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Sample
Activities for
Secondary
Modern
Foreign Languages |
The
most important...
an activity from 'The Final Frontier' (Leeds Development
Education Centre 1993)
Aim
to encourage students to speak independently
to enable students to think about the things they value
to encourage
students to think about the similarities and differences between what people
value
Time required
20 - 30 minutes |
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These stimulating and flexible resources promote
the skills and attitudes to value diversity in society and the
environment in which we live.
Using active learning approaches to encourage teamwork
and to raise self-esteem, these resources ain to help pupils understand
the increasing links between their own lives and those of other
people around the world.
This sample sheet has been designed to introduce
you to the type of resources available from DEDU. A complete
list of the resources for primary teaching is available from
the DEDU website - GO!
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Background
Although this activity is presented here for the study
of French it can be adapted for any language. It has been taken
from a geography resource and is intended to allow students
to consider what things are important in their lives and whether
the things that they value are also shared by people from Francophone
countries and cultures.
The original activity was also done by a
Maasai person living in Kenya. As you will see from the
example on the next page, the priorities for a Maasai person
may be different to those of your students. The most striking
difference will be the importance of land and animals.
Students could be asked to hypothesize about how people
in a given country might prioritise the ideas.
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What you need
Copies of the 'priority sheets' (recreate
the examples on the next page on A4 paper)
and 'priorities cards' for each group. |
What you do
Distribute one set of 'priorities
cards' to each group. Ask the students, in
small groups or pairs, to think about which
of the words are priorities in their own
lives. Ask them to place the five they think
are most important in the section 'most important'
and the rest in the other sections of the
'Priorities sheet'.
When all the groups have placed their cards
on the sheets, ask each to say what cards they have placed
in the top section and why. The discussion could then go
on to explore whether people in other countries would prioritise
the ideas differently and, if so, why.
Students will need to express their
views in French. One of the aims of this activity is
to encourage pupils to speak independently and to explain
the reasons for their decisions, e.g. "pour moi,
la liberté compte beaucoup". You might want
to provide students with a list of key phrases and sentences,
from which they can choose.
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| Priorities
Cards: |
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l'argent
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la santé
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l'éducation
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les amis
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la sécurité
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la chaleur
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la terre
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la liberté
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l'indépendence
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l'eau
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les vêtements
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l'emploi
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la famille
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les animaux
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le transport
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les divertissements
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la nourriture
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l'hospitalité
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la communauté
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la maison
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Priorities sheet: to be recreated on A4 paper
The most important.......
for a Maasai pastoralist
The diagram below reflects the priorities of
one Maasai pastoralist. While they may be similar to the priorities
of other Maasai people, there will be variations as there would
be within any group of people doing this activity.
Most Important:
f ood, water, animals, land, family |
Fairly Important:
shelter, transport, money, hospitality, community,
friends, health, security
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Least Important:
warmth, freedom, clothes, entertainment, employment, education,
independence
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Teaching
resources for Modern Foreign Languages
Global Perspectives - Modern Foreign Languages
Specific guidance for teachers and advisers to show how and when
a global perspective can be integrated into language teaching
and how it contributes to other subjects.
KS 3 & 4 - Modern Foreign Languages
£2.00 (+ £1.20 p&p) Development Education Association 1996
MFL and global Citizenship
Supporting a global dimension in Modern Foreign Languages
courses.
Languages offer huge potential for addressing cross-curricular
themes such as multiculturalism, citizenship and the environment.
This booklet suggests a range of subject areas and methods to bring
a global perspective to language study at A-Level.
A-Level - Modern Foreign Languages
£3.00 (+ £1.25 p&p) CEWC 1999
Maurice
lle Francophone
Mauritius, a multicultural, multiethnic francophone nation, was
a British colony. It reflects British influences but has its own
character which is brought out vividly in this pack. Activities
explore the lives of young people and their views of where they
live. The materials and activities meet National Curriculum requirements
for French, but allow opportunities to explore wider issues relating
to development and citizenship.
KS 3 & 4 - French
£15.00 (+£2.35 p&p) MUNDI (Mobile Unit for Development Issues)
1997
Namibia
gestern, heute und morgen
Namibia is an ideal focus for German language materials. It was
a German colony until after the First World War and German is still
used extensively, although is not the official language. Wide ranging
activities using photographs, listening, music and writing encourage
students to focus on the lives and experiences of young Namibians.
The pack gives a unique insight into the similarities between teenagers
in both countries, but also explores the impact of war and recent
independence in Namibia.
KS4+ - German
£20.00 (+£3.00 p&p) MUNDI 2000
Locococo
Spanish Voices: The Game
This stimulating board game has been developed by young people
from Guatemala, Spain, the UK and the Western Sahara for students
of Spanish. Locococo is a team game. It introduces students to
a range of issues relating to development and the Rights of the
Child as well as providing stimulating language activities. (An
English version of the pack is alsos available for use in Humanities).
KS 3 & 4 - Spanish
£15.00 (+£2.50 p&P) Humanities Education Centre 2000
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Links
to the curriculum
The
resources available from DEDU contribute to some of the
curriculum requirements for the range of subjects represented
in these sample activities.
For
example, pupils should be taught:
- to think about the lives of people living in other places
and times, and people with different cultures and customs
- to explore how the media present information
- to reflect on spiritual, moral, social and cultural issues
(from the framework
for personal, social and health education and citizenship)
- to recognise how places…….are independent
- to recognise how people can improve the environment or
damage it
- to recognise how and why people may seek to manage environments sustainably
(from the Geography
programme of study)
from the National Curriculum
- Key Stages 1 and 2 (2000)
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Here is the list of
priorities in English. It can be translated into any language
and the activity will be equally relevant:
warmth, animals, food, shelter, transport,
land, clothes, education, family, health, friends, security,
water, entertainment, community, money hospitality, employment,
freedom, independence
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