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Universidad Central Marta Abreu de Las Villas. Facultad de Ingeniera Industrial y Turismo.
Centro de Estudios Tursticos (CETUR). Carrera de Licenciatura en Turismo.
Material de apoyo a la docencia. Asignatura Ingls I.
Actividades didcticas para el desarrollo de la competencia sociocultural enfocado en los contenidos socioculturales de Canad.
Focusing on cultures: Canada Lic. Luis Miguel Campos Cardoso
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Preface.
The booklet Focusing on cultures: Canada is the very first complementary material
conceivedforEnglish teachers for thedevelopmentof thesocioculturalcompetence in
languageteachingintheBachelorinTourism butfortunately,thisisnotthelast.Itispart
of a compilation ofmaterials that are designed for the TourismEnglish teachers and
students in Universidad Central Marta Abreu de Las Villas. Developing the
socioculturalcompetenceisamajorchallengenowadays,toachievesoitisimportantto
take into consideration the development of the learning of the sociocultural contents
(focusingonaspecificculture,subculturesorsimilarcultures) theabilitiestomaintain
the sociocultural communication and the attitudes and values to keep the
communication:alltheseaspectsmakeupthesocioculturalcompetence.
Focusingoncultures:CanadaUnitedKingdomUnitedStatesTheCaribbeanAfrica
India and Australia, as the title reads, it is a compilation of booklets that targets
complementary didactic activities that conceive the development of the sociocultural
competencetakingasa reference theEnglishspeakingcountries thatsend tourists to
Cuba. These booklets contain didactic activities to enhance the development of
sociocultural competence in language teaching transiting through three major stages
(diagnosis, application and evaluation of the development of the sociocultural
competence) but also working altogether with the current syllabus of English in the
BachelorinTourism (AtyourPace).
So, the purpose of this didactic material is neither creating a new syllabus or just
steppingbackfromtherealityofbooksandworkbooksstudentshaveintheirclass,this
is just a way to use what has been designed and created already by improving the
activitiesthatappearbothintheworkbookandtextbookTheseactivitiescanbeinserted
into thecurrentprogramsofEnglish I, II, III, IV thatstudents receivewhilecompleting
theirstudiesintheBachelorinTourismandeachbookletcomplementsthedevelopment
of this competence taking into account the selected culture: Focusing on cultures:
United Kingdom for English II Focusing on cultures: United States for English III
Focusingoncultures:TheCaribbeanforEnglishIVandFocusingoncultures:Africa
India andAustralia forEnglishV.The criteria for the selection of this cultures is that
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theycaneasilybeinsertedintotheprogramstakingintoaccountthetitleoftheunits,the
communicativefunctionsstudiesthegrammarandthesocioculturaltopicsthatcanbe
analyzedineachunit.
This booklet is proposed for the Bachelor in Tourism but we do not hesitate to
recommend it to be used among all university students of different specialties as it
comprises the development of the sociocultural competence as well as the
communicative competence in general and the final goal is to improve the cultural
awareness of the Cuban university students. The booklet is divided into three parts,
eachpartcontainsactivitiesconceivedeitherforthediagnosis,thedevelopmentorthe
evaluationofthesocioculturalcompetence,includingalsoauthenticmaterialsaswellas
creativetasksinordertodevelopthiscompetence.
Theauthor.
B.A.LuisMiguelCamposCardoso.
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ContentmapwiththeinclusionofsocioculturaltopicsforeachUnit.
Unit Title Function Grammar Socioculturaltopics.
1 Meetingnewfriends.
Greetings,leavetakings,introducingyourself/someone.Reactingtointroductions.Askingforandgivinginformationaboutnationalityandoccupations.
VerbBE.Yes/Noquestions.Infoquestions.Subjectpronouns.Possessiveadjectives.Indefinitearticles.Demonstrativesadjectives andpronouns.
Proxemics(space).Touching.Bodylanguage.Turntaking.Nationalities,countries andlanguages.
2 Talkingaboutyourselfandaboutpeople.
Askingforandgivinginformationaboutageandheight/dateandplaceofbirth/maritalstatus.Askingforandgivingaddresses/atelephonenumber.Identifyingsomeone.
VerbBE.Yes/noquestions.Infoquestions.Prepositions.Possessivecase.
Socialstatus.Sensitive(safe/nonsafe)topics.Eyecontact.Body language(handgestures).Taboos.Euphemisms.
3 Routines Askingandtellingthetime.Askingforandgivinginformationaboutdailyactivities/occasionalactivities.
Otherverbs.The simplepresenttense/presentcontinuoustense.Timeexpressions.Adverb offrequency.Connectivesandusesofit.
Timing.Adequacy.Hobbies andleisureactivities.
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4 Describingpeople.
Describingpeople(physicalappearance).Describingpeople(personalitytraits).Expressingfamilyrelationships.
Adjectives/Orderofadjectives.VerbHAVE.Moreconnectives.
Adequacy.Safe topics:physicaldescription (useof softeners).Personalitytraits (use ofsofteners).
5 Goingout Invitingsomeone,makingoffers,requestsandsuggestions.
Uses ofWOULD,COULD, LETS,WHYDONT?
Adequacy.Indirectness.Proxemics.Register.
6 Whatistherein? Expressing
existence.Askingandexpressingquantity.
There+BEHow much?Howmany?Howmuchisit?
measuringrules.foods.currency.parts of thehouse.
7 Whathappened?
Askingforandgivinginformationaboutactionsinthepast.
Thesimplepasttense/pastcontinuoustense(Be/otherverbs)
Turntaking.Adequacy.
8 Likesanddislikes
Expressingpreferences,givingopinionsandmakingcomparisons
Verbs+verbsinINGform.Verbs +infinitives.Verbsofopinion(think,believe).Comparison ofadjectives.
Hobbies.Places.Objectsandpeople.History.Foods.Leisureactivities.Art.
9 MayI? Expressingpossibility,ability,capacity,permission,obligation,prohibition,dutyandsuggestions.
Modal verbs(can,could,may,should,must).
Adequacy.Turntaking.Indirectness.Register.diseases.healthproblems.
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10 Planningahead
Askingforandgivinginformationaboutfutureactions.Askingforandgivingdirections.Talkingabouttheweather.
The simplefuturetense/future.Continuoustense.Theimperative. Other uses ofIt.
weather.
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Part1:DidacticactivitiesforthediagnosisofthedevelopmentofthesocioculturalcompetenceinEnglishlanguage.
Activity1.
Title DoyouminditifIcometooclose?Unit1.Activity7.AtyourPaceItextbook
SocioculturalTopic Proxemics(useofspacebyEnglishspeakingCanadiansandCubans)nonverbalcommunicationvoice.
