tand nd words words an phra phrase ses. s.
N ex ex t p la la y t h e qu qu en en c w i h e p ic ic tu tu r o n a n w itit h t h dial dialogu ogue, e, so that that th stude student nt ca chec chec thei thei answ answer ers. s. Th sequ sequen ence ce ca then then be used used to stud stud
.-_-------
th lang langua uage ge cont conten ent. t.
al th
D ra ra w l in in e w i q u s titi o a r o n b et et we we e w or or d o r phra phrase se that that seem seem to cont contra radi dict ct each each othe other. r. Fo exam exampl ple: e: W h itit e H o u s e C ong re ress ss T e t h t ud ud en en t t o w or or k pa rs as an arou around nd th cont contra radi dict ctio ions ns Fo exam exampl ple: e: D oe oe s C on on g re re s m ee ee t i n t h W hi hi t H o us us e No d oe oe sn sn ' I t m ee ee t o n C ap ap itit o H i l
n sw sw e q ue ue st st io io n
20
R EC EC O( O( ;N ;N IZ IZ IN IN G
C UL UL TU TU RA RA L
I !.!. \.\. -\ -\ GE GE S A N
S YM YM HO HO L
R E O GN GN IZ IZ IN IN G
When When vo have have zath zather ered ed as much much info inform rmat atio io as th stud studen ents ts know know dd your your 'Lie 'Lie an inst instit itut utio ions ns pres presen enta tati tion on maki making ng sure sure to inco incorp rpor orat at al th poin points ts rais raised ed by th clas class. s.
C U. U . TU TU RA RA L
I MA MA GE GE S
AN
S \'\' .~ I O L
Acknowledgement This This acti activi vity ty isan adap adapta tati tion on of on desc descri ribe be in an arti articl cl by ct ic ic a l E n g l isis h Luke Luke Prod Prodro romo mo in th June June 1992is 1992issu su of P r a ct Teaching.
.4 Cult Cultur ur
matc matc
1.5 Culture wal chart chart
AIM
To incr increa ease se awar awaren enes es of symb symbol ol an even events ts in Angl AnglooAmer Americ ican an cult cultur ure; e; to incr increa ease se awar awaren enes es of symb symbol ol an even events ts in th cult cultur ure( e(s) s) repr repres esen ente te by th clas clas
MATERIALS
Inde Inde
LEVEL
Inte Interm rmed edia iate te an
TIME
30 minute minute
PREPARATION
Prep Prepar ar list list of pair pair of corr corres espo pondi nding ng Amer Americ ican an/B /Bri riti tish sh cult cultur ural al item items. s. Fo exam exampl ple: e:
card card abov abov
o n g r e s s / a r l i am am e n t Presid President entlli llinme nme ,Winisler b a s eb eb a llll /s/s o c ce ce r W h c e H o u se se / D ow ow n n g S trtr ee ee t B i o f R ig ig hc hc s M ag ag n C ar ar l S ca ca r a n S tr tr ip ip es es //U U n io io n J ac ac k ( D e cl cl a ra ra c io io n o f I n d ep ep e n de de n c e )//688 ( T h Revolution) F ra ra nk nk llii n D. R o o se se u eh eh i v/ v/ in in s to to n C h u rc rc h ilil l
To enco encour urag ag th spir spirit it of inve invest stig igat atio ion; n; to deep deepen en know knowle ledg dg of part partic icul ular ar topi topi
MATERIALS
Pictures/ Pictures/drawi drawings/n ngs/newspa ewspaper per articles articles/photo /photographs graphs/seve /severalla rallarge rge shee sheets ts of whit whit pape paper, r, colo colour ured ed pens pens an past past
LEVEL
Elem Elemen enta tary ry an above above
TIME
180 minute minute
PREPARATION
Coll Collec ec numb number er of maga magazi zine ne an pape papers rs with with arti articl cles es or pict pictur ures es abou abou th topi topic. c.
(over (over severa severa class class sessio sessions) ns)
Clea Clea spac spac on th clas classr sroo oo walland walland brin brin to clas clas fe larg larg shee sheets ts of colo colour ured ed pape pape to us fo disp displa layi ying ng th pres presen enta tati tion, on, as well well as colo colour ured ed pens pens or felt felt-t -tip ip an past paste. e. G l o ri ri o u
M ak ak e s u y o h av av e a s m an an y i te te m a s t he he r r e s tu tu de de nt nt s i n t h clas class. s. Writ Writ on item item on ever ever inde inde card card Prep Prepar ar enou enough gh card card togiv on to each each stud studen ent. t. IN CLASS CLASS
AIM
Give Give card card to each each stud studen ent. t. Tell Tell th stud studen ents ts to circul circulate ate and find find stud studen en with with an item item that that matc matche he thei theirs rs When When th stud studen ents ts find find thei thei cult cultur ural al matc match, h, they they writ writ thei thei pair pair of item item on th boar board. d. When When al th stud studen ents ts have have foun foun thei thei matc match, h, each each pair pair repo report rt to th clas clas what what thei thei item item are, are, an whic whic on refe refers rs to Brit Britai ain, n, an whic whic to th US They They tell tell th clas clas al they they know know abou abou thei thei topi topics cs If pair pair ha diff diffic icul ulty ty with with info inform rmat atio io about about thei thei topi topic, c, yo or th othe othe stud studen ents ts ca ac as info inform rman ants ts Th u d n t t he he n w or or k g ro ro up up s t o d i c u h e s t o f e m on th boar board. d. Fo each each pair pair of item items, s, they they prov provid id th equi equiva vale lent nt even event, t, pers person on or inst instit itut utio io from from thei thei ow cult cultur ure, e, an if nece necess ssar ary, y, give give some some back backgr groun oun info inform rmat atio io to yo an th rest rest of th clas class. s.
IN CLASS CLASS
Day_1 Tell Tell th stud studen ents ts that that they they ar goin goin to create create wallch wallchart art abou abou part partic icul ular ar topi topic, c, fo exam exampl ple, e, th work work of Cong Congre ress ss Yell Yellow owst stone one Nati Nation onal al Park Park or th Lake Lake Dist Distri rict ct Th clas clas divi divide de th topi topi into into four four to si subsub-to topi pics cs Each Each subsub-to topi pi beco become me th subj subjec ec of on pane pane of th pres presen enta tati tion on Divi Divide de th clas clas into into grou groups ps of four four or five five an allo alloca cate te on subsub-to topi pi to each each group group Dist Distri ribu bute te th arti articl cles es an pict pictur ures es yo have have coll collec ecte ted, d, givi giving ng each each grou grou mate materi rial al rele releva vant nt to it subsub-to topi pic. c. Th grou groups ps stud stud th mate materi rial al an plan plan thei thei pres presen enta tati tion on sheet. E n o ur ur ag ag e h e g ro ro up up s a t h e e n o f t h c la la s t o l oo oo k f o addi additi tion onal al info inform rmat atio ion, n, eith either er by inte interv rvie iewi wing ng some someone one or by coll collec ecti ting ng more more pict pictur ures es postc postcar ards ds etc. etc. Se date date for.co for.comp mple leti tion on of this this phas phas of th proj projec ect. t. At th en of th rese resear arch ch peri period od th lear learne ners rs crea create te thei thei subsubtopi topi pres presen enta tati tion on shee sheets ts usin usin th pens pens pape paper, r, an past past provided.
R EC EC O' O' ;:;: -'-' :I:I ZI ZI N
C UL UL TU TU RA RA L
I MA MA GE GE S
AN
R E O GN GN IZ IZ IN IN G
S YM YM BO BO L
Each Each grou grou
IN
[;JfJ1d.
L'~
1AJ(J"t
J,v"d,wdttk
i U . : ... . . .
Coc.hcl\ Coc.hcl\,.. ,..... ... ~.
~I
IJ~ iCAk
?:III1CtllIS
Au 7~
'PtI~
c.
on th clas classr sroo oo
wallas wallas
This This acti activi vity ty isan exce excell llen en wa of givi giving ng clas clas th feel feelin ings gs of hands hands-o -o invol involve veme ment nt with with cult cultur ural al feat featur ure, e, even even if they they ar unabl unabl to expe experi rien ence ce it at firs firs hand. hand.
Cont Conten ents ts of
M"
samp sample le pres presen enta tati tion on
Pict Pictur ures es of th Lake Lake Dist Distri rict ct List List of main main plac places es to visi visi (Ull (Ullsw swat ater er Derw Derwen entw twat ater er Wordsw Wordswort orth's h's cottag cottage, e, Skidda Skiddaw, w, etc.) etc.) wi Seve Sevenn-li line ne hist histor or of th Lake Lake Dist Distri rict ct EyeEye-wi witn tnes es acco account unt (int (inter ervi view ew with with some someon on wh ha visi visite ted) d) Spor Sports ts an leis leisur ur in th Lake Lake Dist Distri rict ct (wal (walki king ng wate wate skii skiing ng sailing) Writ Writer er in th Lake Lake Dist Distri rict ct (Wor (Words dswo wort rth, h, Cole Coleri ridg dge, e, Sout Southe hey) y) Ecol Ecolog og of th Lake Lake Dist Distri rict ct (bir (birds ds flow flower ers, s, an tree tree iden identi tifi fied ed with with th Lake Lake Dist Distri rict ct
4fJ1SMt>.,_,
J~ka).
Words Wordswo worth rth House
1.
Dora's Dora's Field, Field, Rydal Rydal
pres presen ents ts it subsub-to topi pi to th rest rest of th clas class. s.
T hi hi s c t v i c a b e t h e b a i s f o e xp xp lo lo ra ra t o n o f a t op op ic ic , o r wa of cons consol olid idat atin in wor on topi topi alre alread ad studi studied ed
.JA,.,w
W'z."u.
S YM YM BO BO L
I n s om om e c a e s h e p re re se se n a t o n c a b e p u o n v id id e a n m ad ad e avai availa labl bl fo othe othe clas classe se study studyin in th same same topi topic. c.
L..l.a
1 .4 .4 v # 1
Jm.
I MA MA GE GE S A N
Fina Finall lly, y, th pane panels ls ar moun mounte te permanent permanent exhibition. exhibition. REMARKS
Ertiln" \s
U LT LT U A L
xplo xplori ri
so
lyri lyrics cs
AIM
To incr increa ease se awar awaren enes es of th cult cultur ural al imag images es an refe refere renc nces es us i n p o s on on g a n m us us i v id id eo eo s
MATERIALS
PrePre-re reco cord rded ed song song on audi audioo-ca cass sset ette te shee shee fo each each stud studen en
LEVEL
Inte Interm rmed edia iate te an
TIME
60 minute minute
PREPARATION
Choo Choose se song song with with cult cultur ural al refe refere renc nces es We reco recomm mmen en th foll followi owing ng crit criter eria ia fo choos choosin in song song whic whic will will work work well well il class: a . C ho ho o o n h a t el el l s to to ry ry , a n h a i s n o t o o o ng ng . b. Make Make sure sure th words words ar dist distin ingu guis isha habl ble. e.
CD or vide video; o;
task task
above above
REC()t REC()t;~ ;~IZI IZIN(; N(;
CLLTL CLLTL:RA :RAll ll.\L .\LIGE IGE
ANI) ANI) SYMll SYMllOLS OLS
RECOGNIZ RECOGNIZING ING CULTL:R CULTL:R.-ILIMAGE .-ILIMAGE AND SY.\\BO SY.\\BOlS lS
c. Choo Choose se song song with with dear dear melo melodi di line line dist distin ingu guis ishi hing ng betw betwee ee vers vers an chor chorus us d. If poss possib ible le choo choose se song song that that have have th lyri lyrics cs prin printe te on th cass casset ette te or CD inla inlav. v. e. Choos Choos song song whic whic yo your yourse self lf enjo enjoy! y!
Expla Explain in that that song song lyri lyrics cs ofte ofte expr expres es soci social al an cult cultur ural al valu values es (Eli (Elici ci fe of thes thes from from th clas class, s, such such as frie friend ndsh ship ip inde indepe pend nden ence ce loya loyalt lty, y, etc. etc. Th grou groups ps ar goin goin to disc discus us thes thes valu values es an on memb member er of each each grou grou will will need need to ac as 'scrib 'scribe' e' and spokes spokesper person son
a k u r o u h av av e e no no ug ug h c op op i o f h e a s s he he e b el el o a n th song song lyri lyrics cs give give on to each each stude student nt
Play Play th song song once once more more whil whil th grou groups ps work work toge togeth ther er to identi identify fy the values values Fina Finall lly, y, each each group group's 's spoke spokesp sper erso so fo th rest rest of th clas class. s.
Se up th cass casset ette te/C /Cl) l) play player er or th vide vide reco record rder er IN CLASS
25
T el el l h e u d n t h a o u a r g o n g pl ya on on cass casset ette te/C /Cl) l) ..T.he ..T.he ar goin goin to expl explor or th song song in four four stag stages es listen listening ing to to mood mood lyri lyrics cs mean meanin ing, g, an cult cultur ural al references.
TASK TASK SHEE SHEE
th i sc sc u
y ou ou r
ns
rs
S ta ta g P la la y t h
summ summar ariz izes es th disc discus ussi sion on
it
y ou ou r
ro p.
th
o ng ng .
As th stud studen ents ts to choo choose se on word word that that they they thin thin desc descri ribe be th mood mood of th song song Fo exam exampl ple, e, sad, sad, happ happy, y, opti optimi mist stic ic bill biller er etc.
ha
s oc oc ia l o r c ul ul tu tu r
ha
k i d s o f p eo eo pl pl e h av av e t h s e v al al ue ue s
v al al ue ue s a r
r ef ef l c te te d
c a o u t he he i w or or d a n
th
s a w h t he he y c ho ho s
Play Play th song song agai again. n. At th end, end, each each stud studen en comp comple lete te th This song song is about about ... sentence: This
t he he y s pe pe cf cf i
VARIATION,
Agai Again, n, as th stud studen ents ts toexpla toexplain in wh they they wrot wrot what what they they wrote. ou ar go ng to pl lo ew
th on yh
Play Play th firs firs line line then then paus paus th cass casset ette te/C /C
i n b y i ne ne . T he he v play player er
re s on on g
As an exte extens nsio io to this this acti activi vity ty yo coul coul as th stud studen ents ts [0 w a c h v id id e o f t h e o ng ng . T el el l h e w or or k i n g ro ro up up s a n c o note note down down th cuit cuitur ural al symb symbol ol used used th stude student nt r itit e h e
The stud studen ents ts expl explai ai th rela relati tions onshi hi betw betwee ee rn imag images es an th word words. s. Fo exam exampl ple, e, if the are watchi watching ng Bruce Bruce Spring Springste steen' en' 'Bor 'Bor in th USA' USA' they they migh migh say: say: W e s a i c u r o f s ol ol di di er er ' il:
s ho ho ot ot in in g g al al le le ry ry . T hi hi s r el el at at e t o t h w or or d war' war' beca becaus us ..
Stag Stag Divi Divide de th clas clas into into grou groups ps of thre thre or four four
' ro ro y s ol ol di di er er s p la la yi yi n
..
Fina Finall lly, y, th grou groups ps disc discus us whic whic imag images es woul woul be kept kept or chan change ge if th vide vide were were made made in thei thei coun countr try. y.
is V AR AR IA IA TI TI O
Adva Advanc nced ed stude student nt ca disc discus us how th symb symbol ol an imag images es woul woul be inte interpr rpret eted ed in thei thei ow cult cultur ure. e.
REMARKS
Unle Unless ss spec specif ific ical ally ly aske aske by th stude student nts, s, avoi avoi givi giving ng your your ow inte interp rpre reta tati tion on of th symb symbol ol an imag images es used used on th vide video. o.
Stag Stag As th stud studen ents ts to rema remain in in thei thei grou groups ps an dist distri ribu bute te th task task shee sheets ts yo have have prep prepar ared ed
by th
Then Then dist distri ribu bute te th song song lyri lyricsand csand as th stud studen ents ts to marc marc th word word to th imag images es
h e c la la s d o n o
Th groups groups look look back back at thei thei sent senten ence ce begi beginn nnin in T hi hi s s o about about ... and, and, in th ligh ligh of th lyri lyrics cs disc discus us th over overal al mean meanin in of th song song th sing singer er's 's atti attitu tude de etc. etc.
o r u lt ur ur e r e r e e nt nt e
As e mb mb e o f e ac ac h g r ou ou p t o r e o u t he he i i s list list on th boar boar as th stud studen ents ts call call them them out. out.
Th stud studen ents ts call call ou word word an phra phrase ses, s, whil whil yo writ writ them them on th boar board, d, unti unti th whol whol song song iscompl iscomplet ete. e. E xp xp l i n h e m e n in in g o f a n y w o rd rd s w hi hi c understand.
t o t h c ou ou nt nt r
Play Play th vide video, o, seve severa ra time time if nece necess ssar ary, y, to allo allo to make make note note of th symb symbol ol an imag images es they they see. see.
S ta ta g T e t h c la la s e to to l na
s on on g
re
A s h e t ud ud en en t w ri ri t d ow ow n h e w or or d t he he y c ho ho o e , a n then then work work in pair pair to comp compar ar thei thei word words. s. As th pa rs those those moods. moods.
th
zs
R E O GN GN I I N
U LT LT U A L
I MA MA GE GE S
, \N D S YM YM BO L
R E O GN GN IZ IZ IN IN G
Ti Murp Murphe hey' y' M us us i a n S on on g (Oxfor (Oxfor Univer Universit sit Press, Press, 1992)con 1992)conta tain in list list of cont contem empo pora rary ry po song song an musi musi videos videos organiz organized ed accord according ing to sociosocio-cul cultur tural al themes themes
.7
uess uess
uess uess
IN CLASS CLASS
To reco recogn gniz iz pers person onal alit itie ie an feat featur ures es of th targ target et cult cultur ure; e; to prac practi tise se aski asking ng ques questi tion on in warm warm-u -u acti activi vity ty
MA"lERIA.LS
Photographs
LEVEL
Elem Elemen enta tary ry an 10 minutes minutes
PREf>ARAnON
Go thro throug ug Brit Britis ish, h, Amer Americ ican an an inte intern rnat atio iona na maga magazi zine ne such such ew sw sw ee ee k T im im e H el el lo lo , and as the Britis Britis Sunday Sunday supple supplemen ments, ts, N ew Paris Paris Match. Match. Collec Collec photogr photograph aph of person personali alitie tie lik Margar Margaret et That Thatch cher er Clin Clin East Eastwo wood od Tina Tina Turn Turner er memb member er of th Brit Britis is roya roya fami family ly such such as Prin Prince ce Andr Andrew ew etc. etc.
phot photog ogra raph ph of
S Y B OL OL S
pers person on with with th pict pictur ur faci facing ng
Th clas clas then then as yo ques questi tion on to tr an iden identi tify fy th pers person: on: Yo ma only only answ answer er Yes or No. Th clas clas as ques questi tion on such such as Is il_g il_g_m _man an or woma woman? n? Is hels helshe he aliv alive? e? Is he/she he/she Prince Prince/Pr /Princ incess ess
When When th clas clas have have gues guesse se wh th firs firs pers person on is le stud studen en come come up to th fron fron of th clas class, s, choo choose se diff differ eren en pict pictur ure, e, an take take your your plac place. e.
abov abov
TIME
Hold Hold up you.
I MA MA GE GE S A N
Tell Tell th stud studen ents ts whic whic coun countr tr th pers person on come come from from
at
AIM
C UL UL TU TU RA L
VARIATION
Hold Hold up
pict pictur ur of an obje object ct or cult cultur ural al feat featur ure. e.
Th clas clas desc descri ribe be th pict pictur ure. e. They They migh migh say, say, fo inst instan ance ce
T h p ic ic tu tu r
s ho ho w m ilil k b ou ou le le s o n
d oo oo rs rs te te p
Th stud studen ents ts then then tr to expl explai ai or gues gues th cult cultur ural al connec connectio tion, n, for exampl example: e: I n B ri ri ta ta in in , m ilil k is delivered 10 people
e ve ve r d a
i n g la la s b ot ot tltl es es .
.8 AIM
To reco recogn gniz iz
cult cultur ural al an geog geogra raph phic ical al feat featur ures es
MATERIALS
Newspapers/postcards/photographs/pictures
LEVEL
Elem Elemen enta tary ry an
TIME
10 minutes minutes
PREPARATION
Assemb Assemble le severa severa set of fiv newspa newspaper per masthe mastheads ads photogr photograph aphs, s, or name name ofgames ofgames plac places es etc. etc. an moun moun them them on card cards. s. Fo example: Quee Quee Eliz Elizab abet et II Prin Prince ce Phil Philip ip Prin Prince ce Char Charle les, s, Prin Prince cess ss Anne Anne Pres Presid iden en Clin Clinto to (odd (odd on outout- US pres presid iden ent) t)
abov abov
Ne or i me me s H er er al al d T ri ri b n e s hi hi n l o P O I , C h ic ic ag ag o Hera Herald ld Th Guar Guardi dian an (odd (odd on out-B out-Bri riti tish sh news newspa pape per) r)
Base Baseba ball ll soft softba ball ll Amer Americ ican an foot footba ball ll ic hock hockey ey socc soccer er (odd (odd on ou Brit Britis is nati nation onal al spor sport) t) Four Four of th card card shou should ld repr repres esen en on part partic icul ular ar cult cultur ur or coun countr try. y. Th fift fift shou should ld beof diff differ eren en cult cultur ur or coun countr try. y. Prep Prepar ar enou enough gh sets sets fo th clas clas to work work in grou groups ps with with on se each.
27
R EC EC OG OG NI NI ZI ZI N
IIiCLASS
C UL UL TU TU R A
I M. M. \G \G E
AN
R EC EC OG OG NI NI ZI ZI N
S Y MB MB OL OL S
Divi Divide de th clas clas into into grou groups ps of thre thre
to
five students. students.
IN CLASS CLASS
G iv iv e e ac ac h g ro ro u s e o f p ic ic tu tu re re s O n s e i gh gh t c on on s t , f o exam exampl ple, e, of four four pict pictur ures es of Lond London on an on of Shan Shangh ghai ai T h s tu tu de de n one our. our.
ry
iden identi tify fy each each plac place, e, an
then then find find th od
IM
Post Postca card rd
Post Postca card rd
LEVEL
Lower Lower-i -int nter erme medi diat at
nME
30 minute minute
PREPARATION
Asse Assemb mble le enou enough gh postc postcar ards ds of diff differ eren en plac places es fo half half th class.
Th pair pair then then read read ou thei thei mess messag age, e, show show thei thei card card an tell tell th clas clas th answe answe to th ques questi tion on or puzzl puzzle. e. Take Take in th post postca card rd an inde inde card cards, s, shuf shuffl fl them them an hand hand h e o u a ga ga in in , m ak ak in in g s ur ur e t ha ha t h e u de de nt nt s w h h a post postca card rd th firs firs time time ge an inde inde card card this this time time This This way, way, ever everyo yone ne gets gets chan chance ce to as ques questi tion on an do th task task
an inde inde card card and above above
O n h e a m n um um be be r o f i nd nd e c ar ar d w r t e m e s ag ag e go with with each each card card Deci Decide de what what yo want want th task task to be an writ writ that that on th card card as well well Fo exam exampl ple, e, to g o w itit h p os os tc tc ar ar d o f Cent Centra ra Park Park in Ne York York yo migh migh writ write: e:
Tell Tell th stud studen ents ts that that half half of them them willget willget postc postcar ard, d, and th o th th e h a w i g e a n n d c ar ar d w itit h m e s ag ag e a n ta on r. Th stud studen en with with th mess messag ag ha to find find th pers person on with with th matc matchi hing ng postc postcar ard. d. Toget Togethe he they they will will comp comple lete te th task task
Th stud studen ents ts then then rci~ rci~gl gl '1 look look fo tti~ tti~irma irmatc tch. h. When When they they find find it th stud studen ents ts with with th inde inde card card look look at th post postca card rd an tr to gues gues th answ answer ers. s.
geograp geographic hical al
MATERIALS
,9
S Y MB MB OL OL S
Hand Hand ourt ourthe he post postca card rd an inde inde card card at rand random om
atch atch
Underst Understand anding ing writte writte messag messages; es; recogni recognizin zin featur features; es; inform informati ation on gather gathering ing
I MA MA GE GE S A N
Make Make sure sure ever everyo yone ne unde unders rsta tand nd what what coun countr trie ie th card card come come from from an what what th mess messag ages es mean mean
When When they they have have al fini finish shed ed th grou groups ps desc descri ribe be thei thei pict pictur ures es or card card h e c la la s a n s a w h o n h e o d o n o ur ur .
1.
C UL UL TU TU RA RA L
VA IA IO
Divi Divide de th clas clas into into pair pair an give give each each pair pair post postca card rd (whi (which ch h e u de de nt nt s m u n o w r t e o nn- i w ilil l b e n ee ee de de d f o o th th e clas classe ses)and s)and piec piec of pape paper. r. Each Each pair pair writ writes es on th piec piec of pape paper, r, desc descri ribi bing ng th card card then then pass passes es both both on to another another pair. pair. Th ne pair pair read read th desc descri ript ptio io an comm commen en on whet whethe he the messag messag evokes evokes/de /descr scribe ibe the card. card.
A RI RI AT AT I
G iv iv e e a c p a po tc rd an as he r ea ea c as them themse selv lves es Fo exam exampl ple, e, if yo give give ou card card of pebb pebble le beac beach, h, stude student nt might might writ writ d on on ' n de de rs rs ta ta n a ny ny on on e g oi oi n t o a
b ea ea c l ik ik e t ha ha t I t l oo oo k v er er y u nc nc om om fo fo rt rt ab ab le le . sandy. REMARKS
H er er e t h b ea ea ch ch e a r
T o b ui ui l u p s to to c o f a rd rd s m ak ak e u r o u n ev ev e l e go abro abroad ad on holi holida da with withou ou send sendin in yo one! one!
u de de n
R EC EC OG OG NI NI ZI ZI N
C UL UL TU TU R. R. \
I f> f> lA lA GE GE S A N
E CO CO GN GN IZ IZ IN IN G
S YM YM BO BO L
AI~
T o i de de nt nt if if y w el el ll- kn kn ow ow n fr th ar l tu tu r
h is is to to ri ri ca ca l
o r p re re se se nt nt -d -d a
S Y B OL OL S
Wh is th most most famo famous us
p er er so so na na lili titi e
W h i s t h e m os os t f am am ou ou s politician? W h i s t h e m os os t f am am ou ou s General?
st
MAIE~LS
I MA MA GE GE S A N
1
QUESTIONNAIRE
1.10 1.10 Rogu Rogues es gall galler er
U LT LT UR UR A
Wh is th most most-f -fam amou ou poet poet LEVEL
Lower-intermediate
TIME
1 8 m i u te te s
PREPAR-'T10N
(o
t hr hr e
W h i s t h e m os os t i mp mp or or ta ta n writer?
l as as s s es es si si o s )
M ak ak e e no no ug ug h c op op ie ie s o f t h
' Ro Ro gu gu es es '
W h i s t h e m os os t f a mo mo u actor/actress?
g al al le le ry ry ' q ue ue st st io io nn nn ai ai r
W h i s t h e m os os t f am am ou ou s criminal?
s.
IN CLASS CLASS
W h i s t h e m os os t f am am ou ou s s po po rt rt s person?
Day Dist Distri ribu bute te
th
ques questi tion onna nair ire. e.
W h i s t h e m os os t f am am ou ou s scientist/inventor? 10 Wh is th most most famo famous us arti artist st
questionnaire.
11 Wh is th most most impo import rtan an historica historica figure? figure?
so o u t si si d
th
12 Wh isthe most most famo famous us sing singer er
c la la ss ss .
Fo he ne questionnaires.
l as as s t h s t e nt nt s
b ri ri n
ac
t he he i
l l t h a bo bo v
t . . ;
m pl pl et et e
q ue st st io n
c a r ef ef e t o p e op op l
a li v
----=-_J
o r d ea ea d
Day
VARIATION
class.
p er er so so na na lili titi e f ro ro m t h s tu tu de de nt nt s o w t h r es es ul ul t c a b e m os os t i nt nt er er es es titi ng ng .
c ul ul tu tu re re (s (s )
C om om pa pa ns ns o
01
sa name name is ment mentio ione ned. d. nu be s t't' .
o f i c s . T he he s h er er e s h u l
VARIATION r so so na na lili titi e il el m es es .
c o s id id er er e
' th th e
th
rs alti s,
h is is to to ri ri ca ca l/l/ cu cu l
bu
ls of th
f ig ig ur ur e m ig ig h
m p r is is o il ne er g iv iv e r is is e t o s tr tr on on g f ee ee lili ng ng s each each group. group.
collected. s'
REMARKS
' R g u s ' g al al l r y i s t h p ho ho to to gr gr a h s o f e llll -k -k no no w
police.
be
lu
i mp mp lili ci ci t
m ilil itit ar ar y g en en er er al al ,
r ef ef u
h a d lili n
o pu pu la la r n a fo e o l e ( ev ev e f r
ho
III
the stude students nts another
v er er ,
ny , st st e on so
It
it
It
may
R EC OG OG NI ZI ZI N
C UL UL TU RA RA L
I ,\,\ (A (A GE S A N
1.11 1.11 Ten-w Ten-wor or
R EC EC OG OG NI ZI N
S YM YM BO L
story story
~I
Revisi Revision an
composit ositio ion;
UAJERIALS
No spec specia
ateria erials
LEVEL
Inte Interm rmed edia iate te
an
milE
20 minutes
PREPARATION
Sele Select ct te cult cultur uree-re rela late te For exampl example: e:
ar
recyclin
cultu culture-r re-rela elated ted
I MA GE S A N
S YM llll Ol Ol .
A t h e n d o f t h s to to ry ry , h e c la la s c or or r c t n y e rr rr or or s i na na llll y h e c la la s o p d ow ow n t h o r a s a r ec ec or or d o f h o w h e te word word or expr expres essi sion on ca be used used an in what what cont contex exts ts
voca vocabula bulary
eede eede
.1
ab ve
word word that that yo would would like like to revi revise se
AIM
r i h e e n w or or d o n h e b oa oa rd rd , o r e l c i t he he m f ro ro m h e students.
Wher Wher
in th
ld ..
To intr du fa us city ther la in target ultu ulture to stim stimulat ulat discus scussi si to ra tise aski aski an answer swerin in wh-que -quest stio io s; to introd troduc an revi review ew voca vocabula bulary ry to prac practise tise writ writin in desc descri ript ptio lace lace
MATERIALS
Sl de
LEVEL
Inte Interm rmed edia iate te
TIME
60 minutes
PREPARATION
IN CLASS CLASS
C UL UL TU RA L
mo uments an
an
stre street et scen scenes in th target
abov abov
Make Make coll collec ecti tion on of 10-2 10-2 slid slides es of monu monume ment nts, s, stre street et scen scenes es etc. etc. in well well-k -know now city city or some some othe othe easi easily ly ident identif ifia iabl bl plac plac in th targ target et cult cultur ure. e. (Som (Som tour touris is shop shop sellset sellset of slid slides es of part partic icul ular ar citi cities es sigh sights ts an scen scenes es.) .) Fo slid slid seque sequence nce abou abou Ne York York yo migh migh sele select ct slid slides es showi showing ng th foll follow owin ing: g:
Make Make sure sure that that th clas clas unde unders rsta tand nd each each word word Te he cl ss he ar a k u p s to to ry ry , u s n g h e e n word words. s. (Who (Whoev ever er begi begins ns ha te word word to choo choose se from from Whoe Whoeve ve e nd nd s h a o n o ne ne . T h s tu tu d n t c a c ha ha ng ng e h e f or or m o f h e word word or make make it plur plural al etc. etc.
~ . . . - ~ ~ .:.: \ .-.ttfii'
i(,/
O n s tu tu d n t b eg eg in in s t e h e t or or y a n op he en of th sent senten ence ce in whic whic th firs firs of th te word word isintro isintrodu duce ced. d. As e ac ac h w or or d i s u se se d s ho ho u b e c ke ke d o f o n t h b o r d
-~~
__:...,_
h e s to to r c om om p e t a n a l h e w or or d h av av e b ee ee n n e s to to r c a b e m ad ad e u p u s n g t h a m s e o f w or or ds ds . be nece necess ssar ar in larg larg clas class, s, in orde orde to give give ever everyo yone ne to spea speak. k.
T h c t v i c a b e e xt xt en en de de d b y a sk sk in in g h e c la la s t o v o o r h e 'bes 'best' t' stor story, y, an aski asking ng stud studen en to come come to th blac blackb kboa oard rd to reco recons nstr truc uc it with with th help help of th clas class. s.
....
-r~----~· -r~----~·;.a.. ;.a.. ~~~: .•~~~:
,~
..
o rl rl d T ra ra d
Asth u de de nt nt s e l h e t or or v c he he c m ak ak e s ur ur e h a t h word word ar bein bein used used in appr appropr opria iate te cult cultur ural al cont contex exts ts an with with the correc correc connota connotati tions ons VARIATION
3~:;'
':--..!.
