Intercultural

Didactic
Sequence
Practice II. 2015

Practice II
Baldom Daiana; Corso Erica; Etchevers Santiago; Irusta Carla.

Secuencia Didctica Intercultural

Resolucin 240
Coordinadora: Estela Braun
Asistente de Lengua: Ailie May Johnson
Escuela: Zampieri y Quaglini (Ex Unidad Educativa N 14)
Director: Daniel Carlos Guembe
Profesora de Ingls: Ana Toribio
Ao: 5to.
Horario: 14.30 - 16.30
Fundamentacin:
Se abordara el tpico identidad acotado a los estilos de vida
adolescente aludiendo a sus preferencias, pensamientos
y
sentimientos para brindarles un espacio en el que puedan
compartirlos. De este modo, los alumnos trabajaran con una temtica
con la cual se puedan identificar en sus propias vidas, siendo as
significativa para su aprendizaje.
Sumado a esto se abordar esta temtica en relacin con la identidad
adolescente escocesa posibilitando a los alumnos que, adems de
aspirar a una competencia lingstica, adquieran una competencia
intercultural.
Propsitos:

Promover actividades de interaccin escrita y oral.

Fomentar la participacin de los alumnos compartiendo y
expresando sus pensamientos, sentimientos e ideas con el fin
de generar empata y respeto hacia el otro.
Concientizar a los alumnos sobre los distintos aspectos
socioculturales de nuestra cultura y de la cultura escocesa, para
as promover el respeto tanto por la lengua madre como por la
extranjera.
Generar instancias y estrategias para la incorporacin de
vocabulario en relacin con sus gustos y disgustos, estilos de
vida, costumbres, hbitos de los alumnos. De este modo, se los
podr estimular a que relaten sus experiencias utilizando
diversos adjetivos y haciendo uso del tiempo verbal presente
simple.
Permitir la interaccin contextualizada en la lengua extranjera
que aprenden.

Practice II
Baldom Daiana; Corso Erica; Etchevers Santiago; Irusta Carla.

Trabajar de forma cooperativa y colaborativa presentando ideas

y propuestas, escuchando a los dems y valorando el dilogo
participativo.

Objetivos:

Respetar otras culturas e identidades y revalorizar las propias.

Hacer uso de recursos tecnolgicos para la presentacin del
tpico.
Identificar aspectos socioculturales y reflexionar sobre los
mismos.
Rever el tiempo verbal presente simple en conjunto con las
estructuras gramaticales correspondientes.
Leer un texto en ingls acerca de la temtica establecida.

Tema: Identidad en la adolescencia.

Pre-tarea:

Preguntar oralmente a los alumnos sobre el concepto de

identidad:
Qu entienden por identidad?
Cmo la describiran?
Se identifican con alguna tribu urbana? Con cul? Por qu?

Presentacin en PowerPoint de imgenes de tribus urbanas, con

sus correspondientes descripciones.

Establecer posibles diferencias entre la cultura local

adolescente y la extranjera.
Qu diferencias creen que hay entre nuestra cultura y la
escocesa?
Creen que hay tribus urbanas en Escocia? Cules?
Actividades:

Comprensin de lectura basada en las diferentes caractersticas

de las distintas identidades adolescentes de Argentina.
Actividad de vocabulario en conexin con la lectura.
Trabajo en grupo (3-4 alumnos): se les darn tarjetas con
imgenes de las diferentes tribus urbanas. Un alumno del grupo
elegir una pero el resto no la ver, y de sta manera debern
hacer preguntas para adivinar de que tribu se trata. (Preguntas
posibles: Does s/he have tatoos? Does s/he like cumbia?)

Produccin compartida:

Practice II
Baldom Daiana; Corso Erica; Etchevers Santiago; Irusta Carla.

Cada alumno deber escribir una breve descripcin sobre su

propia identidad o estilo de vida, la cual luego deber compartir
oralmente con el resto de sus compaeros.
Brindar una instancia para que expresen sus diferentes
opiniones con respecto a la temtica, hacindolos tomar las
notas necesarias para que luego las compartan.

