A lifetime favorite for most language teachers, this game has long been the cornerstone of most ESL classroom speaking activities and games. It is quite easy to play yet it gets a lot of language out of students if well thought out.
Posters, pictures, maps, signs, and realia of many kinds are essential in helping students develop a mental image. Assigning students foreign names from the first day can heighten student interest. Short presentations on a topic of interest with appropriate pictures or slides add to this mental image.
Start students off by making them aware of the influence of various foreign cultures in this country. Introduce students to the borrowed words in their native language or the place-names of our country. This helps students to realize they already know many words in the target language i.
Some of the foods they eat are another example of the influence of foreign cultures i.
A good introductory activity is to send students on cultural scavenger hunts to supermarkets and department stores and have them make lists of imported goods. A Culture capsule consists of a paragraph or so of explanation of one minimal difference between a Lebanese and an American's custom along with several illustrative photos and relevant realia.
Miller has developed well-defined culture capsules into Unit 1 tefl activities. The culture capsule teachers through comparison by illustrating one essential difference between an American and a foreign custom i.
The cultural insights from the culture capsule can be further illustrated by role playing. For example, Hendron suggests teaching dating customs Unit 1 tefl Spanish-speaking countries by creating an illusion of a plaza mayor in the classroom with posters, props, music or slides. Students pretend to be young Latin-Americans and act out a Sunday paseo.
After studying these, students can compare and contrast the foreign customs and traditions with their own. They have been tried mostly in classes for foreign languages other than English. Essentially a culture capsule is a brief description of some aspect of the target language culture e.
The contrasting information can be provided by the teacher, but it is usually more effective to have the students themselves point out the contrasts. Culture capsules are usually done orally with the teacher giving a brief lecture on the chosen cultural point and then leading a discussion about the differences between cultures.
For example, the information which a teacher might use about the grading system at U. The teacher could provide all of the information at once or could pause after the information in each paragraph and ask students about the contrasts they see. Some visual information, such as in handouts or overhead transparencies or pictures, supporting the lecture can also be used.
For example, a culture cluster about grades and their significance to university students could contain the capsule about how a grade point average is figured plus another about what kind of decisions such as being accepted in graduate study, receiving scholarships, getting a better job, etc.
Culture capsules and clusters are good methods for giving students knowledge and some intellectual knowledge about the cultural aspects being explained, but they generally do not cause much emotional empathy.
Culture assimilators consist of short usually written descriptions of an incident or situation where interaction takes place between at least one person from the target culture and persons from other cultures usually the native culture of the students being taught.
The description is followed by four possible choices about the meaning of the behavior, action, or words of the participants in the interaction with emphasis on the behavior, actions, or words of the target language individual s. Students read the description in the assimilator and then choose which of the four options they feel is the correct interpretation of the interaction.
Once all students have made their individual choices, the teacher leads a discussion about why particular options are correct or incorrect in interpretation. Written copies of the discussion issues can be handed out to students although they do not have to be. It is imperative that the teacher plan what issues the discussion of each option should cover.
Culture assimilators are good methods of giving students understanding about cultural information and they may even promote emotional empathy or affect if students have strong feelings about one or more of the options.
Some people confuse them with culture assimilators, but there are a couple of differences between the two methods. Critical incidents are descriptions of incidents or situations which demand that a participant in the interaction make some kind of decision.
Most of the situations could happen to any individual; they do not require that there be intercultural interaction as there is with culture assimilators.
Individual critical incidents do not require as much time as individual culture capsules or individual culture assimilators, so generally when this method is used, more than one critical incident is presented.
It is probably most effective to have all the critical incidents presented at one time be about the same cultural issue. For example, the critical incidents listed in the appendix to this chapter all deal with the issue of time, promptness, and scheduling.
Generally, the procedure with a critical incident is to have students read the incident independently and make individual decisions about what they would do. Then the students are grouped into small groups to discuss their decisions and why they made them they way they did. Then all the groups discuss their decisions and the reasons behind them.
Finally, students have to be given the opportunity to see how their decision and reasoning compare and contrast with the decisions and reasoning of native members of the target culture. Reports on the reasoning and the differences can be made in a following class session. If the class takes place in an EFL environment, the native speaker information would have to be gathered by the teacher from reading or from contact with expatriates.
Sometimes advice columns like the "Dear Abby" or "Ann Landers" columns, can provide teachers both with critical incidents or problems to be solved and with information about what native speakers would do and why.
Critical incidents are very good for arousing affect emotional feelings about the cultural issue.Buy Dorman Instrument Cluster Bulb, Pack of 5: Lighting - benjaminpohle.com FREE DELIVERY possible on eligible purchases. WORKSHEET – UNIT 1 Task 1 – List 5 qualities that a ‘good’ teacher should have and give reasons for your choices.
Which of these qualities do you consider to be more important, and why? H Tefl Special; Unit 1 Grammar Quiz. Take a Course to Start the Quiz.
Please choose the correct answers. The quiz has to be done in 1 sitting. Remember that some questions might have more than 1 answer, you must have all the answers to obtain the mark. This brilliant Unit pack includes all the lesson packs and additional and home learning resources included in the PlanIt LKS2 DT unit 'Let's Go Fly a Kite'.
One-syllable adjectives. Form the comparative and superlative forms of a one-syllable adjective by adding –er for the comparative form and –est for the superlative. A "good" teacher should have an extensive comprehension of the subject so that they could be a reliable resource for students.
Students will rely on the teacher for accurate information and knowledge.