MethologicalandDidacticProcedure
Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkabouttheuseofspace(asEnglishspeakingCanadiansandCubansdo).Content:communicativefunctions(introducingyourselfandaskingwheresomeoneisfrom).Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):Afterstudentsfinishcompletingthelisteningtaskaccordingtothetextbook:
1. Askthestudentstoperformtheconversationsinpairs.2. Correctthestudentswhentheyplayrolesastheyusethe
languagethatappearsonthebook.3. Encouragethestudentstoparticipateinclassbyaddingnow
somemoretaskstotheactivity.4. AskthestudentstoplaytheroleofaCubanandaCanadian
meetingeachother.5. Observetheirreactionswhentheyhavetoplayrolesassuming
anotherculturescharacter.6. Askthestudentstoobservecarefullywhiletheotherstudents
performinfrontoftheclass.Makesuretheydonotcriticizeeachothertheyareonlysupposedtomakealistofwhatothersdo.
7. Askstudentstowritedownnotes,theyshouldanalyzeotherstudentsregistertheuseofbodylanguage,thevoicetoneattitudestoperformtheroleofaforeigner.
8. Setupadiscussionafterthestudentsfinishperforming.Theyshouldtakeintoconsiderationwhattheylisteddownaboutotherstudentsperformanceincludingtheirbehaviorandtheirabilitiesandattitudeswhenrepresentingaforeignperson.
9. AskquestionsaboutwhattheyknowabouttheuseofspaceinCanadaandinCuba.
10.Writedownnotesandkeepthestudentsanswers.11.Checkwhiletheyuselanguage(functions)andcorrectthem
appropriately.12.Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudentsEvaluation:askthestudentstowriteabriefcommentaboutwhattheyunderstandbythetopictheuseofspacebyCanadians.AskstudentstocompletethefollowingsurveyontheuseofspacebyCanadians.
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Name:________________________________________.1. Readthefollowingstatementsinrelationtotheuseofspaceby
Canadians.Write(true,false,maybeorIdontknow)accordingtotheevaluationyougivetothetopic,takeintoconsiderationthefollowingaspects:v 1True.v 2False.v 3Maybe.v 4Idontknow.
a) WhenCanadiansareinamultitudeofpeopleanddonotknowotherstheyusuallystandlessthan20centimetersapproximatelyfromoneanother:________.
b) WhenCanadiansmeetupwithforthe veryfirsttimetheyusuallykissandhugeachothersowarm,especiallyiftheyareofdifferentgenders:_________.
c) Canadiansusuallyprefertoshakehandsinformalsettings:_________.
d) Thisisquitenormaltotouchandstaredirectlyata50yearoldladywhenyoumeetupwithherforthefirsttime:________.
e) IfyoumakealineandyoustandupbehindanyCanadianyoucanjustcomeclosetothatpersonandusuallytouchhim/herwithanypartofyourbody,thisisquiteacceptable:____________..1
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Activity2.
Title CanadianMosaic.Unit1.Afteractivities1,2and3.AtyourPaceIWorkbook.
SocioculturalTopic Countries,languagesandnationalities.MethologicalandDidacticProcedure
Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutethnicgroups,languagesandnationalitiesinCanadawhiletheypracticetheconversationsaboutthesetopics.Content:communicativefunctions(talkingaboutcountries,languagesandnationalities).Method:jointelaboration.Teachingaids:Workbookandblackboard.Organization(procedure):
Afterthestudentsfinishlisteningtothetaperecorderandcompletingtheactivities1,2and3:
1. MotivatestudentstotalkaboutCanada.Observetheirreactionwhentheyhavetotalkaboutanotherculture.
2. AskthestudentstotalkaboutCanadasethnicgroupstheyknow.
3. AftertheycomeupwithsomeethnicgroupswithintheCanadianterritory,askthestudentstodividetheclassintosmallgroupsandeachgrouphastorepresentthesmallcultureorcountrytheyhaveselected.
4. Writedowninyournotebooktheethnicgroupsthestudentshavementionedintheclassandtheethnicgroupeachgrouphasdeterminedandassumedtorepresent.
5. ElicitfromthestudentsthereasonforwhattheyhavechosentorepresentthatXethnicgroup.Trytodetermineifthereisanymotivation,ideaorconceptionabouttheirdetermination.
6. Elicitfromthestudentsifthereisanyspecificethnicgrouptheywouldneverdaretorepresentandtrytogetthereasonsforthat.
7. Givethestudentsthepossibilitytowritedownforsomeminutessomeculturalcharacteristicsofthechosenethnicgroup.
8. Trytodeterminefromthestudentsiftheyareabletodefinesomecharacteristicsofthatsmallculturecalledethnicgroup.
9. Encouragestudentstotalk/writeaboutsomeculturalcharacteristicstheycouldtakeintoconsideration:language,nationality,favoritefoods,clothing,customs,traditions,etc.
10.Writedownintheteachersnotebookwhatyouobservewhilethestudentscommentabouttheculturalcharacteristics.
11.Askstudentstotalkaboutsomesimilaritiesamongallthesedifferentethnicgroupstheyhavechosen:theycanrefertolanguage,foods,clothing,customs,traditions,etc.
12.AskthestudentstocomparethesesimilaritiesanddifferenceswiththeCubanculture.Trytoelicitfromthestudentsiftheyareabletofindsimilaritiesanddifferences.Observewhiletheydoso,trytogettheattitudesandmotivationstomakecomparisons.
13.AskthestudentstoplayrolesasiftheywereallrepresentingCanadiansfromdifferentethnicgroups.Theycanusenames,lastnamesandinformationthatmightbespecificfromanychosenminority.
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14.Askthestudentstoobservecarefullywhiletheotherstudentsperforminfrontoftheclass.Theyarenotsupposedtocriticizeotherstudentstheyareonlysupposedtomakealistofwhatothersdo.
15.Setupadiscussionafterthestudentsfinishperforming.Thediscussionshouldcomprisewhattheylistedaboutotherstudents.
16.AskquestionsaboutwhattheyknowaboutthesmallcultureswithinCanada.
17.Writedownnotesandkeepthestudentsanswers.18.Checkwhiletheyuselanguage(functions)andcorrectthem
appropriately.19.Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudentsEvaluation:Askthestudentstodramatizeactivity3againandfocusevaluationtowardstheaspectsrelatedwiththeexchangeofcountries,languagesandnationalitiesfocusingontheethnicgroupswithinCanada.
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Activity3.
Title Letustalkaboutourage!!!Unit2.Activity1.AtyourPaceItextbook.
