: texts on the New Years Day, Christmas, St. Valentines Day,
Easter.: 80 minutes: Preparing four texts, dividing them between the students.class:ask students to divide into two groups, to distribute the texts, one text to one group. Students quickly read their text for general understanding.each team selects a leader who tells a summary of the text in 5 sentences. The activity is conducted as a competition; the team, which tells the best summary, wins.team gets a task to prepare 10 true/false sentences about their text in details, and they ask their rivals.next activity is devoted to writing. Each group prepares a good summary in a written form; they are given a sheet of paper beforehand.the end, in turn the leaders of the groups read out their summaries loudly, so that all the students understand the content very well.a home task students are given to prepare a report about the holidays and traditions to celebrate them in our country. Each student consults his or her theme with a teacher.
2.2 A critical analysis of lessons devoted to linguacultural communication
During applying linguacultural texts in teaching cultural awareness of students different techniques were used by me. They were comparison method, the method of culture capsule, newspapers, projected media, drama and etc. All the four aims were to be achieved: practical, educational, cultural and developing.learning a foreign language students had a chance to learn the traditions, life, customs of the people of whose language they study. They could get this information through visual material before, such as postcards with the views of towns, countryside, people, filmstrips and of course reading material. During my school practice I paid a great attention to teaching linguacultural texts. Visual and other materials were additional.language teaching should promote students educational and cultural growth by increasing their knowledge about countries and by introducing them with progressive tradition of people whose language they study. The most efficient way to this purpose is to read more texts connected with the target culture. I think this aim was achieved well., there were some difficulties through which my students went through. The first problem to my mind was misunderstanding of some students of English traditions such as inviting a chimney sweep if he is met on the way to the wedding, or that the bad weather is thought to be an omen of an unhappy marriage. The second difficulty was insufficient background knowledge of students and also their low-level language knowledge. Some of them couldnt participate in some of the communicative activities.overcome these difficulties, I used different techniques and tried to follow the principle of accessibility very strictly. I tried to supply with the background information first, before giving a certain task. To waken the inner motivation of the students to learn the language, I used different warm-up activities, to stimulate their interest to language learning, and to create the foreign language atmosphere.for the intercultural misunderstanding, the debatable questions were discussed in a classroom, compared and contrasted with the mother culture.general the principles of activeness, accessibility, consecutiveness, visuality, consciousness were taken into account and were accurately observed.
In my course paper I tried to study the theory and usage of linguacultural texts in senior stages.aim was to research the theoretical and methodological bases of linguacultural communication, and also find out some peculiarities of teaching texts of cultural character.methods of observation, analysis and comparison I tried to find out more interesting and possibly new information about the connection between the language and culture, the interpretation of culture in the foreign language classroom, the role of culture in education, the importance of the background knowledge while learning a foreign language, the profit of using autonomous learning in teaching cultural awareness.paper potentially challenges the ways in which traditionally existing perspectives view culture and its relationship to language learning. In what follows, the traditional views of the role of culture in foreign or second language learning and teaching will be discussed, and contrasted to a new interpretation of culture. Finally, the creation of an environment that supports learning, and involves the introduction of classroom activities were suggested.and theoretical value of the course paper.practical part I mostly dwelled upon investigating some new kinds of activities that could be used on the lesson, as my work is connected with the text, the activities were based on the reading priority. In order to interest students to read these texts and get the information, I had to use different original and interesting activities, role-plays, and games. Theoretically I tried to explain the importance and meaning of teaching culture together with the language. It is said that the foreign language teacher should promote the educational and cultural aims while teaching language, which is to give a good and deep knowledge of language and its culture. Also the interpretation of the notion text was distinctly explained in my paper.with the theoretical bases of linguacultural communication, I examined and investigated numerous techniques for teaching cultural awareness, which helped me to conduct a successful lesson.general, I think that I successfully achieved my aim and my research gave insight to modern perception of this theme.
1.Culture Bound edited by Joyce Merril valdes
2. Language and Culture by Claire Kramsch
.Language and Language Learning Brooks, N.
. Cultural Studies in Foreign Language Education Byram, M.
.Developing Second Language Skills: Theory and Practice Chastain. K.
.Linguistics Across Cultures, Applied Linguistics for Language Teachers. Lado, R.
.Focus on Britain today. Cultural Studies for the Language Classroom Lavery, C.
.Customs, Traditions and Festivals of GB Timanovskaya