BIBLIOTECA VIRTUAL de Derecho, Economía y Ciencias Sociales

VÍA DE ADQUISICIÓN DE LOS ELEMENTOS DE LA CULTURA ANGLOCARIBEÑA DESDE CON UN ENFOQUE HISTÓRICO SOCIAL

Yaima García Salazar




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2.3. SUGERENCIAS PRÁCTICAS.

El idioma es un sistema de señales convencionales usado por el hombre para la transmisión de pensamiento en la comunicación. Es el resultado lógico de largos y complejos procesos socio - históricos marcados por la característica de vivir en comunidad y el rol del trabajo humano que llevó a la expresión de pensamiento.

Es importante saber sobre la cultura de los pueblos que están cerca de Cuba, donde el idioma precisamente es el uno de los se enseña en escuelas secundarias en cubanas, no sólo debido a la cantidad de información que brinda, sino por la enseñanza de idioma como tal. Los elementos Culturales caribeños se pueden emplear para proporcionarles la oportunidad a los estudiantes de aprender algo nuevo y permitirles reflejar una cultura a la que se relaciona estrechamente con la suya propio.

La decisión de incluir algunas sugerencias prácticas para trabajar con los elementos socio culturales Anglocaribeños cuando se imparte inglés en séptimo grado no sólo fue tomado al ver las raíces caribeñas comunes , también cuando ciertamente la falta de conocimiento de los estudiantes al respeto fue evidenciada después del análisis de los resultados de una prueba aplicada a ellos.

La cultura cubana constantemente es influenciada por elementos Anglo caribeños que fueron introducidos por inmigrantes de estas islas, por ejemplo, los jamaicanos introdujeron muchos elementos en platos cubanos, costumbres, baile y música.

Algunos representantes caribeños han visitado Cuba, y el Comandante Fidel Castro, ha visitado la mayoría de las islas caribeñas, todos caracterizados por la amistad, colaboración, entusiasmo y sensibilidad.

Es considerado que el programa de inglés de séptimo grado necesita hacer más énfasis en las actitudes positivas de los estudiantes, alentándolos en cualquier aspecto de sus vidas, mediante la presentación de los elementos socioculturales de la región anglófona.

Todos los ejercicios fueron elaborados teniendo en cuenta una serie de requisitos para favorecer el proceso de aprendizaje en el momento de incluir elementos históricos culturales de los países Anglo caribeños , las actividades se planificaron teniendo en cuenta el objetivo instructivo, deben planificarse de lo simple a lo complejo, de lo conocido al lo desconocido, de la reproducción a la aplicación.

Hay muchos conceptos y definiciones para declarar qué es motivación, entonces, la motivación es una condición permanente del proceso de aprendizaje. Está constituido por una gran cantidad de estímulos psicológicos que debe estar presente a lo largo del curso, año académico, el periodo de la clase y en cada actividad. Nuestro objetivo es proponer un grupo de ejercicios para el tratamiento de los elementos de la región Anglocaribeña con un enfoque histórico social.

Por esas razones algunos ejercicios se proponen, por emplearse elementos de las islas Anglocaribeñas, favorecer la motivación en las clases de inglés y despertar la necesidad de conocer acerca de las islas.

2.3.1. PROPUESTA DE EJERCICIOS.

1. - Look at the flags below and write the name of the country they come from (Annex #1)

OBJECTIVE

To raise the students interest towards Anglo - Caribbean socio - cultural elements by working with flags and colors.

INSTRUCTIONS

 The teacher gives a picture containing different flags from some Caribbean islands.

 The students should write as many names as possible.

 They should recognize the flags given.

2. - Circle the name of the food according to the picture.

OBJECTIVE

To encourage the students towards the Anglo-Caribbean islands concerning food and fruits.

INSTRUCTIONS

 The teacher presents the word - search and a picture of fruits and food.

 The students should find them in the word search.

3- Select a flag and complete the following chart. (Annex #1).

COUNTRY NATIONALITY LANGUAGE.

OBJECTIVE.

To encourage the students towards the Anglo- Caribbean elements by means of flags, name of countries and nationalities.

INSTRUCTIONS.

 The teacher gives some flags from the Caribbean countries.

 The students should complete the chart with the correspondent country, nationality and language.

4- You visited a museum and saw a card there.

