Professional Documents
Culture Documents
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Our task is to encourage people to take an interest and develop a positive attitude
towards the foreign country and its people.
3. CONTENTS
Sociocultural expressions are shown mostly in traditional material (e.g.: songs: “I love
sixpence”, “Teapot”)
Traditional games and sports also help.
Establishing differences and contrasts in:
Some jobs (e.g.: milkman)
Social politeness (Mr., Mrs., Miss, Excuse me, please…)
Everyday activities (meals, time, school timetable)
Weather (clothes, seasons)
Sociocultural distinctions (driving on the left)
Celebrations (Halloween)
THEME 4
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3. BIBLIOGRAPHY
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PART TWO: PRACTICAL DEVELOPMENT
1. LEVEL
2. TIME OF SESSIONS
3. OBJECTIVES
3.1. General
3.2. Specific
4. METHODOLOGY
5. THE TEACHING UNIT: SPECIFIC CONTENTS
6. ACTIVITIES AND TASKS
7. MATERIALS
8. FINAL TASK
9. EVALUATION
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PART ONE: TABLE OF CONTENTS
1. INTRODUCTION
Modern textbooks take into account the linguistic aspects of a second language. In
Fanfare, for example, Barbara Wilkes cites the following as her aims and objectives: to
create an initial interest and enjoyment in foreign-language learning; to develop a
positive attitude towards foreign cultures and people; to develop and awareness of the
link between language and culture; to develop an awareness of language as an
instrument of communication (Wilkes 1994: 8-9).
2. CONTENTS
2.1. Language and communication
Louis Porcher has observed that one of the objects of teaching a foreign
language “is to give the learner some measure of communicative competence in that
language. This competence may correspond to a future need of the learner (1980: 18).”
In effect, that the mastering a second language has become a need for most people today
is no longer a debatable issue. Schools not only have the responsibility of teaching a
second language as a linguistic system, but also as a social system to be used by the
learner. Hence, communication should begin in the school where the learning of a
second language is taking place. Porcher maintains that since all teaching is itself a
message, “It must therefore be suitable for those for whom it is in fact intended (19).”
For the author, a language is a social practice, a part of a people’s history. Thus, it
becomes necessary to educate pupils in the socio-cultural context which is characteristic
of the countries in which the foreign language is the mother tongue. It is evident that
inter-culturism is fast becoming an essential dimension in all teaching.
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programme in the following manner: “to facilitate communication and interaction
among Europeans of different mother tongues in the service of European mobility,
mutual understanding and cooperation, and in order to overcome prejudice and
discrimination (Trim 1981: I).” The following members of the CDCC Project Group 4,
D. Coste, C. Edelhoff, R. Bergenthoft, J. L M. Trim, each other has something to say in
this respect.
Rume Bergentoft reminds us, “In the final Act of the Conference on Security
and Co-operation in Europe, signed in Helsinki in 1975 by the heads of state of the
participating nations, the latter expressed their conviction regarding the role now played
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by a knowledge of languages in connection among other things with closer international
cooperation. It was decided that a wider knowledge of languages was needed to promote
world peace and cooperation (33).
Other authors have taken similar positions. Earl W. Stevick refers to a language
class as being “one area in which a number of private universes intersect one another
(1980: 7).” He feels that each learner, though a total individual, is in fact affected by
what the others do. The teacher should be aware –and sympathize with the fact- that
there are times when a learner will resist learning something which violates certain peer
norms. For example, learners may at first reject the language simply because of its
foreignness. Teachers should therefore be aware that the fear of losing support from
those closest to the learner (peers, parents, etc.) may be an inhibiting factor. Stevick
refers to a “world of meaningful action”, which, he says, tends to draw peers, family
members, and life-goals during the language learning process. He concludes,
“Foreignness, shallowness, irrelevance, and the subordinate position of the student –all
may be obstacles to a learner’s feeling of ‘primacy in a world of meaningful action’
(10).”