SocioculturalTopic Sensitivetopics(nonsafe)topicsbodylanguageandProxemics.Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutsensitivetopicslikeage,weight,height(withCanadians)whiletheypracticetheconversationsintheactivity1.Content:communicativefunctions(askingforsomeonesage,heightandweight).Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(tasks):Afterstudentsfinishlisteningtothetaperecorderandcompletingthetaskoftheactivityaccordingtothebook:
1. AskthestudentstoworkinpairsandplaytheroleofaCubanandaCanadianeach.
2. Askthestudentstoobservecarefullywhiletheotherstudentsperforminfrontoftheclass.TheyaresupposedtotargettherolerepresentedbyaCubanandaCanadianperson.
3. Askthestudentstoobservewhattheotherstudentsdo.Theyshouldtakeintoaccountalltheinformationtheyhave,attitudeswhileplayingroles,thebodylanguageusedaswellasthedistancetheyhavekeptamongthemselves.
2. Discusswiththestudentsaftertheyfinishperformingwhattheyhaveaddedintheirlists.
3. Elicitasmuchinformationaspossiblefromthestudents.4. Evaluatetheabilitiesthestudentshaveinordertocommunicate
socioculturallybyassumingtherolesofbothaCubanandaCanadianperson.
5. Setupadiscussionwheretheyhavetogivetheirimpressionsaboutthistopic.Thediscussionshouldfocustheabilitytotalkaboutsensitivetopicslikeheight,weightandage.
6. Writedownnotesandkeepthestudentsanswers.7. Checkoutwhilestudentsuselanguage(functions)andcorrect
thestudentsappropriately.8. Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudents.
Evaluation:theteacherasksthestudentstowriteiftheynoticethereisanydifferencebetweentheCubancultureandtheCanadiancultureinrelationtotalkingaboutage,weightandheight.Studentsshouldcompletethefollowingsurvey.
MethologicalandDidacticProcedure
Name:________________________________________.9. Readthefollowingstatementsthatrefertotheuseofthe
languagewhentalkingaboutage,weightandheightinCubaandinCanada.
10.Writeanumberaccordingtotheevaluationyougivetothetopic,takeintoconsiderationthefollowingaspects:v 1True.v 2False.v 3Maybe.v 4Idontknow.
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A) ItisappropriatetostartaconversationwithanEnglishspeakingCanadianforthefirsttimebyaskingdirectquestionsaboutage,especiallyifthepersonisawoman:________.
B) InCubaisverycommontomakefunofpeoplewhentheyareabitoverweight,generallypeopledonotminditatall:_________.
C) Canadiansliketotalkopenlyaboutothersphysicalappearance:_________.
D) ThisisquitenormaltotellveryopentoaCanadianpersoninfacetofaceconversationsifyoudontknowhim/herverywellhowfat,thin,tallorshortthispersonis:________.
E) IfyoudonotknowthenameofaCubanpersonayoucouldactuallycallhim/herbyhisphysicalappearancelikefatboyorskinnygirlandthatpersonmightnotfeeloffendedatall:____________.
Comments Whiledevelopingthisactivity,theteachershouldtrytoencouragetheanalysisofsocioculturaltopicbyanalyzingbothculturesinordertodiagnosewhatstudentsknowabouttheCanadianculturebutalsoabouttheCubancultureitself.
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Activity4.
Title Sex,politics,religionandmoneyUnit2.Activity11.AtyourPaceItextbook.
SocioculturalTopic Sensitivetopics(nonsafetopics).MethologicalandDidacticProcedure
Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutsensitivetopicslikesex,politics,religionsandmoney(withEnglishspeakingCanadians)whiletheypracticetheconversationsintheactivity11.Content:communicativefunction(talkingaboutpersonalinformation).Method:jointelaboration.Teachingaids:workbookandblackboard.Organization(tasks):
1. Askthestudentstoworkinpairsandplaytheroleoftwostudentstalkingattheschoolaboutanotherstudentwhoisnotattheschoolatthemoment.StudentsshouldassumethattheyaretwoCanadianstudents.
2. Askthestudentstoroleplayaconversationandpracticethefunctionstheyhavestudiedduringthefirstunitaboutpersonalinformation.Thisconversationshouldcomprisethefollowingquestions:v Whatishissexualorientation?Ishe/shegay,
bisexualorstraight?Howmanyboyfriends/girlfriendshashe/shehadinhislife?Doesshe/hemakesexwithanybodyintheclassyet?
v Ishe/sheabeliever?Whatreligiondoeshe/sheprofess?Ishe/shereallyachristian?Arentchristiansstupidpeople?Whichchurchdoeshe/sheattend?Doesshe/hereadthebible?Isntthatboring?
v Whatishis/herpoliticalviewpoint?Whatishis/herfamilypoliticalviewpoint?
v Howmuchmoneydoeshe/shemakeinamonth?Aretheywealthypeople?Aretheypoorpeople?Dotheyownagoodhouse/apartment?Dotheyhavelotsofequipments,cars,servantsinthehouse?
3. Askthestudentstoobservecarefullywhiletheotherstudentsperforminfrontoftheclass.Theyaresupposedtotargetthewaythestudentsassumethetopics.
4. Askthestudentstomakealistofwhatothersdo.Theyshouldtakeintoaccountalltheinformationthebodylanguageusedtheattitudeswhiletheytalkabouttheotherstudent.
5. Discusswiththestudentsaftertheyfinishperformingwhattheyhaveintheirlists.Elicitasmuchinformationaspossiblefromthestudents.
6. Trytogettheirattitudeswhilerepresentingaforeigncharacter.Trytodeterminethedifferenceswhileusingthefunctions,theregister,implications,etc.
7. Analyzetheoutcomesoftheconversations.8. Writedownasmuchinformationaspossible.9. Evaluatetheabilitiesthestudentshaveinorderto
communicatesocioculturallybyassumingtherolesofbothaCubanandaCanadian.
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10.Setupadiscussionwheretheyhavetogivetheirimpressionsaboutthistopic.Thediscussionshouldfocustheabilitytotalkaboutsensitivetopics.
11.Writedownnotesandkeepthestudentsrecords.12.Checkwhiletheyuselanguage(functions)andcorrectthem
appropriately.13.Checkattitudestowardstheculturalpointsandenhance
culturaldiscussionstoelicitinformationfromthestudentsEvaluation:theteacherasksthestudentstowriteiftheynoticethereisanydifferencebetweentheCubancultureandtheEnglishspeakingcultureofCanadainrelationtononsafetopics.Studentsshouldcompletethefollowingsurveybyponderingwhattheyinferredfromtheclass.Name:________________________________________.
1.Readthefollowingstatementsthatrefertotheuseofthelanguagewhentalkingaboutsensitivetopics(sex,politics,religionandmoney)withCanadians.1.1Pondereachitemif:
v 1Notimportant.v 2Maybeimportant.v 3.Alittleimportant.v 4Important.v 5Veryimportant.
WhentalkingtoCanadians...F) Iavoidtalkingaboutsexualorientationwithunknownpeople:
________.G) IconsiderthatmoneyisatopicthatIshouldnottalkaboutthis
withpeoplethatImeetupwithforthefirsttime:_________.H) Canadiansprefertotalkaboutimpersonalaspectswhenthey
meetupwithme:_________.I) Ishouldlookforstrategieswhenmeetingapersonforthefirst
time:________.J) Inormallydonotaskforpeoplesfaithorpoliticalorientation:
____________.
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Activity5.
Title LeisureactivitiesUnit3.Activity13.AtyourPaceItextbook.
SocioculturalTopic Hobbiesandlectureactivities.Objective:studentsshouldbeabletodisplayknowledge,abilitiesandattitudeswhiletheytalkaboutthedifferencesbetweenleisureactivitiespeopledoinCubaandinCanadawhiletheypracticetheconversationsintheactivity13.Content:communicativefunctions(talkingaboutleisureactivities).Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):
1. Askthestudentstothinkoftheactivitiestheydointheirfreetime.After5minutestheyshouldwritedownalistoftheactivitiestheynormallydointheirfreetime.
2. AskthestudentstomakealistofthemostimportantgeographicalpartsofCanadaandtheyshouldrelatethesegeographicalpartswithpossibleactivitiesCanadiansnormallydotheirfreetimeoronholidays.
3. AskthestudentstowritedownalistofactivitiestheyknowCanadiansnormallydoontheirfreetime.
4. Askthestudentstowritedowntheactivitiestheyusuallydoonholidaysorjusttheirfreetime.
5. Setupadiscussionafterthestudentsfinishcompletingthelist.Thediscussionshouldcomprisewhattheylisteddownontheirnotebooks.
6. AskquestionsaboutwhattheyknowabouttheuseofthetimeinCanada.TrytomakecomparisonswiththeactivitiespeoplenormallydoinCuba.
7. ElicitfromthestudentsiftheyreallyknowabouttheactivitiesCanadiansdo.
8. Writedownnotesandkeepthestudentsanswers.9. Checkoutwhiletheyuselanguage(functions)andcorrectthem
appropriately.10.Checkattitudestowardstheculturalpointsandenhancecultural
discussionstoelicitinformationfromthestudents.Evaluation:TrytodeterminewhatthestudentsknowabouttheleisureactivitiesCanadiando,tocompleteso,askstudentstocompletethefollowingquestionnaire:
MethologicalandDidacticProcedure
Name:________________________________________.1.ReadthefollowingstatementsinrelationtotheactivitiesthatCanadiansdointheirfreetime.Answerthefollowingquestionnaireaboutit.
1.1 AccordingtoyouropinionwhatareCanadiansfavoritesports:_________________________________.
1.2 MentionsomeactivitiesCanadianslikedoingintheirfreetime:_______________________________________.
1.3 MentionsomeoftheactivitiesbothCanadiansandCubanslikedoingintheirfreetime___________________________.
1.4 AccordingtoyouropinionwhatareCubansfavoritesports:________________________________.
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1.5 MentionsomeoftheactivitiesthatinyouropinionCanadianswouldlovetopracticeinCuba:_________________________________________.
Comments
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Part2:DidacticactivitiesforthedevelopmentofthesocioculturalcompetenceinEnglishlanguage.
Activity6.
Title Whoisbalding?Unit4.Activity1.AtyourPaceItextbook.
SocioculturalTopic Adequacy/sensitivetopics(talkingaboutphysicaldescriptions).Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheytalkaboutpersonaltraits(asCanadiansdo)whiletheypracticetheconversationsintheactivity1.Content:communicativefunctions(talkingaboutphysicaldescriptionsandpersonaltraits).Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):
1.Arrangeconditionsintheclassasstudentshavetomovefromonesidetotheotherlookingfordifferentpeople.Thereshouldopportunitiesforeveryonetotalktoeachotherfacetoface.2.Askthestudentstoplayrolesindifferentcontexts(twoCanadianstwoCubansandoneCubaandoneCanadian)3.AskthestudentstowritedownwhattheyobservedinotherstudentsbehaviorwhenrepresentingaCuban,aCanadianorboth.4.Explaintothestudentsabouttheuseofbodylanguagetodescribeotherpeopledisgustingcommentsshouldbeavoidedastorefertootherpeopletheuseofeuphemismsastoavoidphysicalchallengedcharacteristicswhengivingdescriptionstheregisterofthewordstheyshouldusetodescribeothersaswellastheuseofadjectives,voicetone,implications.5.Askthestudentstoworkbythemselvesfor10minutesandanalyzeotherstudentsresponsetowardstheuseofthefunctions.Eachstudentshouldanalyzewhattheyfoundcommon.5.Askthestudentstobackuptheiranswersaccordingtotheculturalreferencetheyhave.6.Writedownnotesaccordingtowhatthestudentsrefer,makesureyoutakeintoaccountimplicationswhenthestudentsreferaboutthemselvesoraboutother.Comparethestudentsideaswithyourownideasofwhatyouobserved.7.Encouragethestudentssomeattitudesthatwillleadthemtoanalyzeculturesfromdifferentviewpoints.Theteachershouldencouragetheobservationandtheanalysisaswellasasenseofrespectandtoleranceforothers.
Evaluation:Evaluatethestudentswhiletheycompletethetask.Theteachershouldfocusontwomajorparts,oneisthetaskcompletioninrelationtotheuseofadjectiveswhiledescribingthepersonsandontheotherhandtheabilitiesofthestudentstousetheappropriatelanguage(adjective)whendescribingthepersons.
MethologicalandDidacticProcedure
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Activity7.
Title FamouswritersUnit1.Activity7.AtyourPaceItextbook.
SocioculturalTopic Literature,famouscharactersandfamouswriters.MethologicalandDidacticProcedure
Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheytalkaboutthemostimportantpiecesofworkinliteratureanditsmaincharacters.Content:communicativefunctions(describingpeoplephysicallyandmorallygivingopinions).Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):
1. Gototheuniversityslibraryandarrangeitwiththefacultyslibrariantocollectthebooksyouaregoingtouseinclasses.
2. TrytogetsomebooksfromCanadianauthorstoo,specificallyMargaretAtwood.
3. Havethestudentscompletethetasktodescribefourofthemaincharactersofthementionedbooksintheactivity.
4. Writedownintheteachersnotebookaboutthedescription,trytocheckoutifstudentsareabletopickupanyspecificauthor,iftheyareabletodescribetheauthorsappropriatelyandtrytodeterminewhichthemostaccessiblebooksandauthorsforthestudentsare.