Next Next seco second nd stud studen en cont contin inue ue th stor stor an stop stop when when anot anothe he of th word word is intr introdu oduce ced. d. he i ck ck ed ed , This This ma chan chance ce
ultu ulture re
t at at u B r o kl kl y Photocopiable
C en en te te r ky L i e rt rt y B ri ri dg dg e
Oxford Oxford Universit v ersit
Press Press
.::-"\~ -~~";~
K EC Ol Ol iN iN IZ IZ IN G
C t;t; LT LT UR ilil L
I MA GE S
AN
R EC OG OG NI ZI ZI N
S YM HO L
Writ Writ th foll followi owing ng quest questio ions ns on th boar board: d: W he he r
yo things?
y o t hi hi n t h i ct ct ur ur e w er er e t ak ak en en ? t h p la la ce ce s o r b ui ui ld ld in in g h av av e y o s ee ee n b ef ef or or e me so se
W he he re re ?
Tell Tell th clas clas that that yo ar goin goin to show show them them some some slid slides es Expl Explai ai that that yo willsho willsho th sequ sequen ence ce of slid slides es twic twice. e. Duri During ng th firs firs view viewin ing, g, they they ar to look look at th slid slides es an thin thin abou abou th ques questi tion on on th boar board. d. Duri During ng th seco second nd view viewin ing, g, yo will will paus paus afte afte each each slid slid to allo allo stud studen ents ts to make make note notes. s. S ho ho w h e l id id e
Show Show th slid slides es thir thir time time an as fo volu volunt ntee eers rs to answ answer er ques questi tion on abou abou each each pict pictur ur asit isshown isshown Fo exam exampl ple, e, with with slid slid of th Stat Statue ue of Libe Libert rty, y, vo migh migh as ques questi tion on such such as oyo ct e? W ha ha l d oe oe s s h r e r es es en en t Ca n yo yo n t el el /t/t h c la la s s t r y a bo bo u t h S t t u
S YM YM BO L
AIM
To exten exten
MATERIALS
No spec specia ia mater materia ials ls are neede neede
LEVEL
Lower-intermediate ediate an above above
TIME
20 minutes
PREPARATION
Make Make sure sure that that yo have have in th clas classr sroo oo an Engl Englis is dict dictio iona nary ry an bili bilingu ngual al lear learne ners rs dict dictio iona nary ry There There ar seve severa ra appro appropr pria iate te Engli English sh dict dictio ionar narie ies, s, fo exam exampl ple, e, th Oxford Students' an th Oxfo Oxford rd Adva Advanc nced ed Lear Learne ners' rs' Dict Dictio iona nary ry for Briti British sh Engl Englis ish, h, an th O xf xf or or d E S D ic ic titi on on ar ar y f o S tu tu de de nt nt s o f A me me ri ri ca ca n English for Americ American an English English
IN CLASS CLASS
Choo Choose se example:
b u d o n o m ak ak e n y c om om me me nt nt ar ar y o n h em em .
Show Show th slid slides es seco second nd time time Afte Afte yo show show each each one, one, paus paus long long enou enough gh fo th stud studen ents ts to writ writ down down thei thei answ answer er to th questions. N ex ex t d iv iv id id e h e c la la s n t g ro ro up up s o f h re re e o r f ou ou r E ac ac h g ro ro u discus discusses ses and compar compares es their their answer answers. s.
I MA GE S . . N
13
Se up th slid slid proj projec ecto to an scre screen en in th clas classr sroo oom. m. IN (;LASS (;LASS
C UL UL TU RA RA L
voca vocabul bulary ary an to develo develo researc researc skills skills
word word or phra phrase se that that ha cult cultur ural al conn connot otat atio ions ns fo
T h c la la s l oo oo k u p t h w or or d mearung.
t h d i t io io na na r a n f in in d t s
abbr
o f L i e rt rt y
VARIAT VARIATION ION
Stud Studen ents ts ca be aske aske to make make an oral oral summ summar ar (wit (wit or with withou ou cons consul ulti ting ng thei thei note notes) s) of th thin things gs they they have have seen seen in th slid slides es an th chara charact cter eris isti tics cs of th plac places es they they show. show.
VARIAT VARIATION ION
Stud Studen ents ts ca be aske aske to choo choose se on slid slid that that inte intere rest st them them an to writ writ desc descri ript ptio io of it perh perhap ap fo home homewo work rk
VARIAT VARIATION ION
Stude Student nt ca choos choos tw diff differ erent ent slid slides es to comp compar ar an cont contra rast st eith either er oral orally ly or in writ writin ing. g.
Oxfo Oxford rdsh shir ir (Lat (Latin in Oxonia). ( es es p c le le gr gr e titl titles es of Oxfo Oxford rd Univ Univer ersi sity ty (Lat (Latin in Oxoniensiss: An Hunt Hunter er MA
Work Work with with th clas clas to find find some some more more word word asso associ ciat ated ed with with it Fo exam exampl ple: e:
Acknowledgement
This This acti activi vity ty wa deve develo lope pe by Dima Dima A. Gonz Gonzal alez ez in worksho worksho at Teache Teachers rs Colleg College, e, Columb Columbia ia Univer Universit sity. y. BA
PhD
MA
Divi Divide de th clas clas into into grou groups ps on fo each each asso associ ciat atio io in th spid spider ergr gram am Allo Alloca cate te on wor to e a g ro ro u n d a s h e t o find find ou th mean meanin in of that that word word A t t h e n o f h e c t v i y , a s t h t ud ud en en t th mean meanin in of th word word they they look looked ed up
g iv iv e f ee ee db db a
on
.n
R EC EC OG OG NI NI ZI ZI N( N( ;
L I\ I\ At At ;E ;E S
As f ol ol l - u th st i nc nc lu lu d t h i nf nf or or ma ma titi o
to
"~RIATION
C UL UL TU TU RA RA L
W he he n t h
. -I -I N
S Y. Y. \\\\ B( B( )L )L S
nr r itit e ar ra t he he y h av av e l ea ea rn rn ed ed .
c la la s h a b ec ec om om e m or or e e xp xp er er ie ie nc nc e se
n e s p p er er s
or
p os os t r s a n
ou
th to ic
so
Wo ds an
co
or
st de ts [h h e l as as s a n
t he he y s h u l pr sa r i s e t en en c
c ol ol le le ct ct io io n
. -I -I N
to th
images ages
ri
LEVEL
El
an
ov
TIME
1 2 m in in ut ut e
( ov ov e
t w c la la s s es es si si on on s
PREPARATION
ss bl s el el e t i 1 00- 1 a g i ne ne /n /n e s p p e i ct ct ur ur e p ho ho to to gr gr ap ap hi hi c s lili de de s i llll us us tr tr at at in in g w id id e v ar ar ie ie t o f B ri ri titi sh sh /A /A me me ri ri ca ca n d we we llll in in gs gs . F o e xa xa mp mp le le , a pa pa rt rt me me n b lo lo ck ck s b ro ro wn wn st st on on e h ou ou se se s r an an c h ou ou se se s m ob ob ilil e h om om es es , h ou ou se se bo bo at at s s em em ii- de de ta ta ch ch e h ou ou se se s c ot ot ta ta ge ge s t er er ra ra ce ce d h ou ou se se s b un un ga ga lo lo ws ws , e tc tc .
p h t og og r h i
s lili d
scre screen en in th clas classr sroo oom. m.
IN CLASS CLASS home
t o s ho ho w t he he m s om om e e xa xa mp mp le le s o f w ha ha t B ri ri titi sh sh /A /A me me ri ri ca ca n
home.
ho p h t og og r h /s /s lili d t h k in in d o f hi s i s u n a pa pa rt rt me me n b lo lo ck ck . say, say, fo exam exampl ple: e: T hi
e llll i
ca
room
office chair room
bag door
ehotocoplabte
home,
i nt nt er er es es t t h nd to ll r d f ro ro m B ri ri titi sh sh / e riri ca ca n
to
sh ch
h ei ei r i ct ct ur ur e
v is is u am le n e s p p er er s
ll ti
to
T h a bi bi lili t t o v is is ua ua lili z c ul ul tu tu ra ra llll y a pp pp ro ro pr pr ia ia t i ma ma ge ge s i s e ss ss en en titi a t o c ro ro ss ss -c -c ul ul tu tu ra ra l u nd nd er er st st an an di di ng ng . T hi hi s s ee ee mi mi ng ng l s im im pl pl e a ct ct iv iv itit y
u ltlt ur ur e
s pa pa p
church
re bo
3i
p er er s c titi v o n t h ' au au th th e t i ys ha on pt su an be o u t er er e n d n te te rp rp r t e i n t h t ar ar g
M a z in in e/ e/ n
a r g oi oi n
" ·. ·. \\\\ Bl Bl lL lL S
c la la ss ss .
ba
MATERIALS
t ar ar y
pi ur
I MA MA GE GE S
heard,
vs ir s.
i n B riri titi s / A
C UL UL TU TU R. R. -I -I L
Day
a t ' wo wo rd rd -c -c ha ha si si ng ng '
REMARKS
.1
R EC EC OG OG NI NI ZI ZI N
t he he i c h s e a g i ne ne s T e
he
Oxfora University
Press
ma lt re
or
products Ever Ever teac teache he is fami famili liar ar with with th conc concep ep of real realia ia-p -phy hysi sica ca obje object ct such such as post postca card rds, s, phot photog ogra raph phs, s, imag images es an symb symbol ol asso associ ciat ated ed with with th targ target et cult cultur ure. e. Imag Images es an symb symbol ol ma be foun foun in song song lyri lyrics cs idio idioms ms an cert certai ai word word an expr expres essi sions ons Thes Thes item item ar no just just usef useful ul as lang langua uage ge-t -tea each chin in mate materi rial al Fami Famili liar arit it with with them them offe offers rs lear learne ners rs cult cultur ural al curr curren ency cy whic whic help help them them to feelmor feelmor conf confid iden en an to soun soun more more flue fluent nt in the target target cultur culture. e. The acti activi viti ties es in this this sect sectio io ar larg largel el base base on real realia ia souven souvenirs irs cartoo cartoons, ns, travel travelogu ogues, es, money, money, photogr photograph aphs, s, news newspa pape pers rs news news on radi radi an TV an stam stamps ps Thes Thes ar obta obtain inab able le rela relati tive vely ly easi easily ly by over overse seas as teac teache hers rs an they they have have th allall-im impo port rtan an func functi tion on of brin bringi ging ng th worl worl of th targ target et cult cultur ur into into th clas classr sroo oom. m. Furt Furthe herm rmor ore, e, it is extr extrem emel el usef useful ul fo clas classr sroom oom comm commun unic icat atio io fo th stud studen ents ts to have have actu actual al phys physic ical al obje object ct in thei thei hand hand to work work with with Th ai of work workin in with with cult cultur ural al prod produc ucts ts isto help help stud studen ents ts to buil buil up langu languag ag flue fluenc nc by usin usin auth authen enti ti mate materi rial al from from th targ target et cult cultur ur an to allo allo them them byobser byobservi ving ng an desc descri ribi bing ng th real realia ia to comp compar ar thes thes objec objects ts with with othe others rs in thei thei ow cult cultur ures es An impo import rtan an aspe aspect ct of thes thes acti activi viti ties es is thei thei focu focu on lang langua uage ge skil skill: l: oral oral comp compos osit itio io in 'Cul 'Cultu ture re comp compos osit itio ion' n' (2.3 (2.3), ), writ writin in skil skills ls in 'Rad 'Radio io news news role role-p -pla lays ys (2.1 (2.10) 0) an read readin in skil skills ls in 'Fro 'Front nt-p -pag ag feat featur ures es (2.5 (2.5 an 'Hea 'Headl dlin ines es (2.6 (2.6). ). ke elem elemen en of al th acti activi viti ties es is to allo allo scop scop fo pers person onal al invo involv lvem emen en an th oppo opport rtuni unity ty to expr expres es pers person onal al resp respons onse. e. In 'Sta 'Stamp mp dete detect ctiv ives es (2.1 (2.12) 2) stud studen ents ts ar aske aske to sa what what th imag images es on posta postage ge stam stamps ps reve reveal al to them them abou abou anot anothe he cult cultur ure. e. 'Poe 'Poems ms (2.9) (2.9) an 'Tod 'Today ay's 's TV sche schedu dule le (2.1 (2.13) 3) like likewi wise se prov provid id th oppor opportu tuni nity ty fo ne insi insigh ghts ts In 'Amo 'Among ng my souve souveni nirs rs (2.1 (2.1), ), stude student nt ar enco encour urag aged ed to brin brin to clas clas objec objects ts pict pictur ures es an post poster er to help help to crea create te more more auth authen enti ti cult cultur ural al envi enviro ronm nmen ent. t. Thi is especi especiall all suitab suitable le for primar primar and lowerlower-sec seconda ondary ry students. Teac Teache hers rs wh have have no oppo opport rtun unit it to visi visi Brit Britai ai or Amer Americ ic need need not feel feel disc discou oura rage ge about about usin usin this this sect sectio ion. n. Cult Cultur ural al prod produc ucts ts ar avai availa labl bl ever everyw ywhe here re-o -o T-sh T-shir irts ts in news newspa pape pers rs in trav travel el post poster ers, s, an in mate materi rial al avai availa labl bl from from cult cultur ural al missi missions ons and expatr expatriat iat worker workers. s.
41
W O K IN IN G
2.
W IT IT H
C UL TU TU RA L
Amon
IRO UC
W OR OR KI KI N
souvenirs
Elementary
I~E
20 minutes minutes
PFIEPARATION
In foll follow ow-u -u clas class, s, ge th stud studen ents ts to go thro throug ug again, to practi practise se asking asking questi questions ons suc as:
.5
th item item
ix come from?
Post Postca card rds, s, souv souven enir ir obje object ct (sta (statu tuet ette tes, s, knic knickk-kn knac acks ks etc. etc.), ), a n o n o r t w a rg rg esheets of whit whit pape pape
E\'EL
P RO RO DU DU CT CT S
Clas Classe se beyo beyond nd elem elemen enta tary ry leve leve willals willals be able able to tell tell yo wher wher they they or'thei or'thei fami family ly obta obtain ined ed th souv souven enir irs, s, ho ol they they are, are, an what what they they repr repres esen ent. t.
To crea create te mini mini-e -env nvir iron onme ment nt repr repres esen enta tati tive ve of th targ target et cult cultur ure; e; to find find info inform rmat atio io abou abou famo famous us plac places es an monu monume ment nts; s; to exte extend nd voca vocabu bula lary ry rU.r rU.rER ERIA IA LS
W IT IT I BC BC UL UL TU TU RA RA L
etc. REMARKS
to?
Tr to keep keep semi semi-p -per erma mane nent nt coll collec ecti tion on of souv souven enir ir an upda update te it from from time time to time time
As th stud studen ents ts to brin brin to th clas clas an obje object cts, s, pict pictur ures es post postca card rds, s, or souv souven enir ir they they ma have have from from th targ target et-c -cul ultu ture re country.
2.2. 2.2. Carto Cartoon on catego categori ries es
IN CLASS CLASS
AIM
To incr increa ease se awar awaren enes es of th subj subjec ec matt matter er of Brit Britis is and/ and/or or Amer Americ ican an cart cartoo oons ns to comp compar ar Brit Britis is and/ and/or or Amer Americ ican an cart cartoo oons ns with with cart cartoo oons ns in th stud studen ents ts ow cult cultur ure( e(s) s)
MATERIALS
Cart Cartoo oons ns from from Brit Britis is and/ and/or or Amer Americ ican an news newspa pape pers rs an magazines
LEVEL
Advanced
TIME
30 minut minutes es
PREPARATION
Select Select 15-20 15-20 cartoo cartoons ns fro Britis Britis and/or and/or Americ American an newspa newspaper per an maga magazi zine nes. s. Make Make sure sure yo have have enou enough gh copi copies es of th cart cartoo oons ns to give give comp comple lete te se to each each grou grou of stud studen ents ts
IN CLASS CLASS
Divi Divide de th clas clas into into grou groups ps of thre thre or four four an give give each each grou grou se of cart cartoo oons ns
As th stud studen ents ts to iden identi tify fy each each of th item item in Engl Englis ish. h. As they they do writ writ them them up on th boar board. d.
Tell Tell th stud studen ents ts to look look care carefu full ll at th cart cartoo oons ns an to group them them acco accord rdin in to th subj subjec ec matt matter er of th humo humour ur fo exam exampl ple, e, th dese desert rt isla island nd situ situat atio ion, n, rela relati tion on betw betwee ee me an wome women, n, poli politi tics cs drun drunke kenn nnes ess, s, etc. etc. Th stud studen ents ts task task is to work work toge togeth ther er an draw draw up list list of th diff differ eren en type type of subj subjec ec matte matte used. used. Disc Discus us on or rw exam exampl ples es with with th stud studen ents ts to make make sure sure they they unde unders rsta tand nd th task task
Expl Explai ai to th clas class, s, or ge th stud studen ents ts them themse selv lves es to explain, what what each each of th item item repr repres esen ents ts Fo exam exampl ple: e: T hi hi s i s t h S ta ta tu tu e
Th stud studen ents ts work work in grou groups ps cate catego gori rizi zing ng th cart cartoo oons ns an prepar preparing ing their their lists lists
As th stud studen ents ts to arra arrang ng th obje object ct on tabl table, e, an to put up th phot photog ogra raph ph an post postca card rd on post poster er on th wall wall Leav Leav th obje object ct in plac plac fo seve severa ra clas clas peri period ods. s.
spok spokes espe pers rson on fo each each grou grou
read read th list list to the class. class.
46
\VORKIN(j IN(j WITI WITI
U;LTC U;LTC
..
I'RUD I'RUDUCT UCT
WO
IN
IT
To familiari iliarize ze th studen students with with th co venti vention on of ewsp ewspap aper er eadli eadli es; to im rove rove comprehen rehensio sio to stim stimula ulate te disc discuss ussio io
MATERIALS
Newsp Newspap apers ers
LEVEL
Inter Interme medi diat at
TIME
20 minutes
PREPARATION
o llll ec ec t e n no o ug ug h h eeaa d dll in in e half half th clas class. s.
an above
ac
ro
n eew w sp sp aap pe
a n m ag ag aazz in in e
or
To en urag urag thetra etra sfe .c ltur lturai ai ex erie erie ce fr L2 to improve ove ..discus ..discussio sionskills; to pract practise ise th cond condit itio iona na l; to impr tense
MATERIALS
vide vide sh wi so ultu ultura ra acti activi vity ty fo exa base baseba baJJ JJ am in th US
LEVEL
Intermediate
TIME
30 minutes
PREPARATION PREPARATION
he
IN CLASS CLASS
ex xcc h haa n ng g e t o i e w itit h a n no o th th e p aaii r
ex o f t h c la la ss ss . T h o th th e t el el l t h s to to r b eeh h in in d t h h eeaa d dll in in e
VARI VARIAT ATIO IO
as
VARI VARIAT ATIO IO
ad am n eew w sp sp aap p e e ac ac h s to to r c o om me ad
f iv iv e m in in ut ut e d eep p ic ic titi n p or or titi n e v vee n ntt , o r
ques questi tion on
f es es titi va va l
to elic elicit it info inform rmat atio io
W ri ri t t h f ol ol lo lo w n g q ue ue st st io io n o r o th th eerr s w hi hi c p re re p paa re re d o n t h b oa oa rd rd : is th event event laki laking ng plac place? e? is happening? W h a r t h p eo eo pl pl e i nv nv ol ol ve ve d
y o h aav ve
ey
ch
eo
Ne pairs.
ei an
ev If this this took took plac plac inyou coun countr try: y:
r om om .
to
co om m pa pa r
w ha ha t t he he y s a
er ea
[0
stories.
an W ha ha t w ou ou l t h
VARI VARIAT ATIO IO to
t ud ud een nt
le,
ap
t h n eew w sp sp aap p eerr s f ro ro m t he he i o w c u ull tu tu re re .
c a t r t o g ue ue s w hi hi c
c er er em em on on y
Expl Explai ai to en ab al ev a n w e t h q ue ue st st io io n o n t h b oa oa rd rd .
or co orr re re c a s e ac ac h p aaii r f in in i h eess . el
to
cu ull tu tu ra ra l e v vee n s uc uc h a s
Prep Prepar ar some some comp compre rehe hens nsio io abou abou th even event. t.
an
er
e, h eeaa d dll in in e
TS
AIM
IN CLASS CLASS
o nf nf i
PR
ma azi es
ch ad eV ar ar ia ia titi o 2 , i s a l w or or t m ou ou nt nt in in g t h t or or ie ie s t he he ms ms el el ve ve s w itit ho ho u t h h eeaa d dll in in e o n t o s ep ep aarr at at e p ie ie ce ce s o f c a d .
h e p aaii r
RA
y' country
2.6 Headlines )'.iM
CU
w ri ri t
h eeaa d dll in in e f o i t
em ct al ad co om m pa pa r h eeii r h eeaa d i ne ne s w itit h t h r ea ea l o ne ne .
e at at he he r b e l ik ik e
cu er th ev vee n w er er e i n t he he i c o ou u nt nt ry ry . F o e x xaa mp mp le le : ( I t hi hi s e re re ) I n m y c ou ou n r y w e o ul ul dn dn ' p la la y b a e ba ba llll , o ul ul d play play foot footba ball ll Th play player er woul woul wear wear colo colour ured ed shir shirts ts an shor shorts ts They They woul wouldn dn't 't us bats bats etc.
cond condit itio iona na
tens tense! e!
co ag
TH
PR
h ~ c o d uc uc t on th ta h eeee t co
t h t ra ra ci ci n
p aap pe
C on on ccll ud ud e t h a ct ct iv iv itit y w itit h e ed ed ba ba c s e i on on . A s h e c la la s What What di yo lear lear abou abou Brit Britis is and/ and/or or Amer Americ ican an news newspa pape pers rs What What di yo lear lear abou abou news newspa pape persfr rsfrom om your your ow coun countr try? y?
an o th th e REMARKS
si
make make
he
VARIATION
o ne ne y t he he y a v m a e .
text textbo book ok acti activi vity ty more more live lively ly
AIM
an nd d/
A me me ri ri ca ca n n eew w sp sp aap pe s; t ud ud een n ts ts '
n eew w sp sp aap pe
ow
co ou u nt nt ri ri e
f ro ro m t h
Lowe Lowerr-in inte term rmed edia iate te
TIME
60 minute minute
s pa pa c g iv iv e
to
t o l oc oc a
to co om m pa pa r t o r ac ac titi s
t ud ud een n ts ts ' an
i titi s
a r t he he y s i i la la r
an nd d /o /o r
n ot ot e t ak ak in in g
wn co ou u n r ie ie s
What What kind kind of news news dothe edit editor or ineach ineach coun countr tr thin thin isworth isworth putt puttin in on th fron fron page page
ap
abov abov L oo oo k a t t h e a i e w s to to r a n t h a t t h o th th e m ao a o r n ew ew s a rtrt ic ic l a c f ro ro n p ag ag e o ul ul d t h s am am e e w t e b e o n t h f ro ro n p ag ag e i n y o c o n tr tr y W h w h n ot ot ?
Coll Collec ec fron fron page page of loca local, l, regi region onal al or nati nation onal al news newspa pape pers rs wall wall of th clas classr sroo oom. m. to
eac studen student. t. IN CLAS CLAS
tu en ntt s c a b e a sk sk e
Fron Frontt-pa page ge feat featur ures es
LEVEL
PREPARATION
a ct ct iv iv itit y
Ho ar th fron fron page page from from each each coun countr tr diff differ eren en from from each each other?
Ho
th MATERIALS
As an ex en nss io io n o f t h
ad dv v e t i e me me n ntt s a n p ic ic tu tu re re s h e a mo mo un un t vers versus us nati nation onal al/i /int nter erna nati tion onal al news news etc. etc.
to
TASK TASK SHEE SHEE
2.
h ol ol e c la la s d i c u s io io n b aass e o n t h q ue ue st st io io n
Expl Explai ai
Photocopiable
to to
ha ch haa n ncc e t o c o om m pa pa r t h f ro ro n p aag g e o f n eew w sp sp aap pe f ro ro m diff differ eren en coun countr trie ies, s, to disc discov over er thei thei simi simila lari riti ties es an diff differ eren ence ces. s. l oo oo k c a e fu fu llll y a t t h
an make make note notes. s.
r on on t
ag gee s d i p la la y yee d a ro ro un un d t h en
oo
an
Oxfor Oxfor
Univ Univers ersity ity Pres Pres
42
WORK WORKIN IN
WITH WITH CULT CULTUR URAL AL PROD PRODUC UCTS TS
WORK WORKIN IN
r itit e t h d i f er er en en t c at at eg eg or or ie ie s o f s ub ub je je c m at at te te r m en en titi on on e b y ud ar en ol ow th boar board: d: Ar cart cartoo oonscom nscommo mo inyou coun countr try? y? o , w ha ha t i s [ h m os os t c o mm mm o s ub ub je je c m at at te te r How ar Brit Britis ish/ h/Am Amer erica ica cartoo cartoonssim nssimil ilar ar to carto cartoonsin onsin your your country? H o a r t he he y d ifif fe fe re re nt nt ?
WITH WITH CULT CULTUR URAL AL PROD PRODUC UCTS TS
he en them them to iden identi tify fy ha
as
he
ak
for
ch gr er
ay at
de
he
e ry ry b
un
ch
of item items. s.
Stud Studen ents ts work work-i -ill ll grou groups ps disc discus ussi sing ng th ques questi tion ons. s. Foll Follow ow-u -u
with with
p re re se se n ntt at at io io n t o t h r e
whol wholee-cl clas as disc discus ussi sion on of th foll follow owin in
What What di yo lear lear abou abou Brit Britis ish/ h/Am Amer eric ican an humo humourfr urfrom om this this activity? W ha ha t d i y o l ea ea r a bo bo u h um um ou ou r i n y ou ou r o w c ul ul tu tu re re is is ) VARIATION
Interm termed ed at
al ni d, o w i nd nd iv iv id id ua ua l v eerr si si on on s o f t h s to to ry ry .
leve leve an ab ve
t ud ud een n t c a d ra ra w u p l is is t o f v is is ib ib l a sp sp eecc t o f r itit i h / A rn rn een n ccaa n if co on n ta ta in in e i n t h c ar ar to to on on s f o e x xaa mp mp le le : Hous Houses es an home home (roo (rooms ms furn furnit itur ure, e, etc.) Work Work envir environ onme ment nt (off (office ices, s, fact factor ories ies etc.) L ei ei su su r ( fi fi sh sh in in g r ea ea d dii ng ng , w at at ch ch in in g T V etc.) E at at in in g a n d ri ri nk nk in in g r es es ta ta u urr an an ts ts , p ub ub s etc.) Trav Travel el (tra (traff ffic ic road road sign signs, s, etc.) Shop Shoppi ping ng (sup (super erma mark rket ets, s, depa depart rtme ment nt stor stores es etc.) Clot Clothe he an fash fashio io (uni (unifo form rms, s, hair hairst styl yles es etc. etc.
o f t h c la la ss ss .
ca
wish.
oo at an
REMARKS
t ha ha t t h w ri ri titi n
en
ne an or et f lo lo w
h ou ou l
ea
at
2.4. Curr Curren ency cy deal deal
AIM
MATERIALS
Cultur 2.3 Cultur
compos compositio itio
To im rove rove co
siti siti
skills skills to stim stimula ulate te rec
To fa ilia iliari rize ze th stud studen ents ts with with th culture
MATERIALS
Coin an lue, lue, an
LEVEL
Elementary
TIME
60 minut minutes es
itio itio
cultu cultural ral artefac artefacts ts Reali Reali an
AIM
ictu ictures res
LEVEL
PREPARATION
TIME
3O-Q0minutes
PREPARATION
F ro ro m y ou ou r t ra ra v vee l a b brr oa oa d f ro ro m f ri ri en en ds ds , o r r o m ag ag aazz in in eess , ct al ch bu air ticke tickets ts hill hills, s, curr curren ency) cy) excha exchange nge rece receip ipts ts mone money, y, an phot photog ogra raph phs. s.
B ri ri n card.
Di
he cl
nt
ps
e.
fr
th targ target et
untr
wi
er
IN CLASS CLASS
co
th targ target
trac tracin
t o c la la s t a g eett -c -c o ou u nt nt r c o oii n a n b aan n kn kn ot ot e Al ap nc en
mone mone
IN CLASS CLASS
ba kn te ar
urre urre
to th stud studen ents ts cl
co
he
ot
oi
ha
or e'
aper
( o p ic ic tu tu re re s wh
W OR OR KI KI N
TH
G iv iv e o u
he co oii n
n ot ot e
an
t ra ra c n g p aap pe
Th~n Th~n cond conduc uc on th ta h eeee t
a c s t d een nt
co oii n o n t h t ra ra c n g p aap p eerr . to
o th th e REMARKS
make make
u si si n
h e m on on e
VARIATION
t he he y a v m a e .
cy text textbo book ok acti activi vity ty more more live lively ly
whol wholee-cl clas as disc discus ussi sion on base base on th ques questi tion on
h i a ct ct iv iv itit y
tu en ntt s c a b e a sk sk e
to
a n p ic ic tu tu re re s t h a mo mo un un t o f p aacc e i ve ve n t o l oc oc a
Ho ar th fron fron page page from from each each coun countr tr diff differ eren en from from each each other?
Fron Frontt-pa page ge feat featur ures es
To iden identi tify fy charact aracteri erist stic ic featu features res th fro ages ages Briti British sh and/o and/o Ameri America ca ewsp ewspap apers ers to compare Briti British sh and/o and/o Ameri America ca fro ages ages with with th front ages ages ewsp ewspap apers ers fro th stud studen ents ts wn countr untries ies to ractise tise te-t te-tak akin in
MATERIALS
Fro ages ages Briti British sh and/o and/o Ameri America ca news news apers apers an ewsp ewspap apers ers fro th stude stude ts wn countr untrie ie
LEVEL
LowerLower-in interm termediate ediate an above above
TIME
60 minutes
PREPARATION
Coll Collec ec fron fron page page of loca local, l, regi region onal al or nati nation onal al news newspa pape pers rs ro th UK an nd d /o /o r t h U S a n a l f ro ro n p a e s o f e ws ws pa pa p pee r co wall wall of th clas classr sroo oom. m.
IN CLASS CLASS
As an ex xtt en en si si o ad dv v e t i e me me n
to
AIM
eac
P RO RO DU DU CT CT S
o nc nc l d e t h a ct ct iv iv i w itit h f ee ee d a c e ss ss i n . A s t h c la la ss ss : What What di yo lear lear abou abou Brit Britis is and/ and/or or Amer Americ ican an news newspa pape pers rs fro thi activi activity? ty? What What di yo lear lear abou abou news newspa pape persf rsfro ro your your ow coun countr try? y?
card.
TASK TASK SHEE SHEE
2.
W IT IT H C UL UL TU TU RA RA L
Ho
ar th
s im im il a
What What kind kind ofnew dothe edit editor or ineach ineach coun countr tr thin thin iswort iswort putt puttin in on th fron fron page page
o o a t t h e m ai ai n e w s t r y a n t h th th aj ew arti articl cles es on each each fron fron page page Woul Woul th same same news news item item be on t h f r n t p ag ag e i n y o c ou ou nt nt ry ry ? h y o r w h o t
studen student. t.
Expl Explai ai to er co ou u nt nt r t ha ha t p r d uc uc e t . T el el l h e s tu tu de de n ntt s t ha ha t h e a r g oi oi n to av ch haa n ncc e t o c o om m pa pa r t h f ro ro n p aag g e o f e ws ws pa pa p pee r r o diff differ eren en coun countr trie ies, s, to disc discov over er thei thei simi simila lari riti ties es an diff differ eren ence ces. s. l oo oo k c ar ar e u llll y a t h e f ro ro n p aag g e d i p la la y yee d a r u n
an make make note notes. s.
th
oo
to
ee
an
Photocopiable
Oxfor Oxfor
Univ Univer ersi sity ty Pres Pres
46
WORKIN( WITII WITII U;LTL: U;LTL:R,\ R,\
I'RUDU< I'RUDU
WO
J'.iM
To fa ilia iliari rize ze th stud studen ents ts with with th co venti headl headlin ines; to impr improv ov comprehen rehensio sio to stimu stimulat lat
MATERIALS
Newspap spapers ers
LEVEL
Inte Interm rmed edia iate te an ab ve
TIME
20 minutes
PREPARATION
C ol ol le le c e n no o ug ug h h eeaa d dll in in e half half th clas class. s.
ro
ch ad Vari Variat atio io 2, it is also also wort wort w itit ho ho u t h h eeaa d dll in in e o n
ca emoun mounti ting ng th stor storie ie them themse selv lves es s ep ep aarr at at e p ie ie ce ce s o f c a d .
ewsp ewspap aper disc discussi ussi
maga magazin zines
ad
n eew w sp sp aap pe
a n m ag ag aazz in in e f o
o f t h c la la s Conf Confir ir
VARI VARIAT ATIO IO VARI VARIAT ATIO IO
17
y' country
vide vide sh wi base baseba ball ll am
LEVEL
Intermediate
TIME
30 minutes
PREPARATION
S el el ec ec t v id id e e q qu u een n c o f u p t o f iv iv e i nu nu te te s d eep p ic ic titi n cu ull tu tu ra ra l e v vee n u c a s c e e mo mo ny ny , p or or t n g e v vee n ntt , o r f e t iv iv aall .
so
ultu ultura ra activi
Prep Prepar ar some some comp compre rehe hens nsio io abou abou th even event. t.
ques questi tion on
ea b eeh h in in d t h h eeaa d dll in in e
al ev an nss we we r t h q ue ue st st io io n
abouta
N ex ex t t he he y a n nss we we r t h q ue ue st st io io n pairs.
ud een n t a r a lr lr ea ea d a m l ia ia r w itit h t h r itit i p re re s If t h t ud c a t r t o g ue ue s w hi hi c n eew w sp sp aap p e e ac ac h s to to r c o e s r om om .
with
( h o th th e h aall f
story.
w hi hi c
y o h aav ve
t he he y
ey
o n t h b oa oa rd rd .
Fina Finall lly, y, th clas clas disc discus us what what th choi choice ce of topi topi an word wordin in em m ag ag aazz in in e h e c o ou u nt nt r o f o ri ri gi gi n a n h o i t i s d i f er er en en t f ro ro m headlines in th news newspa pape pers rs from from thei thei ow cult cultur ure. e.
h eeaa d dll in in e a n
to elic elicit it info inform rmat atio io
is t h e v n t t ak ak in in g p la la ce ce ? is happening? ar p eo eo p n vo vo l d ?
or corr correc ec as each each pair pair fini finish shes es
G iv iv e h aall f t h c la la s
fo exam exam le
r i t h f ol ol lo lo w n g q ue ue st st io io n ( o o th th e p re re p paa re re d o n t h b oa oa rd rd :
ex xcc h haa n ng g e t or or ie ie s w itit h a n no o th th e p aaii r
h e o th th e t el el l t h s to to r
DU
MATERIALS
IN CLASS CLASS
he
RA
To en urag urag th ra sfer sfer .cul .cul urai urai ex erie erie fr L2 to l; to impr impr ve .disc .discuss ussio io skills; skills; to racti ractise se th condit nditio io al tense
an
ad p aaii r
CU
AIM
IN CLASS CLASS
Th
IT
2.7 In
2.6 Headlines
at
IN
a n d is is cu cu s t he he i a n w er er s i n
an s im im ilil a e v vee n i n t he he i c o ou u nt nt ry ry .
I f t hi hi s t oo oo k p la la c
inyou
ch
ar r itit e o n h e b oa oa rd rd :
O lt lt nl nl ,) ,) '
l d b e h er er e
stories. study.
VARI VARIAT ATIO IO
as s tu tu de de n ntt s c o om m pa pa r
ea t he he i h eeaa d dll in in e w itit h t h
wr e a o ne ne .
en th ev vee n w er er e i n t he he i c o ou u nt nt ry ry . F o e x xaa mp mp le le : p la la y f oo oo tb tb al al l T h p la la ye ye r w ou ou l h e u io io ul ul dn dn ' u s b at at s etc.
ev co conditi conditional onal tense! tense!
w ea ea r c ol ol ou ou re re d s hi hi rt rt s a n
s ho ho rt rt s
WORKIN WORKIN
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CULTUR CULTURAL AL PRODUC PRODUCTS TS
et AIM
WORKIN WORKIN
es
REMARKS
th targ target et cult cultur ur
MATERIALS
News Newspa pape pers rs
an maga magazi zine ne
LEVEL
Elem Elemen enta tary ry (Ste (Steps ps 1-5) 1-5) n te te rm rm ed ed ia ia t a n a b v e ( St St e
TIME
30 minute minute
PREPARATION
Coll Collec ec enou enough gh mast masthe head ad (tit (title les) s) of news newspa pape pers rs or maga magazi zine ne f ro ro m t h t a g e c u ull t r e t o g i o n t o e ac ac h t ud ud e t .
AL
OU NA
Shor Shor poem poem
LEVEL
Inte Interm rmed edia iate te
TIME
60 minute minute
PREPARATION
Choo Choose se shor shor poem poem (10(10-20 20 line lines) s) cont contai aini ning ng reco recogn gniz izab able le ever everyd yday ay lang langua uage ge whic whic sums sums up an atti attitu tude de or feel feelin in abou abou life in th targ target et cult cultur ure. e. Poem Poem by Roge Roge McGo McGoug ugh, h, Adri Adrian an en nrr i A d i a t ch ch eell l a n o h e t e rn rn a i n r i a in in , a n ed o aan ns an o d c Ku Ku e i n t h U S a r v e u itit ab ab le le .
If y o a r g oi oi n in the class classroo room. m.
IN CLASS CLASS
e ws ws pa pa p pee r o r
ag gaa zi zi n
I f o u a r t ea ea ch ch in in g w itit hi hi n t h t ar ar ge ge t c u ull tu tu re re , y ou ou r t ud ud een nt
e co co r i n or ou
o f h e o eem m, or ge
n aatt iv iv e
to se
r ec ec o orr di di ng ng , s e u p t h c a s e t e p la la y yee r
e a h e o e a lo lo ud ud , o r p la la y t h r ec ec o d in in g s k t h t ud ud e t s t o w ri ri t d ow ow n a n a d djj ec ec titi v t ha ha t e sc sc ri ri be be s t h m oo oo d t h o eem m. e a o r p la la y t h p oe oe m a g gaa in in . h e c la la s c o on n fi fi r o r m od od if if y t he he i o pi pi ni ni o s , a n n ot ot e d ow ow n h e p a t s t h p oe oe m h ic ic h t he he y feel feel just justif if thei thei choi choice ce of adje adject ctiv ive. e. G iv iv e o u h e c o op p ie ie s h e p oe oe m i vi vi d t h c la la s i n a n a s e ac ac h g ro ro u d i c u o n l in in e
E ac ac h t ud ud e e ci ci de de s w hi hi c n e s pa pa p pee r o r m a a zi zi n i n t he he i ow cu ull t r e t h e q i va va le le n o f h e o n h e h aav v e b eeee n g iv iv e VARIATION
abov abov
stud studen en in th clas class. s.
publ public icat atio ion. n.
N ex ex t a s h e c la la s t o e ci ci d w h c h m a t he he ad ad s e lo lo n t o ' qu qu a i ty ty ' p aap p e a n w h c h a r r o t h ' p p ul ul a p re re s A s t h c la la s t o d eecc id id e w ha ha t i ma ma g t h is tryi trying ng to pres presen ent. t.
an
If p o i b e , f in in d speaker to r ec ec o
newspa pape pe cost costs, s, think th news
dail daily, y, week weekly ly or mont monthl hl
Many Many book book on Brit Britai ai an Amer Americ ica, a, an some some cour course sebo book oks, s, cont contai ai illu illust stra rati tion on of news newspa pape pe an maga magazi zine ne mast masthe head ads. s. Outs Outsid id th targ target et cult cultur ure, e, news newspa pape pers rs an maga magazi zine ne ma be obta obtain inab able le from from expa expatr tria iate tes, s, emba embass ssie ies, s, an cult cultur ural al miss missio ions ns News Newspa pape pers rs an maga magazi zine ne such such as th G u aarr di di a W e ek ek ry ry , the European, the Yo He Trbu T im im e and Newsweek are no avai availa labl bl in most most coun countr trie ies. s.
MATERIALS
Dist Distri ribu bute te th mast masthe head ad amon amon th stud studen ents ts an whet whethe he it is
49
AIM
T H E A T L A 1 T A C O N S T IT I T U T IO IO N IN CLAS CLAS
CULTUR CULTURAL AL PRODUC PRODUCTS TS
2.9 Poems
a n V ar ar ia ia titi on on )
~t\U U o r k ~illtCS
HE
WIT
i gh gh t
repu reputa tati tion on of each each of th news newspa pape pers rs an maga magazi zine ne yo have have discussed.
g ro ro u s ,
Help Help them them to reso resolv lv an disc discre repa panc ncie ie in interpretation. h e c la la s t he he n d i c u t h o ve ve ra ra l m ea ea n nii n o f h e p oe oe m a n try to answ answer er th ques questi tion on W ha ha t h e p oe oe t y in in g to say? th targ target et cult cultur ur
an
in what what wa th poem poem refl reflec ects ts th poet poet's 's atti attitu tude de
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CULTUR CULTURAL AL PRODUC PRODUCTS TS
WORKI WORKING NG WIT
CULTUR CULTURAL AL PRODU PRODUCTS CTS
51
role-plays as ct n eew ws ep po o rt rt er er s t o p ra ra ct ct is is e r ea ea d dii n n eew w s a rt rt ic ic le le s t o p ra ra c i s s pe pe ak ak in in g b y p re re se se n ntt in in g d if if fe fe re re n v eerr si si on on s o f t h s am am e s to to r t hr hr o g h r ol ol e p la la y o f n eew w s b ro ro aad d ccaa s s ; t o p ra ra c i s l i t en en in in g t o d i f er er en en t v eerr si si on on s o f n eew w s s to to r er
NATERIALS
al
en
et
AIM
h eeii gh gh te te n a wa wa re re n nee s o ne ne ' o w c u ull tu tu re re ; t o p ra ra c i s spea speaki king ng abou abou some someth thin in char charac acte teri rist stic ic of one' one' ow cult cultur ure; e; ec er an fo th cult cultur ures es they they repr repres esen en
MATERIALS
N o p eecc ia ia l m at at er er ia ia l
o th th e t ha ha n h e o bj bj ec ec t c la la s
LEVEL
Advanced
LEVEL
Lowe Lowerr-in inte term rmed edia iate te
TIME
60 minute minute
TIME
60 minu minute te
PREPARATION
Sele Select ct rela relati tive vely ly shor short, t, easy easy news newspa pape pe arti articl cl on nati nation onal al ev vee n i n t h t a g e c u ull tu tu re re . M aak k e u r y o h aav ve en no o ug ug h c o op p ie ie s o f
PREPARATION
No spec specia ia prep prepar arat atio io
IN CLASS CLASS
Day
IN CLASS CLASS
D iv iv id id e t h c la la s i nt nt o g ro ro up up s o f t w t hr hr e Dist Distri ribu bute te th copi copies es of th news news arti articl cle. e.
t ud ud een nt
en ea t h n eew w s a rt rt ic ic l a n t he he n w ri ri t b r e f a d n eew w s e p r t f o t he he i h or or n c u ull tu tu re re , d e c ri ri bi bi n w ha ha t h a h aap p pe pe n nee d i n t h t ar ar ge ge t cu er target target cultur culture. e. h e s tu tu de de n w or or k i n t he he i g ro ro up up s an writ writin in thei thei radi radi news news repo report rts. s. an
e ad ad in in g t h n eew w s a rt rt ic ic l
O n m em em be be r o f e ac ac h g ro ro u r ol ol e p la la y r ea ea d t h g ro ro up up ' n eew ws ep po o rt rt .
r ad ad i n eew ws an nn n ou ou nc nc e
Next Next cond conduc uc whol wholee-cl clas as disc discus ussi sion on on th diff differ eren en p e s pe pe ct ct iv iv e p re re se se n ntt e b y e ac ac h g ro ro u i n i t n eew w s r ep ep or or t he disc discus ussi sion on shou should ld cent centre re on th foll follow owin in ques questi tion ons: s: repo report rt fo
VARIATION REMARKS
th targ target et cult cultur ure? e?
T h r o e -p -p la la y c a b e r ec ec o orr de de d o n v id id e o r a u ud d io io -c -c a s et et t t he he n p la la y yee d b aacc k f o t h c la la ss ss .
f ro ro m J oy oy c P en en fi fi el el d ' I
abov abov
(ove (ove tw clas classe ses) s) is need needed ed
e l t h t ud ud een n t t ha ha t t he he y a r g oi oi n t o h aav v e a n o pp pp or or tu tu ni ni t t o h o a n t al al k t o t h c la la s a b bo o u a n o bj bj ec ec t t ha ha t i s p e s o a l y . m ea ea n nii ng ng fu fu l t o t he he m v e y on on e i s b ri ri n t o c la la s o me me th th in in g t he he y v aall ue ue , a n w hi hi c h a c u ull tu tu ra ra l m ea ea n nii n t o t he he m (I anyo anyone ne ha d if if fi fi cu cu ltlt y f in in di di n a n o bj bj ec ec t t he he y c a b ri ri n p ic ic tu tu r o f i t instead.) m ea ea n a n a rt rt ic ic l o f c lo lo th th in in g b oo oo k b y f av av ou ou ri ri t a u utt ho ho r
p ic ic tu tu r o f n aatt io io na na l m on on um um en en t m us us ic ic a i n t ru ru me me n ntt , e tc tc .
T el el l t h c la la s t ha ha t t he he y w ilil l h aav v e t w m in in ut ut e t o h o t he he i ab ev vee ry ry o w ilil l h aav ve ch haa n ncc e t o d i c u uss s w ha ha t t he he y h aav ve ee an hear hear at th en of th pres presen enta tati tion ons. s. h e t ud ud een nt
p re re se se n t he he i o bj bj ec ec t w itit h
h e t wo wo - i nu nu t
l im im itit .
h e a l t h s tu tu de de n h aav v e f in in is is he he d w ri ri t t h f ol ol lo lo wi wi n ques questi tion on on th boar board: d: an
To incr increa ease se moti motiva vati tion on sele select ct th most most cont contro rove vers rsia ia topi topi yo c a f in in d a n t he he n t re re a i t w itit h d eell ic ic ac ac y a n e sp sp eecc t Acknowledgement h i a c i vi vi t i s a d daa p ptt e
an
t ha ha t t h s t d een nt
t h n eew w s i n The M ed ed ia ia : C at at al al ys ys t f o o mm mm un un ic ic at at iv iv e L an an gu gu ag ag e L ea ea rn rn in in g (Reading, Mass Mass.: .: Addi Addiso sonn-We Wesl sley ey 1987 1987), ), pp 41-2 41-2
at on
so
n e about e ac ac h p er er so so n i n t h
th
th m em em be be r o f t h c la la ss ss ? at activity?
ab
bo
lt
tu
do
th
Al ow en no o ug ug h t i f o t h r ud ud een n t t o t hi hi n a b bo o u a n w ri ri t thei thei answ answer er to th ques questi tion ons. s. Fina Finall lly, y, cond conduc uc whol wholee-cl clas as disc discus ussi sion on base base on th questions. If y o c la la s i s e r l a g e t h d i c u uss si si o c a b e carr carrie ie ou in zrmms
WORKIN WORKIN
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2. AIM
WIT
CULTUR CULTURAL AL PRODUC PRODUCTS TS
Stam Stam
dete dete tive tive
To re se re es ra tise tise dedu dedu in inform format atio io postage stage stamp stamp stag stag
ATERIALS
stam stam
WORK WORKIN IN
VARIATION
eres eres th targ target et ul ure; ure; ab ut th targ target et ultu ulture re fr
issu issued ed by th targ target et
untr
WITH WITH CULT CULTUR URAL AL PROD PRODUC UCTS TS
53
f ol ol lo lo ww- u t ud ud e t s c a be remi remind nded ed that that post postag ag stam stamps ps ar or of ad dv ve ti in an nd d , l i all adve advert rtis isin ing, g, show show only only th e s a sp sp eecc t o f p ro ro d c t( t( o co ou u nt nt r ) . t u e n ntt s c a b e a sk sk e t o t hi hi n a b bo o u w ha ha t p o t ag ag e s t m p d o not show show by aski asking ng ques questi tion on such such as Wh ar thes thesepart epartic icul ular ar aspe aspect ct of nati nation onal al life life show show an emphasized? What What doesthi doesthi coun countr tr seem seem to beli believ ev is it most most impo import rtan an indust industry, ry, produc product, t, or scene? scene?
LEVEL
Eleme Eleme tary tary an above
TIME
30-40 30-40 minutes
PREPARATION
Asse Assemb mble le sele select ctio io of post postag ag stam stamps ps issu issued ed by th targ target et coun countr try. y. Coun Countr tryy-sp spec ecif ific ic sets sets (eit (eithe he canc cancel elle le or in mint mint co on n di di titi on on ) c a b e b ou ou gh gh t i n t a h o a n o bb bb y h op op s G e a s a n d i f e e n d e i g a s o ss ss i l e a n e n no ou to pa o un un d four four or five five to each each stud studen ent. t.
REMARKS
Stud Studen ents ts ma want want to us ency encycl clop opae aedi dias as duri during ng this this acti activi vity ty We u gg gg e h a y o v e t hi hi s ( a o n it th us t am am p cata catalo logu gues es), ), beca becaus us they they ar inap inappr prop opri riat at tool tool fo true true stam stam dete detect ctiv ives es We woul would, d, howe howeve ver, r, perm permit it th us of dict dictio iona nari ries es Magn Magnif ifyi ying ng glas glasse se woul woul also also be usef useful ul fo clos clos exam examin inat atio io of the stamps stamps Acknowledgement
T hi hi s a ct ct iv iv i i s e sc sc ri ri be be d i n a n a rt rt ic ic l b y J. Teacher. O c o be be r 9 6 i s u e ( p 1 13 13 - 4 ) o f Grad Teacher.
IN CLAS CLAS
Today you Intr Introd oduc uc th acti activi vity ty by sayi saying ng some someth thin in like like this this Today will will have have chan chance ce to be dete detect ctiv ives es I' goin goin to give give eachof eachof yo some some stam stampsfro psfro th Unit United ed Stat States es Pret Preten en yo know know noth nothin in at al a bo bo u t h c ou ou nt nt r a n t ha ha t y o h av av e n l h e e s t m p t o t e ll ll y o it IS
ep
th
ea el
o u t o h e c la la s
To increa crease se awar awaren enes es th ty es TV ro ra br ad as in th UIV' UIV'US US to ar them with with th se in th studen students' ow country untry to ractise tise deduc deducin in info inform rmat atio io fro TV sc edules edules
MATERIALS
TV sc edul edul fr Br tish tish task task shee shee fo each each stud studen en
LEVEL
Inter Interme medi diat at
TIME
60 minutes
PREPARATION
h ot ot oc oc o op p y h e t as as k h eeee t b eell o a n ak sc ed du u le le s r o U KJ KJ U n eew w sp sp a e r student.
IN CLASS CLASS
D is is tr tr i u t i nt nt o r o p s
yl
D is is tr tr i u t t h t a p s g iv iv in in g o u o r i v tu en ntt s h e h a t we we n ntt y i n t e t o l o d.. Th stud studen ents ts work work indi indivi vidu dual ally ly
AIM
e ac ac h t ud ud e t . e l a t t he he i t am am p
maki making ng list list of clue clues. s.
an
eric eric
ewsp ewsp er
ab ve
u r y o h aav ve en ug i v o n t o e ac ac h
th ta h eeee t a n s c e d du u le le s T he he n t h e e o r f ou ou r
grou groups ps stud studyi ying ng th th task task shee sheet. t.
sche schedu dule le an answ answer erin in
i vi vi d t h c la la s
th ques questi tion on on
54-
WORKIN WORKIN
WIT
WORKIN WORKIN
CULTUR CULTURAL AL PRODU PRODUCTS CTS
or er answers. Fo oll lo lo w u p w itit h questions: f a
ea
ep
AIM
TV sche schedu dule le
country? n w t w s is i s itit s W ha ha t d i y o l ea ea r a bo bo u T V p ro ro gr gr am am mm mm g tn t h U K/ K/ U
your your f ro ro m
this activity? activity? VARIATION
G iv iv e t h t ud ud een nt co op p ie ie s o f ch hee d du u le le s f ro ro m B ri ri titi s a n A me me ri ri ca ca n p aap p eerr s A s t he he m t o l oo oo k f o t h d if if ~e ~e :e :e n ncc .e .e s a n d i mi mi la la ri ri titi e i n c o on n te te n a n o rg rg aan n iz iz at at io io n o f t el el ev ev l l o th tw co ou u nt nt ri ri es es . A s t h t ud ud een n t s ug ug ge ge s t he he m d ra ra w u p l i t s o f simi simila lari riti ties es an diff differ eren ence ce on th boar board. d.
TASK TASK SHEE SHEE
TODA TODA V' Us th info inform rmat atio io
TV SCHE SCHEDU DULE LE
in th TV sche schedu dule le to answ answer er th foll follow owin in
questions. Ho many many chan channe nels ls (sep (separ arat at view viewer er choo choose se from from
broa broadc dcas asti ting ng stat statio ions ns ca
Duri During ng what what hour hour do thes thes chan channe nels ls broa broadc dcas ast? t? Doanyof th chan channe nels ls seem seem tospeci tospecial aliz iz inparti inparticu cula la type type of progra programm mmes? es? Which Which channe channels? ls? Wha progra programm mmes? es? Whic Whic prog progra ramm mmes es ar docu docume ment ntar arie ies? s? Whic Whic ar news news prog progra ramm mmes es Whic Whic ar spor sports ts prog progra ramm mmes es Whic Whic ar fo chil childr dren en Whic Whic ar do-i do-itt-yo your urse self lf prog progra ramm mmes es (for (for exam exampl ple, e, cook cookin ing, g, gard garden enin ing, g, home home repa repair irs, s, etc. etc.)? )? Ar an ofthe prog progra ramm mmes es ina lang langua uage ge othe othe than than Engl Englis ish? h? If so whic whic ones ones In whic whic lang langua uage ges? s?
Photocopiable
Oxford Oxford Unive Universi rsity t y Press Press
CULTUR CULTURAL AL PRODUC PRODUCTS TS
55
p'
w ho ho le le -c -c la la s d is is cu cu ss ss io io n b a e d o n t he he s
schedu duledif lediffe fere rentfro ntfro is th sche
WIT
MATERIALS
To ex xp p eerr ie ie n ncc e l is is te te n nii n t o t h n eew w s r o a n A me me ri ri ca ca n nll Br Br itit i p eerr sp sp eecc titi ve ve ; p ra ra ct ct is is e i de de n ntt if if yi yi n t op op i c h haa n ng g e i n r ad ad i news broadc broadcast ast radi radi
ue
news news broa broadc dcas as
LEVEL
Lowe Lowerr-in inte term rmed edia iate te
an
abov abov
TIME
30-45 minutes
PREPARATION
M aak k e b ri ri e ( tw tw o t o o u - mi mi nu nu te te ) a u ud d i r ec ec o d in in g o f a n u p to-d to-dat at radi radi news news broa broadc dcas ast, t, cove coveri ring ng seve severa ra glob global al topi topics cs S e u p t h c a s et et t p la la y yee r i n t h c la la s r oo oo m
IN CLASS CLASS
el ou y a e c d in in g r ad ad i n eew w s b ro ro aad d ccaa s T he he i t as as k t o l is is te te n t o t h b ro ro aad d ccaa s a n u mm mm a i z t h d i f er er en en t t op op ic ic s t ha ha t a r m en en titi on on e i n t h b ro ro aad d ccaa st st . E xp xp la la i t ha ha t y o w ilil l p la la y t h r ec ec o orr di di n t hr hr e t im im es es . e, ey en ce nd e, t w w or or d t ha ha t s um um ma ma ri ri z e ac ac h t op op ic ic . T h t hi hi r t im im e t he he y a r t o w ri ri t co om m pl pl e en ntt en en c t ha ha t u mm mm ar ar iz iz e w ha ha t e ac ac h t op op i i s about. la th en ntt ir ir e e co co rd rd in in g s t a ig ig h t hr hr ou ou gh gh . T h s tu tu de de n ntt s i de de n ntt if if y e ac ac h p oi oi n a t w hi hi c n e t op op i i s i nt nt ro ro du du ccee d b y r ai ai si si n their their hands. hands. Repl Replay ay th reco record rdin ing, g, stop stoppi ping ng afte afte each each topi topi is ment mentio ione ned. d. A s f o v ol ol un un te te er er s t o o f e r o n o r w o w or or d t ha ha t s um um ma ma ri ri z t h t op op ic ic . r itit e t h w or or d o n t h b oa oa rd rd . ay co e. ea m en en titi on on eed d , a n a llll o e n no o ug ug h t im im e f o s tu tu de de n ntt s t o w r t e comp comple lete te sent senten ence ce summ summar ariz izin in what what th topi topi is abou about. t. A s t h s tu tu de de n ntt s t o w o they they have have writ writte ten. n.
i n p aaii r
co om m pa pa ri ri n
th
en en ncc e
C on on du du c w ho ho le le -c -c la la s d is is cu cu s i o a b bo o u t h t op op ic ic s a n w ha ha t h e r ev ev eeaa l a b bo o u t h t ar ar ge ge t c u t ur ur e T h o llll ow ow in in g q ue ue s i on on s c a serv serv as focu focu poin points ts What What topi topicswer cswer menti mentione oned? d? What What regi region onsof sof th worl worl were were ment mentio ione ned? d? What What do th topi topicspre csprese sent nted ed reve reveal al abou abou th targ targetcul etcultu ture re In what what ways ways woul woul radi radi news news broa broadc dcas as inyour inyour coun countr tr be similar? In what what ways ways woul woul radi radi news news broa broadc dcas astin tin your your coun countr tr be different?
Jo
WORKIN WORKIN
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Reco Record rdin ings gs of glob global al news news item item ar reco recomm mmen ende de fo this this acti activi vity ty sinc sinc lear learne ners rs of Engl Englis is will will prob probab ably ly find find them them easi easier er t o n de de rs rs ta ta n t ha ha n l oc oc a o r n aatt io io na na l n eew w s t em em s i t l ow ow e inte interm rmed edia iate te stud studen ents ts adap adapte te news news broa broadc dcas asts ts (for (for exam exampl ple, e, th BS orld orld Serv Servic ic or Voic Voic of Amer Americ ic broa broadc dcas asts ts fo lear learne ners rs o f n gl gl is is h a n se
VARI VARIAT ATIO IO
VARI VARIAT ATIO IO
WIT
CULTUR CULTURAL AL PRODUC PRODUCTS TS
57
A dv dv aan n ccee d t ud ud e t s c a a sk sk e t o w ri ri t a n p r d uc uc e t he he i o w news news broa broadc dcas asts ts fo th clas class, s, base base on nati nation onal al or inte intern rnat atio iona na events. cont contro rove vers rsia ia
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ne i te te m b ou ou t g l b a w a m i g , t h s tu tu de de n ov er er nm nm en en t agains agains the follow following ing propos propositi ition: on: G ov
m o r e vi vi ddee n c b e fo fo r e t ak ak in in g e n er er g yy- re re d uucc ttii o g l ob ob a l w a rm rm i ng ng . VARI VARIAT ATIO IO
VARI VARIAT ATIO IO
tu en ntt s c a u mm mm a i zi zi n broadcast.
ca ar ue fo an
s h ou ou l w ai ai t f o m e as as u re re s t o p re re ve ve n t
a sk sk e t o w ri ri t b ri ri e o n - pa pa g gee ) a p pee r h eeii r p e o na na l e ac ac t o n t o a n t e en ntt io io ne ne d
th
A s o l o w u p s tu tu de de n ntt s c a b e a s e d t o s e a g gaa z n e b oo oo ks ks , a n e w p aap p eerr s i n u t m or or e a b u t o n th to ic p re re se se n ntt e i n h e b r a d dcc a t . h e t he he n w ri ri t r ie ie f ( on on e p aag ge repo report rt summ summar ariz izin in th info inform rmat atio io they they gath gather ered ed Acknowledgement This This acti activi vity ty is adap adapte te from from Joyc Joyc Penf Penfie ield ld 'Aro 'Aroun un th cloc clock, k, a ro ro u t h w or or ld ld ' i n T h M e di di a C at at a y st st s f o C om om m un un ic ic at at iu iu e L an an g ua ua g e L ea ea rn rn in in g (Rea (Readi ding ng Mass Mass.: .: Addi Addiso sonn-We Wesl sley ey 1987 1987), ), pp 40-1.
ve yday yday if Ever Ever cult cultur ur offe offers rs dist distin inct ct opti option ons, s, an exhi exhibi bits ts dist distin inct ct patt patter erns ns asso associ ciat ated ed with with area area of ever everyd yday ay life life such such as empl employ oyme ment nt hous housin ing, g, an shop shoppi ping ng As incr increa easi sing ng numb number er of l ea ea rn rn eerr s a v t h o p o r u ni ni t t o t ra ra v vee l w o k , a n t ud ud y i n Engl Englis ishh-sp spea eaki king ng coun countr trie ies, s, they they need need to beco become me awar awar of th life lifest styl yles es of peop people le in thes thes cult cultur ures es what what peop people le in thes thes co nt ie do in th co mo i t a titi on on s h ic ic h a r p a o f n or or ma ma l ever everyd yday ay expe experi rien ence ce Th acti activi viti ties es in this this sect sectio io ar inte intend nded ed no only only to reve reveal al info inform rmat atio io abou abou th life lifest styl yles es curr curren en in Engl Englis ishh-sp spea eaki king ng cult cultur ures es an th patt patter erns ns usua usuall ll foll follow owed ed by memb member er of thes thes cult cultur ures es bu also also to enco encour urag ag comp compar aris ison on an di cu uss si si o h o t he he s o pt pt io io n a n p a t e n s m a b e i m l a or• i f e r n t f ro ro m t ho ho s i n t h t u e n ntt s c u ull tu tu re re . I n h i w ay ay , stud studen ents ts arri arrive ve at deep deeper er unde unders rsta tand ndin in of both both Engl Englis ishhp eeaa k kii n c u ull tu tu re re s a n t he he i o wn wn , a n h e a r b eett te te r p re re p paa re re d t o comm commun unic icat at with with nati native ve spea speake kers rs an hand handle le th ever everyd yday ay situ situat atio ions ns they they ar like likely ly to enco encoun unte te in Engl Englis ishh-sp spea eaki king ng countries. Seve Severa ra of th acti activi viti ties es in this this sect sectio ion, n, such such as 'Hel 'Hel want wanted ed ( 3. 3. 5) 5) , e q i r h e t ud ud een nt to us au utt he he n ntt i o ur ur ce ce s s uc uc h a s news newspa pape pe adve advert rtis isem emen ents ts or vide vide clip clip to gath gather er info inform rmat atio io an dedu deduce ce fact fact abou abou ever everyd yday ay life life in Engl Englis ishh-sp spea eaki king ng coun countr trie ies. s. In othe othe acti activi viti ties es fo exam exampl pl 'Dat 'Datin in cust custom oms' s' (3.2 (3.2), ), fact factua ua info inform rmat atio io abou abou ever everyd yday ay cust custom om an habi habits ts in Engl Englis ishh-sp spea eaki king ng coun countr trie ie is pres presen ente te in th form form of task task shee shee whic whic th stud studen ents ts us as basi basi fo cros crosss-cu cult ltur ural al comp compar aris ison on an disc discus ussi sion on In othe othe acti activi viti ties es such such as 'I it true true t ha ha t . . ? ' 3 . ) , t ud ud een n t a r g i e n h e o pp pp or or t n i to ev vaa lu lu aatt e thei thei ow perc percep epti tion on of ever everyd yday ay cult cultur ural al patt patter erns ns in Engl Englis ishhspea speaki king ng coun countr trie ie an to modi modify fy an misc miscon once cept ptio ions ns they they ma have. ll t h c titi v t ie ie s t hi hi s e ct ct i c a b e s e e f e ct ct i e l i n eith either er mono monoli ling ngua ua or mult multil ilin ingu gual al clas classe ses. s. 'Fam 'Famil il tree trees' s' (3.4 (3.4 a n ' Th Th e o u r e u p n ' ( 3. 3. 1 a r e sp sp e i al al l u i a b bll e f o clas classe se wher wher th stud studen ents ts come come from from vari variet et of cult cultur ural al a ck ck g o u d s I n l a s e w he he r a l h e t u e n ntt s c o om me ro he sa cu ull tu tu re re , t he he s r w a c i vi vi titi e c a a l v eerr y s ef ef u a s mean mean of incr increa easi sing ng awar awaren enes es of th dive divers rsit it whic whic exis exists ts with within in th stud studen ents ts ow cult cultur ure, e, an of indi indivi vidu dual al stud studen ents ts
58
EXAM EXAMIN ININ IN
PATI PATIER ER.. ..'f 'f
EXAM EXAMIN ININ IN
OF EVER EVERYD YDAY AY LIFE LIFE
au AIM
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cult cultur ure( e(s) s)
MATEFlIALS
' Ag Ag on on y a u un nt
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I nt nt e m ed ed ia ia t
an
TIME
50 minute minute
PREPARATION
IN CLASS CLASS
VARIATION
f ro ro m n eew w sp sp aap p eerr s ab bo ov
PATI PATIER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
59
As an ex xtt en en si si o o f t hi hi s a ct ct iv iv itit y r ea ea d t h l et et te te r o ge ge th th e w itit h t h o ri ri gi gi na na l p ub ub lili sh sh e r ep ep lili e A ft ft e e ad ad in in g e ac ac h r ep ep ly ly , a s t h class class th foll follow owin in ques questi tion ons: s: I s t h e pl pl y w ha ha t y o e xp xp ec ec te te d Di anyt anythi hing ng in th repl repl surp surpri risey seyou ou Woul Woul this this repl repl be appr approp opri riat at inyour inyour coun countr try?If y?If not, not, wh not? not?
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TIME
20-2 20-2
PREPARATION
Ph ho o to to cco o p t h t a s he he e o ve ve rl rl ea ea f M aak ke en no o ug ug h c o op p ie ie s t o g iv iv e on to each each stud studen ent. t.
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VARIATION
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EXAM EXAMIN ININ IN
EXAMIN EXAMINING ING PATTEP PATTEPu'i u'i
PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
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Notes
Notes
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part partie ie or othe othe soci social al events.
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Oxfo Oxford rd Univ Univer ersi sity ty Pres Pres
Notes
61
61
EXAM EXAMIN ININ IN
PATTE PATTERN RN
OF EVER EVERYD YDAY AY LIFE LIFE
EXAM EXAMIN ININ IN
PAIT PAITER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
63
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UK a n t h US with TASK TASK SHEE SHEE
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10-15 10-15 minute minute
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64
EXAM EXAMIN ININ IN
PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
If
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MATERIALS
Exam Exam les er
LEVEL
Lowe Lower-i r-int nterm ermedi ediat at
TIME
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PREPARATION
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• G r ad ad e - ;;- 1 dat is ~'Iay ~'Iay 30th. 30th.
Resum~1with copies of certlftcares (0:Dr. J. DelJado. l·rinclpal. Clapton Public
Schools Schools llHi estSlrt'd., Cl3pco Cl3pcon. n. CT 209601 209601
r e qu ir ir ed ed .
v e i n a n o o a fe r son. Require loving.
yeor-old d eep p een n da da b o mo mo n w i ex xcc el el len referen references ces and drivin drivin record.
Mus speck speck Englis English.Hour h.Hour 7.3 O.m. to 6.30 6.30 p.m. p.m. $150 $150 Iw
H ei ei gh gh ls ls ,
girls,
1 5· 5· 2 h ou ou r p e week, references cor, I de de a l f o student, S8 per
Coli202 Coli202 36 3158 3158 RESTAURANTS T he he I ta ta lili a S tr tr a
Restauran w ci te r s ,
is n o
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an
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Market Market Researcher needed on du du c t el el eo eo ho ho n s tu tu di di es es . 10 c on Evening and w ee ee k kee n d s hi hi ft ft s cvoilab bll e N o e x n ee ee . W e Ira in, but good reading and pronuncic pronunciction tion required.
v ol ol un un te te e t o r ep ep o o n h eeii r g ro ro up up ' cate catego gori ries es on th task task shee sheet. t.
SENIOR ARCHITECTURAL TECHNICIAN
IN SALES r ki n fo well-es l -establish i shed co pan selling gardenin gardenin products products to n e a n existing customers. il
be
w an an te d
f o P es es t C o
in d OO- ho ho u e ek ek . u s h ov e basic basic secret secretari arial al skills skills good phone m an an ne ne r an be
$7 Ihr. Pleas. call 3 82 82 7 f ro ro m 9 l i l foroppl.
independently.
"7
ea w or or k
el $ 8/ 8/ h
v eh eh i cici e
Col
e de d M us us t h av av e r el el ia ia bl bl e
45
REMARKS
Own car essential. Goo career career oppor opportun tuniti ities es the
for
right candidate.
Starrin salary a ry £12.0 £12.000 car. Interviewi Interviewing n g immediately. Fo
d et et ai ai l
Hammon Hammon
ri
Chamber
5 55 55 2
l iv iv el el y e rs rs o w itit h e ne ne r an n th th us us ia ia s is r eq eq ui ui re re d f o o u b us us y c itit y c en en trtr e r es es ta ta u urr an an t u s a v a t l e s t t hr hr e e ar ar s e xp xp er er ie ie nc nc e i n c at at er er in in g nd g oo oo d w itit h e op op le le , qualification i n a te te riri n m a a ge ge m n t w ou ou l b e a n a d a nt nt ag ag e Sala Salary ry Uo.OO Uo.OOO. O. C lo lo si si n d at at e f o a p pp p lili ca ca titi on on s F ri ri da da y J un un e 2 nd nd . Plea Please se rin 2H044 for furthe furthe inform informati ation. on.
6; IIIlhStree IIIlhStree
r.
Pembeerun
on 032 503634 503634
We have
v ac ac an an c
fo
Must be familiar a r wit
C r ed i C on on trtr o A ss ss is is ta ta n
t o provide
word-processing.
able to work an own
lretiauve. andhave good te!ephone anner. Previous e xp xp er er ie ie nc nc e w ou ou l b e a n advantage but f ul ul l t ra ra in m w ilil l b e given.
Salary a ry £6,00 £6,000-7 0-7.00 .000. 0. depending on experi experience, e nce, Additional b en en ef ef itit s i nc nc lu lu d t te te xi xi titi rn rn e c om om pa pa n p en en si si o s ch ch em em e a n subsidised
A pp pp l
staff restaurant.
i n writing
anager
Capp Capp
Us info inform rmat atio io inthe 'Hel 'Hel want wanted ed adve advert rtis isem emen ents ts to find find ou as much much as yo ca abou abou th vari variou ou type type of empl employ oyme ment nt avai availa labl ble. e. Writ Writ th info inform rmat atio io yo find find unde unde th appr approp opri riat at heading, Jobs Jobs whic whic pa an hour hourly ly wage wage
DOMESTIC
ASSISTA ASSISTANT NT
back-up and clerical c al support to the Credi Controlle Controller. r.
with C V t o J ea ea n Forsythe.
an bu bu r Ltd, Ltd, B an
O X2 X2 3 4 QT QT .
Personnel
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CARPENTER Experienced part-timc-Iull-ttme/ freelance neede for srruct srructuru u ru c on on ve ve rs rs io io n
nx
w or or k .,C.
C o, o, ,p ,p e
h ou ou r
s - s p ..tt n
E I. I. EC EC TR TR IC IC IA IA N r eq eq ui ui re re d d u to ns se rvicing Equipment. Dutie include include Ci.Jll:rill~Equipment. provid providing ing estima estimates tes Compan van provid provided. ed. salary salary negoti negotiabl able. e.
Coruu Coruuct ct Ala OSI;H OSI;H S31
l.
Breamon
NANNY ~fature. fun. house-proud n an an n r eq eq ui ui re re d t o l oc oc k a ft ft e t w ch hii ld ld re re n a g gee d ( , a n 3 . , \ Iu Iu s b e ab bll e t o c o o a n s wi wi m S a la la r t o b e
ncgctt ncgcttate ated. d. Own room/b room/bath ath/cu /cur. r. Tel ()H~; i94JSY. COMP.COMP.-\NI \NION ON ar
good-h good-humo umoure ured. d.
required by disabled ladv lor 1i~1\L h ou ou se se h ol d d ut ut ie ie s c o ok in in g r ea ea d ee k ill;,!. and rriendship. t: I(10 pc w ee plus ow r oo oo m u s o f r ur ur . B o 3 n
en ntt ri ri e i n e ac ac h o f h e
HELP HELP WANT WANTED ED
Surrey
ENERALVACANCIES
CREDIT CREDIT CONTRO CONTRO
TASK TASK SHEE SHEE
MANAGER
Parslowe B~nnc
t h a d e rt rt i e me me n ntt s a n
A lm lm os os t a n t yp yp e o f n e s pa pa p pee r a d e rt rt i e me me n c a be used to d eed d uc uc e f ac ac t a b bo o u d a l y i f a n t o g e n fo fo rm rm at at io io n a b bo ou th v aall ue ue s o f t h t a g e c u t ur ur e F o o th th e a c i vi vi t e s s in in g adve advert rtis isem emen ents ts se 'Hou 'Housi sing ng avai availa labl ble' e' (3.7 (3.7), ), 'Los 'Los an foun found' d'
Benson's Carvery
w h s ou ou n k no no wl wl ed ed g o r buildi building ng constr construct uction ion require local fir of Archite Architects cts lor local Experi Experienc enc of Comput Computer-a er-aide ide Design Design an advant advantage. age. T el el ep ep ho ho n R ac ac he he l P at at e o n 0 13 13 6 . HH- l9 l9 3 o r write with CV to
an di id
Fo oll lo lo w u p w itit h h ol ol e c la la s i sc sc u uss si si o o n t h o l o wi wi n questions: W ha ha t d i y o l ea ea r a bo bo u e m l oy oy me me n i n t h U K a n / o t h U S fro thi activi activity? ty? Ar (Hel (Hel want wanted ed adve advert rtis isem emen ents ts comm common on inyour coun countr try? y? If so ho ar th adve advert rtis isem emen ents ts in your country simila simila to those those in British/A British/Americ merican an newspaper newspapers? s? Ho ar they they diff differ eren ent? t?
Moddis Moddison on Inc212 403 8827. 8827.
UK NEW CAREER CAREER
D i t ri ri bu bu t t h t a h eeee t a n t h a d e rt rt i e me me n ntt s h e c la la s i nt nt o g r u p o f h re re e o r f ou ou r
h e s t d een n t w o i n g ro ro up up s r ea ea d dii n comp comple leti ting ng th task task shee sheet. t.
P llee as as e
r es es u
DRIVERS
ailinguaJ Spanish required $7 per hour operator ro ns ns pc pc rt rt 38 38 4 3 09 09 d 10 srcrt. O w t ro
67
Ad 8375. 8375.
S ec ec re re ta ta r
d is is hw hw a sh eerr s e n m an an aag g eerr s f o i t Ne E n l an an d o pe pe n nii ng . A p l y person a.m.-6 p.m. Flemming R o o d , W e s tp tp o rtrt _
b oo oo rd rd .
ap pp p lili ca ca to to n
t ro ro l c o om m pa pa n i n R o , .; bu bu rg rg h H ou ou r appro)( Could develo develo t il l 3 p.m Could
Ha
bcrr bcrren ender
eo
LI
t he he i g ro ro up up s r ea ea d dii n h e a d dv v eerr titi se se me me n ntt s a n u si si n h e info inform rmat atio io in them them to comp comple lete te th task task shee sheet. t. Clar Clarif if stud studen ents ts q ue ue st st io io n a b bo o u t h v oc oc a u la la r th ca eg go o ri ri e l i t e o n t h task task shee sheet. t.
co occ p pll e s ee ee k f u l l y trained
n an an n
f re re ee- ro ro o m
AU PAI
outstandin andin oppo opport rtun unity ity an compensation h i i s a n outst an re upon 'Nil! be dependent C)ffe an nractive benefits package.
Gtap Gtaphi hics cs
NANNY W or or ki ki n
ER
Jobs Jobs whic whic pa
sala salary ry
48
EXAM EXAMIN ININ IN
PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
EXAM EXAMIN ININ IN
PATTE PATTERN RN
OF EVER EVERYD YDAY AY LIFE LIFE
69
,"
Holida '3.6 Holida
Jobs Jobs with with pres presti tige ge AIM
MATERIALS Fact Fact abou abou work workin in
hour hour LEVEL
Bene Benefi fits ts or 'ext 'extra ras' s' (hea (healt lt
insu insura ranc nce, e, holi holida days ys with with pay, pay, etc. etc.
photog photograp raphs hs
To en ncc o ou u ra ra g e sc sc ri ri pt pt io io n t o i gh gh lili gh gh t i te te m f o c u ull tu tu ra ra l co om m pa pa ri ri so so n t o m p o v c o v eerr sa sa t o n k ilil l an
sett settin ings gs
le en ntt a
an
ab bo ov
TIME
20 minute minute
PREPARATION
Go th ou y ou ou r o lili da da y h ot ot og og ra ra p l bu bu m a n c h o s p ic ic tu tu re re s wi cu ull tu tu ra ra l e at at ur ur e w hi hi c c a b e c o p a e d w i f ea ea t r e in th tu en ntt s c u ull tu tu re re ( or ex xaa m l e p ho ho to to gr gr ap ap h ro holiday in t h w e o f r e a n i gh gh t e at at u l oc oc a e o op p le le , land landsc scap apes es farm farms, s, hors horses es an cart carts, s, tele teleph phon on boxe boxes, s, sign signpo post st in Gael Gaelic ic anci ancien en Celt Celtic ic monu monume ment nts, s, etc. etc.
Labour Labour organ organiza izatio tions/ ns/tra trade de unions unions
Qualif Qualifica icatio tions ns requir required ed
Other Other inform informati ation on
Photocopiable
Oxfo Oxford rd Univers v ersity ity Pres Pres
P ho ho to to co co pi pi ab ab l
O xf xf or or d U ni ni ve ve rs rs itit y P re re s
1)
IN CL~S CL~S
EXAMI EXAMINI NING NG PATTE PATTERN RN
OF EVER EVERYD YDAY AY LIFE LIFE
XAMI XAMINI NING NG PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
This
y ea ea r e n o n h ol ol id id a to Irel Irelan and. d. Here Here ar someof someof my holi holida da photographs.
c al al l u t o m
or
t ha ha t u m
t he he i i m r e i on on s
EXAMPLES STONESFIELD
re an nd d.
CHALGROVE
£121,500 S to n
s em em - de de ta ch ch e
conversion. b ed ed ro om om s
b ar ar n
B un un g a ow ow ,
receptons, Que
f a f ro ro m
Go
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b e w ee ee n
U gh gh t p re re n t o f lo lo o z -e e
f a t f o s a e o r r e nt nt .
Ow
e nt nt ra nc nc e
r ec ec ep o n ,
gas CH. bath
kitchen kitchen
Of £600 pc",.
£110 00
0714356"1.
an cu ull tu tu ra ra l f ea ea t r e t he he y n ot ot ic ic e F o e x xaa m l e t he he y m ig ig h a y Ireland is gree green. n. thou though gh it wa grey grey They They us th word word 'tel 'telef efon on', ', d if if fe fe re re n ncc e
an
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O ffff e r o ve ve r £ 6 8. 00 00 0 . h on on e 0 86 86 5 2 41 41 : ! 3 t o v e w
Hampstead
cu h a t he he y e e a n l if if e i n h eeii r c o n tr tr y
b e dr oo oo m s
r e ce ce p nnoo e r o o m , looking
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example: This is an Iris Iris tele teleph phon on box. box. mountain in scener scener nea Kerry. Kerry. is the mounta
STANDLAK
f ur ur ni ni sh sh e
b e H at at . O n e y e a
e t £ 30 30 0 p em em . R n g 8 80 80 37 5
a he he r
Sp.m.
OSNEY V ci to r a uy
ISLAND t er er ra ra c
rn
Lon
Delightful
h ou ou se se ,
d.
th
b ea ea ut ut -
ed
CH. garde garden. n. Availa Available ble immediedi-
Hanborou Hanborough gh £63,500
V ci to r a
c on on ag ag e
r ec ec ep ep t on on s h ea ea t er s
b ed ed s
N g h s to ra ra g g a ra ge ge .
£600 pcm plu servic services. es. 086 794183.
RURAL LOCATION LOCATION
Fve
r oo m c ou nt r
in
c ot ta g
bedacres
o f r ol ol lili n w oo oo dl dl an an d T o l e f ur ur nish nished ed fro
August
pern. Contact
£1250 £1250
Grosvenors,
Abingdon 66824
H ol ol i a y p h t og og ra ra p ph hs h eett he he r y ou ou r r ie ie n nd d' ar an i mm mm ed ed ia ia t a n u se se f w a g i i n l ea ea rn rn eerr s a n m p e ss ss io io n a n en of th cu ull tu tu r h e a r l ea ea r i n a b bo o ut ut .
f lO lO R I D A P A L M G R E E H B R i Z B T H F u rnrn i shsh e d 2 n d II a p plpl . P o o l I .n.n n isis , 61 9 17 1 7 5 9 9 0 8 e ve ve . golf golf.. 5 m . C a l ( 61
C a n lele m p o r arar y h o m . OIl a ue ue s n eaea r Ilate p o r k , s p e c l a ( u i o r v i e w s H u d s o n R i,i , e 8 R B T H .I. I th , d ecec k p oo oo l 5 5 9 0,0, 0 00 00 . ( 9 14 14 1 3 6 5 3 8 0 0 8 E AC A C O N 8 R 1 1.1 . l B T H B ilil e,e , . l aw aw n · h o u s A l l a p plpl iaia n < eses , p o t io . 5 8 5 m a u l il ilil ieie s . A , a il a blbl . 1 5 A p r a ( 9 14 14 ) 9623167. PALMBEACHHOMESHomes,(ondo· m i nin i um um s o n I h " ' . . . r iv erer , o n d g o l l ( ou o u rsrs e I rara m 5 1 75 75 ,0,0 0 0 ( 61 61 9 ) 5 5 3 8694.
G E O RG R G E TO T O W N , . f am am i l h am am . , B R l 2 B T H . ap ap p lili a n< n< e s,s, l o h , d " k y a r b o s.s. m .n.n l 8 R a p plp l . 5 3 20 2 0 ,0,0 0 0 C a U (20213623158. T A C O M AP A R K M D A n r a(a( riri " BRl2 B T H l o w n haha u sese . b o ilil a blbl e A u g u slsl I . . y eaea r S B S llll m o . C a l ( 3 0 1 5 6 0 1 1 eve.
R O C K H ilil l N . Y . 5 2 4 5,5, 0 00 00 . F a b ulul o u s 5 B i B T H r eses idid e n c o n q u i . , I r"r" · li n . sl... 1. B y a p p l o n lyly . C a l ( 9 1 4 3 B 5
A C O R NF NF A R M 2 . a "e " e s R a nc n c h S l ylyl . 3 B R / 2 B T H s c r eeee n p o rcrc h , b r ic k I rprp i ( a p e d e ckck . d o o b l g a rara g • . $ 1 2 9 .0 0 0 (71717757539. F A IR IR F IE IE L D E .t. t eeee plp l ioio n a BR 2. B T H ( o l o n io l h s e d e n b e au au t l a nd nd s e A , oioi lolo b l J u UA U A u g $ 1 .0 0 m o . C a l ( 20 2 0 3 ) 2 5 5 5 5 25 25 .
US
UK
IN CLAS CLAS
A T L A N n C8C8 E A C H I I H O M E V a ( a lili o n o r y eaea r·r· roro un u n d h am am . a n b a b lolo ( d o s e r e sisi d enen l s p r i. . , . b e acac h . O c e a , ie ~ . A l l a pp p p lil i anan lel e S 5 21 2 1 ,0, 0 0 0 C a l (60919849873.
Co pac fully
ately fo on year mnimum
0993698235
REMARKS
71
D i t ri ri bu bu t t h t a t h c la la s n t g ro ro u
h eeee t a n t h a d dv v e t i e me me n ntt s o f t h e e o r o u s tu tu de de n ntt s
a n d iv iv id id e
t he he i g r u p r ea ea d dii n t h a d e rt rt is is e e n ntt s a n u s n g h e i n o r a titi o i n t he he m t o c o p le le t t h t a h eeee t
3.
Ho si
Al ow en no o ug ug h t im im e f o t h an co om m pl pl et et e h e t a h eeee t
avai availa labl bl
MATERIALS
o pi pi e
info inform rmat atio io
o f p ro ro pe pe rt rt y
an
from from news newspa pape pe
e al al -e -e st st a
Foll Follow ow up with with whol wholee-cl clas as disc discus ussi sion on on th foll follow owin in questions: ha di yo ea b ou ou t h ou ou si si n i n t h U K a nd nd /o /o r t h U S f ro ro m this activity? activity? What What othe othe thin thingsdidyou gsdidyou lear lear abou abou dail dail life life in th UK and/ and/or or th US What What di yo lear lear that that is diff differ eren en from from th situ situat atio io inyour culture?
adve advert rtis isem emen ents ts
ad dv v eerr titi se se me me n ntt s
f ro ro m
i titi s
student LEVEl.. IME' PREPARATION
L ow ow er er -i -i n e r e d dii at at e
an
t h a d e rt rt is is e e n ntt s
A f e r t h g ro ro u h aav v e i n s he he d a s o r v ol ol un un te te e ep po or on t h i n o r a titi o w hi hi c h eeii r g ro ro up up s o un un d f o e ac ac h h eeaa d n g o n th task task shee sheet. t.
AIM
dedu deduci cing ng fact factua ua
ro ps to ea
in
ab bo ov
60 minute minute Phot Photoc ocop op th task task shee shee belo below. w. Coll Collec ec prop proper erty ty an real real-e -est stat at adve advert rtis isem emen ents ts from from Brit Britis is and/ and/or or Amer Americ ican an news newspa pape pers rs Make Make ea
REMARKS
A lm lm os os t a n t y n eew w sp sp aap pe ad dv v e t i e me me n c a u se se d d eed d uc uc e f ac ac t a b bo o u a ilil y l i a n g e n f r ma ma titi o a b bo ou th v aall ue ue s o f t h t a g e c u ull t r e F o o th th e a ct ct i i titi e s in in g a d e rt rt is is me me n ntt s s e ' He He l w an an te te d ( 3. 3. 5 ' Lo Lo s a n o u d ' 6 ..6 6) an '\Vh '\Vhat at woul woul yo like like to do?' do?'(3 (3.1 .12) 2)
72
EXAM EXAMIN INlN lN
EXAM EXAMIN ININ IN
PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
TASK TASK SHEE SHEE
Us th info inform rmat atio io inthe adve advert rtis isem emen ents ts to list list as many many fact fact as o u a n a bo bo u t h y pe pe s h ou ou sn s n g d e r ib ib e i n t h advert advertise isemen ments. ts. Write Write dow the inform informati ation on under under the approp appropria riate te heading. avai availa labl bl
S i e s o f h ou ou se se s a n
f la t
(stu (studi dios os terr terrac aced ed hous houses es
( nu nu mb mb e o f r oo oo m
AIM
MATERIALS
To develo develo th abil abilit it to evalua evaluate te an refin refin about th targ target et cult cultur ur toco ie
list list
LEVEL
Up er-in er-interm termed edia iate te
TIME
40-50 40-50 minu minutes tes
PREPARATION
C om om pi pi l cu e.
t ot ot a a re re a e t SAMPLE HAND-OUT
Pric Pric
enera enerali liza zati ti an
about th targ target et cult culture ure
ab ve
each student student SOME SOME GENE GENERA RALI LIZA ZATI TION ON in th
Th bill bill in most most rest restau aura rant nt h e S , h op op pi pi n supe superm rmar arke ke once once Most Most Amer Americ ican an
ABOU ABOU
r ou ou n
in th US incl includ udes es
o r r o e riri e i s u su su al al l week week
o n b y g o in in g
do thei thei ow hous housew ewor ork. k.
It is poli polite te to as Amer Americ ican an
ques questi tion on
p ub ub lili c a r
abou abou thei thei sala salary ry S , y o a r e xp xp e t e t o
h e U S a yn y n g ' Th Th an an k y ou ou ' i s a o m o n compliment.
Other Other inform informati ation on
he ag of
serv servic ic char charge ge
A me me riri c i titi es es , p eo eo pl pl e h o w al al k t h i r d og og s requ requir ired ed to clea clea up afte afte them them
h ea ea titi n
a y o f r ea ea c i n t o a
Th cost cost of univ univer ersi sity ty tuit tuitio io is so expe expens nsiv iv inthe UStha only only h e v er er y r i a n a ffff or or d t . IN CLAS CLAS
Oxfor Oxfor
US CULT CULTUR UR
t ar ar t d a i n
W he he n i n i te te d t o b ir t d a p ar ar t i n t h give give gift gift of mone money. y.
Photocopiable
enera enerali liza zati ti
l is is t o f e ig ig h t e g een n e a li li za za titi on on s a b bo o u t h t ar ar ge ge t ou be an ou ee
M os os t y o n g p eo eo p twelve.
(o rent rent purc purcha hase se etc. etc.
T yp yp e
73
3.8
HOUSING HOUSING AVAILABLE AVAILABLE
Type Type of hous housin in bungal bungalows ows etc.) etc.)
PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
Universit v ersit
Press Press
students. M aak ke su
cl
t ha ha t t h s tu tu de de n ntt s u nd nd e s ta ta n de ar ar a . ( pr pr ob ob aab b l t ru ru e b. (pro (proba babl bl fals false) e)
ha t h s ta ta te te me me n ntt s en
de en m ak ak e b ri ri e n ot ot e o n t h e v vii de de n ncc e t ha ha t s up up po po rt rt s t he he i a n nss we we r ar ey at wh ci i n o rm rm at at io io n t he he y n eeee d i n o rd rd e t o m ak ak e j u ud d ge ge me me n ntt .
er
EXAM EXAMIN ININ IN
S tu tu de de n t he he m a n
PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
w o i n p aaii rs rs , d is is cu cu ss ss in in g t h a k n g n ot ot e
EXAMIN EXAMINING ING PATTER PATTERNS NS OF EVERYD EVERYDAY AY LIF
t at at em em en en t
m a k in in g
diff differ eren en in thei thei cult cultur ure( e(s) s) If i t i s d if if fe fe re re n ntt , brie brie note note expl explai aini ning ng th diff differ eren ence ce
Fo oll lo lo wi wi n t h p aaii r w o k , v ol ol un un te te er er s e p po o r t he he i a n nss we we r a n s up up po po rt rt in in g c o om m me me n t o t h c la la s I nd nd ic ic at at e w he he th th e y o e e h a en nece necess ssar ary, y, corr correc ec an misc miscon once cept ptio ions ns base base on limi limite te evid eviden ence ce IJARIAnON
ftEMA ftEMA
IC
ANSW ANSWER ER KE
A s h om om ew ew or or k s t d een n t c a be a sk sk e t o p re re p paa r b ri ri e w ri ri tttt e repo report rt summ summar ariz izin in th evid eviden ence ce (fro (fro libr librar ar sour source ce and/ and/or or targ target et-c -cul ultu ture re info inform rman ants ts whic whic conf confir irms ms cont contra radi dict cts, s, or modi modifi fies es on or seve severa ra of th stat statem emen ents ts a de de d stre streng ngth th of thei thei supp suppor orti ting ng argu argume ment nts, s, not Answer swer key to sam le
and- ut
ct Teaching ng Cultur Cultur (Lin Seelye, Teachi (Linco coln lnwo wood od Comp Compan any, y, 1988 1988). ).
To sh
MATERIALS
as
in
re sh bi abit abit in th stud studen ents ts
shee fo ea
LEVEL
Lowe Lower-i r-i term termed edia iate te
TIME
20-25 minutes
PREPARATION to
each each stud studen ent. t.
F o l ow ow in in g t h p aaii rw rw o k , v o u nt nt ee ee r answ answer er to th clas class. s.
he
h ou ou l
w ri ri t
t ak ak e t ur ur n t o r ep ep or or t t he he i
Fo oll lo lo w u p w i w ho ho le le -c -c la la s d is is cu cu s i o o n t h f o l ow ow in in g questions: h a h av av e y o l ea ea r e d a bo bo u s ho ho pp pp in in g h ab ab itit s i n t h U K a n ys from from shop shoppi ping ng habi habits ts inyour cult cultur ure? e? TASK TASK SHEE SHEE
he en
SHOP SHOPPI PING NG HABI HABITS TS Th stat statem emen ents ts belo belo give give info inform rmat atio io abou abou shop shoppi ping ng habi habits ts in th UK an th US Ar thes thes habi habits ts th same same (S ordiffe ordiffere rent nt (0 from from th shop shoppi ping ng habi habits ts of th peop people le in your your cult cultur ure? e? Pu tick tick (j) in the approp appropria riate te boxes. boxes. If an of th habi habits ts ar diffe differe rent nt write write brief brief notes notes explai explainin nin the differ differenc ences. es.
za
AIM
7S
In your your cult cultur ur
II.: II.: Nati Nation onal al Text Textbo book ok A d l t d o m os os t o f t he he i o w shoppi shopping ng for clothe clothes. s.
Moth Mother er usua usuall ll bu al th clot clothe he fo th youn youn chil childr dren en in th fami family ly
UK an cult cultur ure(s) e(s)
Notes
Notes
stud studen en an ab ve
Teenag Teenagers ers usuall usuall choose choose thei thei ow clot clothe hes. s.
Notes
et Marr Marrie ie coup couple le usua usuall ll shop shop fo larg larg item item such such as cars cars furn furnit itur ure, e, an TV sets sets together.
IN CLAS CLAS
culture(s). en
Notes
EXAM EXAMIN ININ IN
EXAM EXAMIN ININ IN
PATI PATIER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
PAIT PAITER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
77
3.10 3.10 Same Same or diff differ eren ent? t? Shop Shoppi ping ng fo groc grocer erie ie is usua usuall ll done done bygoin to th supe superm rmar arke ke once once week week
AIM Notes MATERIALS
lunc lunch, h, an some some stay stay open open il .0 p. la er on cert certai ai days days espe especi cial ally ly in big cities cities
Notes
f ea ea tu tu re re s o f t h s tu tu de de n ntt s h or or t v id id e
cu ull tu tu re re (
s eq eq ue ue n ncc e
LEVEL
Elem Elemen enta tary ry an
abov abov
TIME
20-25 20-25 minute minute
PREPARATION
e le le c h or or t o ne ne - t o h re re ee- mi mi nu nu te te ) v id id e e q qu u een nc wh ch i llll u t ra ra te te s e v vee ra ra l f ea ea tu tu re re s o f t h a rg rg e c u ull tu tu r w hi hi c a r l ik ik e b e d i f er er en en t t h t ud ud een nt ow cu ull tu tu re re ( ) .
IN CLASS CLASS Depa Depart rtme ment nt stor stores es an groc grocer er stor stores es ar open open al da on Satu Saturd rday ays. s.
w ri ri t t h w or or d same. word different.
f'iotes
ar co on n ta ta in in s i nf nf o m at at io io n a b bo o u t h t ar ar ge ge t c u ull tu tu re re . at co they they se in
w hi hi c
a mi mi le l e s i t i s o ftft e h e moth mother er wh does does most most of th food food shop shoppi ping ng
Many Many oven oven-r -rea eady dy (fro (froze ze or micromicro-wav wavabl able) e) items items are availa available ble in superm supermark arkets ets
10 Many Many peop people le bu brea bread, d, cake cakes, s, bisc biscui uits ts an pies pies in supe superm rmar arke ke rath rather er than than in bake bakery ry
T h s ec ec o on n d t im im e t he he y m ak ak e n ot ot e
Notes
Oxford Oxford Universit v ersit
Press Press
is
e,
er e, en smal smal grou groups ps to disc discus us th simi simila lari riti ties es an diff differ eren ence ce they they have have obse observ rved ed In mono monocu cult ltur ural al clas classe ses, s, stud studen ents ts ca comp compar ar thei thei
simi simila lari riti ties es an diff differ eren ence ce
Notes
Notes
they they obse observ rved ed betw betwee ee
al what what is show show
REMARKS
h i t ec ec h hn n iq iq u c a b e u se se d w itit h a lm lm o a n v id id e e q qu u een nc whic whic clea clearl rl illu illust stra rate te feat featur ures es of th targ target et cult cultur ure. e. Sequ Sequen ence ce invo involv lvin in cult cultur ural al ritu ritual al (for (for exam exampl ple, e, wedd weddin ings gs birt birthd hday ays, s, cour courtr troo oo scen scenes es cock cockta tail il part partie ies, s, etc. etc. work work espe especi cial ally ly well well
VARIATION
an ac an targ target et-l -lan angu guag ag TV prog progra ramm mmes es (via (via sate satell llit it broa broadc dcas as if outside t h t ar ar ge ge t l an an gu gu aag ge cu ull tu tu re re ) o n h e o wn wn . h i w ou ou l b e a n o n simi simila lari riti ties es to thei thei ow
Photocopiable
h eeii r t a at
will t ha ha t u nd nd eerr lili e
cult cultur ures es
er t h d if if fe fe re re n ncc e
ce an Fo ex xaa mp mp le le ,
n e C hi hi ne ne s s tu tu de de n
E ~\ ~\ {] {] NI NI N
r ep ep or or te te d Mason':
P AT AT TE TE RN RN S OF EVERYDAY EVERYDAY LIFE
h e f ol ol lo lo wi wi n
p eerr ce ce p ptt io io n
EXAM EXAMIN ININ IN
o f t h T V p ro ro gr gr am am m
Different
Same
When When peop people le in ea at othe othe pers person on's 's eyes eyes In China, we ai at othe othe pers person on's 's eyes eyes
T h A me me ri ri ca ca n
eo et is s I n C hi hi na na , p eeo o pl pl e an k is wo ak heads. Acknowledgement l ea ea rn rn e t hi hi s v aarr ia ia titi o
care carefu full ll
' Pe Pe rr rr y
Wher Wher ar oisu oisuor or enter enterta tain ined ed Wher Wher do visi visito tors rs slee sleep? p? r e h e a n p ac ac e t ha ha t b el el on on g to on membe membe of thefami thefamily ly Whic Whic spac spaces es Which Which fami family ly membe member? r? D oe oe s t h h ou ou s h av av e f ro ro n g ar ar de de n b ac ac k g a rd rd en en ? A f en en ce ce ?
a n t h C hi hi ne ne s
to th othe othe pers person on boar boar
ei
Chin Chines es
do some someth thin in
anot anothe he
pers person on
ou ar wi as basi basi fo disc discus ussi sion on
phys physic ical al
f ro ro m P au au l A rc rc ar ar io io .
as
an
es
ec
MATERIALS
MATERIALS
ed
LEVEL
E le le me me n ntt ar ar y
TIME
60 minute minute
PREPARATION
N o s pe pe ci ci a p re re p paa ra ra titi o
IN CLASS CLASS
of
ew ap em pers person onal al pref prefer eren ence ce an
AIM
es
an
n eeee d dee d
es an
Th
furn furnit itur ure. e.
a n i nd nd ic ic at at e w he he r
ch or ec
cu
ad dv v eerr titi se se me me n ntt s zi
e' f ro ro m
r itit i ee
an nd d /o /o r
I nt nt er er me me d dii at at e
TIME
60 minute minute
PREPARATION
o to to c er af ak up ct adve advert rtis isem emen ents ts fo cine cinema mas, s, thea theatr tres es conc concer erts ts muse museum ums, s, gall galler erie ies, s, exhi exhibi biti tion ons, s, etc. etc. fro~ fro~ Brit Britis is and/ and/or or Amer Americ ica~ a~ n eew w sp sp aap p e o r m ag ag aazz in in e M aak k e s ur ur e y o h aav ve en no o ug ug h c o op p ie ie s t o ac ud as an et advertisements.
wh
t h d oo oo r a re re .
s tu tu de de n ntt s w or or k i nd nd iv iv id id ua ua llll y
en ntt e t ai ai nm nm en en t ws er
inte intere rest st
UK
LEVEL
IN CLAS CLAS
u rn rn ir ir ur ur e
A rt rt s a n
ed
student
ab bo ov
voca vocabu bula lary ry fo hous housin in
he
A s f ol ol lo lo w u p c o on n du du c w ho ho le le -c -c la la s d is is cu cu s i o o n t h follow following ing questi question: on: Wh ar ther ther diff differ eren ence ce in diff differ eren en peop people le's 's idea idea of home home
AIM
cu
79
PATT PATTER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
d ra ra wi wi n
M eeaa n nw w hi hi le le , w ri ri t t h f ol ol lo lo wi wi n q ue ue st st io io n OVJ many many peop people le live live in this this hous house? e? W hi hi c d oo oo rs rs a r e u su su al al l o pe pe n Whic Whic ar usua usuall ll clos closed ed W hi hi c a r l oc oc ke ke d W he he n hy
th
l oo oo r p la la n nss .
o n t h b oa oa rd rd :
an
ab bo ov
an ente entert rtai ainm nmen en adve advert rtis isem emen ents ts from from Brit Britis is and/ and/or or A me me ri ri ca ca n n eew w sp sp aap p eerr /m /m ag ag aazz in in e h eeii r t as as k i s i ma ma g gii n t ha ha t t he he y em an ch ho o os os e t h f iv iv e e v vee n ntt s t he he y w ou ou l m os os t l ik ik e t o a tttt en en d D is is tr tr ib ib ut ut e t h t as as k s he he e a n h e a d dv v eerr titi se se me me n ntt s w or or k i nd nd iv iv id id ua ua llll y o n t h a s s he he et et .
h e t ud ud een nt
of co om m pa pa r t he he i t as as k h eeee t a n d i c u t h e v vee n ntt s t he he y h aav ve ch ho o se se n a n t he he i r ea ea so so n o r c h ho o os os in in g t he he m
80
EXAM EXAMIN ININ IN
PATI PATIER ERNS NS OF EVCR EVCRYD YDAY AY LIFE LIFE
Fo oll lo lo w u p w itit h questions:
w h l ee- cl cl a ti
Whic Whic adve advert rtis isem emen ents ts country? W hi hi c a dv dv er er ti ti se se m n t
migh migh
i sc sc u uss si si o
o f t h f ol ol lo lo wi wi n
PATI PATIER ERNS NS OF EVER EVERYD YDAY AY LIFE LIFE
n ot ot ? ie
OU
SA A cc cc es es sN sN is is al al Bo Bo ok ok in in g 0 7 5 32 32 10 10 0 Al progr program amme me booka bookable ble in advan advance ce Licens Licensed ed bar. bar.
p eo eo p l i n the UK
D EA D L
O?
Look Look at th arts arts an ente entert rtai ainm nmen en adve advert rtis isem emen ents ts Imag Imagin in that that yo ar inthe city city wher wher they they were were publ publis ishe hed. d. Choo Choose se th five five even events ts yo woul woul most most like like to atte attend nd List List each each even event, t, an your your reas reason on fo choo choosi sing ng it belo below. w.
WEA ON
Program Programmes mes 1:30,3:4 1:30,3:45,6: 5,6:00,8 00,8:45. :45. L at at e n ig ig h s ho ho w F riri lS lS a 1 1 :3 :3 0
Th
Ever Everla last stin in Progr Program amme mes: s:
Events
81
EXAMPLES
is appe appear ar in newspapers in your own
o ul ul d n ot ot ? W h is a nd nd /o /o r t h US from this actiou actiouy? y?
TASK TASK SHEE SHEE
EXAM EXAMIN ININ IN
Story
2:30, 2:30, 4:0
Reasons
::l~c Unbcttb Progr Program amme mes: s: 6:30. 6:30. 9:00. 9:00. L at at e n ig ig h s ho ho w F riri lS lS a 1 1 :3 :3 0
FR NCIS NCISCO CO OPER OPER
CARMEN
(Bizer)
Seaso Premiere Premiere M a . y 2 I Cond Conduc ucte te Wit
byJuan Pund Punder er
Kath Kather erin in
Mall Mallet ett/S t/Sal ally ly
DIE ZAUBER ZAUBERFLO FLOTE TE Ma '4
S, '7
Cond Conduc ucte te
C a se se s u b jeje C t t o c h a ng ng e . E rt rt ni ni og og s a t a s n o t ed ed . N o r ef ef un un d o r e x c ha ha ng ng e s B o O ffff ic ic e b ou ou rs rs : S un un do do y n oo oo n
7: 3 0
'0):
m a m ee ee s a t
I!xcep'
3 D , M o n da da y c hr hr ou ou s
Saturda"v 10 co 7.
'A STUP STUPEN ENDO DOUS US
D oo oo r
Spru Spruce ce
15 ) 7 79 79 -6 -6 65 65 5 o r Call 4 15 om h e B o O ff ff ic ic e
F nd nd a
Plus
Main Mainw. w.ri ring ng/Do /Don. n.ld ld
With With th Lo Ang~ Ang~le le City City Orch Orches estr tr
DAIL
Ra66it.~
(Molarc)
by Chris Christo toph pher er [one [one
With With Keit Keit Strin Stringe ger/ r/Ju Judi dith th
'TRE 'TREME MEND NDOU OU
M a 3 0t 0t h
Pere Pereira ira
18
Oxfo Oxford rd Odeo Odeo he Cr
Mill Miller er/J /Jam ames es
.. WOND WONDER ERFU FU
CAST CASTIN ING' G'
MIRROR
PROD PRODUC UCTI TION ON
I R IS IS H T I M E S
Uun, n,. .~ ~t tri.
o pe pe n 7 p
B an an d on stage stage 8pm
THEPAYCOCK
Tickets £4 and £2 (studen (students ts and unemploy unemployed) ed)
BY
SEA
O'CASE O'CASE
WITH M AR AR K H UG UG HE HE S
' SH SH O OU UL
O N N O A CC CC O OU UN
B E M IS IS SE SE D
NEW YORKTIMES
Th rsda rsda
29th 29th Ma
'.
Only 45performances:-2.4:May 45performances:-2.4:May Photocopiable
Oxfor Oxfor
Univers v ersit it
Pres Pres
Hig Street Street Framp Frampton ton
Th best best Folk Folk venu venu
in town town
QFRCEO EOat at BOX QFRC
7762 776284 84
-lIiJuiy. ._§~~~
EXAMININ EXAMININ
82
this this sect sectio io incl includ ud no only only info inform rmat atio ionn-or orie ient nted ed acti activi viti ties es whic whic pres presen en fact fact abou abou cult cultur ural ally ly appr approp opri riat at beha behavi viou ou in Engl Englis ishhspea speaki king ng coun countr trie ies, s, bu also also acti activi viti ties es orie orient nted ed towa toward rd expe experi rien enti tial al lear learni ning ng an th grow growth th of self self-a -awa ware rene ness ss A l o f t h a ct ct iv iv itit ie ie s i n t hi hi s e c i o e n ncc o ou u ra ra g s t d een n t t o b eecc o m o a wa wa r t h s u t le le titi e o f c u ull tu tu ra ra l b eeh h aav vi ur V id id e at ea iden identi tify fy obse observ rvab able le cult cultur ural al feat featur ures es of th targ target et cult cultur ure. e. 'Min 'Miniisurv survey eys' s' (4.6 (4.6 invo involv lves es stud studen ents ts inte interv rvie iewi wing ng nati native ve spea speake kers rs as sour source ce of info inform rmat atio io abou abou typi typica ca beha behavi viou ou in Engl Englis ishhspea speaki king ng cult cultur ures es Some Some acti activi viti ties es 'Cul 'Cultu ture re assi assimi mila lato tors rs (4.4 (4.4), ), fo exam exampl ple, e, as stud studen ents ts to exam examin in cult cultur ural ally ly sens sensit itiv iv i ru ru a i on on s a n c h ho o os os e t h m o a p r op op ri ri at at e b eeh h aav v i u r f o t ha ha t situ situat atio ion. n. Stil Stil othe othe acti activi viti ties es 'Cri 'Criti tica ca inci incide dent nts' s' (4.2 (4.2 an 'Cro 'Cross ss-c -cul ultu tura ra role role-p -pla lays ys (4.3 (4.3))- high highli ligh gh misu misund nder erst stan andi ding ng ex xp p eerr ie ie n ncc e b y p eeo o pl pl e i n c ro ro s - cu cu ltlt u a l s itit ua ua titi on on s a n a s an en p ro ro po po s t he he i o w o lu lu t o n t o t h p ro ro b e m i nv nv ol ol ve ve d ' Ob Ob se se r a titi o an ju ud d ge ge me me n ntt ' ( 4 8 ) o ccu u se se s o n e tttt in in g t ud ud een nt to r ea ea lili z h o h eeii r o w o bs bs e v aatt io io n a y b e a f e ct ct e b y t he he i p a expe experi rien ence ce an cult cultur ural al back backgr grou ound nd it th ex xcc ep ep titi o o f ' An An sw sw er er in in g r ea ea l q ue ue s i on on s 4 . ) , w hi hi c i s d eess i n e o r u s i n c la la s c o om m po po se se d o f t ud ud een n t f ro ro m d i f e e n
83
'Cul 'Cultu ture re assi assimi mila lato tors rs (4.4 (4.4), ), once once stud studen ents ts beco become me fami famili liar ar with with t h p eecc if if i t ec ec h hn n iq iq ue ue , t he he y c a b e e n ncc o ou u ra ra g gee d t o g o b eey y on on d t h i tu tu aatt io io n i llll u t ra ra te te d a n t o d ra ra w o n h eeii r o w e x xp p eerr ie ie n ncc e a n disc discus us topi topics cs of part partic icul ular ar inte intere rest st conc concer erni ning ng diff differ eren ence ce in cultur cultural al behavi behaviour our
behaviour Th unif unifyi ying ng conc concep ep unde underl rlyi ying ng all th acti activi viti ties es in this this sect sectio io is th goal goal of incr increa easi sing ng awar awaren enes es of an sens sensit itiv ivit it to culturally d if if fe fe re re n m od od e o f b eeh h aav v io io u I n t h c o on n te te mp mp o a r t ea ea ch ch in in g o f n gl gl i as e co co n o r f o e ig ig n l an an gu gu aag g e m o a n m or or e a tttt en en t o n i s b eeii n p aaii d t o c u ull tu tu ra ra llll y a p pp p ro ro pr pr ia ia t b eeh h aav v io io ur ur -w -w ha ha t n aatt iv iv e spea speake kers rs of Engl Englis is sa an do in spec specif ific ic soci social al situ situat atio ions ns Howe Howeve ver, r, if lear learne ners rs of Engl Englis is ar to comm commun unic icat at succ succes essf sful ully ly on pers person onal al leve leve with with indi indivi vidu dual al from from Engl Englis ishh-sp spea eaki king ng cu ull tu tu re re s t he he y n eeee d n o o nl nl y t o e co co gn gn iz iz e h e d if if fe fe re re n c u ull tu tu ra ra l p aatt te te rn rn s a t w o i n t h e h haa v vii ou ou r o f p eeo o pl pl e f r n gl gl is is h p eeaa ~ co ou u ..n n tr tr ie ie s h e a l n eeee d b eecc .o .o qj qj e a wa wa r o f.f. t h w ay ay s i n w hi hi c t he he i o w c u ull tu tu ra ra l b aacc k kg g ro ro un un d i nf nf lu lu een n ccee s t he he i o w b eeh h aav v io io ur ur , a n t o d eev v eell o t ol ol er er an an c f o b eeh h aav v io io u p aatt te te rn rn s t ha ha t
CULTURAL CULTURAL BEHAVIOU BEHAVIOU
4. AIM
Answ Answer erin in
i nc nc re re a k no no wl wl ed ed g a n c u t ur ur e r ep ep re re se se n ntt e by th cu
MATERIALS LEVEL TIME
real real ques questi tion on a wa wa re re n nee s o f t h i nd nd i i du du a c la la ss ss ; t o p ra ra c i s w r t in in g q ue ue st st io io n ab
et l em em en en ta ta r
an
ab bo ov
Vari Variab able le (par (par of seve severa ra clas clas peri period ods, s, plus plus extr extraa-cu curr rric icul ular ar time time
PREPARATION
ch co
es
ch co t h t ar ar ge ge t c u ull tu tu re re , a n nd d /o /o r y ou ou r o w c o ou u nt nt ry ry , w ilil l h aav v e t h o pp pp o t un un itit y t o q ue ue st st io io n y ou ou . el
s t d een n t i n t h c la la ss ss .
to
p ro ro je je ct ct o a n s c e e presentations.
t ha ha t h e t ud ud een nt
i n h e c la la s r o
IN CLAS CLAS
u s s lili de de s e t u p t h s l d e o n t h d a o f t h s t d een n ts ts ' ey
co ou u nt nt ry ry . F o e x xaa mp mp le le , a l q ue ue st st io io n m an an y q ue ue st st io io n
ab bo o u E g p t h ou ou l
be
a s t he he y l i e .
A f e r t h t ud ud een n t h aav v e f in in is is he he d r itit in in g h eeii r q ue ue st st io io n d i i d h e c la la s g r u ps ps , a cc cc o d in in g t o t h c o ou u nt nt ri ri e r ep ep re re se se n e d b y t h i nd nd iv iv i u a s t d een n ts ts . F o e x xaa mp mp le le , a l h e t ud ud een nt ro ak er an ep an ques questi tion on writ writte te abou abou thei thei coun countr try. y. pa
D i t ri ri bu bu t t h p aap p eerr s w itit h t h q ue ue s i on on s a n a s i g t h g ro ro up up s o f c la la s p eerr io io d t o a n nss we we r t h q ue ue st st io io n w ri ri tttt e a b bo o u t he he i
J:~l J:~lrl rlIN ININ IN
COLT COLTUR URAl Al
le2cL it. spontaneously,
BEHA BEHAV[ V[OU OU
EXAMI EXAMININ NIN
Encourage groups
in
and c o a s f o c la la ri ri fi fi ca ca titi o
to
ACCEPT ACCEPTING ING
us visu visual al aids aids (sli (slide de or
4. AIM
h e o un un t e s
p re re se se n
lo ed ow n d a id , ' Oh Oh , n o ' m n o Engl Englis is is no very very good good.' .'
an an
b y h e p eo eo p
Wh di Us look look down down when when th teac teache he comp compli lime ment nted ed her? her? a . h e a s s ha ha me me d o f h e o rk rk . b. Sh wa emba embarr rras asse se by th teac teache her' r' comp compli lime ment nt c. Sh wa tryi trying ng to show show resp respec ec fo th teac teache her. r. d. Sh didn didn't 't like like th teac teache her. r.
s en en si si titi vi vi t t o c u ull tu tu ra ra l d if if fe fe re re n ncc es es ; p ro ro vi vi d o pp pp o t un un itit ie ie s o r t ud ud een nt
Wh di Lind Lind deci decide de no to give give Us an more more comp compli lime ment nts? s? a. b. c. d.
LEVEL
I nt nt e m ed ed ia ia t
ab bo ov
TIME
30 minu minute te
PREPARATION
ee g iv iv e o n t o e ac ac h t ud ud een n t A ltlt er er na na titi ve ve ly ly , y o m a w i t o d eev v eell o y ou ou r o w c u ull tu tu ra ra l i nc nc id id een n t b aass e o n y ou ou r e x xp p eerr ie ie n ncc e ce ci en c ri ri t c a i nc nc id id en en t is s i u a o n w he he r h er er e sayi saying ng some someth thin in like like is c om om mu m u n c a o n p ro ro b e m b e w ee ee n p eo eo p o f d i e re re n c u u re re s I n
o th th e w or or ds ds , s om om e h in in g g o e w ro ro n u nd nd er er st st aann d e ac ac h o th th er er ' c ul ul tu tu re re .
ca .sol .solut utio ions ns to th prob proble le
very very
Lind Lind didn didn't 't know know what what tosay,so tosay,so sh deci decide de no togive togive Us an mor~ complime compliments. nts.
MATERIALS
IN CLASS CLASS
ud nt
Us resp respon onde de to this this rema remark rk sayi saying ng 'No, 'No, no Yo ar g oo oo d e a h er er , b u a m n o good student. student.
o u ow country? hi ac vi c ha ha ng ng e y ou ou r o p n io io n a bo bo u
skills
an
g oo oo d
Lind Lind real really ly thou though gh that that Us wa maki making ng prog progre ress ss an sh an ed er no it Sh ai to a , B u o u are good good stud studen ent, t, an you' you're re maki making ng exce excell llen en prog progre ress ss Yo shou should ld be prou prou of your your work work.' .'
e-
Crit Critic ical al inci incide dent nt
T o i nc nc re re as as e a wa wa re re n nee s t o s titi mu mu la la t d is is cu cu ss ss io io n
COMPL COMPLIM IMENT ENT
Lind Linda, a, an Amer Americ ican an teac teache he in an adul adul clas clas in th US wa spea speaki king ng to Usa, Usa, on of he Thai Thai stud studen ents ts Sh said said 'Usa 'Usa I' very very happ happ with with your your work work Your Your Engl Englis is is real really ly impr improv ovin ing. g.
er al pres presen enta tati tion ons, s, Th leng length th of indi indivi vidu dual al pres presen enta tati tion on will will vary vary d eep p een n di di n o n h e l in in gu gu is is titi c a b bii lili t o f t h t ud ud een nt an he ea o r t w i ft ft ee ee n t hi hi rt rt y m in in ut ut e p re re se se n ntt at at io io n p e c la la s
W ha ha l d i o u a r a bo bo u t itit i c l as as s ? W ha h a l d i o u a r a bo bo u ny , d i In what ways, if a ny a n o f h e c ou ou n r ie ie s
85
Read Read th situ situat atio io belo below, w, an choo choose se th best best answ answer er to th ques questi tion ons. s. Some Someti time me more more than than on answ answer er is poss possib ible le
er on an ny y th th in in g t ha ha t h a b eeee n w ri ri tttt en en .
al av clas clas disc discus ussi sion on on th foll follow owin in ques questi tion ons: s:
CULTUR CULTURAL AL BEHAV BEHAVIOU IOU
b ec ec au au s
h e p eo eo p
n vo vo lv lv e
invo involv lved ed
i nd nd iv iv id id ua ua llll y r ea ea d dii n a b bo o u t h i nc nc id id een nt an ch ho oo in answ answer er co each each ques questi tion on
t he he i
d on on '
an
Sh deci decide de that that Us real really ly wa no good good stud studen ent. t. Usa' Usa' beha behavi viou ou wa disr disres espe pect ctfu ful. l. Us didn didn't 't seem seem to be plea please se with with th comp compli lime ment nt Sh expe expect cted ed Us to sa some someth thin in like like 'Tha 'Thank nk you' you'
ad ab
choo choose se answ answer ers. s.
work work toge togeth ther er disc discus ussi sing ng th inci incide dent nt an comp compar arin in answers. M eeaa n nw w hi hi le le , w ri ri t
W ha h a t c u u ra ra l v a u e Wh tfa Wh
th
o llll ow ow in in g q ue ue st st io io n
w er er e n vo vo lv lv ed ed ?
thei thei
o n t h b oa oa rd rd :
si
h e g ro ro up up s c o on n titi nu nu e t o w o t og og eett he he r d i c u i n a n w e t o h e q ue ue st st io io n o n t h o a d .
he
L ea ea d w ho ho le le -c -c la la s d i c u uss si si o t h i nc nc id id een n t a n t h v aarr io io u a n w e ( se se e A ns ns we we r K e o n p aag ge 87 Fo occ u o n t h c u ull tu tu ra ra l v aall ue ue s i nv nv ol ol ve ve d a n w he he th th e o r n o t h u gg gg e t e s ol ol ut ut io io n t oo oo k thes thes valu values es into into cons consid ider erat atio ion. n. Disc Discus us th pote potent ntia ia outc outcom omes es of each each sugg sugges este te solu soluti tion on
EXAMIN EXAMINING ING CULTUR CULTURAL AL BEHAVI BEHAVIOU OU
EXA.'vlIN EXA.'vlINING ING CULTURAL CULTURAL BEHAVIOU BEHAVIOU
TASK
H£E
ADDR ADDRES ESSI SING NG TH
ATTE ATTEND NDIN IN
TEAC TEACHE HE
I t a s t h f irir s da o f h e n gl gl i c l s s a n h e e a h e w a intr introd oduc ucin in hims himsel elf. f. He wrot wrot hi full full name name Alan Alan Jone Jones, s, on th b o r d a n a id id , M y n am am e i s A la la n o ne ne s ou li e, ou an us " Mr Mr " i t m y n a e . o w l ik ik e y o t o t el el l names. Let's Let's your names. star star with with you, you, hesaid, hesaid, indi indica cati ting ng youn youn woma woma inth fron fron row. row.
Mart Martha ha an Amer Americ ican an teac teache he in th US ha just just star starte te teac teachi hing ng Engl Englis is to grou grou of Japa Japane nese se stud studen ents ts Sh want wanted ed to ge to know know th stud studen ents ts more more info inform rmal ally ly so sh invi invite te them them to he hous hous fo part party. y. Th stud studen ents ts al arri arrive ve toge togeth ther er at exac exactl tl 8.00 8.00 p.m.The p.m.The seem seemed ed to enjo enjo th part party: y: they they danc danced ed sang sang an at most most of th food food At abou abou 10.0 10.0 p.m. p.m. on of th stud studen ents ts said said to th teac teache her, r, 'Ithink 'Ithink it's it's time time fo me to leav leave.Tha e.Thank nk yo very very much much fo th part party. y. Then Then al th othe othe stud studen ents ts go up to go an al left left at th same same time time Mart Martha ha deci decide de sh woul woul neve neve invi invite te them again!
of
Th youn youn woma woma answ answer ered ed 'M name name isLilia isLiliana na Cast Castro ro bu yo ca call call me Lily Lily Teac Teache her. r. Then Then th teac teache he said said 'OK. 'OK. I'll l l call call yo Lily Lily bu plea please se don' don' call call " Te Te a h er er " P le le a al A la la n o r on s. Lily Lily look looked ed conf confus used ed bu th teac teache he igno ignore re he an cont contin inue ue as th stud studen ents ts to intr introd oduc uc them themse selv lves es
to
Wh di al th stud studen ents ts leav leav
a . h e i dn dn ' k n is na e. b. Sh a s r yi yi n s ho ho w r e p e c. Sh coul couldn dn't 't pron pronou ounc nc hi name name d. Sh felt felt cont contus used ed
d. They They ha an invi invita tati tion on to anot anothe he part party. y. di a rtrt h d ec ec i house house again? again?
i lili an an a n o t o a l h i
e a h er er '
a. i dn dn ' r ea ea llll y i k b ei ei n ea he b. a n e d t o b e r ie ie nd nd l c. In hi coun countr try, y, only only very very youn youn pupi pupils ls call call thei thei teac teache he 'Teacher'. d. t ho ho ug ug h i lili an an a a s b ei ei n u de de . ANSW ANSWER ER KE
T as as k S h hee e
cultures.
ha nt
Acce Accept ptin in
as
he
t o i n i t t h s e s tu tu d n t
co ou u nt nt ri ri e en
ch
at on an cu es en he t he he i t ea ea ch ch eerr s a s ' Te Te ac ac h hee r'r' , i n o rd rd e t o s ho ho w e sp sp eecc t el at on
an
he
ANSW ANSWER ER KE
T h m o l ik ik eell y e x xp p la la n naa titi o i s ( c op an arri arrive ve at soci social al even events ts in ed
el xp c) i s n or or ma ma l f o t ea ea ch ch eerr s i n E ng ng lili sh sh - p eeaa k kii n co oo wo k, pl en wi
ev
a. Sh felt felt insu insult lted ed beca becaus us they they al lett at once. once. he ad at ll he oo T h s ta ta ye ye d t o l a e . d. They They hadn hadn't 't brou brough gh he pres presen ent. t.
comp compli lime ment nt
an co or ab
toge togeth ther er
a. They They didn didn't 't like like late late nigh nights ts b . h er er e a s n o r e o od od .
call call Alan Alan Jone Jone 'Tea 'Teach cher er'? '?
W h d i A la la n o ne ne s a s
PART PART
Read Read th situ situat atio io belo below, w, an choo choose se th best best answ answer er to th ques questi tion ons. s. Some Someti time me more more than than on answ answer er is poss possib ible le
Read Read th situ situat atio io belo below, w, an choo choose se th best best answ answer er to th ques questi tion ons. s. Some Someti time me more more than than on answ answer er is poss possib ible le
Wh di Lili Lilian an
87
co ea
es
As up
VARIATION
n st st ea ea d o f w ri ri tttt e d eess cr cr ip ip titi o o f s ho ho r c ri ri titi ca ca l i nc nc id id een n t p la la y h or or t v id id e s eq eq ue ue n ncc e i n w hi hi c t he he r i s c o om m mu mu ni ni ca ca titi o p ro ro bl bl e b eett we we e n aatt iv iv e E ng ng lili s s pe pe ak ak e a n nd d . a p eerr so so n o r p eerr so so n f ro ro m an no o th th e c u ull tu tu re re . F ilil m l ik ik e H o and Passage to India contain many many such such incid inciden ents ts
REMARKS
I n t h c la la ss ss -d -d i c u s io io n p ha ha s ( St St e 8 ) i t i s n o n eecc es es sa sa r t o r ea ea c g ro ro u c o on n se se n nss u b u y o m a w i to ut s itit ua ua titi o o n a ct ct io io n m a b e m or or e a p pp p ro ro pr pr ia ia t t ha ha n a n no o th th eerr . A s stud studen ents ts beco become me more more fami famili liar ar with with th 'cri 'criti tica ca inci incide dent nt t ec ec h hn n iq iq ue ue , t he he y c a b e e n ncc o ou u ra ra g gee d t o w ri ri t u p t he he i o w c ri ri t c a inci incide dent nt fo clas clas disc discus ussi sion on
to
Photocopiable
Oxford Oxford Unive Universi rsity ty Press Press
88
EXAMIN EXAMINING ING CULTUR CULTURAL AL BEHAV BEHAVIOU IOU
EXAMIN EXAMINING ING CULTUR CULTURAL AL BEHAVlO BEHAVlOUR UR
a) th e n gl gl is is hh- sp sp eeaa k kii n In t h U S a n o th rela relati tive vely ly earl earl to leav leav part party. y.
co ou u nt nt ri ri e
Th whol whol clas clas disc discus usse se implications.
1 0 0 0 p ..m m. is VARIATION
AIM
MATERIALS LEVEL
ca
Cr ss as
lt
aw et
es
N o p eecc ia ia l m at at er er ia ia l n te te rm rm ed ed ia ia t
an
al he
IN CLASS CLASS
ep an that that le
es
4.
a r o pt pt io io na na l
ab bo ov
AIM
pe
cros crosss-cu cult ltur ural al misu misund nder erst stan andi ding ng
co ou ul
ha es ho er t he he n t ak ak e t he he ir ir s a n e ti ti re re .
t u n s t o d eess cr cr ib ib e c ro ro s - cu cu ltlt ur ur a
h e o th th e
t ud ud een nt
at an am
ee or i nc nc id id een n t i n w hi hi c
no
t r t o g ue ue s w hi hi c s tu tu de de n
be
en ak t he he y w er er e
d eess cr cr ib ib eed d.
Cult Cultur ur
assim assimilato ilators rs
T o i nc nc re re as as e a wa wa re re n nee s o f a p pp p ro ro pr pr ia ia t b eeh h aav v io io u i n n gl gl is is h s pe pe ak ak in in g c u ull tu tu re re s t o c o om m pa pa r a n c o on n tr tr a t he he s b eeh h aav v io io u de wn cu e(
MATERIALS EVEL
as ed
E ac ac h g ro ro u e le le ct ct s o n o f t h i nc nc id id een nt an at nt o lv lv e nc er c la la s
disc discus ussi sion on
-
u s h aav v e b eeee n i nv nv ol ol ve ve d i n s itit ua ua titi on on s t ha ha t h aav v e l e t o c ro ro s - cu cu ltlt ur ur a m is is un un de de rs rs ta ta n nd d in in gs gs . T o m ak ak e u r t ha ha t t h s tu tu de de n ntt s u nd nd e s ta ta n wh yo an nc ec ci th stud studen ents ts ow expe experi rien ence ce desc descri ribe be cros crosss-cu cult ltur ural al inci incide dent nt er ed e, ne t hi hi s b oo oo k w a t ay ay in in g o ve ve rn rn ig ig h f o t h f ir ir s t im im e w itit h J ap ap aan ne d in in n an nd d is is cu cu ss ss e v a i et et y o f t hi hi ng ng s t h f am am ilil y' y' s t ri ri p a b brr oa oa d t hi hi ng ng s t h ou ee c. w or or e o n t h h o t s p ol ol itit el el y a n r ep ep eeaa te te d dll y a sk sk e if nt a te te r er
whol wholee-cl clas as
er
nt
., to
it cros crosss-cu cult ltur ural al
lays lays
a r n eeee d dee d ( si si mp mp l p ro ro p
4S minute minute PREPARATION
le
each each inci incide dent nt an
Inst Instea ea of desc descri ribi bing ng cros crosss-cu cult ltur ural al inci incide dent nt to thei thei grou groups ps i nd nd iv iv id id ua ua l s tu tu de de n ntt s c a w ri ri t u p i nc nc id id een n t t ha ha t h aap p pe pe n nee d t o ce ei ca then then be foll follow owed ed by
4.
89
o ge ge th th e ay hi
w a a ct ct ua ua llll y
n te te rm rm ed ed ia ia t
an
ab bo ov
TIME
20-30 20-30 minu minute te
PREPARATION
C ho ho os os e o n o f h e j as as k h eeee t o ve ve rl rl ea ea f M aak ke en no o ug ug h c o op p ie ie s give give on to each each stud studen ent. t. cl
IN CLASS CLASS
nt
up of
to
ur
ai he T he he y a r t o w or or k t og og eett he he r i n g ro ro up up s d is is cu cu ss ss in in g t h s itit ua ua titi on on s a n d eecc id id in in g w ha ha t t he he y w ou ou l d o i n e ac ac h s itit ua ua titi on on . T h g ro ro up up s w or or k t og og eett he he r answ answer erin in th ques questi tion ons. s. ro
d is is cu cu s i n
th
ud pl e ac ac h g ro ro u u mm mm a i ze ze s t h g ro ro up up '
e l t h s tu tu de de n ntt s to ns situation? s itit ua ua titi on on s a n
ne
or s ay ay in in g w ha ha t t he he y w ou ou l
i tu tu aatt io io ns ns , a n
d is is cu cu s i o
at
nt an an nss we we rs rs . ac
d o i n t he he i h om om e c o ou u nt nt ry ry .
ha ce w ho ho le le -c -c la la s d is is cu cu s i o
an er i n m al al l g ro ro up up s c o on n du du c on th following following questions: questions: What What di yo lear lear abou abou beha behavi viou ou in Engl Englis ishh-sp spea eaki king ng coun countr trie ie fro thi activity activity
EXAMIN EXAMINING ING CULTUR CULTURAL AL BEHAVI BEHAVIOUR OUR
eMeJL>ionof this a ct ct i i ty ty , a s t h s tu tu de de n ntt s t el el l h e c la la s in whic whic they they no unde unders rsta tand nd some someon one' e' in Ieb~.qoUl, grou groups ps am tlte tlte:: ::nsu nsugg gges es poss possib ible le inte interp rpre reta tati tion on an solu soluti tion ons. s.
