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Culture

TFM
by

Ro AL

on 13 June 2011

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Transcript of Culture

Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y
Enseñanza de Idiomas Exploitation of British Cultural Aspects
in Foreign Language Classroom Memoria de Máster presentada por
Rocío Alberto Lechuga

Dirigida por
Francisca Molina Navarrete TABLE OF CONTENTS 1. Methodology
2. State of the Art
3. Aspects from British Culture:
Literature
Music
Festive Traditions
Visual Arts
4. Lesson Plan
5. Conclusions
6. Basic Bibliography 1. METHODOLOGY Intercultural Approach -
intercultural awareness 2. STATE OF THE ART WHAT IS BRITISH CULTURE? Culture is a set of values, practices, activities, behaviours, and identity that represent a specific group of human beings considered as a unit.

British Culture: the lifestyle lived in Great Britain. BRITISH CULTURE IN THE CLASSROOM “British Cultural Studies is linked to English-language learning, its objective was the study of British life, institutions and culture, and it was based upon the belief that successful communication can only take place where there is adequate awareness of the cultural context within which a language is used.” (Bassnett, 1997: xiii)

“self-confidence or self-esteem” (Euydice 2009: 21)

“extend our socio-cultural experience to new dimensions, but on the other hand it also makes us aware of the specific features of our own world.” (Byram, 2003: 42) 3. ASPECTS FROM BRITISH CULTURE LITERATURE. Shakespearian
tragedy for young students Didactic explosion

LITERATURE
Expressing feelings and thoughts
Satisfactory atmosphere

SHAKESPEARE
Maximum exponent in British culture

HAMLET
Great influence
Innovative method: comparison
between Hamlet and The Lion King 2nd Session – Activity 4 MUSIC. The Beatles as a way of teaching values MUSIC
Songs and music ‘stick’ in the head
Appealing to students
Provides “some kind of broader cultural input” (Cranmer and Laroy 1993: 1)

THE BEATLES
Represents the British heart
The Beatles’ songs can be didactic

LUCY IN THE SKY WITH DIAMONDS
Parallelism with the effects of LSD
Teaching values 4th Session – Activity 2 LUCY IN THE SKY WITH DIAMONDS
Picture yourself in a boat on a ……………… 
With tangerine trees and marmalade skies. 
Somebody calls you, you answer quite slowly, 
A girl with ……………… eyes. 
Cellophane ……………… of yellow and green 
Towering over your head. 
Look for the girl with the sun in her eyes 
And she's gone. 
Lucy in the sky with ……………… 
Lucy in the sky with diamonds 
Lucy in the sky with diamonds, ah, ah 
Follow her down to a bridge by the fountain where rocking horse people eat ……………… pies. 
Everyone ……………… as you drift past the flowers 
That grow so incredibly high. ……………… taxis appear on the shore 
Waiting to take you away 
Climb in the back with your head in the ……………
And you're gone. 
Lucy in the sky with diamonds 
Lucy in the sky with diamonds 
Lucy in the sky with diamonds, ah, ah 
Picture yourself on a ……………… in a station 
With ……………… porters with looking glass ties, 
Suddenly someone is there at the turnstile, 
The girl with kaleidoscope eyes. 
Lucy in the sky with diamonds 
Lucy in the sky with diamonds 
Lucy in the sky with diamonds, ah, ah  FESTIVE TRADITIONS. Halloween as a comparison with a Spanish tradition FESTIVE TRADITIONS
A reflection of the society
Making the students aware of the existence of different traditions and holidays in other countries
HALLOWEEN
Major holiday in Britain
Introductory element for another cultural aspect, the gastronomy.
Comparison between two traditions in different countries - intercultural awareness 7th Session - Activity 5 BRITAIN SPAIN

Dressin Up
Apple Bobbing
Trick or Treat
Jack-o-Lanterns
Soul Cakes VISUAL ART. The Stonehenge as a means to teach History and Geography. VISUAL ARTS
A form of human expression
Art arouses the creative side of students
Students are quite exposed to art
STONEHENGE
Britain's greatest national icon, symbolizing mystery, power and endurance
The uncertainty involving this ruin can increase students’ motivation
Cross-curricular contents: Geography and History 5th Session – Activity 2 5th Session – Activity 3 MERLIN AND KING ARTHUR’S UNCLE
The story began in the fifth century whereby about 300 noblemen were killed by Hengest, who was a treacherous Saxon leader at that time. Fortunately, King Aurelius Ambrosius wanted to seek justice and finally won the battle and managed to kill Hengest.
King Aurelius wanted to create a memorial for the noblemen killed and magician Merlin suggested transporting the Giant’s stone rings from Ireland to Britain. According to Geoffrey, the stones rings were brought primarily from Africa to Ireland by Giants, hence explains the name given to the stone rings.
In the later part of the century, King Uther and Merlin lead a group of people to Mount Killaraus in Ireland to where the stones were situated. The stones proved to be too gigantic for them to move as neither do they posses any supernatural power nor as the giants.
Therefore, it was up to Merlin to do the task. Merlin used his magic powers to dissemble the stones and shipped them back to Britain. The great stones were then set up and aligned in a circle around the graves of the murdered noblemen.
In other periods of the century, various kings at their time were buried at this monument. 4. LESSON PLAN KNOWING GREAT BRITAIN BACKGROUND Virgen del Carmen
1º Bachillerato - B1
25 students
Middle class families
Two students with special needs
- vocabulary activity: use of cards
- writing: shorter compositions
- grammar: extra-activities
Multicultural co-existence: 1 Chinese student / 1 Brazilian student Communicative:

To read and understand texts with a medium-high degree of difficulty.
To express opinions, justifying their points of view.
To understand a song. Conceptual:

To use and understand vocabulary related to cultural aspects.
To know how to transmit the information interpreting cultural aspects.
To practice relative clauses. Procedural:

To work autonomously and in pairs.
To fill the gaps of a song they have listened to.
To produce texts with a well defined structure. Attitudinal:

To be creative and imaginative.
To be participative.
To be respectful with other cultures and countries. 8 sessions
55' each
October/November Worksheet
Blackboard
Slide projector
CD player, CD
Laptop
Internet
Classroom’s blog
Pencil, pen, sheets of paper Session 1 - Do you know Great Britain? Activity 1 WHAT DO YOU KNOW ABOUT BRITAIN?
Brainstorming activity (7’-8’)

Activity 2 BRITISH QUIZ: WHAT DO YOU KNOW ABOUT BRITAIN?
Warm-up activity (20’)

Activity 3 BRITISH STEREOTYPES
Writing and speaking activity (20’)

Activity 4 ANTONYMS
Vocabulary activity (8’) Session 2 - Do you know
William Shakespeare? Activity 1 BRITISH LITERATURE
Warm-up activity (6’)

Activity 2 HOW MUCH DO YOU KNOW ABOUT SHAKESPEARE?
Brainstorming activity (7’)

Activity 3 MAKE A SHAKESPEAREAN SONNET
Pronunciation activity (12’)

Activity 4 DISCOVERING HAMLET
Listening activity (30’) Session 3 - Do you know
The Beatles? I Activity 1 HOW MUCH DO YOU KNOW ABOUT THE BEATLES?
Reading activity (30’)

Activity 2 RELATIVE CLAUSES
Grammar activity (25’) Session 4 - Do you know
The Beatles? II Activity 1 RELATIVE CLAUSES EXERCISES
Correction activity (9’)

Activity 2 CREATE A CONVERSATION
Role-play activity (10’)

Activity 3 LUCY IN THE SKY WITH DIAMONDS
Listening activity (26’)

Activity 4 PHRASAL VERBS
Vocabulary activity (10’) Session 5 - Do you know the
Stonehenge? Activity 1 EXPRESSIONS FOR CONVERSATION AND PERSONAL COMMENTS
Speaking activity (18’)

Activity 2 BRITISH MONUMENTS
Warm-up activity (10’)

Activity 3 OLD LEGENDS
Reading activity (27’) Session 6 – Do you know
Halloween? I Activity 1 HOW MUCH DO YOU KNOW ABOUT HALLOWEEN?
Warm-up activity (6’)

Activity 2 HALLOWEEN STORIES
Reading activity (26’)

Activity 3 -ING AND –ED ADJECTIVES
Vocabulary activity (15’)

Activity 4 TERRIFYING HALLOWEEN COSTUME
Writing Activity (8’) Session 7 – Do you know
Halloween? II Activity 1 -ING and –ED ADJECTIVES EXERCISES
Correction activity (8’)

Activity 2 TRADITIONAL FOOD
Warm-up activity (8’)

Activity 3 HALLOWEEN RECIPES
Reading activity (10’)

Activity 3 PROCEDURE VERBS
Vocabulary activity (12’)

Activity 5 BRITAIN vs. SPAIN
Comparison activity (10’)

Activity 6 ORAL PRESENTATION
Explanation (7’) Session 8 – The International Day Activity 1 ORAL PRESENTATIONS
Speaking (45’-50’)

Activity 2 WHICH HOLIDAY DO YOU LIKE MORE?
Brainstorming (5’-10’) 10% Active participation and correct
attitude in class.
20% Listening activities.
20% Writing activities.
50 % Oral presentation. CONCLUSION I. Cultivating curiosity about another culture and empathy toward its members

II. The study of a culture provides a bridge between language study and the social sciences

III. ‘Live the Language’ !!! INTERCULTURAL
AWARENESS THANKS FOR YOUR ATTENTION Cultural Approach -
British cultural aspects Communicative Approach -
communicative skills
Full transcript