5. Determinethebestknownauthoranditsmaincharacterforthestudentsaswellastheattitudestheyhaveshowndealingwiththistopic.Incasetheyhaveforgottensomeofthecharacters,justtoenhancethemtocontinueworkinginthetaskyoumightfacilitatetosharethebookswiththem.
6. Askthestudentstogivetheiropinionsaboutthebooksandaboutthewritersaftertheyfinishtheirdescriptions.
7. Writedownalltheinformationthatmightleadyoutoarrivetoconclusions.
8. Askthestudentstoworkingroupsoffivestudentseachgroup.9. Giveeachgroupthepossibilitytochoosealeader,astudent
thatwillshareapresentationfromtheteamwiththerestofthestudents.
10.HavestudentstalkabouttheCanadianauthorstheyknow.TrytoelicitwhattheyknowfromCanadianwritersandpoets.
11.Writedownalltheinformationthestudentsgiveaswellastheirreactions.
12.HavestudentstalkabouttheCanadianauthoressMargaretAtwood.Trytoelicitfromstudentsiftheyareabletotalkaboutherandherbooks.
13.Writedowntheiranswersandreactions.14.CommenttothestudentsabouttheauthoressMargaretAtwood.15.Givetheminformationaboutherandsharewiththestudents
someofthebooksyouhavecollected.16.Havethestudentspassalongsomeofherfamousbooks
Surfacing(1972)LadyOracle(1976)Lifebeforeman(1979)Canadians,whatdotheywant?(1982)andsomeofherpoetry.
17.Askthemtoreadthroughthebookslookingforthemostimportantcharactersandaskthemtocompletethefollowingtaskthatwillbeevaluatednextclass.
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18.Bringbackbookstotheuniversitylibrarysotheycanbeconsultedbythestudents.
19.Askthestudentsashomeworktowriteashortguidedparagraphgivingtheiropinionsaboutthebookstheyhaveconsultedandreadthrough,forthattheycananswerthefollowingquestions:
v Whomwasitwrittenby?v Whenwasitwritten?v Whoarethemaincharacters?v Whatisthemaintopicitdealswith?v Whatisyourpersonalopinionaboutthebook?
Evaluation:Theteacherevaluatesthestudentsduringtheprocesstheyareabletodescribethecharacters.Theevaluationshouldfocusonifthestudentsareabletochoosedifferentcharactersornot,iftheywereabletousethelanguageappropriatelywhiledescribingthecharactersandtheirattitudestowardstheactivity.
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Activity8.
Title Favoritefoods!Unit5.Activity18.AtyourPaceItextbook.
SocioculturalTopic FoodsCubancuisineandCanadiancuisine.MethologicalandDidacticProcedure
Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheyinterpretandunderstandthetextabouttheCanadianandCubancuisine.Content:reading.Skimmingintexts.Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):
1.Askthestudentstopredictwhatthetextisgoingtobeabout.Studentscanspeculateaboutthetextspossibleinformation.2.Copythestudentspredictionsontheboardandcheckthemlater.3.AskthestudentstocommentonwhattheyknowaboutthefoodinCanadaandinCuba.4.DownloadfromtheinternetpicturesoftypicalCanadianfoodsandtrytoprintthemout.TakeintoconsiderationthefollowinginformationgivenbyaCanadianindividualasshedescribeswhatherdailymealsareaboutaccordingtoherownopinion.FoodagainvariesinCanadabecauseofallthedifferentethnicgroupslivingherebutatypicalCanadianfamilywouldprobablyeatthefollowing:Breakfasttoast,cereal,porridge,baconandeggs,yogurt.Lunchsandwiches,salads,soups,takeoutfastfood.Dinnermeat(pork,chicken,beeforfish)withriceorpotatoes,ornoodles,vegetablessuchaseitherasalad,corn,carrots,peas,beans,orothervegetables.Hereisalistofmanyofthecommonfoodsweeat:varietyofdifferenttypesofSpaghettis,Lasagne,Meatpies,Fish,Chicken,Hamburgers,HotDogs,Pizza,Tacos,Eggs,Varietyofdifferentsalads,Soups.Alotoffoodsnowdaysarenotmadefromscratchinthehome. ManypeoplebuymealsthatarereadymadesuchasLasagne,Pizza,andSoup,etc.Soupscancomeinplasticcontainersorcansorevenfrozenandjustneedtobeheatedup. Themicrowaveisprobablythemostimportantapplianceweusenowdays. Everythingisprettymuchjustheatandservewhichiseasyforbusyworkingfamilies.Alotoftheyoungergenerations(1634)probablyspendsagreatdealofmoneyonfastfoodssuchasMcDonalds,TimHortons,PizzaPlaces,Starbucksetc. Mostoftheseplacesalsohavedrivethroughwhereyoudriveupinyourcarandorderfromawindowinthestore.Youdon'tevenhavetoleaveyourcartogetaquickmeal.
5.Postthesepicturesandhavethestudentstakealookatthem.Youcangivethemsomemoreinformationaboutthevarietyoffood,whattheyarecomposedof,whatthefoodsareabout,etc.6.AskthestudentstocommentabouttheCubanfood.TheycantalkabouttheirfavoritefoodsbutalsohavethemcommentwhatthetraditionalCubanfoodconsistsof.7.AskthestudentstoreadthetextaboutCanadaandCubatheyshouldselectthewordstheydonotunderstandverywell.6.Askthestudentstocompletethefollowingchart.Theyshould
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completethechartbyfillingitoutwiththeinformationreferringtothefoodforeachmealbothinCubaandinCanada.
5.Askthestudentstoreadthetextsandanswerthequestionsaccordingly:
a)WhatistheproblemthatCanadiansarefacingnowadays?b)WhatisthereasonforwhatCanadiansarefacingsuchproblemswithweight?c)Howmanymealsdotheyhaveeachday?d)Whatkindoffooddotheygetinadaymeal?e)Whatisthereasonforwhattheyhaveavarietyofmeals?f)HowdoCubanslikethecoffee?g)WhattimedoCubansusuallystarttogetcoffee?h)WhatkindoffooddoCubansusuallygetineachmeal?i)WhattimedopeopleusuallyhavemealsinCubaat?j)WhatisyouropinionaboutthedietofCubans?k)ComparetheCubandietwiththeCanadiandiet.Takeintoaccountthefollowingadjectives:
v Healthy.v Fatty.v Delicious.v Vitaminenriched.v Varied.v Famous.v Multicultural.
6.Analyzetheinformationgivenbythestudentswhencomparingthefoodinthetwocountries.Makesuretheytrulymentionthetraditionalfoodfromeachcountry.7.Enhancethestudentstogivemoreinformationaboutthefoodinthetwocountries.AsacomplementaryactivityassignthestudentstoresearchaboutspecificfoodofCanadianethnicgroups(Chinese
FoodinCanada
Breakfast
Lunch
Dinner
FoodinCuba.
