This
learning path, part of a larger project focused on English speaking
countries,
offers a series of insights into some essential aspects of Indian
culture and
tradition.
The
language employed and the concepts expressed make these short texts
suitable
for EFL students attending the second high school year.
Some
links can be used by teachers to update and enlarge their knowledge,
some others
offer some materials which can be discussed
directly in class.
Beside
highlighting cultural studies key concepts, the activities present some grammar hints about how the text can be
fruitfully exploited.
A
simple metacognitive reflection follows each activity.
Level:B1 (Common
European
Framework).
Period: end of
the second term to
allow students to master the basic grammar structures
Ideal class: 2nd
year High
School
Pre-requisites.
- Knowledge
of some basic
grammar structures (simple present,simple past, imperative...);
- knowledge
of the basic
communicative functions described in levels A1 –A2 of the Common
European
Framework[E1][F1][I1](how to ask and give
personal information, …);
- habit to
approach a
thematic unit articulated into different texts;
- habit to
work in groups and
in pairs.
Methodology:cooperative learning, jigsaw acitvity;
students work individually, in pairs and in groups.
Timing: 6-7 modules depending on the students'
linguistic competence and on their interest towards the topic
Objectives
The
students should be able to:
Linguistic:
- re-activate
pre knowledge
about and learn new vocabulary concerning a particular lexical field;
- re-activate
knowledge about
basic grammar structures and use them in simple exercises;
- highlight
key information
about a cultural studies topic by skimming and scanning different texts;
- write
short texts
concerning some basic aspects of the topic;
- answer
different typologies
of questions concerning the text;
- build a
dialogue from a set
pattern and perform it with a partner.
Cultural
Studies:
- write a
brief report or
speak about the most meaningful Indian historical events,
- describe
the most important
features concerning Indian regions, mountains, climate and vegetation;
- write a
brief report or
speak about social conditions paying particular attention to sex and
economic
discrimination, literacy and school systems;
- list the
most important
festivities and the typical meals;
- discuss
the most developed economic activities and some of the Government's
policies to improve
them;
- give some
key information
about Indian institutions and historical characters.
Strategic
and Metacognitive:
- carry out
a jig saw activity[E1][E2] [F1][I1]
or a cooperative learning[E1][F1][S1][I1][I2] by accepting partners’ mistakes and
putting
into value their original contribution;
- be aware
that a spider gram
can be useful to better visualize and learn new vocabulary;
- create a
spider gram.