J..s
8IJ
ns ;lball1 ;lball1 ~i ll3.t.i ll3.t.ic) c)
t\..n
asking the: groups t o r ep ep o
t he he i d i c u i o
t o t h c la la s
srud sruden ents ts cont contin inue ue thei thei disc discus ussi sion on in smal smal grou groups ps t h ei ei r o w a n w e i t t ho ho s in th answ answer er key. key.
S te te p
comp compar arin in
REI\1ARICS
inte interc rcul ultu tura ra prob proble lems ms comm common on to rece recent ntly ly-a -arr rriv ived ed fore foreig ig students in to stimulate disc discus ussi sion on an to lead lead stud studen ents ts to expl explor or ques questi tion on of cult cultur ural al diff differ eren ence ce that that inte intere rest st them them A s a n a ltlt er er na na titi ve ve ,
assimilators.
ou ma wi
t o d eev v eell o
ou ow cu tu
Acknowledgement
This This acti activi vity ty is vari variat atio io of th culr culrur uree-as assf sfmi mila lato to tech techni niqu qu described in US Nava Nava Amph Amphib ibio ious us Scho School ol 'Pro 'Profi file le of cros crossscultur cultural al readin readiness ess in (LaGra rang ng Park Park II.: II.: Inte Interc rcul ultu tura ra I n te te r cu cu ltlt u ra ra l S o u rc rc e bo bo o k (LaG N et et wo wo rk rk , n c 1 97 97 9 p p 8 9 1 0 TA
H EE EE T
SOCIAL SOCIAL BEHAV BEHAVIOU IOU Work Work with with part partne ner. r. Imag Imagin in that that th situ situat atio ions ns belo belo take take plac plac in an Engl Englis ishh-sp spea eaki king ng coun countr try. y. What What woul woul yo do in each each situ situat atio ion? n? In some some case cases, s, more more than than on answ answer er is poss possib ible le You' You've ve been been havi having ng dige digest stiv iv prob proble lems ms fo week week an have have j us us t s ta ta rtrt e t o f ee ee l e tttt er er . ee r it is is h f riri en en d a t p ar ar ty ty . o u f re r e n s ay ay s ' H a r y ou ou ? W h w o l d y o o ? a. Star Star talk talkin in in deta detail il abou abou your your prob proble lem. m. S ay ay , ' Fi Fi n t h k s H o r e y ou ou ? c . a y ' No No t b ad ad , t ha ha nk nk s H o re yo ?' d. Noth Nothin ing. g. You' You're re visi visiti ting ng an Amer Americ ican an frie friend nd in he ne apar apartm tmen ent. t. Yo like like th apar apartm tmen en an yo want want your your frie friend nd to know know What What woul woul yo do a . S ay ay , ' Y u r a pa pa rtrt me me n i s i c H o m uc uc h t h r en en t S ay ay , ' G e , t hi hi s l ac ac e i s r e l l i ce ce . c. Say, 'I real really ly like like your your apar apartm tmen ent.' t.' d. Sa noth nothin ing, g, bu show show that that yo ar inte intere rest sted ed by walk walkin in arou around nd look lookin in at ever everyt ythi hing ng in th apar apartm tmen ent, t, an picki picking ng up ever everyth ythin in that that is mova movabl ble. e.
91
You' You've ve been been invi invite te to dinn dinner er at frie friend nd's 's home home You' You'reabo reabout ut tositdow toeat bu yo want want touse th toil toilet et firs first. t. What What Noul Noul yo do a. Say, Say, 'Exc 'Excus us b. Say, Say, 'Cou 'Could ld
me Wher Where' e' th toil toilet et?' ?' wash wash my hand hand befo before re dinn dinner er?' ?' use the bathro bathroom? om? d. Sa noth nothin in an start start look lookin in arou around nd th hous hous fo th toil toilet et You' You're r e gues gues in Brit Britis is or Amer Americ ican an frie friend nd's 's home home Your Your frie friend nd asks asks if yo woul woul like like some someth thin in to drin drink. k. Yo reaiy w ou ou l l ik e r i k . W ha ha t w o l d y o o ? a. Say, Say, 'Yes 'Yes plea please se.' .' b. Say, Say, 'Yes 'Yes that that woul woul be love lovely ly.' .' c. Say, Say, 'No, 'No, than than you' you' an wait wait fo your your frie friend nd toaskyou agai again. n. d . a y ' Th Th at at ' O K c a g e i t m ys ys ef ef . You' You've ve just just been been intr introd oduc uced ed to pare parent nts. s. What What woul woul yo do
Brit Britis is or Amer Americ ican an frie friend nd's 's
a. Say, Say, 'Hel 'Hello lo', ', an bow. bow. b. Sa noth nothin in an shak shak hand hands. s. c . a y ' Ni Ni c t o m ee ee t y o ' , n d s h k e h an an ds ds . d . a y ' Hi Hi !
CLASSR CLASSROOM OOM BEHAVI BEHAVIOUR OUR Work Work with with part partne ner. r. Imag Imagin in that that th situ situat atio ions ns belo belo take take plac plac inth UKor th US What What woul woul yo doin each each situ situat atio ion? n? Insome Insome situ situat atio ions ns more more than than on answ answer er ma be poss possib ible le You' You're re 20 minu minute te late late fo clas class. s. Th teac teache he is expl explai aini ning ng some someth thin in to th clas clas when when yo arri arrive ve What What woul woul yo do a . G o i n w a u p t o t h t ea ea c e r n d a po po lo gi gi ze ze . b. Wait Wait outs outsid id th clas classr sroo oo unti unti th clas clas is over over an then then apol apolog ogiz iz to th teac teache her. r. c . n oc oc k t h d oo oo r a n w a f o t h t e c h t o t el el l y o i tt'' s O K t o c om om e n . Go ta t. T h t ea ea c e r i v t h c la s s o h om om ew ew o f o t h n ex ex t a y Yo know know that that yo won' won' be able able to fini finish sh iton time time What What woul woul yo do a. Expl Explai ai th situ situat atio io to th teac teache he an as ifyou ca hand hand in your your work work late later. r. xt c . G o t o c la s t h e x d a w itit ho ho u t titi e o m w or or k n d s a nothing. d . D o a s m uc uc h o f t h w or or k a s y o u c a n a n i v i t t o t h t ea ea c e r th next next day. day.
EXAMINII' EXAMINII'lG lG CULTURAL BEHAVIOU BEHAVIOU
ou go d o c to to r ' appo appoin intm tmen en an need need to leav leav clas clas earl earlv. v. What What woul woul yo do
b.
b.
close close friends friends
e t u p a n l ea ea v t h l a r o he it im ou appointment c. E)(p E)(pla lain in th situ situat atio io to th teac teache he befo before re clas class. s. When it's it's time time togo toyou appo appoin intm tmen ent, t, ge up an expl explai ai d. When t h t ea ea ch ch e h y o u a v t o l e v e You' You've v e go ques questi tion on abou abou some someth thin in said said in clas class. s. ha woul woul yo do
th teac teache he ha just just
a. Look Look conf confus used ed b. Call Callou out, t, 'I'v 'I'v go ques questi tion on.' .' ai ou ha nd as he ea er e x l ai ai n d. Wait Wait an as th teac teache he to expl explai ai afte afte clas class. s. You' You're re sitt sittin in in th clas classr sroo oo talk talkin in to teac teache he come come in What What woul woul yo do a.
Task
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INTRODUCTIONS inte interv rvie ie four four or five five nati native ve spea speake kers rs to find find ou thei thei answ answer er to th foli foliOl Olwi wingq ngque uest stio ions ns When When yo do th surv survey ey note note down down th individuoa individuoalspeak lspeakers' ers' answers. answers.
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ATTI ATTITU TUDE DE
TO TIME TIME AN
PERSON PERSONAL AL RELATI RELATIONS ONSHI HIPS PS Inte Interv rvie ie four four or five five nati native ve spea speake kers rs to find find ou thei thei answ answer er to th foll follow owin in ques questi tion ons. s. When When yo do th surv survey ey keep keep reco record rd of the ye and no answ answer ers, s, an make make note note on an inte intere rest stin in comm commen ents ts that that peop people le make make
Do yo tell tell peop people le that that yo woul woul like like to ge toge togeth ther er with with them?
QUESTIONNAIRE
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EXAMIN EXAMINING ING CULTUR CULTURAL AL BEHAVI BEHAVIOUR OUR
EXAMIN EXAMINING ING CULTUR CULTURAL AL BEHAVI BEHAVIOUR OUR
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p ho ho t g ra ra p ph hs wi li wo ds or ex xp p re re s i o ( th th re re e t o i v expr expres essi sion on pe phot photog ogra raph ph). ). Fo exam exampl ple, e, if phot photog ogra raph ph is of univ univer ersi sity ty grad gradua uati tion on cere ceremo mony ny th stud studen ents ts ou av a tc tc h i t w i h e o l o w n g r el el at at e o ccaa b bu u la la ry ry :
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CULTURAL CULTURAL BEHAVIOU BEHAVIOU
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W he he n p e p l a r i nv nv it e t o part party, y, they they ofte ofte take take bott bottle le of wi ev o tttt le le s o f beer.
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country?
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from
BEHAVIOU BEHAVIOU
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LEVEL
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TIME
20-3 20-3
PREPARATION
h oo oo s v id id e s eq eq ue ue n ncc e w hi hi c h ow ow s a n a sp sp eecc t o f b eeh h aav v io io u t h t ar ar ge ge t c u ull tu tu r w hi hi c i s d if if fe fe re re n f ro ro m t ha ha t i n t h t ud ud een nt ow cult cultur ure( e(s) s) fo exam exampl ple, e, cust custom om conn connec ecte te with with gree greeti ting ng leav leavee-ta taki king ng eati eating ng etc. etc.
PREPARATION
an
AIM
ab bo ov
IN CLAS CLAS
ar
at
ar
ar
feat featur ures es they they obse observ rve. e. es towa towar. r.ds ds spe~ spe~if ific ic obse observ rvat atio ions ns
al
Fo exam exampl ple, e, th foll follow owin in
D o p eo eo pl pl e a i b e i n tr tr od od uc uc e to each each othe other, r, or do they they intr introd oduc uc themselves? _. What What kind kind of clot clothe he ar th peop people le wear wearin ing? g? H o c lo lo s t o e ac ac h o th th e d o t h p eo eo pl pl e t an an d w he he n t he he y a r t al al ki ki ng ng ? pour them them drin drink, k, or do they they help help to pour themselves? W ha ha l h in in g d o p eo eo pl pl e t al al k a b u t
To iden identi tify fy cult cultur ural ally ly appr approp opri riat at h or or t v id id e
eq qu u een nc an
beha behavi viou ou
i l u st st ra ra titi n
b eeh h aav v io io u a l f ea ea tu tu re re s
abov abov
minu minute te
e t u p t h v id id e r ec ec o orr de de r a n m on on itit o i n t h c la la ss ss ro ro om om . IN CLASS CLASS
at d oi oi ng ng ) a n
en
ar h e l an an gu gu aag g e ( wh wh a
el
en
P la la y t h notes.
eq qu u een nc
an beha behavi viou ou whic whic
h e p eeo o pl pl e a r s ay ay in in g
ay eq en cu they they find find inte intere rest stin ing, g, unus unusua ual, l, or surp surpri risi sing ng ag gaa in in .
h e t ud ud een nt ay
o b e rv rv e a n m ak ak e
ay me in th stre street et They They hugg huggedeac edeac othe othe an kiss kissed ed each each othe othe on
EXA.\H>-:Il\Cj CGLTlJR:\
Di cu
Whar
BEHAV BEHAVIOU
105
t h s eq eq ue ue n ncc e w itit h t h c la la ss ss . A sk sk , o r e x xaa mp mp le le :
IS
the situatio situation? n?
What What is th rela relati tion onsh ship ip betw betwee ee [hepeo [hepeopl ple? e? What What di th peop people le do What What di they they say? say?
a~ ch .s en he srtuation ei e( would never kiss man/woman in public. We answ answer er such such as would n ev ev e t ou ou c someone o f t h o pp pp os os itit e sex. to
behav behavio iour ur Fo inst inst.a .ance nce in h e e x xaa mp mp l c itit e a b bo o ve ve , k i s in in g o n th ch~ek ch~ek IS mo~ likely likely to b e s ig ig n o f a ff ff ec ec titi o a n c o ou u rt rt e h a o r i mm mm or or al al itit y t ud ud een n t f ro ro m o m o th th e c u t ur ur e m a h aav ve to make consc~ou consc~ous.eff s.effort ort not [Q b e a ff ff ro ro nt nt e o r u p e t if they they se or expe experi rien ence ce this this kind kind of beha behavi viou our. r. This This is part parti~ i~ul ular arly ly sens sensit itiv iv area area Reco Recomm mmen en to your studer studer:-t :-t [~at, [~at, If doub doubt, t, th more more trad tradit itio iona na an cons conser erva vati tive ve beha behavi viou ou ISth safe safest st Fina Finall lly, y, reco recomm mmen en th beha behavi viou ou i n d ou ou b s ha ha k h an an d a rm rm l appropriate in th targ target et cult cultur ure: e: REMARKS
es ar aj nt av ou o ur ur te te s to women Degr Degree ee of poli polite tene ness ss a ti ti n h aab b itit s G re re et et in in g Kiss Kissin ing, g, hand hand-s -sha haki king ng gest gestur ures es Leav Leavee-ra raki king ng ou es Seat Seatin in arra arrang ngem emen ents ts in meet meetin ings gsir irece ecept ptio ions ns Snif Sniffi fing ng/c /cou oughi ghing/ ng/sn snee eezi zingl nglnos nos blow blowin ing, g, etc Ways Ways of exte extend ndin in invi invita tati tion on Ways Ways of givi giving ng inst instru ruct ctio ions ns/o /ord rder er Ways Ways of indi indica cati ting ng agreem agreemen ent/ t/di disa sagr gree eemen men Ways Ways of open openin ing/ g/cl clos osin in meet meetin ings gs Ways Ways of beck beckon onin ing/ g/po poin inti ting ng Ways Ways of stan standi ding ng/s /sit itti ting ng
ar
communication h e u nd nd eerr ly ly in in g a ss ss um um pt pt io io n i n a l t h a ct ct iv iv itit ie ie s i n t hi hi s e ct ct io io n i s that that comm commun unic icat atio ion, n, lang langua uage ge an cult cultur ur cann cannot ot be sepa separa rate ted. d. Succe Success ssfu fu cros crosss-cul cultu tura ra comm commun unic icat atio io demand demand cult cultur ural al flue fluenc nc as well well as ling lingui uist stic ic flue fluenc ncy. y. In orde orde to comm commun unic icat at effe effect ctiv ivel el in Engl Englis ish, h, stud studen ents ts need need more more than than just just comp compet eten ence ce am ar ey al awar awaren enes es of th cult cultur ural ally ly-d -det eter ermi mine ne patt patter erns ns of verb verbal al an nonnon-ve verb rbal al comm commun unic icat atio io whic whic spea speake kers rs of Engl Englis is foll follow ow (for (for ex xaa mp mp le le , h e u nw nw ri ri tttt e r u e s o f s pe pe ak ak in in gg- ho ho w t o b eeg g in in , co on n titi nu nu e a n e n c o on n ve ve r a titi on on s t h s ty ty le le s o f p ok ok e a n writ writte te lang langua uage ge that that ar most most appr approp opri riat at fo part partic icul ular ar situ situat atio ions ns an th nonnon-ve verb rbal al comm commun unic icat atio io sign signal al most most comm common only ly used used in Engl Englis ishh-sp spea eaki king ng cult cultur ures es Cult Cultur ural ally ly diff differ eren en patt patter erns ns of comm commun unic icat atio io ar comm common on c au au s o f m is is un un de de rs rs ta ta n nd d in in g a n c a b e o ur ur c o f d is is co co m o r i n c ro ro ss ss -c -c u ull tu tu ra ra l s itit ua ua titi on on s F o e x xaa mp mp le le , s tu tu de de n w h c o om me ro cu ull tu tu r w hi hi c s tu tu de de n ntt s a r n o e x xp p eecc te te d to as ques questi tion on or g iv iv e o pi pi ni ni on on s i n c la la s m a e e u nc nc o om m fo fo rt rt ab ab l i nt nt er er ac ac titi n i n t hi hi s w a w itit h a n A me me ri ri ca ca n o r B ri ri titi s t ea ea ch ch e T o a v vo o i b eeii n misu misund nder erst stoo oo an to gain gain self self-c -con onfi fide denc nc in inte intera ract ctin in in Engl Englis ishh-sp spea eaki king ng situ situat atio ions ns stud studen ents ts need need to deve develo lo an unde unders rsta tand ndin in of th diff differ eren ence ce in comm commun unic icat atio io styl styles es betw betwee ee thei thei ow an Engl Englis ishh-sp spea eaki king ng cult cultur ures es Th acti activi viti ties es in this this sect sectio io ar desi design gned ed to incr increa ease se awar awaren enes es o f n aatt iv iv e s pe pe ak ak eerr s c o om m mo mo n e x xp p eecc ta ta titi on on s o f p ok ok e a n w ri ri tttt e co om m mu mu ni ni ca ca titi o i n E ng ng lili sh sh . T he he y a l p ro ro vi vi d o pp pp o t un un itit ie ie s f o stud studen ents ts to prac practi tise se th skil skills ls need needed ed fo succ succes essf sful ul co om m mu mu ni ni ca ca titi on on . S o om m e a ct ct iv iv itit ie ie s ' An An sw sw e a d dd d , a n a sk sk ' ( 5 2 ) a n ' Mi Mi ni ni ma ma l e sp sp on on se se s 5 ..5 5 ) f oc oc u o n p aarr titi cu cu la la r a sp sp eecc t o f conv conver ersa sati tion onal al styl styl in Engl Englis ish. h. 'Cro 'Cross ss-c -cul ultu tura ra rhet rhetor oric ic ( 5 . . + ) heig height hten en awar awaren enes es of ho styl styles es of form formal al writ writte te commu communi nicat catio io refl reflect ect cult cultur ural al norm norms. s. Acti Activi viti ties es deal dealin in with with nonnon-ve verb rbal al comm commun unic icat atio io feat featur ur stro strong ngly ly in this this sect sectio ion. n. Lang Langua uage ge clas classe se have have trad tradit itio iona nall ll emph emphas asiz ized ed verb verbal al lang langua uage ge Howe Howeve ver, r, nonnon-ve verb rbal al lang langua uage ge ec al as well well In orde orde to c o om m mu mu ni ni ca ca t e ff ff ec ec titi ve ve l i n c u ull tu tu re re , is necessary to b e f am am ilil ia ia r w itit h t ha ha t c u ull tu tu re re ' n on on -v -v eerr ba ba l p aatt te te rn rn s o f co om m mu mu ni ni ca ca titi on on . F o o n t hi hi ng ng , n on on -v -v eerr ba ba l i gn gn aall s a cc cc ep ep ta ta b i n
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EXAM EXAMtN tNIN IN
Fu berm. berm.or ore, e, stud studie ie of th comm commun unica icati tion on (J atti attitu tude de an e llll l~ l~ titi un un s i n t h U ni ni te te d S ca ca le le s h aav v e h ow ow n t ha ha t u p (0 pe en o f a m es es sa sa g m a b e t ra ra n m itit te te d n on on -v -v e b aall ly ly . A p pa pa re re n ntt ly ly , t h '1J4Jdy e' we rcnr rcnral ally ly speak speak 'Non'Non-ver verbal bal signa signals ls (5.7) a n mess messag age? e? (5.9 (5.9 offe offe sugg sugges esti tion on fo expl explor orin in patt patter erns ns of nonnon'(elba communicaticn communicaticn
u nd nd eerr st st an an d n h k in in d o f i nf nf o m at at io io n e q qu u i e d I t m a b e h eell pf pf u an am ch ca Exclamation. Oh! Fill-i Fill-i express expression: ion: etc. D o y o m ea ea n . . Clarif Clarifyin yin meanin meaning: g: S o h a d o y o t hi hi n a bo bo u . . Beginn Beginning ing conver conversat sation ion An then then what what happ happen ened ed Cont Contin inui uing ng conve convers rsat atio ion: n: W el el l I 'v 'v e g o to go now Endi Ending ng conv conver ersa sati tion on
o f t h a ct ct iv iv itit ie ie s i n h i s ec ec titi o c a b e u se se d e ff ff ec ec titi ve ve l i n both both mono monoli ling ngual ual an mult multil ilin ingu gual al clas classe ses. s. 'Cro 'Cross ss-c -cul ultu tura ra .int .intro rodu duct ctio ions ns (5.3 (5.3 is most most suit suitab able le fo mult multil ilin ingu gual al clas classe ses, s, a ltlt ho ho ug ug h s om om e o f t h v a i a i on on s w ilil l w o w el el l i n m on on ol ol in in gu gu a grou groups ps Simi Simila larl rly, y, 'Whi 'Whisp sper erou ound nd (S. 1 0 ) offers offers separat separat sugg sugges esti tion on fo mono monoli ling ngua ua an mult multil ilin ingu gual al situ situat atio ions ns It goes goes with withou ou sayi saying ng that that th acti activi viti ties es focu focusi sing ng on nonnon-ve verb rbal al comm commun unic icat atio io will will be part partic icul ular arly ly illu illumi mina nati ting ng in clas classe se wher wher numb number er of diff differ eren en cult cultur ural al grou groups ps ar repr repres esen ente ted. d. jl,.1()SC
P la la y h e s eq eq ue ue n ncc e h e t ud ud een nt
AIM
Anal Analys ysin in
TV conv conver ersa sati tion on
MATERIALS
ea
LEVEL
Uppe Upperr-in inte term rmed edia iate te
TIME
25-3 25-3
PREPARATION
ec br es ce s oa oa p o pe pe r o r e ri ri a t ha ha t p ro ro v d e e n no o ug ug h r el el ev ev aan nt i n o rm rm at at io io n f o s tu tu de de n ntt s t o fill i n t h t as as k h eeee t b eell ow ow .
abov abov
al t he he n c o om m pa pa r t he he m
Exclamations
Clarifyingmeaning Clarifyingmeaning
Beginn Beginning ing
conver conversat sation ion
Contin Continuin uin
convers conversati ation on
Ending Ending as ue
he
ha
conver conversat sation ion
ou
excl exclam amat atio ions ns an fill fill-i -i expr expres essi sion on that that th char charac acte ters rs use. use. Th t ud ud een n t s ho ho ul ul d a ls ls o n ot ot e h o t h c h haa ra ra ct ct e c la la ri ri f m ea ea n nii ng ng , a n h o t he he y b eeg g in in , c o on n titi nu nu e a n e n h e c o on n ve ve rs rs at at io io n
t he he i
y ou ou . D is is cu cu s a n i nt nt er er es es titi n
ee
ec
co
As yo watc watc th vide vide sequ sequen ence ce writ writ down down what what yo hear hear unde unde th head headin ings gs belo below. w.
student.
eo
a s s he he e
ca
minu minute te
IN CLASS CLASS
i ltlt in in g i n t h
ce
Fill-inexpressions
en an
i nd nd iv iv id id ua ua llll y
ay their their answer answers. s. wa an
107
m or or e t ha ha n o nc nc e i Cn Cn eecc es es sa sa ry ry .
ud to r ep ep or or t b aacc k poin points ts that that emer emerge ge
TASK TASK SHEE SHEE
T o i nc nc re re a a wa wa re re n nee s o f c o om m mo mo n e x xcc la la ma ma titi on on s f ilil ll- i ex xp p re re s i on on s w ay ay s o f c la la ri ri fy fy in in g m ea ea n nii ng ng , a n o f i ni ni titi at at in in g u st st ai ai ni ni ng ng , a n t er er mi mi na na titi n co on n ve ve r a titi o i n E ng ng lili s
wo
OF COMM COMMt. t.;: ;:-J -JrC rCAT ATIO IO
e n to w or or k i n p aaii r t o c o om m pa pa r disc discus us what what they they noti notice ced. d.
answ answer er an
VARIATION
5.
P:.\ P:.\·l ·lTE TERN RN
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A MI MI NI NI N
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EXAM EXAM,I ,INI NING NG
as
i n o rm rm at at io io n
To ei te awar awaren enes es an to ract ractis is th re ipro al st le of speech speech common mmon in American and British British conversat conversatio ions ns
MATERIALS
en il an
en an
ec
aper fo ea
Inter Interme medi diat at
TIME
15-20 minutes minutes
PREPARATION
Fo o s c la la ss ss e n o p re re p paa ra ra titi o w ilil l b e n eeee d dee d H ow ow ev ev eerr , y o m a w i t o h aav v e o n o r w o q ue ue st st io io n p re re p paa re re d f o d i c u uss si si on on ,
IN CLASS CLASS
on
en ed cont contro rove vers rsia ia issu issu to as anot anothe he stud studen ent. t. Fo exam exampl ple: e: yo feel feel abou abou coup couple le livi living ng toge togeth ther er befo before re they they ar marr marrie ied? d? Allow t h t ud ud een nt rw t h e e m in in ut ut e t o w r t e d ow ow n t he he i q ue ue st st io io n
other
IS
w ri ri t
5.
en at part partic icip ipan ants ts usua usuall ll
an en s tu tu de de n ntt s f ro ro m t h t ar ar t i n i de de n ntt i y in in g h e v a i ou ou s t ag ag e w he he r e ac ac h o f t h t hr hr e ' A' A' s o cccc u urr s Do yo thin thin moth mother er ofyoung ofyoung chil childr dren en shou should ld stay stay at home home an not do paidjo paidjob?b?-(As (Ask) k) No, don't. don't don't think think all moth mother er shou should ld be expe expect cted ed to stay stay at home home with with thei thei chil childr dren. en. (Ans (Answe wer) r) Some Someti time me moth mother er have have to work work outs outsid id to supp suppor or thei theirfam rfamil ilie ies. s. An somefat somefathe hers rs migh migh feel feel happ happie ie stay stayin in at home home with with th kids kids (Add (Add What What doyo thin think? k? (Ask) agree agree wit you (Answe (Answer) r) alsofeel that businesses should provi provide de chil childc dcar arefor efor thei thei work worker ers' s' chil childr dren en (Add (Add Wh doyou thin thin busi busine nessand ssand indu indust stry ry have have been been so slow slow in prov provid idin in chil childdcare?(Ask) They They prob probab ably ly thin thin it cost coststoo stoo much much (Ans (Answe wer) r) Bu th trut trut is that that it's it's prob probab ably ly goodfor goodfor busi busine ness ss (Add (Add Don' Don' yo agre agree?(As e?(Ask) k)
ci q ue ue st st io io n
he
r el el at at e
q ue ue st st io io n
es an
on
p aarr titi cu cu la la r t op op ic ic .
al an prac practi tise se th thre thre 'A's 'A's 'ans 'answe wer, r, av oppo opport rtun unit it to carr carr on conv conver ersa sati tion on in th Brit Britis ish/ h/Am Amer eric ican an m an an ne ne r Y o m a w is is h t o r ea ea d o u t h f ol ol l w in in g c o on n ve ve r a titi o t o conv conver ersa sati tion on
as an no o th th e
Afte Afte th conv conver ersa sati tion ons, s, cond conduc uc whol wholee-cl clas as disc discus ussi sion on Focu Focu:s :s th disc discus ussi sion on on th foll follow owin in ques questi tion ons: s: H o d i y o f ee ee l h ilil e d oi oi n t hi hi s a c i vi vi ty ty ? Wlil Wlilatd atdid id yo lear lear abou abou your your part partne ne in th conoersation] Is this this styl styl of conv conver ersa sati tionsim onsimil ilar ar to or diff differ eren en from from chat chat inyo inyour ur cultur ure( e(s) s) In what what ways ways is it simila simila or differ different ent 0WiII cult
an above
t o f oc oc u d i c u uss si si o
109
OF COMM COMMUN UNIC ICAT ATIO IO
conversations.
stud studen en
bEVEL
wi
PATT PATTER ERNS NS
CrossCross-cu cultu ltural ral intro introduc ductio tions ns
AIM
To .ract .ractise ise intr intr ducti ns to elp to develo develo rap or with within mult multin inatio atio al clas class; s; to iden identi tify fy me ber th lass lass to lear lear so et in ab ut th diff differ eren en ultu ulture re re resen resente te in th lass lass
MATERIALS
No spec specia ia mate materi rial al
LEVEL
Eleme Eleme tary tary an above
TIME
Variable
PREPARATION
N o s pe pe ci ci a p re re p paa ra ra titi o a ct ct iv iv itit y i s b e s ui ui te te d
IN CLASS CLASS
ar
eede eede
i s n eeee d dee d N ot ot e h ow ow ev ev e t ha ha t t h t h f i s t m ee ee titi n m ul ul titi na na titi on on a
t he he m e lv lv e t o t h w ho ho l c la la s i n t he he i ey co ey at thei thei ow lang langua uage ge
o th th e
c la la s
t on on gu gu e e x xaa c l y a s at
el es VARI VARIAT ATIO IO
To incr increa ease se awar awaren enes es of ho diff differ eren en cult cultur ures es us diff differ eren en b od od y l an an gu gu aag ge to co om m mu mu ni ni ca ca t i mi mi la la r m ea ea n nii ng ng s a s t h stud studen ents ts to intr introd oduc uc them themse selv lves es nonnon-ve verb rbal ally ly usin usin an form form they they wish wish
VARI VARIAT ATIO IO
To incr increa ease se awar awaren enes es of cert certai ai char charac acte teri rist stic ic of th diff differ eren en cu ull tu tu re re s r ep ep re re se se n ntt e i n t h c la la ss ss , a s t h t ud ud een nt i nt nt ro ro du du c them themse selv lves es by reco recoun unti ting ng sign signif ific ican an inci incide dent nt that that demo demons nstr trat ates es some some aspe aspect ct of thei thei cult cultur ure. e.
o n t h b oa oa rd rd .
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h eell p r a o th th e
t ud ud een n t a n y ou ou ! to members of cl as rodace themse themselve lve by t at at in in g o n i mp mp or or ta ta n irn rodace additi tion on to thei thei name name i h e: e: l IlIl s J v e i l addi 10
VARIAT VARIATIOM IOM
jcieJl jcieJlli lif~ f~ other other
To focu focu
1l
en t hi hi n a b bo ou
significant indi indivi vidu dual al char charac acte teri rist stic ic
.D201t!S
VARI VARIAT ATIO IO
v eell o c ar ar in in g a tm tm os os ph ph eerr e w itit hi hi n t h c la la ss ss , a s help to d eev eac stud studen en to i nt nt ro ro du du c m em em be be r o f t h c la la s r o a n no o th th e cu ull tu tu r a ft ft e f e m in in ut ut es es ' c o on n ve ve r a titi o w itit h t he he -o -o th th e t ud ud een nt
AIM
co om m pa pa r of diff differ eren en
ho
interp rpre rete te they inte
th
blank,
para paragr grap aph. h.
N ex ex t c o on n du du c
whol wholee-cl clas as
disc discus ussi sion on on th foll follow owin in
I n w ha ha t W C ly ly Sd Sd oe oe s h e p ar ar ag ag ra ra p r e e c A ng ng lo lo -A -A me me r c a c uu uu ur ur e I n w ha ha t W C d o o u v e s io io n o f h e p a a g a p e f e ct ct y ou ou r o w culture? Ho sc gi paragraph?'
This This acti activi vity ty is an adap adapta tati tion on of 'Cro 'Cross ss-c -cul ultu tura ra trai traini ning ng exercise I-I. f o i nt nt er er pr pr et et in in g p ol ol ic ic y i n ee an R. W. Bris Brisli li (eds (eds.) .) M an an ua ua l o f S t u c u re re d E xp xp e e n o r C ro ro ss ss C u lltt ur ur a l L e ar ar n in in g (Yar (Yarmo mout uth, h, Main Maine: e: Inte Interc rcul ultu tura ra Pres Press, s, 1979). t is is t e p
ft ft
al an co on n tr tr as as t d if if fe fe re re n poli policy cy stat statem emen ents ts
ep e t
, a d a
lbes invo involv lved ed Ifa suit suitab able le arra arrang ngem emen en cann cannot ot be work worked ed ou betw betwee ee
LEVEL
Advanced
TIME
20-3 20-3
PREPARATION
S el el ec ec t p a a g a p f ro ro m a n i ns ns titi tu tu titi on on a p ub ub lili ca ca titi o ( fo fo r ex xaa mp mp le le , ch ho o o o r u ni ni ve ve r i t b ul ul le le titi n) n) , i n w hi hi c a n o ff ff ic ic ia ia l poli policy cy invo involv lvin in cros crosss-cu cult ltur ural al valu values es is desc descri ribe bed. d. Blan Blan ou te to t we we lv lv e w or or d s e h e s am am pl pl e t as as k s he he e o pp pp os os itit e a n t h answ answer er ke over overle leaf af). ).
(unl (unlim imit ited ed
student. CLASS CLASS
m ea ea n nii ng ng fu fu l
en
ee
minu minute te
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ak en no o ug ug h c o op p ie ie s o f t h t a each studen student. t.
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minu minute te s he he e o pp pp os os itit e
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11
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REMARKS
P AT AT I" I" ER ER N
U F C O' O' \\\\ .\.\ '1 UN UN IC IC A' A' I'I' tO tO N
11
This This actz actzvi vitv tv can-wor can-wor succ succes essf sful ullv lv onlv onlv in clas classe se where possible to en same culture/language comm commur urmy my
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TIIJIE EFARI\TI()
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an d ia ia l g ue ue , n vi vi t t h o th th e s tu tu de de n ntt s t o c o om m me me n o n h e n on on -v -v eerr ba ba l b eeh h aav v io io u t he he y o b e rv rv eed d. s k q ue ue st st io io n uc as W ha ha t d ifif fe fe re re nc nc e i f a ny ny , d i y o n o i c h e t h l an an gu gu ag ag e e r changed? What What diff differ eren ence ce in gest gestur uresdi esdi yo noti notice ce What What diff differ eren ence ce infaci infacial al expr expres essi sion on di yo noti notice ce Were Were ther ther an diff differ eren ence ce in eyeeye-co cont ntac act?If t?If so what what were were th differences?
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N ol ol a c o a n o i A rt rt hu hu r 1987 1987), ), pp 64-5 64-5
Conversation
(Oxf (Oxfor or
Univ Univer ersi sity ty Pres Press, s,
5.10 5.10 Whis Whispe pero roun un
10
AIM
To in rease rease awar awaren enes es th diff diffic icul ulty ty accu accurat rately ely to anot anot er lan uag
MATERIALS
No spec specia ia
LEVEL
Uppe Upper-i r-i terme termedi diat at
TIME
15-20 minutes
PREPARATION
ac es ed ch de p eeaa k t h s am am e n aatt iv iv e l an an gu gu aag g e F o m ul ul titi lili ng ng ua ua l c la la s e s v aarr ia ia titi o b eell ow ow . N o s pe pe ci ci a p re re p paa ra ra titi o i s n eeee d dee d
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them themse selv lves es in
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12
E xp xp la la i t h p ro ro ccee d du u r to t h c la la s Y o a r g oi oi n to w hi hi sp sp e rumour in ac er wi an at ur hi in t h n aatt iv iv e l an an gu gu aag ge to pe ec er gl an to into ci cl ns an el to th clas class. s. Wh hii sp sp e f ai ai rl rl y c o om m pl pl ic ic at at e t hr hr ee ee -
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attitudes On e f n in in g he a s u mp mp titi on on s i t m ak ak eess : t h v aall ue ue s b eell ie ie f a n a tttt itit ud ud e w hi hi c l i if ever, ee hi ul ur he es ed en he ar gi educ educat ated ed inte intell llig igen en pers person on anywhere w ou ou l a cc cc ep ep t N ee ee d dll e to say, say, no ever ever educ educat ated ed inte intell llig igen en indi indivi vidu dual al everywhere shares a l o f t h v aall ue ue s a n a tttt itit ud ud e o f E ng ng lili sh sh - p eeaa k kii n cu ull tu tu re re s an os pl ad to syst system em of v aall ue ue s a n nd d ! a tttt itit ud ud e t ha ha t a r r ad ad ic ic al al l d if if fe fe re re n r o t ho ho s h eell d section is to incr increa ease se stud studen ents ts cons consci ciou ousn snes es of cult cultur ural al diff differ eren ence ce in valu values es an atti attitu tude des: s: to help help stud studen ents ts to become m or or e a wa wa re re , n o o nl nl y o f t h a s u mp mp titi on on s o f E ng ng lili sh sh -s -s pe pe ak ak in in g cu ull tu tu re re s b u o f t he he i o w c u ull tu tu ra ra llll y i n l ue ue n ncc e a s u mp mp titi on on s a n as es ou u l u re re s general. au es en sect sectio io plac places es stro strong ng emph emphas asis is on acti activi viti ties es whic whic enco encour urag ag s tu tu de de n ntt s t o r ec ec o og g ni ni z a n e x xp p lo lo r t he he i o w c u ull tu tu ra ra l a s u mp mp titi on on s he i p re re co co nc nc ep ep titi on on s a n s te te re re o ott yp yp e a b bo o u b ot ot h t h including t he t ar ar ge ge t c u ull tu tu r a n o th th e c u ull tu tu re re s E xa xa mp mp le le s o f a ct ct iv iv itit ie ie s w hi hi c fall into h i c at at eg eg or or y i nc nc lu lu d ' Ex Ex aam m in in in in g s te te re re o ott yp yp e (6 5) an ' Su Su pe pe ri ri o a tt tt i u de de s ( 6. 6. 9) 9) . E xa xa mp mp le le s o f a ct ct iv iv itit ie ie s w hi hi c f oc oc u o n i nc nc re re as as in in g a wa wa re re n nee s o f t h v aall ue ue s a n a tttt itit ud ud e o f E ng ng lili sh sh o un un d ( 6. 6. 6) 6) . ' Ag Ag re re e o r d is is ag ag re re e? e? ' ( 6. 6. 1 a n ' Co Co nn nn ot ot at at io io ns ns ' ( 6 3 ) s ha ha r t h g oa oa l o f s titi mu mu la la titi n r ec ec o og g ni ni titi o a n d i c u s io io n o f t h er es at wh he ul not. A l o f t h a ct ct iv iv ,,ii titi e i n t hi hi s e ct ct io io n a r u itit ab ab l f o e itit he he r m on on ol ol in in gu gu a o r m ul ul titi lili ng ng ua ua l c la la s e s ' St St e e o ott yp yp e h aav v e h eeaa rd rd ' nd pl ak 6. ar or cl of stud studen ents ts livi living ng an stud studyi ying ng in th targ target et cult cultur ure. e.
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11l.tE
f1EP!\.R A T O N
n te te rm rm ed ed ia ia t 25-3 25-3
Mino Minori rity ty embe embers rs of an popu popula lati tion on shou should ld conf confor or cust custom om an valu values es of th majo majori rity ty
s en en te te n ncc e
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AIM
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Sinc Sinc th opin opinio ions ns expr expres esse se ma be inte intens nsel el pers person onal al this this a ct ct iv iv itit y h ou ou l n o b e d on on e w itit h r ec ec en en tltl yy- fo fo rm rm e c la la s he t ec ec h hn n iq iq u o f s en en te te n ncc e m od od i i ca ca t o n c a b e a d daa p ptt e a n u se se d w itit h an soci social al issu issu like likely ly to ag o th th e w is is e o f t h
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Read Read th foll follow owin in stat statem emen ents ts Indi Indica cate te whet whethe he yo agre agre or disa disagr gree ee with with them them Fore Foreig igne ners rs wh go to live live in ne coun countr tr shou should ld give give up thei thei f or or ei ei g h ab ab i a n a d p t t o h e n e o un un trtr y oo possible. Many Many of th worl world' d' popu popula lati tion on do no take take enou enough gh init initia iati tive ve to develo develop, p, so the sta underd underdeve evelop loped. ed. Engl Englis is world.
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Oxford Oxford Unive Universi rsity t y Press Press
al
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MATERIALS
LEVEL
Uppe Upperr-in inte term rmed edia iate te
TIME
25-3 25-3
PREPARATION
C ho ho os os e U K/ K/ U co om m me me rc rc ia ia l w hi hi c p ro ro vi vi de de s e n no o ug ug h rele releva vant nt info inform rmat atio io an disc discus ussi sion on poin points ts fo this this acti activi vity ty Reco Record rd th comm commer erci cial al on vide videot otap ape. e. eac
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at t h l is is t o n h e t a h eeee t i de de n ntt i i e c er er ta ta i c u ull tu tu ra ra l v aall ue ue s t ha ha t c a i nf nf lu lu een n c p eeo o pl pl e' e' s b eeh h aav v io io ur ur . a k u r h a t h t ud ud een nt u nd nd eerr st st an an d e ac ac h i te te m i n t h l is is t A me me ri ri ca ca n al es tick (j) commercial. Ph
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Acknowledgement T hi hi s a ct ct iv iv itit y i s a d daa p ptt e ro o be be r K oh oh l ' Re Re ac ac h hii n c o on n se se n nss u in Inte Interc rcul ultu tura ra Sour Source cebo book ok Cros Crosss-Cu Cult ltur ural al Trai Traini ning ng Meth Method odol olog ogie ies, s, an n te te rc rc u ull tu tu ra ra l N et et wo wo r n c 1 97 97 9 p . 6 0
ab bo ov
[Q read ai ey read each each s ta ta te te me me n a n i nd nd ic ic at at e w he he t e r t he he y a g grr e o r d i a g grr e w itit h t .
REMARKS
123
So o f h e o rd r d ' p op op ul ul at at i n s h av av e o t e t e a h e higher higher stage stage of civili civilizat zation ion
minu minute te
contro controver versia sia Itli CLAS
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hr g ro ro up up s t h t ud ud een n t c o p a t he he i a n w er er s a n obse observ rvat atio ions ns they they made made abou abou th comm commer erci cial al G ro ro up up s t ak ak e t ur ur n co on n fi fi r
o r m od od i
F in in aall ly ly , c o on n du du c questions:
students to a n them.
it
w ho ho le le -c -c la la s d is is cu cu ss ss io io n o n h e f ol ol lo lo wi wi n
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I"
a ss ss oc oc ia ia t
v oc oc ab ab ul ul ar ar y l ea ea rn rn in in g w itit h c u ull tu tu ra ra l c o on n te te x
MATERIALS
Voca Vocabu bula lary ry items items
LEVEL
Lowe Lowerr-im imte term rmed edia iate te
TIME
15 minutt minuttes es
PREPARATION
h oo oo s e n w or or d w hi hi c t h s tu tu de de n ntt s h aav v e a lr lr ea ea d l ea ea rn rn eed d . If poss possib ible le as nati native ve spea speake ke to r ec ec o orr d h e w or or d a n w ri ri t wn es h ur ur ch ch , d in in ne ne r
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6.3 'Connotations
d is is cu cu s t h
t o r ep ep or or t t he he i o bs bs er er va va titi on on s to th class class h eeii r r e p on on se se s
ALUE ALUE
h om om e
r ig ig ht ht , b lu lu e
b re re ak ak fa fa st st ,
tea polic police, e, s po po rt rt , a ni ni ma ma l) l) .
F o t hi hi s a ct ct iv iv itit y t ud ud een n t m a u s d ic ic titi on on aarr ie ie s i f h e w i h . h e t ud ud een n t w or or k i nd nd iv iv id id ua ua llll y w ri ri titi n d ow ow n w or or d t he he y a ss ss oc oc ia ia t w itit h e ac ac h w or or d o n t h b oa oa rd rd . o r e x xaa mp mp le le : Break Breakfas fas
crois croissan sant/ t/ chee cheese se/f /fish ish/ri /rice ce
No co om m pa pa r
h eeii r l i t s w itit h e ac ac h o th th e
en
to
ap
cl
cl word word refl reflec ec th stud studen ents ts
en
or
ch cult cultur ure( e(s) s)
N ex ex t e x xp p la la i to b oa oa r t h a s o ccii at at io io n m ad ad e b y Cond Conduc uc
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to
to
s pe pe ak ak e o f E ng ng lili sh sh .
whol wholee-cl clas as disc discus ussi sion on on th foll follow owin in
ques questi tion ons: s:
W ha ha t a r t h d ifif fe fe re re nc nc e b et et we we e t h n at at i s pe pe ak ak er er ' a ss ss oc oc ia ia ti ti on on s a n t ho ho s o f t h s tu tu de de nt nt s if a ny ny th th in in g d o t h d if if fe fe re re nc nc e s a a bo bo u t h n at at iv iv e s pe pe ak ak er er ' culture?
Word
Associations
Breakfast
croissantlcheese/fishlrice/salad
(students)
coast/porridge/eggs Photocopiable
Oxford Oxford Universit v ersit
Press Press
(nat (nativ iv
Engl Englis is
Acknowledgement T hi hi s i s b aass e o n a n a ct ct iv iv itit y d eev v is is e
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I I ' I A . TERI~LS
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nc
LEVEL
I nt nt er er me me d dii at at e
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10-1 10-1
FAEPi\ FAEPi\ RATIO~ RATIO~
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ab bo ov
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or
v id id e s eq eq ue ue n ncc e h ow ow in in g o me me o on ne
ut ho be ab bll e t o m ak ak e a ss ss um um pt pt io io n
en ai ab bo o u t h p e s on on .
ofte ofte
ho ap v id id e ue t h p eerr so so n o r o n m in in ut ut e
.inv .inval alid id an
lead lead to misu misund nder erst stan andi ding ng
N o s pe pe ci ci a m at at er er ia ia l
LEVEL
I nt nt er er me me d dii at at e
TIME
30 minut minutes es
PREPARATION
( Th Th i a ct ct iv iv itit y i s m o u itit e t o m ul ul titi lili ng ng ua ua l c la la s e s l iv iv in in g a n s tu tu dy dy in in g i n t h t a g e c u ull tu tu re re . N o p eecc ia ia l p re re p paa ra ra titi o i s n eeee d dee d
as IN CLASS CLASS
an
a r n eeee d dee d
ab bo ov
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p re re s
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ab bo o u t h p eerr so so n
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cl of or gr to disc discus us th vide video/ o/ph phot otog ogra raph ph an to draw draw some some concl conclus usio ions ns abou abou th pers person on unde unde th foll follow owin in cate catego gori ries es Occu Occupa pati tion on Back Backgr grou ound nd
c la la s e v vee ry ry th th in in g t he he y f ee ee l t he he y ' le le a n eed d' ab bo o u t h p e s on on , g iv iv in in g reas reason on fo thei thei assu assump mpti tion ons. s. his/ his/he he
127
MATERIALS
classroom.
t hi hi n
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6.5 Examin Examining ing stere stereoty otypes pes
aw es of desc descri ript ptio io
voca vocabul bular ar
V AL AL UE UE S
an back backgr grou ound nd that that is no conf confid iden enti tial al
ny
he co on n du du c w ho ho le le -c -c la la s d i c u s io io n o n t h f ol ol lo lo wi wi n questions: What What diff differ eren ence ce were were ther ther betw betwee ee what what yo obse observ rved ed an th 'real' facts? What What feat featur ures es of th vide video/ o/ph photo otogr grap ap ledyo to diff differ eren en conclusions?
papers.
de
ac co not
en
ac ua
ac at as wr en ab t he he i c o ou u nt nt ri ri e F o e x xaa mp mp le le , y o m ig ig h s ay ay : yo feel feel abou abou what what wa writ writte te abou abou Kore Korea? a? T r t o a v vo o i m ak ak in in g om en ow reac reacti tion on to what what wa writ writte ten. n. Fo oll lo lo w u p w itit h w ho ho le le -c -c la la s d i c u s io io n o n t h o llll ow ow in in g questions: W itit ho ho u a yi yi n e xa xa ct ct l w ha ha t y o r ot ot e w h d i y o r itit e t h thin thingsyou gsyou did? did? Wher Wher di your your idea idea abou abou th diff differ eren en coun countr trie ie comefr comefrom om Have Have your your idea idea abou abou peop peoplefr lefrom om diff differ eren en coun countr trie ie chan change ge s in in ce ce y o h av av e b ee ee n h e re re ? I f s o i n h a a y Wh ar some some ster stereo eoty typesha pesharm rmfu ful? l? (The (The don' don' allo allo fo indi indivi vidu dual alit ity, y, they they enco encour urag ag nega negati tive ve judg judgeme ement nt and lead lead to misu misund nder erst stand andin ing. g.
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It umbe 'L st an Found' adve advert rt se ents ents fr and/or and/or Americ American an newspa newspapers pers
LE'IEL
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n~
60 minutes
PflEPARATION
et r itit i o r A me me ri ri ca ca n n eew w sp sp aap pe a k s ur ur e t ha ha t y o h aav ve en no o ug ug h to give give each each stud studen en comp comple lete te se of adve advert rtis isem emen ents ts
EXAMPLES
UK OL GI
C AR AR f
Wo
In pub
OIl
1 0l0 l ulul do do y
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v erer ho ho rgrg e P oro r k E n 1 11 11 m R i n 2 4 30 30 B 7 d a yryr im e .
" w arar d
R IN IN G o va va l c u d ia m on on d w h ir e g olo l d p roro n \ em em n g 4 8 p on t R ew ew o d . 0 8
evemng. C A T l arar g B r io l I ioio n do do r d d o m e slsl l l ob ob b y ( ne ne u le rere d
9 60 6 0 34 34 2
m) wr wh o cckk s 'Iegelolt .. \ l n s w e r s 10 ' D e r b y ' , 'Iegelolt o n P roro ba ba b h om om e s c k If 7 2 44 44 4 1
N AM AM I B RA R A CE C E LI LI T l vvee r c h D l n ·l i n e n g rara v e d A l l erer g i 1 0 p e m c il li n i O li lh i week ps rere o a rree a U rrgg en en l In H o m ps n d Q U c k y . P ho ho n Oi 4 31 31 7 4 6 l o r ew ew o rdrd .
p o r b e nc nc h U n iviv e ~ ir y M I . Ring247958. BOO
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on
2 ~ . r ew ew o rdrd . R ini n g
P ruru ph ph e
t oo oo l f o un un d i n b ~ e l oo oo lblb o , In b o ke ke r'r' l I ho ho p l aIaI r f riri da da y C a l W o o d r ufuf f s f o r i n f o r m o n on on .
av th ad dv v eerr titi se se me me n ntt s a n
t h d if if fe fe re re n t hi hi ng ng s t h a d dv ve ti er Th
Brit Britis is
s tu tu de de n
eo
Fo oll lo lo w u p w itit h w ho ho le le -c -c la la s d i c u i o o n t h f ol ol lo lo wi wi n questions: W h d o p eo eo pl pl e g o t h t ro ro ub ub l a n e xp xp en en s o f p la la ci ci n a n adver adverti tise seme ment nt in news newspa pape pe fo some someth thin in they they have have lost lost W ha ha t d i y o l ea ea rn rn f ro ro m t hi hi s a ct ct iv iv itit y a bo bo u t h t hi hi ng ng s t ha ha t Brit Britis ish/ h/Am Amer eric ican an peop people le plac plac valu valu on (bot (bot fina financ ncia ia an non-financial)?
CA
Ap
1 84 8 4 6 8 ilil ho ho p eo ng
ed
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VARI VARIAT ATIO IO
A ltlt er er na na titi ve ve ly ly , y o i gh gh t a s t h s tu tu de de n ntt s t o a n naa ly ly s an nn n ou ou nc nc em em en en t o f b ir ir th th s m ar ar r a g gee s a n d eeaa th th s A s t h students to disc discus us thes thes ques questi tion ons: s: In what what ways ways do th anno announ unce ceme ment nt diff differ er from from simi simila la announ announceme cements nts in you own countr country? y? What What atti attitu tude de towa toward rd deat deat (o birt birt ormarri ormarriag age) e) ca yo dedu deduce ce fro readin readin the advert advertise isemen ments? ts? I n h a a ys ys , i f a ny ny , a r t h a dv dv er er titi se se me me nt nt s s im im ilil a t o t ho ho s i n you ow coun countr try? y?
REMARKS
A lm lm o a n t yp yp e o f n eew ws ap pee r a d dv v eerr titi se se me me n c a b e u se se d to d eed d uc uc e f ac ac t a b bo o u d aaii l l i a n t o g aatt he he r i nf nf or or ma ma titi o a b bo ou th v aall ue ue s o f t h t a g e c u ull tu tu re re . o r o th th e a ct ct iv iv itit ie ie s u si si n adve advert rtis isem emen ents ts se 'Hel 'Hel want wanted ed (3.5 (3.5), ), 'Hou 'Housi sing ng avai availa labl ble' e'
m ed e d ·b ro w
h aia i re d f em em a lele .
f ou ou n
a rree a
S eaea le d
po
b ~ e 8 i b y 4 i n m a rkrk e s eenn riri m enen tata l
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S CH C H N AU AU Z I
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s il veve r m o lele . T EN EN N
N e R eenn o
a rere a S roro w
l oror . R e w o r d 3 6 2 4 2 59 59 .
co
a rroo un un d
B RRAA CE CE l C lloo yryr o
R e wa w a rrdd . 6 3
01 s ta did i um um .
1 92 92 4
ey
ex xp p la la i
t h t as as k t o t h
h aav ve lo
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a k n g t he he i
i st st s
' Lo Lo s a n o un un d a d dv v eerr titi se se me me n ntt s a s t h th adve advert rtis isem emen ents ts in th 'Per 'Perso sona nal' l' disc discus ussi sion on on th foll follow owin in ques questi tion on reas reasondo ondo peop people le adve advert rtis is in th 'Per 'Perso sona nal' l'
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o s M on o n de de y
P eeoo cchh lrlr eeee jljl ok ok e
I n t ea ea d o f a n naa ly ly si si n students to exam examin in colu column mns. s. Focu Focu th Fo what what kind kind of columns?
o.m ma
Oa
G rer e a
VARI VARIAT ATIO IO
55
P l e as as e r e tutu r n f o r l a w a r d .
S u n d ay ay . 6 3 3 8 6 40 40 . K IY IY S
S on o n de de i 40
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Di c la la s work in grou groups ps disc discus ussi sing ng th ques questi tion ons. s.
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O s n e y I I~I~ n d 1 0 1
A TT TT IT IT UD UD E
W ri ri t h e o llll ow ow in in g q ue ue st st io io n o n t h b oa oa rd rd : Ar 'Los 'Los an Foun Found' d' adve advert rtis isem emen ents ts comm commonin onin your your coun countr try? y? s o w h s or or ts ts o f h in in g a r u su su al al l m e t io io ne ne d i n t h advertisements? Ho ar th Brit Britis ish/ h/Am Amer eric ican an adve advert rtis isem emen ents ts simi simila la to 'Los 'Los an Found' Found' advert advertise isemen ments ts in you countr country? y? H o a r t he he y d i f er er en en t
us..
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6.7 Prover Proverbia bia values values AI'"
To di co ov ve
cu ull tu tu ra ra l v aall ue ue s t hr hr ou ou g
LEVEL
Advanced
TIME
3O-4CJ
PREPARATION
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TASK TASK SHEE SHEE
ug an
es of he as et ar el ou ay wi ee er
student. i nd nd iv iv id id ua ua ll ll y Al
r ea ea d dii n ud
VARIATION
REMARKS
gi
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ch
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ch
G oo oo d e n e s neiqhbours,
d ow ow n h e v aall u
he
Values
Proverbs
et ni ed
oo
h er er e n o i m l i present.
he
t ' b et et te te r 1 0 g gii v receive.
ou
d is is cu cu ss ss in in g t he he i
A n a p pl pl e d a doctor doctor away. away. Homansdo,
we el ou ca ap ttaa b ilil itit y g e n er er os os i ty ty , w itit h t h p ro ro ve ve rb rb s ( fo fo r e x xaa mp mp le le , a d ap h e al al th th , o p titi m isis m (x 2), p e r s isis t en en c e , p r e ca ca u titi o n (x 2), privacy, promptness (x 2), thrift.
E ve ve r l ou ou d h a lining.
m at at c
wa to ex xtt en en d t hi hi s a ct ct iv iv itit y i s to e rb rb s e y k n t h v aall ue ue s t ha ha t h e p ro ro ve ve rb rb s e x xp p re re ss ss .
ca al en ak h eeii r o w c u ull tu tu re re (s (s ) a n h e p re re se se n t he he i l is is t ( an an d t h v aall ue ue s ex xp p re re ss ss e t hr hr ou ou g t he he m t o h e c la la s S tu tu de de n ntt s c a c o om m pa pa r a n co on n t a s t h v aall ue ue s e x xp p re re ss ss e w it it h t h v aall ue ue s e x xp p re re s e d i n Englis English-l h-langu anguage age prover proverbs. bs. e t e p e se se n om ex xaa mp mp le le s o f p ro ro ve ve rb rb s i n E ng ng lili sh sh . h e e s e n ntt ia ia l p oi oi n o f t h a ct ct iv iv itit y t ha ha t b aass i v aall ue ue s a r e x xp p re re ss ss e b y p ro ro ve ve rb rb s c a b e ze er ax
ha ee
th
s il ve ve r
day. 10
h,
a ve ve s ak
perc percei eive ve in each each prov prover erb. b.
A no no th th e
13
A TT TT IT IT UD UD E
Here Here ar some some prov prover erbs bs ofte ofte used used in Engl Englis ishh-sp spea eaki king ng coun countr trie ies. s. Next Next to each each prov prover erb, b, writ writ th cult cultur ural al valu valu that that yo h in in k t h p ro ro ve ve r t ea ea ch ch e h e i r o n h a b ee ee n d on on e f o o u
penn penn
as
en
T h g ro ro up up s w or or k t og og eett he he r c o om m pa pa ri ri n answers.
VARIATION
up
h e p ro ro ve ve rb rb s a n w ri ri titi n
en
VARI VARIAT ATIO IO
ng
minutes
ak
AN
T hi hi s a ct ct iv iv itit ) i s a n a d daa p ptt at at io io n o f ' Di Di sc sc o ov v e i n A me me ri ri ca ca n v aall ue ue s t hr hr ou ou g A me me ri ri ca ca n p ro ro ve ve rb rb s i n L. R. Kohl Kohls, s, Developing Societ et of I n te te rc rc u ltlt ur ur a A w ar ar en en e s (Washington, D.C.: Soci Inte Interc rcul ultu tura ra Educ Educat atio ion, n, Trai Traini ning ng an Rese Resear arch ch 1981 1981). ).
p ro ro ve ve rb rb s
er
MATERIALS
v :;:; \C \C UE UE S
a k h a w hi hi l shines.
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1 1 Y o ' r n ev ev e o o o l t o learn. 12 Look Look befo before re yo leap leap
Photocopiable
Oxford Oxford Universit v ersit
Press Press
13
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133
Cond Conduc uc 'a whol wholee-cl clas as disc discus ussi sion on on th foll follow owin in ques questi tion ons: s: Whic Whic ster stereo eoty typesw peswer er mostfr mostfreq eque uent ntly ly ment mentio ioned ned Wher Wher do thes thes idea idea comefr comefrom om Have Have an ofyour ofyour idea idea abou abou this this coun countr tr chan change ge sinc sinceyou eyou came came here? What What haveyou haveyou lear learne nedfro dfro this this acti activi vity ty
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60
F»REPARATION ARATI ON
an
Stereotypes
ab bo ov
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c la la s p eerr i d s
p lu lu s e x r aa- cu cu rr rr ic ic u ull a
ns er f·p op ro countr countr stere stereoty otyped ped
ln
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s e o f t h f lo lo wc wc h haa rt rt -i -i te te m c a d s
their their orderi ordering. ng. Disc Discus us an disc discre repa panc ncie ie
in th orde orderi ring ng
EX XPP LO LO R N G
Th
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ssibl ssibl
EX XT T EN EN D N G
urses urses
C UL UL TU TU RA RA L
EX XPP ER ER IE IE NC NC E
Mary Mary's 's educ educat atio io
(Brit (Britai ai
EX XPP LO LO R N :
REMARKS
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EX XT T EN EN D N G
EX XPP ER ER IE IE NC NC E
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ar
e ff ff ec ec titi v w a o f f ix ix in in g i n t h m in in d p ro ro ccee ss ss e as o f l aw aw , ' Dr Dr pr pr og og re re s t h o ug ug h t h e d du u ccaa titi o s y t em em ) he wo ev vee n m an an e e ff ff ec ec titi ve ve l i f t he he y a r r od od uc uc e b y t h s tu tu de de n ntt s themselves. he ex xaa mp mp l o pp pp o i t educationi educationi system. system.
VARIATION
C UL UL TU TU RA RA L
s ho ho w
i mp mp l f ie ie d v eerr si si o
ar ex ce flow flowch char arts ts from from th begi beginn nnin ing. g.
7.
Cult Cultur ur
of th
r itit i
wr
mini mini-l -lec ectu ture re
AIM
Compreh Comprehensio ensio
MATERIALS
No spec specia ia mate materi rial al
LEVEL
Intermediate
TIME
20 minutes
PREPARATION
ch ac to t h c la la s a b bo ou p a t ic ic u ull a a sp sp eecc t o f c u t ur ur e B ef ef o t h c la la s d iv iv id id e t h u bs bs ta ta n ncc e o f t h l ec ec tu tu r i nt nt o e g e n l as as titi n o n a n h aall f o r t w i nu nu te te s
checkin checking; feedback ar
eede eede
IN CLASS CLASS
a i i n t he he i o w w o d s Job
YE
YES
el
ai
an diff diffic icul ulty ty as prom prompt pt ques questi tion on Ho many many news newspa pape pers rs ar ther there? e? o rr rr ec ec t a n m is is un un de de rs rs ta ta n nd d in in g
(~ YES
sens sensit itiv ivel el NO
an
to
av h eell p t he he m F o e x xaa mp mp le le :
o r m i i nt nt er er p e ta ta titi o er wo
bu no
hav unde unders rsto tood od your your pres presen enta tari rion on
c la la s Future re part part of this this mini mini-l -lec ectu ture re will will cove cover: r: owne owners rs owni owning ng example: Futu more more than than on news newspa pape per; r; th diff differ eren ence ce betw betwee ee dail dail an Sund Sunday ay news newspa pape pers rs maga magazi zine ne in Brit Britai ain. n. late late mini mini-l -lec ectu ture re ma be abou abou th medi medi (rad (radio io an TV). TV).
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EXPERI EXPERIEN ENCES CES
EXPLOR EXPLORING ING AN
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p ar ar ty ty )
EXTEND EXTENDING ING CULTUR CULTURAL AL EXPERI EXPERIENC ENCES ES
B riri ttii s
e li e e s
th
n ew ew sp sp ap ap er er s
th
ar
p r s s m ai ai n
o wn wn e
b y p riri va va t
s up up p r t
th
145
i nd nd iv id id ua ua ls ,
C on on se se r a tv tv e
Daily Daily Mirror Mirror oHicia oHicially lly suppor supports ts wo
Labour. •No
make
Daily Daily Expres Express. s. Th Time Times. s.
ul
What's 's th 10 e lc yo ne lc i n f r m t i n , s k q ue ue st st i n s s uc uc h a s What d if fe fe re re nc nc e b et et we we e p r s s a n m e i a D o t h r itit is is h r ea ea d n ew ew s a pe pe rs rs ? W ha ha t't' s t h d ifif fe fe re re nc nc e b et et we we e t h t w t yp yp e o f newspa newspaper per mentio mentioned ned?) ?) He
Th
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T hi hi s a ct ct iv iv itit y i s m o s ui ui ta ta b bll e f o c la la s e s o ut ut si si d ho wi cl ac spea speaker ker of Engl Englis ish. h.
th
Daily Daily Mirror Mirror
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Daily Daily Expres Express. s.
Hera Herald ld
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ch ho o o l in in k i n t h c o on n te te x o f t ow ow n t w n ni ni ng ng .
t o s el el l m or or e
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ls in
co ch spea speaki king ng scho school ol eith either er dire direct ctly ly thro throug ug coll collea eagu gues es or betw betwee ee th ed du u ccaa titi o a u utt ho ho r t ie ie s i n y ou ou r c o ou u nt nt r a n t ho ho s o f h e t ar ar ge ge t
Daily Mai o r t h r at at h he er th ha a n h e Daily ha j u s ai ai d
t h s e n ew ew sp sp ap ap er er s •No
To link teac teac in about En lish lish lan ua an cult culture ure to urri urri ul in ther untrie tries; s; to reat reat li ks betw betwee ee sc th targe target-c t-cult ulture ure country untry
LEVEL
s pe pe e h .
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AIM
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he to
ch ho o ol ol , h eem m se se lv lv eess , t he he i o w c u urr ri ri cu cu lu lu m a n t he he y w i t o h aarr e w itit h t h t wi wi nn nn e ch ho o ol ol .
t he he i l iv iv e t ha ha t
~I
E XP XP LO LO RI RI N
" Nr Nr J
E XT XT EN EN Dr Dr N
C U T UR UR .,., -1 -1 . E .' (P (P ER ER IE IE NC NC E
E Xl Xl 1L 1 L OR OR IN IN G
up
co e ac ac h c o on n se se n u s o n t h i nf nf or or ma ma titi o t o be ha ed e p e se se n ntt at at iv iv e f ro ro m e ac ac h g ro ro u t he he n j o oii n u p to write the inform informati ation on 10 send to th twin twinne ne scho school ol groups ps tr class class Th grou
m ak ak e
'JARIArlOt-J1
D ev ev is is e p ro ro je je c o f n te te re re s t o y ou ou r t ud ud een n ts ts , a n w hi hi c i nv nv ol ol ve ve s o b a in in in in g a n w ri ri titi n u p i nf nf o m a i o f ro ro m t h o th th e c h ho o ol ol . en an as ec en ac wi
i\RI i\RI fiON fiON
m ed ed iu iu m REMARKS
ar et
ch ho o o s uc uc h a s a n I nt nt er er na na titi on on a
S ch ch oo oo l
I:f moni monito to
A cc cc e t o t el el ep ep ho ho n a n f ax ax , a v vaa ilil ab ab le le , i s a n i mp mp or or ra ra n fact factor or in th succ succes es of comm commun unic icat atio ion. n.
