Housing

 

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HOUSING.

INTERCULTURAL APPROACH

 

 

 

ADULT EDUCATION SCHOOL

 

DIDACTIC UNIT

 

THEORY.-

1. - INTRODUCTION.

2. - DIDACTIC UNIT LEVEL.

3. - PLANNING OF THE DIDACTIC UNIT.

bulletGeneral objectives.
bulletSpecific objectives.
bulletFunctions.
bulletExponents.
bulletLexicon, grammar and culture.
bulletBasic vocabulary.

4. - METHODOLOGICAL ASPECTS.

5. - ACTIVITIES.  

6. - MATERIALS.

7. - EXTRA INFORMATION. 

8. - EVALUATION.

PRACTICE.-

1. - SOCIO – CULTURAL ASPECTS

2. - GENERAL OVERHAUL. -  “HOUSING”.

bulletTypes of accommodation.

3. - BASIC CONCEPTS.

bulletNew – old.
bulletOpen – close.
bulletSurroundings.
bulletOpposite – behind.
bulletClose (near) – far.
bulletNext to
bulletWide – narrow.

4. - RELATED TOPICS:

bulletLooking for accommodation.
bulletPlaces where we can look for flats/houses to be rented/sold.
bulletBank credits, borrowings,  requirements…..

5. - ASKING AND GIVING INFORMATION ABOUT

      DIFFERENT TYPES OF HOUSES.

6- LINGUISTIC RESOURCES FOR: BUYING – RENTING –

   PRICES. ETC...

7. - DEVELOPMENT OF ACTIVITIES SUCH AS:

bulletOral and written expression.
bulletOral and written comprehension.
bulletCivic and environmental education.

8.- GRAMMAR.

bulletFamily words.
bulletInterrogative clauses: what, how, where, etc….
bulletVerb how much, cots, etc…
bulletVerb to have
bulletAdjectives: big , small , wide , short , large , cosy , awful ,   nice, beautiful, etc
bulletDemonstratives Adjectives.
bulletAdverb.- more , less , fine , bad , better , worst, etc.
bulletPronouns. - My, yours, hers, his, etc...

9.- INTRODUCTION TO MATHEMATICS

  Basic calculations can be included.

10.-  POSSIBLE TASKS TO BE DEVELOPED.

bulletWhat does these drawing suggest to you?
bulletAsking questions about drawings, ideas, concepts…
bullet Reading and pronouncing the vocabulary of this unit.
bulletShort texts.
bulletJoining words with pictures.
bulletFilling the blank (incomplete words)
bulletReordering words to create new sentences.
bulletClassifying attending to different subjects.
bulletGrammar based activities/tasks.
bulletCrosswords.
bulletRiddles.

11.- EXTRA ACTIVITIES

bulletSongs.
bulletProverbs.
bulletRiddles.
bulletWorking with a video tape where you can see how different houses are organized attending to the culture or the clime.
bulletTypical houses exposition.
bulletIt is possible to follow the necessary steps for renting/

      buying a house/flat with students.

 

 

This unit is going to be related with the following topics:

 

q       Type of houses according with geographical aspects.

q       Material use in constructions.

q       Different occupations.             

q       Where can we find a house/flat? Internet, newspapers, building companies, state agency.

q       Handbook for buying/renting houses/flats.

q        Rights and obligations of the tenant/landlord/lady.

q       Decoration elements.

q       How culture and clime affect when building a house.

 

 

LEVEL.-

This unit is focus on adult students with intermediate

language level.

 There is a group made up of different cultures. (It could

also be used with monoculture groups.)

 

GENERAL OBJECTIVES.-

The main objective is to provide our students with a good level of information about the different houses in different cultures.

Objectives:

bulletTo learn from different cultures.
bulletTo consolidate the knowledge.
bulletTo promote  different values of the cultures involved.
bulletTo promote the self-esteem, communication and participationbetween our students.

Developing values such as: respect, tolerance, same rights and obligations for native people and those coming from other cultures (immigrants, ethnic minorities…) in order to reach a positive cultural enrichment.

DIDACTIC OBJECTIVES.-

bulletTo know and to practice the vocabulary of this topic.
bulletTo be able to recognise the vocabulary; in its oral and written form.
bulletTo learn about the different cultures and houses. To reflex about what materials are used in other cultures.
bulletMain characteristics of houses/flats.
bulletTo respect other ways of living, cultures, decorations etc….
bulletTo know the most important expressions/idioms when renting/buying/selling houses.

