|
This lesson gives the learner the opportunity to analyze critical incidents and reflecting on how they can apply certain skills in their personal lives |
| Aims |
The development of ICCTo enhance comprehension and engagement with diverse culturesTo analyze resemblances and discrepancies among locations across the globe, including one's own contextTo generate innovative and affirmative solutions to conflictsTo demonstrate consideration towards distinct viewpoints and cultural conventions while handling conflictsTo assimilate novel or revised perspectives into one's own learning, cognition, and conduct.To develop awareness of the importance of contributing and constructively in a class or group situationsThe development of linguistic skillsTo review / learn past tenses for describing eventsTo review / learn questions formsTo review / learn language related to giving suggestionsTo refine paraphrasing skills |
| Suggested procedure |
Awareness activitiesWrite ‘critical incident’ on the board and elicit students understanding of this conceptIf possible, give an example from your own experienceHighlight aims (The Development of ICC – see above) to students so they are clear about the purpose of the activity.Developing understanding4. Organize the class into groups. Hand out Worksheet A1 and A2.Worksheet A1 provides students with some questions to assist in their interpretation and analysis of the cultural incidents. Worksheet A2 describes some critical incidents and requires students to interpret the situations. You may want to do one together with the whole class as an example. Ask learners to read the incidents and discuss the questions in their groups. There are 7 separate incidents. You could ask each group to consider at, or you could cut them up and distribute them to different groups. This would then give the opportunity for students to be re-grouped to discuss the different incidents.5. Conduct whole group feedback. 6. Allocate a period for students to reflect individually on a critical event from their personal experiences. If necessary, propose scenarios like confusion about being on time, giving presents, or dressing appropriately for a class or social gatheringFacilitating learner autonomy7. In their groups, students share their stories and try to explain why the incident may have occurred, possible ways of avoiding the miscommunication and ways of improving communication8. Based on previous discussion, each group develops a list of strategies to avoid miscommunication or for improving communication.9. Whole group feedback based on these strategies. |
| Possible problems and solutions |
Depending on the level of your class you may need to do some vocabulary or language work with them before they do the task. See the Aims: Language skills development for an outline of the language that will be needed for this task.Students may find it difficult to identify a critical incident. Provide examples and anecdotes to assist with thisTeachers should be careful about stereotyping and reinforcing misrepresentations about people from other cultures in their own anecdotes. |
| Additional resources |
http//www.hitmag.co.uk/jun09/109.htm |
| Extension activities |
This could be extended by asking students, individually to revise their original description of their critical incidents based on the discussion with their group and post to class blog/discussion board |