Complete it and make a short paragraph with the written information.

NAME:

DATE OF BIRTH:

ADDRESS:

OCCUPATION:

OBJECTIVE.

To encourage the students towards the Anglo Caribbean elements.

INSTRUCTIONS

 The teacher gives a card to the students.

 The students should complete the card.

 The students will write a paragraph.

5- My mother is going to receive a visit from Bahamas and she wants to make a traditional food.

Can you help her?

a) Make a list of things that you need.

OBJECTIVE

To encourage the students towards the Anglo- Caribbean islands concerning food.

INSTRUCTIONS

 The students should make a list of things.

6- You arrive at a Caribbean Food Restaurant and the waiter gives you the menu.

a) Read the following menu and select the favorite for you.

RICE AND BEANS COCO RICE

ACKEE CALLALOO

DUMPLING SAINT VICENT YAM

INFUTION OF LEMON SARILL

APPLE ORANGE

MAPEN RICE AND BEANS

RICE HANDI CODFISH

SHRIMP BREAD FRUIT

ACKEE ORANGE.

OBJECTIVE

To encourage the students towards the Anglo- Caribbean islands concerning food and fruits.

INSTRUCTIONS

 The teacher gives some menu to the students.

 The students should read the menu.

 The students should select one.

7- Look at the national tree of Jamaica Ackee.[Annex #2]

Take a fruit and answer the question bellow (Annex #3).

1- Select the correct occupation. Write sentences that express an action that occurred in the past.

BOB MARLEY POET

WRITER

GEORGE LAMMING MUSICIAN.

OBJECTIVE

To raise the students interest towards the Anglo- Caribbean socio cultural elements.

INSTRUCTIONS

 The teacher gives a national tree of Jamaica.

 The students should take a fruit and answer the question.

8-Write sentences about the Caribbean region-using comparative form (... ER... THAN, AS... AS, MORE... THAN) taking into account the information in the flower (Annex #4).

a) JAMAICA

b) ST LUCIA.

c) BARBADOS

d) TRINIDAD AND TOBAGO.

OBJECTIVE

To raise the students attitudes towards Anglo- Caribbean islands by means of comparisons.

INSTRUCTIONS.

 The teacher gives a flower containing some information.

 The students should write sentences.

 The students should compare two of these Caribbean regions.

9-Imagine that you spent your vacation in Jamaica.

Write a card to a friend telling him about your experience during the trip

OBJECTIVE

The students themselves should be able to express by means of writing a card about their vacation.

INSTRUCTIONS

 The students will write a card about their experiences.

 The students should include the Caribbean elements in the cards.

10- Analyze and select the food according to a Caribbean country.

DOMPLIN JAPAN

BREAD FRUIT JAMAICA

COD FISH CANADA

PUDDING BRAZIL

BONS

OBJECTIVE

To encourage the students towards the Anglo- Caribbean islands typical food.

INSTRUCTIONS

 The teacher gives a list of food and countries.

 The students should select the food that belongs to a Caribbean country.

11- You are preparing a trip for travelling with an immigrant friend and you should know some things about him.

Then you ask your friend:

1- The means of transportation he can use.

2- The kind of food does he prefer.

3- The kind of music does he listen.

4- What his tradition is.

OBJECTIVE

To encourage the students towards the Anglo- Caribbean socio cultural elements working with questions.

INSTRUCTIONS

 The teacher gives some questions to the students.

 The students will answer some questions.

12- Read the following list of countries and select the Caribbean countries.

a) Organize them in alphabetical order

CHINA JAMAICA

SPAIN BAHAMA

SAINT LUCIA AUSTRALIA

FRANCE JAPAN

VENEZUELA TRINIDAD AND TOBAGO

USA BARBADOS

OBJECTIVE

To get familiar with the name of the Caribbean islands by means of ordering and selecting them.

INSTRUCTIONS.

 A list of names of countries is given to the students.

 The students should select the Caribbean countries.

 The students should order the names alphabetically.

13- Complete the column A and B according to the country and nationality.

A B

COUNTRY NATIONALITY

CUBA

BARBADIAN

JAMAICA

TRINIDAD

INSTRUCTIONS

 The teacher gives two columns, A and B, with some names of countries and nationalities.

 The students should have to complete the spaces with the corresponding country and nationality.

