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También podéis escuchar el audio:
Prince Harry and Meghan Markle, the Duke and Duchess of Sussex, announced their decision to step down as senior members of the Royal Family last week. As it happens, I am dealing with current affairs and the media in my C2 classes. And as of next week, we will be talking about diversity and inclusion, tackling some aspects of race relations. That is why I decided to use this news story as an excuse to design some activities to link both units.
2. Read the following opinion article on the treatment that the tabloids (and the media in general) have given to the couple, and especially, to Meghan Markle as mixed-race (source). Some sentences have been removed. Choose from sentences A-G the one which fits each gap (1-6) best. There is an extra sentence which you do not need to use.
The text includes a wide range of vocabulary, with some expressions which might actually be interesting to include in your wordstock; however, they may make it harder for you to understand the text. Should you have any trouble, you can click on this interactive version of the text on Thinglink:
3. Mediation in writing: You are a team of journalists working for El País in English. You have been asked to write a news story for their website on Harry and Meghan stepping down as senior royals.
El País is a serious newspaper. Therefore, they tend to use:
Read the following source https://www.thesun.co.uk/news/10721340/queen-arrives-church-summit-meghan-harry/ and select the relevant information
Download the pdf version of the source article (text only)
4. Follow-up: Share your views on Twitter. Use the hashtag #Megxit to be part of the conversation. [I opened a shared Twitter account for my students so that they would not need to use a personal account. Using Twitter provides real online interaction, and it seems only natural to use social media when discussing ‘the media’ in 2020].
The mediation-in-speech paper in the EE.OO.II. in Aragón includes a cross-linguistic mediation task: students receive a text, infographic, chart…in Spanish, and they have to mediate it into the target language, in our case, English.
As we are dealing with Christmas-related topics these days in class, I thought of using two articles in Spanish around two controversial matters that have hit the headlines recently: the Nativity scene in Barcelona and the Christmas display in Vigo.
The context I provided students with is the following: These days you are hosting an Erasmus visit in your school. There are Greek, French and Turkish teachers in the group. The common language you are using is English. They have heard something about the news, but don’t really know what all the fuss is about, so they would like to know more about the subject. Help them understand what is happening, and what the controversy is all about.
These are the CV descriptors I wanted to work on:
The strategies I imagined students should be using are:
Some possible language they can use can be found here.
After carrying out the tasks in class, I realised I could provide them with a WAGOLL (What a Good One Looks Like), a sample task which could work as a model for them to see what aspects they should have been concentrating on, and a possible mediation sample. That is why I came up with a Thinglink poster for the article on the nativity scene: First, I highlighted content and key words that I felt were relevant. Then, I took a screenshot of the text, which I uploaded to Thinglink. Then I added links with text comments, stressing what points were essential, and therefore should be mentioned, as well as some cultural points that may need explaining for the hearer to be able to get the full picture. Finally, on the microphone icon, I added a link to a recording of myself mediating the text.
Transcript of the recording here
To be honest, I am not sure this can be regarded as a ‘good’ mediation task. But hopefully, it will help students come to terms with the kind of strategies they should be using, and perhaps give them some idea of expressions they can use when faced with these tasks.
En esta Google site he recogido algunas de las ideas, trucos y consejos para utilizar el iPad como docente, o con los alumnos. En ella hay ideas para sacarle el máximo partido al Apple pencil, para escribir como en una pizarra digital, escribir encima de documentos y páginas web, anotar imágenes…
Podéis acceder en este enlace.
The following links provide further ideas and resources on how to check whether the language produced sounds natural, or to widen the range of vocabulary used to meet the requirements of B2-C1-C2 levels: