Addresses

V liceo Scientifico

Level

B1

Title of the Module

Minorities

Title of teaching Units

Unit 1: Blacks in the suburb  (3 hrs)

Unit 2: Equality and Brotherhood  (3 h)

Unit 3: Apartheid ( 3 hours)

Unit 4: Race classification (3 hours)

Unit 5 : Important Glossary on Minorities and further links (3 hrs)

Prerequisites

v    Grammar

Knowledge of different time tenses

v    Lexical

Knowledge of a wide range of vocabulary of level

v    Functions

To ask and answer comprehension questions,

to follow instructions,

to discuss about familiar topics and themes,

v    Communicative Activities :

Overall listening Comprehension

Can understand enough to be able to meet needs of a concrete type of speech, phrases and expressions related to areas of most immediate priority, the main points of clear standard speech on family matters encountered in school, narratives

Can follow detailed directions, operating instructions, can understand and extract essential information

Overall reading comprehension

Can understand simple texts on familiar matters

Can understand basic types of standard routine letters

Can find specific predictable information and can locate and isolate specific information

Overall spoken interaction/ production:

Can identify the topic of discussion, respond to suggestions, discuss about everyday issues, can ask and answer questions, give and follow directions

Can present likes/dislikes, people, their working and living conditions

Overall written production:

Can write a series of simple phrases and sentences linked with connectors

Can write about everyday aspects

objectives

v    Linguistic:

consolidation of grammatical and syntactic structures,

re- enforcement of new lexical items,

enrichment of specific topic- based word-fields,

v    Functional:

To ask and answer comprehension questions,

describing items/topics,

to talk/ comment about topics

compare different texts

to express personal opinions/ideas

v    Formative:

awareness of diversity of ethnic groups

Acceptance and respect of minority groups

Social problems of minorities, enrichment of general knowledge

contextualise the text into its socio-political and historical background

v    Communicative Activities:

Overall listening Comprehension

Can understand straightforward factual information about common everyday topics,

Can identify messages and specific details and information

can follow a clearly structured lecture within his field,

can outline straightforward short talks on familiar topics,

Overall reading comprehension:

Can read straightforward factual texts,

can read with a large degree of independence, adapting style and speed to different texts and purposes

can scan longer texts in order to locate desired information,

can gather information from different parts of a text

can identify the main conclusions can recognise significant points in articles

Overall spoken interaction/ production:

To communicate on familiar matters

To exploit a wide range of  language to deal with most situations

Can highlight significant events and experiences

Can understand and follow clearly articulated everyday speech

Can enter into conversations on familiar topics,

Can maintain a discussion, can comment on the views of others

Can express and respond to feelings such as interest, indifference

Can compare and contrast alternatives, discussing what to do 

Can fluently sustain a description of a subject of interest presenting a linear sequence of points

Overall written production:

To write clear descriptions, accounts of experiences and reactions, to write essays highlighting significant points, to summarize information, report and give reasons for a choice

v    General aims:

Awareness of diversity of ethnic groups;

Acceptance and respect of minority groups;

Awareness of social problems of minorities;

Exploitation of the topics for an enrichment of the inner self

competences

v    Linguistic competence:

Lexical, grammatical, semantic, phonological knowledge

v    Socio- linguistic competence:

Knowledge of the world (it embraces geographical, demographic economic and political factors)

Socio-cultural knowledge (everyday living, living conditions, interpersonal relations, values, beliefs, attitudes)

Intercultural awareness ( regional and cultural diversities,

to recognize register differences)

v    Pragmatic competence:

1. Discourse competence

The ability to control the ordering of sentences in terms of topic, chronological sequence, cause and effect, text structure: thematic / logical organisation, coherence, cohesion, style and register, rhetorical effectiveness

2.      Functional competences:

report / narrate/ resume passages of a text, to ask/ answer to questions of general comprehension and specific ones, to identify/ analyse/ interpret/ expressions and phrases, to lead a discourse (free and guided)

3.      Schematic design competences:

Ability to use patterns of interaction and to establish relations among participants in interlocutions

Texts to be used

Authentic Material:

v     Article: Blacks move towards suburbs, followed by a schematic profile of minority ethnic groups in the UK visualised by a corresponding graph and a statistic chart

v     Nelson Mandela’s inaugural speech as South Africa’s first black president on May 10th, 1994

v     Essay: The Roots of Apartheid, divided into different paragraphs each dealing with an important aspect

v     Interview: Apartheid and what it really means  Michael Hornsby talking about race classification, citizenship, land ownership, forced removals, pass laws, political rights, education

v     Thematic glossary/ basic phrases about ethnic minorities, immigration, Integration, discrimination, living conditions

Tasks to be performed

While Reading Activities:

Extensive / intensive reading;

answering Comprehension questions;

true / false questions

look for detailed information,

find/ list/write down specific information/ expressions,

matching words and their meaning/synonyms/antonyms,

fill in the blanks activity,

quoting from the text,

to analyse the text linguistically and semantically,

to comment on a statement.

Follow- up:

open discussions (respect and listen and compare to different viewpoints);

group work with specific tasks and Personal reflections (oral and written);

writing of little reports, essays;

research on internet.

Strategies

v    Reception strategies:

Can identify unfamiliar words from the context on topics related to the specific field of minorities

can extrapolate meaning from the context and deduce sentence meaning

can skim texts to grasp the global sense of it

can scan texts for specific information

v    Interaction strategies:

Can intervene in a discussion on a topic

Can use a variety of techniques to initiate maintain a conversation

v    Production strategies:

Can rehearse and try out new combinations and expressions

Can work out how to communicate the main points he/she get across exploiting any resources available

Can recall and rehearse an appropriate set of phrases from his repertoire

Can correct slips and errors

Didactic Aids

Authentic material: photographs, 2 articles, a political speech, essay, a schematic profile, a graph, the black-board, internet, guided task-sheets, flashcards

Assessment tools

v     structured:

true / false questions

find/ list/write down specific information/ expressions,

Matching words and their meaning/synonyms/antonyms,

fill in the blanks activity,

v     semi- structured:

essay;

summaries

final report / essay / summary of work by students

v     not structured:

Open and closed questions: to test comprehension, their critical sense, the use of language

Group work : division of roles and responsibilities, organisation, management, conduct and result of group work is assessed: How they identify and deal with problems, co-ordination and contribution of a s within the group, achievements of goals and sub-goals, the final transaction

debates

Criteria for credit granting

Written assessment criteria:

Linguistic accuracy

Grammatical correctness

Orthographic control

Thematic coherence

Each item : from 0-10 ( sufficiency →6 )

Oral assessment criteria:

Range of vocabulary (size, domains, control, register)

Coherence

Grammatical correctness

Interaction (turn-taking)

Pronunciation

fluency

Remedial work

Language work:

find synonyms, similar expressions, matching activities

Comprehension of the topic:

to analyse together similar texts, to focus on specific problems

time

15-18 hours