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Title: The Classroom (Higher Education in Kazakhstan and in the USA)
Tatyana Zenkova
Pavlodar University, Kazakhstan
Language level of students: Upper-Intermediate - Advanced
Age group: 17+
Time: 80 min.
Skills / aspects focus: speaking, reading
Resources and materials: Dresser N., Our Own Stories, materials of interviews
Credit published materials: Dresser N., 1993, Our Own Stories, Longman Publishing Group
Pre-activity
To begin with you may ask your students a thought-provoking question: What would you do if your teacher caught you cheating during an exam? Work as a group. You might want to answer it yourself first.
Activity
- Read the story. Ask your students to read a story/stories. This should be a true story, not fiction and it should describe some cultural problem. The comprehension check can be done in the form of questions, true/false statements or otherwise. Please see the attachment for the stories.
- Cultural Exchange. This activity focuses on similarities and differences in cultures. Students will fill in the chart (Please see the attachment) answering the questions about their own culture and the US culture and share their answers with other students of the group.
- Expansion. Students will discuss the questions (Please see the attachment) in pairs; a quick feedback follows. This activity may also present more discussion questions or students may write a report or make a survey on the topic.
- Role Play. Students will work in small groups or pairs. They choose one of the given situations (Please see the attachment) based on cultural conflicts and role-play it for other students of the group. Situations are accompanied with questions to help students make up the conversation. This activity develops students’ speaking skills and encourages them to have fun as well. Students may work out their own cultural conflicts and try to solve them.
Post-Activity
Follow-up. Students will find information about plagiarism and prepare a presentation about the rules of citing the sources in Kazakhstan and in the USA.
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