Breakfast
Lunch
Dinner
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JapaneseIndiansLatinosetc.).8.StudentshouldcomeupwithimagesofdifferentkindoffoodsinCanada.Theyshouldbereadytohaveapresentationinthenextclass.8.AskthestudentstotalkaboutthemannersCubansusuallyhaveatrestaurants.Studentsshouldexplainabouttheproxemics(distancebetweenpeople)voicetoneeyecontact.TheyshouldanalyzeifthemannersthatCubanshaveatrestaurantsaresimilartomannersCanadiansusuallyhave.9.Explaintothestudentstheaspectsrelatedwithproxemics,eyecontactandvoicetonewhendealingwithCanadiansatapublicplace.
Evaluation:TrytodeterminewhatthestudentsknowaboutthefoodinCanada,tocompleteso,askstudentstocompletethefollowingactivitytobehandedin.YouareaCanadianstudentandyouwanttosendalettertoyourCubanpenpallettinghim/herknowaboutthefoodinCanada.Writealetterwhereyouincludethisinformation.
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Activity9.
Title Makingrequests.Unit5.Activity12.Textbook.
SocioculturalTopic Adequacyindirectnessandregister.Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheymake,acceptandrefuseinvitationsaswellasrequests.Content:Communicativefunctions(tomakeinvitations/requests)Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):
1.Askthestudentstoworkinpairs.Theyhavetoplayroles.Theteacherselectsthepairs(onegirlandoneboy).StudentsperformtheconversationbyassumingthatoneofthemisaCanadianandtheotheroneisaCuban.2.Explainthestudentstheuseofindirectness,forthatyoucangiveexamplesandanalyzetheexamplesthatappearonthetextbookandothers.ExplainwhatindirectnessisusedforandthedifferencebetweenindirectspeechanddirectspeechandhowtheycanmakethebestuseofitwhenmakinginvitationsandrequeststoCanadiansandhowitchangestheregisterwhentheyusethelanguage.3.Askthestudentstochangesomeinformationthatappearsontheactivitybyusingotherexampleslike:goingtothebeachgoingtothetheatervisitingfriendsetc.4.Encouragethestudentstousedifferentregisterssotheycanmanagetoknowthereallanguageinuse.5.Askthestudentstoplayinfrontoftheclasswhiletherestofthestudentslistentothemandcorrectthem.6.EncouragethestudentstodiscussaboutthetopicofindirectnessandregistertheymustanalyzethedifferencesinlanguageusebetweenEnglishandSpanish.
Evaluation:Theevaluationfocusesontwomainaspects:studentsshouldbeabletomakeinvitations/requestsbutthemostimportantistheculturalconnotationandthebestusetheymakeofindirectness.Forthatasaclosingpartoftheactivity:
1. Createasituationwhereonestudenthastoinviteorrequestsomethingtoanotherstudent.Theyhavetoplayroles.
2. Createacontextthatconnectsstudentsoftourismwiththeprofessionalactivitiestheydo,orcarryoutduringtheinternship,forexample,atarestaurant,atadisco,atthehotel.
3. Askstudentstoimproviseasituationwheretheyhavetoeithertoinviteorrequestsomethingtosomeone.
4. Correctmistakesintwodirections,one,whiletheyusethegrammaticalstructurestocompletethecommunicativetasks,theotherobserveattitudesandvalueswhileusingthelanguage.
5. Giveamarktothemaccordingtotaskcompletion.
MethologicalandDidacticProcedure
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Activity10.
Title Lookingthroughdifferentpairofglasses!Unit6.Activity1.StyourPacetextbook.
SocioculturalTopic Housing.Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheytalkabouthousing.Content:Communicativefunction(describingthehouse)Method:jointelaboration.Teachingaids:bookandblackboard.Organization(procedure):
1.DownloadavarietyofimagesfromtheinternetofdifferentkindofhousingbothfromCanadaandCuba.2.Trytopintthemout.Youmightincludehousingmadeofdifferentmaterialsorhousesmadeofdifferentforms,sizeandcolors.3.Dividetheclassintogroupsoffourorfivestudentseachandaskeachgrouptochooseapicture.Eachgroupshoulddecidetogether:v howmanypeoplemightliveinthebuilding.v whotheymightbe.v whatjobsmighttheyhave.v howmuchtheymightearn.v whatthepartsofthehouseare.v whatpartofthecountrythehousemightbelocatedin.v Whattheirattitudesmightbetochildren,elderpeople,
familyengeneral.4. Wheneveryoneisready,geteachgrouptopresenttheirideas
tothewholeclass,dealingwithquestionsfromotherstudentsastheyarise.
5. MakesurethatstudentscomparedifferencesandsimilaritiesbetweenCanadaandCubainrelationtohousing.
6. Sharetheinformationyouhavepreparedandcheckoutinfrontofthewholeclassifstudentscanmatchtheinformationtothecorrectimages.
7. Haveafinaldiscussionfocusingonwhatledstudentstocometotheconclusionsandhowthiscausedthemtospeculateon,
Evaluation:Theevaluationfocusestwomainaspects.Thefirstaspectistheuseappropriatelythelanguagestudiedastodescribethepartsofthehouseandtheitemsofthehouseandontheotherhand,theknowledge,abilityandattitudesstudentshavewhentalkaboutthesocioculturalaspect(housing).Duringthelastpartoftheactivitytheteacheraskssomequestionsrelatedwiththetopicdiscussed.Theteacherfocusesonthegrammaticalaspect(theuseofthereis/thereare,theuseoftheappropriatevocabularytodescribethehouseaswellasthesocioculturaltopictheteacherhasprovidedthemwith.
MethologicalandDidacticProcedure
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Activity11.
Title GoingshoppingUnit6.Activity10.AtyourPaceItextbook.
SocioculturalTopic Measuring,foods.Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheyaskandexpressquantity.Content:Communicativefunctions(toaskandexpressquantity)Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):
1. SortoutsomehandoutstostudentswiththescripturesoftheadaptedtextMarketplaceinCanadatakenfromthebookTakePart:SpeakingCanadianEnglishfromPietrusiakandBardy(1990).
2. Sharethetextwiththestudents:NorthAmericanculture is considered to be commercially oriented. Canadianconsumers are constantly bombarded by various kinds ofadvertisements in newspapers and magazines, on radio andtelevision.However, the choice of products in themarketplacecan be overwhelming. There are many ways for Canadianconsumerstosavemoney.Newspaperscontainadvertisementsforspecialsales.Canadaisbecomingacashlesssociety,creditcardsanddebitcardsmakebuyingeasier.
3. Workorallyintheclass.Askthefollowingquestionstostudents:a) WhydoyouthinkNorthAmericancultureiscommercially
oriented?b) AreCanadianconsumersbombardedconstantlywith
advertisements?c) IsitthesameCuba?Explain.d) DopeopleinCanadaonlypaycash?HowisitinCuba?4. Downloadfromtheinternetsomeimagesofproductslikesugar,
coffee,milk,etc.Trytofindoutontheinternetwhatthepricesoftheproductsareabout.TrytofindoutaboutthepriceoftheproductsinCanadaandsharewiththestudents.
5. Havethestudentscompareprices,productssold,andadvertisementinmediainbothcountries.
6. Askthestudentstocompletetheconversationthatappearsontheactivity.Askthemtoshareitems/prices.
Evaluation:Studentsareevaluatedwhiletheyplayrolescompletingtheconversationthatappearsontheactivity.Theteacherwillcongratulatecreativenesswhilestudentsareabletoputintopracticewhattheyhavebeenlearningduringtheactivity.
MethologicalandDidacticProcedure
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Activity12.
Title Recreation.Unit7.Activity16.AtyourPaceITextbook.
SocioculturalTopic RecreationinCanada.MethologicalandDidacticProcedure
Objective:studentsshouldbeabletodevelopknowledge,habitsandattitudeswhiletheyareabletoorganizeaparagraphrelatedwithinformationaboutCanada.Content:Method:jointelaboration.Teachingaids:textbookandblackboard.Organization(procedure):
1.Havethestudentscompletetheorganizationoftheactivity.Theyaresupposedtopointoutthetopicsentence,thedevelopingsentencesandtheclinchersentence.2.SharewithstudentssomehandoutswiththescriptsofascrambletextaboutCanadabutjustbeforeorganizingittheteachershouldencouragethestudentstopredictwhatthetextsisgoingtobeaboutaccordingtothetopic:recreationinCanada.3.AskstudentstotalkaboutrecreationinCuba.Theyshouldpointouttheactivitiestheyusuallydointheirfreetime.TheyshouldalsogivesomeinformationwhattheyknowCanadiansdointheirfreetimeorduringtheholidays.4.LookupfortheinformationaboutthebehaviorofCanadiansastravelersinCuba.YoumightgivetheopportunityfortherestofthestudentstotalkaboutthepotentialofCubaasatouristdestinationfortheactivitiesCanadianslikedoingintheirfreetime.5.MentionsomeoftheplacesinyourprovinceyouthinkCanadianswouldlovetovisit.Mentionsomeoftheplacestheywouldhatetovisit.6.AskthestudentscompareaboutthesimilaritiesanddifferencesbetweentheactivitiesbothCanadiansandCubanslikedoingintheirfreetime.7.Enhancestudentstointerpretthedifferencesandcompareaccordingtotheexperiencetheyhaveseenduringtheinternships.8.Sharethehandoutswiththestudents.TheinformationwastakenfromthebookTakePart:SpeakingCanadianEnglishfromPietrusiakandBardy(1986):
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9.Askthestudentstoorganizethesmallpartssotheycanmakeupamoremeaningfulparagraph.Askstudentscommentthereasonforwhattheyhaveorganizedtheparagraphsinawayorinanotherway.10.Afterthestudentsorganizetheparagraphsintoamoremeaningfuloneaskthemthefollowingquestionsabouttheparagraph:v IstourismamajorindustryinCanada?v WhatisthereasonforwhatCanadianssometimeshaveto
travellongdistancesforaweekendtrip?v WhydoyouthinkisthereasonforwhatCanadiansheadoff
totheCaribbeanduringthewinter?v WhatarethefacilitiesinCanadianscitiesthatCanadians
enjoyalot?v DomostofCanadiansvisitoftentheirowntown?
11.HavethestudentscompareCanadaandCubainrelationtothefollowingtopics:v Importanceofthetourismindustry.v Favoriteactivities.v Potentialofthedestination.v Resources.v Interestinlocaltourism.
12.Makesuretotakeintoconsiderationtheattitudesandvalues
TourismisamajorindustryinCanada.Canadaisavastcountryandthereisenormousvarietywithinitsterritories.Sincethecountryissolarge, Canadians are used to traveling long distances even for aweekend. Canadians sometimes find it cheaper and easier to traveloutside,especiallytotheUnitedStates.
Duringthewinter,thousandofCanadiansflocktowarmerclimatesforvacations:Florida,California,Hawaii,Mexicoand theCaribbeanarepopular vacation areas. European holidays also appeal to manyCanadians,whofindthecontrastsbetweentheoldcountryandnewworldfascinating.
Canadians have a variety of landscapes and climate.Camping and hiking are popular outdoor activities andavidsportsmenareattractedtotheCanadianoutdoors.
VacationerswithinCanada enjoy all the advantages of city life thetheatres, galleries, restaurants, libraries and clubs. Canadian citiesenjoyareputationforcleanlinessandforanabundanceofgreenery.EachCanadiancity
Canadiansareoftenmoreawareof the tourist areas far fromhomethan those nearby.Many Canadians live in a city for years withoutseeingthelocalmuseums.Otheronlyvisitlocalsiteswhentheyhaveoutoftownvisitorstoshowaroundtheirarea.
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studentsshowoffwhencomparingthetwocountriesaswellastheabilitiestheyhavewhencomparingthecountries.
Evaluation:Theevaluationfocusestwomainaspectsinthisactivity,thefirstaspecthastodowithtaskcompletion,theteacherissupposedtoevaluateifthestudentswereabletocompletetheorganizationtask.Ontheotherhand,thisisveryimportantthattheteachermightbeabletoevaluatetheabilitiesandattitudesthestudentshaveinordertocomparethementionedaspectsbetweenCubaandCanada.
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Activity13.
Title CubanandCanadiantouristdestinationsUnit8.Activity13.AtyourPaceITextbook.
SocioculturalTopic Citiesandtouristdestinations.MethologicalandDidacticProcedure
Objective:studentsshouldbeabletodevelopknowledge,abilitiesandattitudeswhiletheycomparecitiesandplaces.Content:communicativefunction(comparingplaces).Method:jointelaboration.Teachingaids:textbook,andblackboard.Organization(procedure):
1. AskthestudentstoworkinpairsandplaytheroleoftwoCanadiansfriendsplanningtocomeovertoCuba.
2. Havethestudentsplayrolesaccordingtotheinformationthatappearsontheboxbuttheyshouldalsotalkaboutthecitysenvironment,landscapes,hotelprices,ticketprices,foodquality,services,attractions.
3. Checkiftheyareabletocompareorgiveenoughinformationwhentheyusethelanguage.
4. Askthestudentstocompletethechartbyaddingthreenewcitiesordestinations:Havana,SantaClaraandHolguin.Theyneedtofindoutwithotherstudentsalltheinformationaboutthescenery,thethingstodoandthefood.Theycouldalsotakeintoconsiderationsomeotheraspectsaswell.
5. LookupontheinternetinformationaboutthemostimportantCanadiantouristdestinations,itssceneriesthingscanbedoneattractionsetc.
6. Printoutmaterialsthatcouldbeusedintheclass.GiveeachpairthepossibilitytocompareCanadiancitiesbysortingoutsomematerialstheycoulduseasreference.
7. ObservestudentsabilitieswhiletheycomparetheCanadiancities.
8. AskthestudentstocomparesomeCanadiantouristdestinationswithCubanonesforthattheyshouldtakeintoaccountenvironment,landscapes,prices,accessibility,quality/pricerelation,services,transportation,infrastructure,attractions.
Evaluation:theteachertargetstheevaluationtowardstwomainpoints,oneistheabilitytocomparetouristdestinationsandtheotheroneistheknowledgeandtheabilityofthestudentstomakethecomparisonwhentheyareabletousethesocioculturalcontentsforthat.
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Part 3: Didactic activities for the evaluation of the development of thesocioculturalcompetenceinEnglishlanguage.
Activity14.
Title CubanandCanadiantouristdestinationsUnit8.Activity13.AtyourPaceITextbook.
SocioculturalTopic Citiesandtouristdestinations.MethologicalandDidacticProcedure
Objective:studentsshouldbeabletoshowknowledge,abilitiesandattitudestheyhaveacquiredwhiletheycompare(cities,places,foodspeoplesportslanguagesetc.).Content:developingwritingskillsasaprocess(writingaboutdifferencesandsimilarities).Method:jointelaboration.Teachingaids:textbook,andblackboard.Organization(procedure):
1. MakeareviewofthesocioculturalcontentsaboutCanadataughtinthepreviousunits,specificallythosethatarerelatedwithcitiesplacesfoodspeoplerecreationetc.
2. WritedownpossibleaspectsstudentscouldserveascontentforapossiblecomparisonbetweenCubaandCanada.
3. HavestudentscompletethetaskofwritingthreesentencesaboutdifferencesandsimilaritiesbutallaspectsshouldbefocusedonCanadaandCuba,forexample:
v FoodinCanadaandfoodinCuba.v RecreationinCanadaandrecreationinCuba.v PeopleinCanadaandpeopleinCuba.v TourisminCanadaandTourisminCuba.v CitiesinCanadaandcitiesinCuba.4. Givestudents1015minutestocompletethetask,afterthey
finish,askstudentstoswitchtheirworkswithanearbyclassmate.Theyshouldcorrectotherstudentswork,forthattheyshouldtakeintoaccounttwomainaspects:
a) Studentsaresupposedtousetheappropriatelanguageforcomparisonsproperadjectives,correctspellingindentation,coherenceandcohesionoftheideas,etc.
b) Studentsaresupposedtocompare,analyzeandcomeintoconclusionsbywritingaboutthesocioculturaltopicslearntinthepreviousunitsofthecourse.
5. Givethestudentsachancetoreportinfrontoftheclasswhattheotherstudentsmainmistakesareabout.Makesuretowritedownallthemistakestheymakeandcorrectthosemistakesusingexamplesontheboard.
6. Askstudentstogivetheotherstudentsamark.Makesuretoevaluateeachstudentforwhattheyhavedone.
Evaluation:theevaluationisdonethroughacoevaluation.Studentsevaluatesthemselveswhiletheycorrectotherstudents,theycorrectthemselvestoo.
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Activity15.
Title Travelingandcultures(Closeupactivity).Unit9.Activity13.AtyourPaceITextbook.
SocioculturalTopic Travelingandbehaviors.
MethologicalandDidacticProcedure
Objectives:v Studentsshouldbeabletoshowknowledge,abilities
andattitudestheyhaveacquiredwhiletheyunderstandthetextgloballyandareabletorefertosocioculturalcontentsdealtwithinpreviousunitsofthecourse.
v Studentsshouldbeabletoshowknowledge,abilitiesandattitudestheyhaveacquittedwhiletheytalkaboutsocioculturalcontentsandaboutCubaandCanada.
Content:textcomprehension(skimmingandscanning).Communicativefunctions(comparingculturesandbehaviorsanalyzingdescribingetc.)Method:jointelaboration.Teachingaids:textbook,andblackboard.Organization(procedures):Somemorequestionswillbeaddedtothelastpartoftheactivity.Thesequestionsallowthepossibilitytoevaluatesomeaspectsrelatedwiththedevelopmentofknowledge,abilitiesandattitudesrelatedwiththesocioculturalcompetence.
1.Askthestudentstoarrangetheclassinahorseshoepositionsotheycanseeeachothersfacewhiletheytalk.
2.AskstudentstoanalyzethesayingWheninRome,doasRomansdo.YoumightgivethechancetostudentstosayhowtheywouldbehaveiftheyhadthechancetovisitCanada:DoesitmeanyouhavetobehaveasifyouwereaCanadian?ACuban?Orboth?Whatdoesbothconveyforyou?Doesitconveythatapersonbecomesaculturalambassadorbetweenthetwocultures?Shouldwekeepouridentityorshouldwekneeldowntothenewculture?
3.Havestudentsanalyzewhichpartofourbehavior,cultureoridentityweneedtofocusonwhendealingwithCanadians.AskstudentstogiveexamplestakingintoconsiderationProxemics:distancebetweenpeoplehowthisisappliedtoCanadiansandtoCubans?Howshouldwekeepthedistance?ShouldweapplyourCubandistancetoCanadiansorwebetteranalyzehowtheybehave?Whatwouldbetheoutcomesifwedosomethinginappropriate?DirectnessandIndirectness:dowenormallyuseindirectnessinourownlanguage?HowthiscouldaffecttheuseofindirectnesswhendealingwithCanadians?Whenarewesupposedtouseindirectness?Nonverbalcommunicationandtheuseofthevoice.HowourownculturalaspectsinrelationtononverbalcommunicationaffectcommunicationwithCanadians?Arewegoodobservers,analystsoftheculturaldifferences?Arewetrulyabletodescribeandcomparethedifferences?WhatattitudesdoesitdemandfromustobeaculturallytrainedpersonwhendealingwithCanadians?
Evaluation: WritedownpossibleaspectsstudentscouldhavedealtwithaselementsforapossiblecomparisonbetweenCubaandCanada.
1. AssignthestudentstocompleteataskofwritingaparagraphaboutdifferencesandsimilaritiesbetweentheCubanandthe
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Canadianculture.Theyshouldtakeintoaccounttheaspectstheyhavestudiedduringthecourse.Theyshouldselectanappropriatetopic.Thisistobehandedinthenextclass.
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