Communicative objectives .-

bulletTo promote dialogues between teacher, students etc.. with the vocabulary given.
bulletTo know the different material used in other cultures for building houses.
bulletTo be able to ask for/give the price of a house (to be rent/bought). 
bulletTo be able to follow instructions.

Socio – cultural objectives.-

bulletTo know and to share different ways of living (housing, decoration, weather, food, distribution of the house)
Lexicon.-

·        Vocabulary review (related with this topic) :

q       Verbs .- to have , to buy , to sell , to rent/hire , to open  etc.

q       Adjectives .- new , old , big , small , wide , large , un/comfortable , cosy , nice, awful, beautiful, etc.

q       Demonstrative adjectives.

q       Adverbs .- more , less , fine , better , worst, etc.

q       Pronouns. - My , yours, his, etc...

q       Building materials.

q       Related with the different materials/houses attending to the culture.

q       Related with the different type of houses in Europe : studio, flat, apartment , attic , attached / semi attached house, building, cottage, etc.

q       Related with the occupation in construction.

q       Decorative elements.

q       Basic words.-  wide , narrow , previous , after , bright, dark , large ,  etc.

·        To know vocabulary related with space and time: close , far, left, right , opposite, behind, up, down, first , second,   yesterday, today , tomorrow , before , now , after,  etc.

·        To know the vocabulary related with renting : deposit, monthly payment, expenses, community , rubbish , light , water , etc…

·        To recognize houses depending on the country.

·        To recognize the basic information advertise in the estate agencies .

·        To use the basic vocabulary to create new sentences.

·        To use the basic expressions related to housing.

FUNCTIONS .-

·        Identifying the necessary elements when building a house

·        Identifying and recognising different buildings from the   cultures involved.

·        Knowing the name of the places where we can find houses/flats, etc...

·        Knowing how estate agencies work.

·        Asking information about a house, directly and on the phone.

·        Asking for prices of houses/flats.

·        Special offers, governmental benefits.

·        Asking for elements to decorate your new house.

·        Knowing healthy habits, such hygiene and health.

·        Asking for permission to visit a house for selling.

·        Ways of payment.

EXPONENTS . 

q       How can I help you ?

·       Could you …

q       Which one do you like….?

       ·        I would like……………..

q       How many rooms?

·        It has ………….. bedrooms...

q       How much does the house/flat cost?

q       Can I visit the flat/apartment….?

q       Where is it?

·        It is………

q       Do you want to buy it?

·        Yes/ no

·        It is big/small/dark/far from

LEXICON , GRAMMAR , AND CULTURE.

LINGUA.-

Speaking .-   

q       Review of the basic vocabulary.

q       Ornamental elements.

q       Type of housing.

q       Occupations.

q       Building materials.

q       Space and time concepts.

q       Words related to: community, bills, payments, debts,

      interest….

q       Words related to: estate agencies, banks………..

q       Adjectives when describing houses..

q       Sentences with a good command of the target language.

q       Poems.

q       Songs.

q       Riddles.

Listening -

q       Understanding different types of housing.

q       Asking and giving instructions.

q       Giving names to different rooms.

q       Explaining the meaning of the oral text.

q       Associating concepts and pictures.

q       Classifying according to different concepts.

q       Riddles.

q       Tales, songs, idioms, poems, chants.

Grammar .-

q       Using verbs included in this didactic unit.- To rent, to buy, to hire, to sell, how much?

q       Interrogative clauses, what/which? How much/many?  Where? When?.

q       Adjectives .- big , small , wide , short , large ,              un/comfortable , nice, beautiful, lousy,  awful, etc.

q       Demonstrative adjectives.

q       Adverbs.-

q       Pronouns.-

Writing.-

    q       Writing words in block letters.

q       Sentences.

q       Writing words related with the topic.

q       Spontaneous sentences.

q       Filling the necessary form for renting/buying.

q       Bills, local taxes…….

Reading .-

q       Crosswords.

q       Joining words with images.

q       Filling the gap.

q       Identifying the correct words.

q       Ordering words to create sentences.

q       Reading and answering easy questions about a text.