Evaluacin:
Propondremos a los alumnos responder la siguiente encuesta:

SURVEY
1) Te gust la experiencia del taller? Por qu?
2) Pudiste entender la lengua inglesa hablada por Ailie?
Te result sencillo, difcil? Por qu?
3) Qu aprendiste de la cultura escocesa?
4) Encontraste similitudes, diferencias con nuestra cultura?
5) Te gustara participar de otra experiencia similar a sta?

Practice II
Baldom Daiana; Corso Erica; Etchevers Santiago; Irusta Carla.

Reading comprehension
Read the following text about urban tribes in Argentina.
GOTHICS: This urban tribe was born in the 80s from punk. They are
sometimes in specifics bars. They are apolitics and they admire
everything about death and the occultism. They look like a violent
tribe but they're peaceful. They wear black clothes of leather, spiked
accessories and religious elements for example crosses or five-spiked
stars. They hear music from "The Cure, Nightwish and Marilyn
Manson.
HEAVIES: This urban tribe was born in England in the 70s from
rockers with hippies ideology. It is one of the most diffused urban
tribe, especially in popular classes. Heavies like to do weekend
outings, hear music from Heavy metal bands and go to gigs. Theyre
antimilitarist and antiauthoritarian.
They have a long hair and they wear jeans, spiked leather jacket and
black T-shirt from their favorite music bands. Some examples of these
bands are Alma Fuerte, Rata Blanca or Plan 4.
CUMBIEROS became popular in Argentine and Latin America. This
tribe is easily recognized by their particular taste in music. They listen
to tropical music or cumbia, and they express their life experiences in
their songs. The cumbieros wear expensive trainers, and baggy
trousers. They dye their hair blond. They go dancing and have fun to
bailantas (thats the name they give to their discos). They may hear
El
Polaco,
El
Original
or
Jambao.
ROLLINGAS wear a short fringe over their forehead, Jamaican
trousers or purposely-ripped jeans, and their favorite bands t-shirts.
This tribe also wears well-known trademark trainers, such as Adidas
or Topper. Their favourite bands are La 25, Los Gardelitos,
Intoxicados,
Viejas
Locas,
among
others.
SKATERS feel that skating is more than a sport, it is a lifestyle. This
tribe loves the feeling of freedom they get when skating. They love
the thrill of doing an incredibly perfect jump every time, pushing

Practice II
Baldom Daiana; Corso Erica; Etchevers Santiago; Irusta Carla.

themselves beyond their limits, climbing new heights and reaching

new goals. They take pride in what they do. They spend many hours
practising and learning new tricks and many skaters become
extremely famous for their abilities as well. They may listen to
Orchid, Damian Marley or Blink 182.
OTAKUS is a Japanese term used to refer to people with obsessive
interests, particularly anime; in other words cartoons, manga (which
are comic books or animation from Japan which often
include sex and violence), and video games. They wear
animes costumes
and cloth,
they etc
go out all dressed up. They
To color hair,
listen to the music of anime series.
Loose
ELECTRONICOS: Very few differences separate the
electronic floggers, these are larger in ages, but more than
Torn
roughly;
to make
a hole
or them
line onatclothes
in night
clubs.
You can
see
raves, or electronic
music
recitals;
they
often dress
exotic clothes and use
A name
or design
belonging
to a in
particular
sunglasses,
even
at
night.
Some
famous
electronic DJs are
company, used on its products
David Guetta, Maxi Trusso and Ezequiel Dero.
Vocabulary activity
Glow, fun, strong emotion
Match the words with their corresponding definitions. For
Style help,
of dress,
of words
a particular
groupin the text.
more
looktypical
at these
underlined
Concerts
A pleasant short journey
A practice involving a belief in supernatural forces
Short hair that hangs down over your forehead
Occultis
m
Gigs
Baggy
Costum
es
Dye
Outings

Fringe
Ripped
Tradema
rk
Thrill

Practice II
Baldom Daiana; Corso Erica; Etchevers Santiago; Irusta Carla.

Sources:
http://teens-six.blogspot.com.ar/2008/10/emos-are-is-often-associated-with_27.html
https://sites.google.com/a/standreu.org/fashionpeople/urban-tribes/type-of-urban-tribes
http://electrodjexpres.jimdo.com/urban-tribes/