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The next lesson continues the examination of stereotypes, but it brings it
closer to home. We begin by dividing the class into two groups, representing
Central Asia and the Rest of the World. If possible, move the two groups
physically apart. Using labels written on cards is a useful aid. Sub-divide the 'Rest
of World' group by handing out some cards labeled with the names of 5-6 countries
of some interest to students, such as USA, Russia, China, Korea, Germany, Great
Britain, Dubai, etc. However, do not use any Central Asian countries. After giving
some time for talking it over in their groups, have the two sides offer their opinions
about the other side, and put them on the board. Central Asia side gives its views
of the different countries used for Rest of the World, and you can give those
countries a chance to respond if you want.
The harder part is for the Rest of the World side to give its views about
Central Asia, because this asks students to imagine how other parts of the world
view them, and they may well have little idea about this.
The next step is to divide the whole class into five groups, each representing
one of the 5 countries of Central Asia. Write the five country names on the board
and give each group a sign. In turn, ask students to talk about people from each of
the other countries, and write their views on the board. For example, 'what do you
all think of people from Tajikistan? What are they like? good/bad aspects, etc.
Then give the Tajik group a chance to respond. This is the liveliest part of the
lesson and generates lots of discussion back and forth.
Finally, bring the lesson even closer to home. Have students form groups to
represent several different regions of Uzbekistan – Tashkent, Fergana Valley,
Khorezm, Karakalpakstan, Silk Road cities. Repeat the process used above to
solicit opinions about how people in Uzbekistan may view each other.
This look at stereotypes introduces the concept, takes it worldwide, then
brings it back right into the students' own home. They see that what they are
learning is not just about 'other people', other places; it is also about themselves. In
this article, we focused on the Stereotype lessons as a clear example of the
approach we want to use, not just to have students learn a new language, but to
have students use a new language to learn.
www.journal.fledu.uz 103
Илмий-методик электрон журнал
closer to home. We begin by dividing the class into two groups, representing
Central Asia and the Rest of the World. If possible, move the two groups
physically apart. Using labels written on cards is a useful aid. Sub-divide the 'Rest
of World' group by handing out some cards labeled with the names of 5-6 countries
of some interest to students, such as USA, Russia, China, Korea, Germany, Great
Britain, Dubai, etc. However, do not use any Central Asian countries. After giving
some time for talking it over in their groups, have the two sides offer their opinions
about the other side, and put them on the board. Central Asia side gives its views
of the different countries used for Rest of the World, and you can give those
countries a chance to respond if you want.
The harder part is for the Rest of the World side to give its views about
Central Asia, because this asks students to imagine how other parts of the world
view them, and they may well have little idea about this.
The next step is to divide the whole class into five groups, each representing
one of the 5 countries of Central Asia. Write the five country names on the board
and give each group a sign. In turn, ask students to talk about people from each of
the other countries, and write their views on the board. For example, 'what do you
all think of people from Tajikistan? What are they like? good/bad aspects, etc.
Then give the Tajik group a chance to respond. This is the liveliest part of the
lesson and generates lots of discussion back and forth.
Finally, bring the lesson even closer to home. Have students form groups to
represent several different regions of Uzbekistan – Tashkent, Fergana Valley,
Khorezm, Karakalpakstan, Silk Road cities. Repeat the process used above to
solicit opinions about how people in Uzbekistan may view each other.
This look at stereotypes introduces the concept, takes it worldwide, then
brings it back right into the students' own home. They see that what they are
learning is not just about 'other people', other places; it is also about themselves. In
this article, we focused on the Stereotype lessons as a clear example of the
approach we want to use, not just to have students learn a new language, but to
have students use a new language to learn.
www.journal.fledu.uz 103
Илмий-методик электрон журнал