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Paul G. La forge affirms, “Language learning is people: this is the basic social
process in learning ( 1983: viii).” By this he means that the acquisition of second
language is the result of an interpersonal relationship which includes the teacher and the
group of students. For La Forge, the interactions are dynamic and contribute to a
personal growth for all involved. Their relationship becomes modified as a result of the
learning of a new language. Furthermore, he recognizes the significance of the social
process in twentieth-century language development: “A process view of language has
opened the route to an understanding of mankind, social history, and the laws of how a
society functions (1).” This means that EFL learning involves social, historical, cultural,
and individual interconnections.
In the author’s opinion, second language learning not only stimulates better
human understanding, but it also leads to greater independence and self-steem. By
learning another language, learners care more both for themselves and others.
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and language varieties through a multi-media approach and an active methodology
based on creative use of language (1985: 26)”. In order to achieve this they suggest
using the following resources: radio broadcasts, television, tapes, cassettes,
documentary, recreational films, pictures, and short dialogs dealing with everyday
situations. Furthermore, paralinguistic features need to be considered as well as gestures
and facial expressions. The authors insist that learners cultural insights are a must in
EFL learning.
On a similar note, Stern asserts that two of the most interesting research
endeavours in the seventies were the Council of Europe Modern Languages Project and
the Canadian French immersion experiments, of which he was a participant. The
Council of Europe Project, which was initiated in 1971, involves the co-operation of
school-ars in several countries.
Stern further points out that the term “communicative competence”, is a term
which is used a great deal. Hymes was the first to employ the term, in contrast to
Chomsky’s “linguistic competence”. “Communicative competence” reflects the social
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view of language. The concept of communicative competence is integral with
communicative language teaching. It has become a central focus for EFL teaching,
which involves the study and practice of functional, structural, lexical and sociocultural
aspects. The learning experience itself should be personal and engage in a direct use of
the language and contact with the target language community (Stern 1984: 26).
3. BIBLIOGRAPHY
GATTEGNO, C.: (1978). Teaching foreign languages in schools: the silent way. 2nd
ed. New York: Educational Solutions.
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MOSKOWITZ, G.: (1978). Caring and sharing in the foreign language class: A
sourcebook on humanistic techniques. Rowley, Massachusetts: Newbury House.
STERN, H. H.: (1984). Fundamental concepts of languge teaching. 3rd ed. Oxford:
Oxford Univ. Press.
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PART TWO: PRACTICAL DEVELOPMENT
1. LEVEL
Third cycle (6 th grade)
2. TIME OF SESSION
Four periods of class, one week before Christmas.
3. OBJECTIVES
3.1. General
- To recognize the communicative value of learning a foreign language,
showing a positive attitude of understanding and respect for other languages
and cultures.
3.2. Specific
- Students will be able to increase their understanding of and compare
Christmas customs in English speaking countries.
- Learn the lyrics and music of popular Christmas Carol and sing it.
- Experience and extract information from the song in the past tense.
- Interact with other cultures.
4. METHODOLOGY
The methodology used should be suitable to a communicative approach to teaching
English as a foreign language. That is, taking into consideration the age, ability and
needs of the students, as well as the criteria specified in the overall objectives of the
course, the EFL teacher should apply leaning strategies which are based on learning by
doing, i.e., task oriented strategies. The tasks required elicit a participative attitude on
the part of the learners and a guiding role on the part of the teacher. Additionally, the
teacher should help the students to learn both to think and to do in the target language.
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- Christmas environment.
- warm-up activities
- listening tasks
- Productive activities
Sociological aspects:
- Curiosity for different customs.
- Respect for different cultures.
7. MATERIALS
- A cassette tape of the song “Rudolph...” and a cassette recorder.
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- Wrapping paper, glue, scissors, coloured markers and optional material
(tacks, staplers, etc.).
- A textof Mary’s diary talking about Christmas customs in her country.
8. FINAL TASK
SS write about what they did last Christmas: The pages will go into a class diary that
everyone can read.
9. EVALUATION
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