E XP XP ER ER IE IE NC NC IE IE S
IN CLASS CLASS
in th clas classr sroo oom. m.
Day e l t h c la la s t ha ha t h i a ct ct iv iv itit y w ilil l c o on n si si s o f e ig ig h s ec ec titi on on s T h c la la s w ilil l e x xp p lo lo r a n e ac ac h c o on n ccll u i on on s i n t h e ig ig h a re re a r i t h f ol ol lo lo wi wi n o n t h b oa oa rd rd : ea oyo What What actu actual ally ly happ happen ened ed What What ar peop people le's 's opin opinio ions ns W ha ha t a r t h p eo eo pl pl e i ke ke ? Anal Analys ysis is A .c .c titi o
y ou ou r c o ou u nt nt ry ry .
h e s uc uc ce ce s o f t he he s e x xcc h haa n ng g e d eep p een n d o n r eg eg ul ul a l in in k b eett we we e t h t ea ea ch ch eerr s i nv nv ol ol ve ve d a n co om m mi mi tm tm en en t t o e x xcc h haa n ng g in in g i nf nf or or ma ma titi o q ui ui ck ck l a n a t t h a g grr ee ee d t i e s
C UL UL TU TU RA RA L
c la la s r oo oo m w al al l F in in d p ho ho to to s o r r ad ad io io /v /v id id e i nt nt e v ie ie w w itit h t h m ai ai n p ro ro ta ta g go o ni ni st st s h e c a b e u se se d t o s tu tu d c h haa ra ra ct ct e a n motivation.
i nf nf or or ma ma titi o a r i ve ve s r o t h t wi wi nn nn e ch ho o ol ol , t h c la la s an ab t el el ep ep ho ho n c al al l to clar clarif if an outs outstan tandi ding ng quer querie ies. s.
Y ou ou r c la la s c a a ls ls o e x xcc h haa n ng g e i st st s o f k e c u urr ri ri cu cu lu lu m p ro ro je je ct ct s i n subj subjec ects ts othe othe than than lang langua uage ge (for (for exam exampl ple, e, in geog geogra raph phy, y, hist histor ory, y, en be exchanged).
E XT XT EN EN D N G
tong tongue ue Also Also coll collec ec news news repo report rt from from TV eyew eyewit itne ness ss acco accoun unts ts f ac ac e t oo- fa fa c i nt nt er er vi vi ew ew s a n nd d ' e tttt e t o t h E di di to to r'r' . D iv iv id id e u p ( h ' fa fa c s ' a rt rt ic ic le le s r o t h ' op op in in io io n a rt rt ic ic le le s o r h ig ig hl hl ig ig h t h ntt en en ccee s i n a rt rt ic ic le le s w hi hi c a r m ix ix tu tu r o f f ac ac t a n 'opinion' e n
to
The ext sta ec groups ps to form formul ulat at {Q ask th grou t h n fo fo rm rm an an o w hi hi c t h c la la s w ou ou l l ik ik e r o t h t wi wi nn nn e ch ho o o T he he y t he he n e n t he he i q ue ue s i on on s t o t h c h ho o ol ol . he
AN
wh
fe
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ey av ey desc descri ribi bing ng th inci incide dent nt
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ab an
t he he i f ee ee lili ng ng s A s t he he y s a t h w or or d wi d e c ri ri bi bi n
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th wall wall
7.
D iv iv i ac g oe oe s h e w al al l a n e mo mo ve ve s o n a rt rt ic ic le le . Th g ro ro u e ad ad s t h a rt rt ic ic l a n n ot ot e d ow ow n j u t h f ac ac t o f w ha ha t h aap p pe pe n nee d
Inte Interc rcul ultu tura ra cris crisis is
AIM
i nc nc id id een nt
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MATERIALS
c au au s
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ar ce
LEVEL
I nt nt er er me me d dii at at e
TIME
60
PR EPAAA.TlON EPAAA.TlON
ct at i u ra ra l d is is ha ha rm rm on on y b eett we we e t w d if if fe fe re re n c u ull tu tu ra ra l g ro ro up up s I de de al al l y o s ho ho ul ul d h aav ve ep po o rt rt s i n b ot ot h n gl gl is is h a n t h l ea ea rn rn eerr s m ot ot he he r
m in in ut ut e
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en ab bo ov
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t he he i
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accu accura rate te sequ sequen ence ce of even events ts toge togeth ther er ey t ac ac t u llll y t o g e a s m an an y p eerr so so na na l o pi pi ni ni on on s a s t he he y c a eo eo incident.
o pi pi ni ni on on s t he he y h eeaa rd rd , a n t o d i c u with.
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IN
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E X E RI RI EN EN C
ad ws h aav v e c o l ec ec te te d g iv iv e t h c la la s a n i de de a o f t h p eerr so so na na lili titi e o f t h m ai ai n p ro ro ta ta g go o ni ni st st s A s t h t ud ud een n t t o l oo oo k f o i nf nf or or ma ma t o n t ha ha t m ig ig h g iv iv e c lu lu e t o t h p ro ro ta ta g go o ni ni s ' s m ot ot iv iv aatt io io n o r c au au si si n t h incident. I n t ry ry in in g t o a n naa ly ly s t h i nc nc id id een n t an peop people le's 's reac reacti tion on to it a s t h t ud ud een n t t o f oc oc u o n h e f ol ol lo lo wi wi n q ue ue st st io io ns ns : What What does does th inci incide dent nt tellyo tellyo abou abou th othe othe comm commun unit ity' y's: s: culture? What What does does th inci incide dent nt cell cellyo yo abou abou your your ow cult cultur ure? e? What What·d ·d yo feelyou feelyou have have lear learne nedfr dfrom om chisac chisacti tivi vity ty co Amnest Amnest If
vide vide
AIM
as
Intern Internati ationa onal. l.
LEVEL
I nt nt e m ed ed ia ia t
TIME
15 minute minute
ar
n eeee d dee d
an ab bo ov
at
PREPARATION IN CLASS CLASS
cu wi topi topi fo on minu minute te If th pers person on spea speaki king ng hesi hesita tate tes, s, anot anothe he p e s o m a p ic ic k u p t h t op op i a n c o on n titi nu nu e W h ho o eev v e i s s pe pe ak ak in in g at wo wo ca chal challe leng ng
on th grou ground nd
ar or sh is ch haa l e n ng g eed d,
to
PE IE
ES
149
am
wi
'Thi 'Thi acti activi vity ty ca be used used fo revi revisi sion on of cult cultur ural al topi topics cs prev previo ious usly ly s tu tu di di e i n c la la s u c t op op ic ic s m ig ig h n ccll ud ud e T h A me me r c an an l r itit is is h P re re s
Th rule rule of cric cricke ket/ t/so soft ftba ball ll E du du ccaa titi o i n A me me ri ri c F am am ou ou s b la la c A me me ri ri ca ca n N or or th th eerr n I re re la la n nd d , S co co tltl an an d
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N o p eecc ia ia l m at at er er ia ia l
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en
en
(cul (cultu tura ral) l) minu minute te
MATERIALS
EN IN
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di cu
REMARKS
ee
e,
7.6 Just Just
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RI
th
ea of hesi hesita tati tion on or inac inaccu cura racy cy t o w at at ch ch .
ea
If t h c h haa llll en en g v aall id id , m em em be be r o f t h c h haa llll en en gi gi n continues. If th chal challe leng ng is inac inaccu cura rate te th chal challe leng ngin in lose lose poin point. t.
am If he
t ea ea m team team
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AIM
'T
t im im ul ul at at e d is is cu cu ss ss io io n o f c u ull tu tu ra ra l e x xp p eerr ie ie n ncc e
MATERIALS
ar d ia ia l i n t h m id id dl dl e
LEVEL
E le le me me n ntt ar ar y a n
TIME
30 minutes
PREPARATION
P re re p paa r l ar ar g c ar ar db db oa oa r c ir ir cl cl e a b bo o u 1 8 i nc nc h hee s i n d ia ia me me te te r d iv iv id id e i nt nt o q ua ua rt rt er er s P ie ie rc rc e t h c en en t o f t h c i c l w itit h d ia ia l wi ar s tu tu de de n ntt s c o on n ta ta c w itit h o r k no no wl wl ed ed g o f t h t ar ar ge ge t c u ull tu tu re re . T h resu result lt shou should ld look look like like this this
cl
an
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t:cr t:crLO LO~G ~G
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t ud ud een nt ba an nss we we re re d question, invi invite te th othe othe students 10 c o he an we they c a
again for another another questi question. on.
pi
Stud ears can make
circle.
interview iew 7.8 Rea interv ea tech techni niqu ques es
ques questi tion onin in
ar ge ge t l an an gu gu aag g e t o i mp mp ro ro v of t h t ar to prac practi tise se list listen enin in an inte interv rvie iewi wing ng
MATERIALS
N o p eecc ia ia l m at at e i al al s a r n eeee d dee d
LEVEL
Intermediate
TIME
2G-30 2G-30 minutes minutes
PREPARATION
k no no w a b bo ou it
ak c la la s ad dv v aan n ccee .
at
c la la s
r ie ie f t h v i i to to r s o t ha ha t h ee// sh sh e k no no w t o a n w e q ue ue st st io io n norm normal ally ly bu no volu volunt ntee ee an extr extr info inform rmat atio ion. n.
IN
CLASS
at
1.
wh g eett titi n
ai
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a bo bo u h is is /h /h e j ob ob .
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v is is itit o i s n o f re re e t og og o D is is cu cu s t h i nt nt er er vi vi e a g gaa i them them to t hi hi n o f a n a d dd d itit io io na na l q ue ue st st io io n lIIi lIIigh gh bv aske asked, d, espe especi cial ally ly foll followow-up up questions. ti sruren srurents. ts. As
"_
VARIATION
REMARKS
es
ac cy an that that th clas clas have have gath gather ered ed
EXTE EXTEND NDIK IK GC GCU ULT LTUR URAL AL EXPE EXPERI RIEN ENCE CE
Th
cop ac t h d ia ia l t op op s question that th dial dial
me)'
srudea jn turn wil spi th d ia ia l he studen witl) spun w e d ia ia l w ilil l a n w e is poin pointi ting ng c(). c().
AN
w itit h t he he y
ex xtt en en si si o t o t hi hi s a ct ct iv iv itit y y o c o ou u l a s t h s am am e v i i to to r t o your your clas clas agai agai to g iv iv e t h s tu tu de de n ntt s p ra ra ct ct ic ic e i n a sk sk in in g follow-up follow-up questions. questions. l~:S
iIO
come:
[Ill
effective ve way of.motivating This is an effecti
stud studen ents ts as warm warm-u -u to th pres presen enta tati tion on of cult cultur ural al mate materi rial al This This acti activi vity ty also also ensu ensure re studen ents ts lear lear to list listen en an impr improv ov thei thei unde unders rsta tand ndin in th the: stud present. t. of th mate materi rial al you presen
IS2
BIBLlOGL~PHY
Bibliography xtbo xtbook ok
15
r: ud
an
Yarm Yarmou outh th
fo stud stud nt
t er er c t u a l ju tm la a t a n m er er i
A me me ri ri ca ca n
al nfic of iv rsty 88
Main Maine: e: Inte Interc rcul ultu tura ra Pres Press. s. Brit Britai ain. n. 1982 1982 Lond London on
Cros Cros
Talk Talk
Mult Multii-ra raci cial al
G oi oi n
I rs rs em em at at io io na na l
B ey ey on on d
G oi oi n
I rs rs em em at at io io na na l
B ri ri dg dg in in g t h C ul ul tu tu r
oi
re maio al
ng in th U.
Copela Copeland nd Griggs Griggs
7 . Body Body Engl Englis ish; h; Srru Srruiy iy of Gest Gestur ures es Glen Glenvi view ew II.: II.: Scot Scott, t, Fore Foresm sman an an Comp Compan any. y. 1 . L i i n w itit h S tr tr an an ge ge r in the U.S.A U.S.A.: .: Arclle., Coru Corul1 l1mi mica cazi zing ng Beyo Beyond nd Cult Cultur ure. e. Engl Englewo ewood od Clif Cliffs fs N.J. N.J. Pren Prenti tice ce Hal Rege Regent nts. s. Silven enna nan. n. L981 L981 Amer Americ ican an Cultu Cultura ra Ford Ford C. M. Silv Franci cisc sco: o: Alem Aleman an Pres Press. s. Encounters. Sa Fran Cultu Cultura rally lly Speak Speaking ing eJ u lt lt ur ur e T ex ex t f o e ar ar ne ne r o f E ng ng li li sh sh . New Conoersation an Y or or k H ar ar pe pe r a n ow
nd
Copela Copeland nd Griggs Griggs
Pe le
ac s:
itsh
1990 1990 Lond London on BB
fe
nd
Nati Nation onal al Cent Centre re
1983. 1983. Sa Franc Francis isco: co:
u lt lt ur ur e S ho ho c
Engl Englis ish. h.
or
G ap ap . 12~3.San
1986 1986 Sa Franc Francis isco co ulur
fo
ud
n g i sh sh .
ulur a c t o a c 1986. 1986. Penfie Penfield ld Associ Associate ates. s. D i t ri ri bu bu te te d b y D r E ilil ee ee n H an an se se n IS Mill Mill Road Road Edis Edison on N .] .] . 0 88 88 18 18 , U SA SA .
he
V oi oi c s ; A n
Boston: Heinie Heinle. Kearny, E. ., M. K ea ea rn rn y a n J. Cran Cranda dall ll 1984 1984 The Am an tr uc on m er er i l t r e Englewood Clif Cliffs fs N.J. N.J. Pren Prenti tice ce Hall Hall Rege Regent nts. s. Levine, and M. B . A de de lm lm an an . 1 98 98 2 Beyond Language: Inte Integr grat ated ed Skil Skills ls Read Reader er
Intercultural
mm ic io
Engl Englew ewoo oo Clif Cliffs fs N.J. N.J. ev vii ne ne , D . R., J.. a x
Second Language.
ngis
Pren Prenti tice ce Hall Hall Rege Regent nts. s.
Th Cult Culture ure E ng ng li li s a s S ec ec on on d
P uz uz zl zl e C ro ro ss ss -C -C ul ul tu tu ra ra l o mm mm un un ic ic at at io io n f o Language. Engl Englew ewoo oo Clif Cliffs fs N.J. N.J. Pren Prenti tice ce Hall Hall Rege Regent nts. s. c Pa Pa rt rt la la n nd d , P . 1 98 98 3 A me me ri ri ca ca na na : B as as i R ea ea de de r Ne York York
Harcou Harcourt rt Brac Brac Jova Jovano novi vich. ch. e jiji a E . A., M . K en en ne ne d dy y -X -X ia ia o N.J. N.J.
ic
i ct ct u
ow
Pren Prenti tice ce Hall Hall Rege Regent nts. s.
ulur
a n L. Past Paster erna nak. k. 1992 1992 r . Englew Englewood ood Cliffs Cliffs
Amer Americ ican an Life Life an Inst Instit itut utio ions ns Stuttgart: et ea Educ Educat atio iona na an Cult Cultur ural al Affa Affair irs, s, Unit United ed Stat States es Info Inform rmat atio io Agency.) V au au gh gh aan n -R -R ee ee s 1 99 99 1 T h L on on do do n B oo oo k Lond London: on: Macm Macmil illa lan. n.
fo teac teache hers rs a tc tc h Expe Experi rien ence ce
Inte Interc rcul ultu tura ra Brislin, R.,
Th
Expe Experi rien enti tial al
ware warene ne
Abou Abou Brit Britai ain. n. 1988 1988 Lond London: on: Macmi Macmill llan an A me me ri ri ca ca n C ul ul tu tu r i n M od od e C on on te te xt xt s 1986 1986 Orem Orem
Produce Producers rs Consor Consortiu tium. m. s en en titi a
English.
ngis
Gude
riai
Utah Utah
1 99 99 0 L on on do do n
BB
Soci Societ et fo
Prac Practi tica ca Guid Guide. e. Sage Publications Publications a tn tn e ( ed ed s. s. ) 1 98 98 3 lo Amer Americ ican an Cultu Culture re S ec ec o on nd ed dii titi on on . N e Y or or k S t M aarr titi n' n' s Press. Condon, J. An Introduction to Intercultural Communication. Ne York York Macm Macmil illa lan. n. tu rnng he if im io in th Damen, L. 1987. Langu Language age Classr Classroo oom. m. Readin Reading, g, Mass.: Mass.: Addiso Addison-W n-Wesl esley. ey. Manual al fo Mult Multic icul ultu tura ra Educ Educat atio ion. n. 7 . Manu Yarm Yarmou outh th Main Maine: e: Inte Interc rcul ultu tura ra Pres Press. s. Gaston, J. 1977 1977 'Cul 'Cultu tura ra orie orient ntat atio io in t h E ng ng lili s a s s ec ec o on nd l an an gu gu aag g e c la la ss ss ro ro om om ' i n D . a tc tc h hee ld ld e a n E . G . a rn rn e ( ed ed s ) , Inte Interc rcul ultu tura ra
Inte Intera ract ctio ions ns
L.
Th
Expe Experi rien enti tial al
Appr Approa oach ch
to Cros Crosss-cu cult ltur ural al
B ra ra t l eb eb or or o V er er . E xp xp eerr im im en en t P re re s a n S o occ ie ie t o r Inte Interc rcul ultu tura ra Educ Educat atio ion, n, Trai Traini ning ng an Rese Resear arch ch pp 9S-{). Hall, E.T. 1976. Beyo Beyond nd Cult Cultur ure. e. N e Y or or k A nc nc h ho or Press/Doubleday. Hall, E.T. 1966. Th Hidd Hidden en Dime Dimens nsio ion. n. Ne York York Doub Double leda day. y. Silent nt Lang Langua uage ge Ne York York Fawc Fawcet ett. t. T. 1961. Th Sile Hall, E.T. Under Understa standi nding ng Cultu Cultural ral Diff Differ eren ence ces: s: Germ German ans, s, Fren French ch an Amer Americ ican ans. s. Yarm Yarmou outh th Maine Maine Inte Interc rcul ultu tura ra Pres Press. s. ducation.
ultu ultura ra
Beyond to Cros Crosss-cu cult ltur ural al
Brat Brattl tleb ebor oro, o, Ver. Ver. Expe Experi rime ment nt Pres Pres an Educ Educat atio ion, n, Trai Traini ning ng an Rese Resear arch ch
Experi rien ence ce Beyond Expe
id os or te hing hing
Appr Approa oach ch
BlBLlOGRAI'HY
es
nd
Cu ltlt ur ur e a ss ss im im ilil at at or or s i n D . 1979. ' Cu 77-91. Ventur ur (eds (eds.) .) 1979. Intercultural P. Vent
en
Hoopes, D. an Sourcebook: Sourcebook: Cross-cult Cross-cultural ural Training Training Methodologie Methodologies. s. LaGrange, Interc rcul ultu tura ra Netw Networ ork, k, Inc. Inc. Il.: Inte Developing Intercultur Intercultural al Awareness. Awareness. Kohls, R. 1981. Developing Wash Washin ingt gton on D.C. D.C. Soci Societ et fo Inte Interc rcul ultu tura ra Educ Educat atio ion. n. Handbo book ok of Landis, D. and R. W. Bris Brisli li (eds (eds.) .) 1982-3. Hand Interc Intercult ultura ura Traini Training: ng: Vols. Vols. I-III. I-III. Ne York York Perg Pergam amon on Living ng in th U.S. U.S.A. A. (Fou n ie ie r A . (Fourt rt Edit Editio ion) n) 1988. Livi Chic Chicag ago: o: Inte Interc rcul ultu tura ra Pres Press. s. Making ng Amer Americ ica: a: Th Soci Societ et an Luedtke, S. (ed. (ed.). ). 1991. Maki Cult Cultur ur of th Unite Unite Stat States es Wash Washin ingt gton on D.C. D.C. Unit United ed Stat States es Info Inform rmat atio io Agen Agency. cy. Musi an Song Song Oxfo M.ur M.urph phey, ey, T. 1992. Musi Oxford rd Oxfo Oxford rd Univ Univer ersi sity ty Press. Nolasco, R. and Arthur. 1987. Conversation. Oxfor Oxford: d: Oxfor Oxfor Univer Universit sit Press. Press. Media: Cataly Catalysts sts for Commun Communicat icative ive Penfield, j. 1987. The Media: Langua Language ge Learni Learning. ng. Readin Reading, g, Mass.: Mass.: Addiso Addison-W n-Wesl esley. ey. Prodromou, 'Fro cult cultur ural al back backgr grou ound nd to cult cultur ural al 1992. 'Fro Practical cal Englis Englis Teachi Teaching, ng, foreground'. Practi 8. Reese, j. W. 1968. ' St St am am p d eett ec ec titi ve ve ss- u i n p o t ag ag e s ta ta mp mp s i n Grade Teacher Teacher Octobe social studies'. studies'. Grade October, r, pp 113-14. Crosscultural ral Understandin Understanding. g. New R ob ob in in so so n G . N. 1985. Crosscultu York York Pren Prenti tice ce Hall Hall Culture. Linc Seelye, H. N.·1988. Teachin Culture. Lincol olnwo nwood od II.: II.: Nati Nation onal al Text Textbo book ok Comp Company any 1977, revised 1988. Teachin About Cultural Cultural Awareness. Awareness. Denv Denver er Col. Col. Cent Center er fo Teac Teachi hing ng Intern Internati ational onal Relati Relations ons America Cultur Cultural al Patter Patterns: ns: CrossCross-cul cultur tural al 1972. America Perspective. Yarm Yarmou outh th Main Maine: e: Inte Interc rcul ultu tura ra Pres Press. s. Barnga ga Simu Simula lati tion on T hi hi ag ag aarr aj aj an an , S . a n S te te in in wa wa ch ch s 1990. Barn Game Game on Cult Cultur ural al Clas Clashe hes. s. Yarmo Yarmout uth, h, Main Maine: e: Inte Interc rcul ultu tura ra Press. Cultur ur Boun Bound: d: Brid Bridgi ging ng th Cult Cultur ural al Valdes, j. M. (ed.). 1986. Cult Ga in Lang Langua uage ge Teac Teachi hing ng Camb Cambri ridg dge: e: Camb Cambri ridg dg Unive Univers rsit it Press. Humanisti sti Cultur Cultural al Learni Learning: ng: An Introd Introduct uction ion Walsh, j. E. 1979. Humani Th Univ Univer ersi sity ty Pres Pres of Hawa Hawaii ii ek er Brisli li (eds (eds.) .) 1979. R. W. Bris Manua Manua of Stru Structu cture re Exper Experie ience nce fo Cros Crosss-cu cult ltur ural al Learn Learnin ing. g. Yarm Yarmou outh th Main Maine: e: Inte Interc rcul ultu tura ra Press.
Appendix Sour Source ce of cult cultur ural al info inform rmat atio io
Th
Unit United ed Stat States es Info Inform rmat atio io Serv Servic ic (USIS (USIS oper operat ates es more more reso resour urce ce cent centre re arou around nd th worl world. d. Fo info inform rmat atio io abou abou th Dear Deares es USIS USIS reso resour urce ce cent centre re £0 u , ct embassy inyour your capi capita ta city city
T h U ni ni te te d S ta ta te te s r av av e a n T ou ou ri ri s A dm dm in in is is tr tr at at io io n a l h a o ff ff ic ic e i n e v vee ra ra l c o ou u nt nt ri ri es es . F o i nf nf o m at at io io n o r t o i n o u i f there is a n o ff ff ic ic e n e a y ou ou , w ri ri t £0: US Trave Trave an Touris Touris Admini Administr strati ation on 1 4 S tr tr ee ee t a n o ns ns titi tu tu titi o A ve ve n nu ue N.W. Washingto:n DC 20230 USA ac US as ou ca Th US Po oss ta ta l S er er vi vi c P h hii la la te te lili c stamps. Its addr addres es is
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L AN AN GU GU AG AG E
F OC OC U
I ND ND E
15'1
Present:
Teac Teache hers rs seri series es
5.9
Beginners" b y P et et e G ru ru nd nd y p ro ro vi vi de de s o ve ve r 1 0 o ri ri gi gi na na l a n comm commun unic icat ativ iv acti activi viti ties es fo teac teachi hing ng both both abso absolu lute te an 'fal 'false se b eeg g in in ne ne rs rs , n ccll ud ud e s ec ec titi o a im im e a t l ea ea rn rn e w h d o n o k no no w th a t a lp lp ha ha b bee t I S 1 94 94 37 37 20 20 06 06 ) CALL, by D av av i H a d is is t a n S co co t i nd nd eeaa tttt -o -o ff ff er er s th teac teache he bank bank of prac practi tica ca acti activi viti ties es base base on comm commun unic icat ativ iv m et et ho ho do do lo lo gy gy , w hi hi c m ak ak e u s o f v aarr ie ie t o f c o om m pu pu te te r p ro ro gr gr am am s . . (I (I S 1 94 94 37 37 10 10 5 0 )
Should Ther Ther
3.3,4.11,5.2,6.1,6.10,7.5 is/a is/are re
Class Readers, Readers, b y J ea ea n G re re en en wo wo od od -p -p ra ra ct ct ic ic a ad dv v ic ic e a n acti activi viti ties es to deve develo lo exte extens nsiv iv an inte intens nsiv iv read readin in skil skills ls list listen enin in acti activi viti ties es oral oral task tasks, s, an both both perc percep epti tive ve an lite litera rary ry k ilil ls ls . ( I B N 1 94 94 37 37 10 10 3 4 ) Classroom Classroom Dynamics, Dynamics, ad el ac teac teache hers rs main mainta tain in good good work workin in rela relati tion onsh ship ip with with thei thei clas classe ses, s, an p ro ro mo mo t e ff ff ec ec titi v l ea ea rn rn in in g I t c o on n ta ta in in s a ct ct iv iv itit ie ie s o r i ce ce b re re ak ak in in g a n f o t e i n e l - co co nf nf id id een n ccee , a s w el el l a s c h haa p ptt e o n ' co co p n g w itit h c ri ri s s ' ( IS IS B 1 9 4 37 37 09 09 6 8 ) Drama, b y C ha ha rl rl y e s e ls ls -f -f ir ir st st -h -h aan nd p ra ra ct ct ic ic a a d dv v ic ic e o n h o t o u s d ra ra m to prom promot ot lang langua uage ge acqu acquis isit itio ion, n, to impr improv ov cour courseboo seboo pres presen enta tati tion on to teac teac spok spoken en comm commun unic icat atio io skil skills ls a n l itit er er at at ur ur e a n t o m ak ak e l an an gu gu aag g e l ea ea rn rn in in g m o c re re at at iv iv e a n en njj o oy y aab b le le . I S 1 94 94 37 37 09 09 7 6 ) Gramma Dictation, Dictation, 'dic 'dicto togl glos oss' s' this this tech techni niqu qu impr improv oves es stud studen ents ts unde unders rsta tand ndin in an u s o f g ra ra mm mm ar ar . r ec ec o on n st st ru ru cctt in in g t ex ex ts ts , t ud ud een n t f in in d o u m or or e ab bo o u h o E ng ng lili s w or or ks ks . I S 1 94 94 37 37 09 09 76 76 ) Learner-bas Learner-based ed Teaching, Teaching, b y o li li n a mp mp be be l a n H an an n Krys Krysze zews wska ka-c -con onta tain in over over 70 lang langua uage ge prac practi tice ce acti activi viti ties es whic whic u nl nl oc oc k t h w ea ea lt lt h o f k no no wl wl ed ed g t ha ha t l ea ea rn rn e b ri ri n t o t h c la la ss ss ro ro om om . ( IS IS B 1 94 94 37 37 16 16 3 8 ) Literature, an an u si si n l itit e a tu tu r f o l an an gu gu aag g e p ra ra ct ct ic ic e T h a ct ct iv iv itit ie ie s c a b e u se se d n o o nl nl y w itit h t h s am am pl pl e m at at er er ia ia l p ro ro vi vi de de d b u w itit h m at at er er ia ia l ch ho ce 94 Musi Musi an Song Song m us us i a n s on on g i n t h c la la s r oo oo m i n l iv iv eell y a n i nt nt er er e t in in g w ay ay s It s ho ho w e ac ac h hee r h o ' tu tu ni ni n i n t o h eeii r t ud ud een n t m us us ic ic a t as as te te s an ot at an ch ce 1943 194370 7055 55 0)
et fo maki making ng effe effect ctiv iv us of news newspa pape pers rs in less lesson ons. s. Th
Neuispapers,
as acti activi viti ties es
ar
r ac ac titi ca ca l
n eeee d l itit tltl e t ea ea c e r p re re p paa ra ra titi o cl ac
an ca be ap pp p lili e 943
Projec Projec Work, Work, by Dian Dian Frie Friedd-Bo Boot othh-pr prov ovid ides es prac practi tica ca r e o ur ur ce ce s o r t ea ea ch ch eerr s w h a r i nt nt er er e t e i n b r d gi gi n t h g a betw betwee ee th clas classr sroo oo an th outs outsid id worl worl by inte integr grat atin in l an an gu gu aag g e e a n in in g w itit h r oj oj ec ec t IS 1 94 94 3 0 9 5 ) Role Role Play Play b y G il il lili a P o orr te te r a d do o u e -a -a n i de de a v eeh h ic ic l o r deve develo lopi ping ng flue fluenc nc an inte integr grat atin in th four four skil skills ls Acti Activi viti ties es rang rang from from high highly ly cont contro roll lled ed conv conver ersa sati tion on to improv improvise ise drama, drama, an ro i mp mp l d ia ia lo lo gu gu e t o c o om m pl pl e c en en aarr io io s ( IS IS B 437095 X) Self-Access, t ea ea ch ch eerr s w itit h t h p ra ra ct ct ic ic al al itit ie ie s o f e tttt in in g u p a n m an an aag g in in g acce access ss stud stud faci facili liti ties es an so enab enable le lear learni ning ng to cont contin inue ue inde indepe pend nden entl tl of teac teachi hing ng (ISB (ISB 1943 194370 7099 992) 2)
e lf lf -
Translation, l an an gu gu aag g e e a n in in g a n p ro ro vi vi de de s e ac ac h hee r w itit h i d v aarr ie ie t o f tran transl slat atio io acti activi viti ties es from from many many diff differ eren en subj subjec ec area areas. s. No spec specia iali list st know knowle ledg dg or prev previo ious us expe experi rien ence ce of tran transl slat atio io is Video, by Rich Richar ar Coop Cooper er Mike Mike Lave Lavery ry an Mari Mari Rinv Rinvol oluc ucri ri prac practi tica ca book book whic whic enco encour urag ages es stud studen ents ts to expl explor or th i nt nt er er ac ac titi o b eett we we e c a e r a n i ma ma g gee , a n p ro ro vi vi de de s h e it real real task task invo involv lvin in th lang langua uage ge of perc percep epti tion on obse observ rvat atio ion, n, an argu argume ment ntat atio ion. n. (ISB (ISB 1943 194371 7192 926) 6) Vocabulary, wide wide vari variet et of comm commun unic icat ativ iv acti activi viti ties es fo teac teachi hing ng ne word word learne ners rs of an fore foreig ig lang langua uage ge by enco encour urag agin in pers person onal al to lear resp respon onse se an faci facili lita tati ting ng expl explor orat atio io an exte extens nsio io of th l an an gu gu aag ge IS 4 37 37 09 09 1 7 ) Writing, b y r ic ic i H ed ed ge ge -a -a n a wa wa rd rd -w -w in in ni ni n o o w hi hi c p re re se se n ntt s w id id e a n ng g e L1t writ writin in task task to impr improv ov lear learne ners rs ' au au th th or or i g ' a n ' cr cr a t in in g k ilil ls ls , a s w el el l a s g ui ui da da n ncc e o n t ud ud een nt diff diffic icul ulti ties es with with writ writin ing. g. (ISB (ISB 1943 194370 7098 984) 4) Young Learners, Learners, vari variet et of lang langua uage ge prac practi tice ce acti activi viti ties es incl includ udin in arts arts an craf crafts ts d ra ra ma ma , g a e s t or or yt yt el el lili ng ng , p oe oe m a n o ng ng s T h b oo oo k a l g iv iv e g ui ui da da n ncc e t o t ea ea ch ch eerr s n e t o t ea ea ch ch in in g n gl gl i t o y ou ou n lear learne ners rs (ISB (ISB 1943 1943::-19 1956 56
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