OBJECTIVE

Encourage the students towards the Anglo –Caribbean elements by means of the name of the countries and its nationality.

14. - Complete the following puzzle. Use the questions below.

Across

1- A person from Jamaica.

9- A drink (wine).

15- A preposition.

18- National tree of Jamaica.

23- An infusion.

27- From the sea.

33- A preposition.

35- A person who lives in

Barbados.

44- A fruit.

54- A musician.

63- A kind of music.

OBJECTIVE.

To encourage the students towards the Anglo Caribbean cultural elements by means of a puzzle.

INSTRUCTIONS

 The teacher gives a puzzle to the students.

 The students should use some questions for completing the puzzle

15-Read and answer the following questions about the text.

Mrs. Miller is at the shop. She is from Barbados. She is in Cuba since 1922. Mrs. Miller wants to buy some codfish and shrimp because she likes it a lot, but her husband does not, besides she wants to buy a pound of flour for baking Bon.

Today is an special day, it is Mr. Miller's birthday.

a) Where is Mrs. Miller from?

b) Where is Mrs. Miller at the moment?

c) Is today Mr. Miller birthday?

d) Does her husband like codfish?

OBJECTIVE

The students should be able to understand the text by means of answering questions about it

INSTRUCTIONS

 The teacher reads the text carefully.

 The students answer the questions.

16- Read the conversation. Act it out.

Match the name of the countries with their capital cities.

Then practice the conversation between Marlon and Grettel using different name of countries or capital cities.

COUNTRY CAPITAL CITY

JAMAICA BRIDGETOWN

BARBADOS GEORGETOWN

BELICE KINGSTON

TRINIDAD AND TOBAGO BELMOPAN

GUYANA PLYMOUTH

MONTSERRATE PUERTO ESPAÑA

A: Hello! My name is Grettel

I’m from Spain.

B: My name is Marlon

I’m from Mexico.

OBJECTIVE

To encourage the students towards the Anglo Caribbean elements by means of name the of countries and their capital cities.

INSTRUCTIONS.

 The teacher gives to the students a list of countries and capital cities.

 The students should match the name of the country with the capital city.

 The students should practice a conversation using the list and act it out the conversation.

17- Answer the following question about Jamaica.

a) Is Jamaica in North America or in the Caribbean?

b) Is Jamaica the smallest island in the Caribbean?

c) What do the people in Jamaica like to dance?

d) What’s the capital city of Jamaica?

e) Was John Brown Russwurn the first Jamaican intellectual?

OBJECTIVE

To encourage the students towards the Anglo- Caribbean socio cultural elements working with questions.

INSTRUCTIONS

 The teacher gives to the students some questions.

 The students should answer with the Anglo –Caribbean socio cultural elements.

18- Look at this map and write the name of the English Speaking countries.

a) Choose a country and draw its flag.

OBJECTIVE

To encourage the students towards the Anglo Caribbean socio cultural elements by means of the maps and flags

INSTRUCTIONS

 The teacher gives to the students a map from the Caribbean Region

 The students should write the name of the countries.

 They should choose a country and draw its flag.

19- Molly goes to a Jamaican family house.

Look at the map and help Molly.

Give the correct direction (Annex 5 and 6)

a) Edna Da Silva.

b) Carmen White.

c) Mrs Sutherland.

d) Elena Belli.

OB JECTIVE

The students should be able to give directions according to the map

INSTRUCTIONS

 The teacher gives a map to the students

 The students should give the direction.

 The students should use the map

20- NATIONALITIES

(Group work)

OBJECTIVE

To encourage the students towards the Anglo Caribbean elements by means of nationalities

INSTRUCTIONS

 The teacher gives a piece of paper for each student.

 One student ask the nationality

 The rest of the students answer with the word of the paper.

21- TRAVELLING

You are preparing a trip for one of the island from the Caribbean Region given at a tourist guide.

Answer the following questions to write a paragraph about the trip.

a)What means of transportation are you going to take?

b) What places are you going to visit?

c)What kind of food are you going to eat?

OBJECTIVE

To encourage the students towards the Anglo-Caribbean region and customs.

INSTRUCTIONS

 The teacher provides to the students a tourism guide with some information about some Caribbean island

 The teacher reads the information carefully and writes it on the board.

 The students have to imagine they are going to visit one of the Caribbean island and write a paragraph answering the question.


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