Cultural elements.-

Houses give lot of information about the area where it is located.

q       Type of house according with the weather.

q       Building materials according to the country.

q       Offer and demand.

q       Bargain away.

q       Liquidation.

q       Opening time.

q       Using polite forms.

q       Looking after our house, environment.

q       Sharing the household between men and women.

BASIC VOCABULARY.- 

q       verbs .- to have, to buy, to sell, to rent, to open to close…etc..

q       basic vocabulary related with house.- roof , facade ,      floor , ceiling , etc.

q       Type of house.- igloo , cottage , building, etc.

 

q       Ornamental elements.- picture , lamp, curtains , vase,   etc.

q       Vocabulary related with renting.

q       Basic expressions.-  open , close , surroundings , left ,  right , close , far , up , down , etc.

METHODOLOGICAL  ASPECTS.-

Focusing on questions such as:

What topics are interesting for these students ?

What  could they learn ?

What have to be learnt ?

Housing is an important topic for these students because it  will be a basic need to cover. However, language and social          contents should be included in this unit.

            The aim is to develop their communicative competence,        although intercultural perspective can not be omitted. A task-based approach should be used in order to develop our students’             knowledge and capacities.

            It is necessary to establish the level of the students (initial    evaluation), which will give the starting point for each student,     and  will help to develop their linguistic and conceptual                 necessities.

DEVELOPMENT OF THE ACTIVITIES.-

The first activity in this unit should be focus on our students (motivate them). It will help to check their previous ideas and       knowledge. It is also very useful for the following activities.

Several activities have been included for the development of the linguistic contents, attitudes and intercultural aspects such as:

·        Communicative activities. - Checking the point of view of students, developing positive attitudes towards the different cultures. Moreover, it will help to change  cognitive   frameworks.

·        Cooperative teamwork activities.- using the new           knowledge. It is useful as evaluation.

·        “Solving problems” activities.-

The questionnaires have been used at the end of this didactic unit. They will be used as evaluation material, not only for the  student, but for the whole teaching-learning process.

MATERIALS.-

bulletActivity sheets.
bulletFlashcards related with the basic vocabulary , etc.
bulletMagazines.
bulletAuthentic materials, such as bills, forms etc...
bulletDictionaries.
bulletPaper, pencils, etc
bulletMusic.
bulletDecorations.
bulletTransparencies
bulletPhotocopy machines.
bulletVideo camera and TV set.
bulletComputers.

EXTRA INFORMATION .-

More information can be found at:

q       Didactic unit. “ the house “

Address. - http://www.educarm.net/udicom/unid5.htm

q       Housing history. 1

Address.- http://www.profesorenlinea.cl/mediosocial/ViviendaI.htm

q       Housing history. 2

Address.- http://www.profesorenlinea.cl/mediosocial/ViviendaII.htm

q       Housing history.3

Address.-.http://www.profesorenlinea.cl/mediosocial/ViviendaIII.htm

DIDACTIC ORIENTATIONS FOR THE EVALUATION.-

·        see attached document.

RIDDLES

q       http://www.elhuevodechocolate.com/adivina4.htm

Riddles related with the house. Nº1

q       http://www.elhuevodechocolate.com/adivin34.htm

Riddles related with the house. Nº2

q       http://www.elhuevodechocolate.com/adivin18.htm

Riddles related with occupations and jobs.

SONGS AND POETRY

Blue windows,

geen steps,

yellow walls.

....

TALES

q       Ricitos de oro.

     

ACTIVITIES

 

 

 

“ HOUSING”

 

 

 

INTRODUCTORY  TASK

 

 

 

 

 

 

 

 

 

There are many different types of houses according to the different  cultures. They are influenced by   their natural habitat. Differences  can be found within the same        country.

Analyse these houses.

Say what do you like of them.

 

 

   

Write down the main ideas that these houses suggest to you.-

 

 

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5.      ..................................................................................................................................

 

6.      ..................................................................................................................................

 

7.      .................................................................................................................................

 

 

 

REVIEW OF VOCABULARY (parts of the house)

ROOF    roof

FACADE – facade 

BALCONY    balcony

CHIMNEY  – chimney

FLOOR – floor

 

CEILING  – ceiling

 

REVIEW OF VOCABULARY (ornaments)

PICTURE – picture

 LAMP – lamp 

CURTAINS    curtains

 

VASE  – vase

COMMODE – commode

 

CLOCK – clock

 

TYPE OF HABITATS. 

HUT – hut

 

COTTAGE – cottage

CAVE HOUSE – Cave house

 

ETRUSCAN HOUSE  Etruscan house

ROMAN HOUSE – Roman h.

 

FARM – farm

PROFESSION

 

 

BRICKLAYER– bricklayer

PAINTER- painter

CARPENTER - carpenter

PLUMBER  - plumber

ELECTRICIAN– electrician

PLASTER  - plaster

 

READ THE DIFFERENT TYPE OF HOUSES.

TALK ABOUT THEM.

 igloo

hut

apartments

cave

 

chalet 

 

shack

WRITE DOWN THE NAME OF THESE PICTURES

 

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JOINING WORDS AND PICTURES

 

GOTHIC STYLE

GERMAN HOUSE

 

GREEK

 

CAVES

 

 

ETRUSCAN

 

ROMAN

 

 

CHINESE

ENGLISH

 COUNTRY HOUSE

XV

CENTURY

AZTECS

 

COMPLETE WITH THE FOLLOWING WORDS.-

 

 

barracks  – pipes –  roman   - Andalusian  - caves -

 

 

q       This is a typical ……….. house.

       

 

 

In ancient times, men used to live in ……………

 

 

 

q       The plumber repairs the ...........................

 

 

q       It is easy to find ………………..houses in the country side.

 

 

 

 

 

q       This house is typical in the north of

Spain . ………………

 

·        Classify the following words.

 

bricklayer

small shovel

plumber

beak

hammer

spatula

chisel

bucket

shovel

carpenter

painter

loaf

 

 

PROFESSIONS

 

 

WORKING TOOLS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

·        EXPLAIN THE MEANING OF THE FOLLOWING WORDS. USE THE DICTIONARY.

 

 

Constructions

 

 

Definition

 

Hut

 

 

 

Igloo

 

 

 

Mason

 

 

 

Granary

 

 

 

 

·        LOOK AT THE FOLLOWING DRAWINGS .-

 

 

·        WRITE DOWN YOUR IMPRESSIONS.-

 

 

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JOIN  SINGULAR AND PLURAL WORDS

 

 

bricklayer

carpenters

 

carpenter

cottages

 

cave

pictures

 

 

hut

plumbers

 

 

cottage

plasters

 

 

plumber

bricklayers

 

 

picture 

huts

 

 

plaster 

caves

 

 

 

 

 

 

COMPLETE THE FOLLOWING WORDS

 

 

e.................i.................an

 

 

a....................t........................

 

c………….k

 

 

Ch…………………y

 

c....................     h…………e

 

 

Pl…………………..r

   

Can you describe the houses of your country?

 

 

Name of the typical house in your country.-

 

 

Situation of the

 country

 

 

Picture of the country

 

Main characteristics

 

 

 

 

 

 

 

 

 

 

 

 

 

Characteristics.-

 

 

 

 

 

 

Picture of your house in your country.-

 

 

 

 

 

 

 

 

 

How long does it take to be built?

 

 

Grade of difficulty

 

 

 

Price 

 

 

 

 

 

         

 

Ways of building in your country.-

 

Look at the following example. Describe how typical houses in your country are built.

 

 

 

 

 


 

HOUSING.-

Groups of 2/3 people. Try to get information from magazines, books, internet etc…  Analyse the evolution of the houses through

 history.

 

 

ZONE/ CULTURE

 

 

DRAWING / PHOTO

MAIN

CHARACTERISTICS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

     

DEBATE ABOUT THE CHANGES IN THE HOUSE

THROUGH HISTORY. Think about economic factors which may have interfered in this evolution.

 

 

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Groups of 2/3 students. Influence of: clime, geography, building materials, style etc… Each group will deal about a different          country.

 

 

 

ZONE

 

 

BUILDING MATERIALS

 

STYLE / TYPE OF HOUSING

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GIVE YOUR OPINION.  BEFORE OR NOW.

 

 

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CALCULATING THE PRICE OF DECORATIONS IN A

HOUSE. Do it room by room

 

ROOM

 

 

PRICE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HOW MUCH WOULD IT COST  IN YOUR COUNTRY?

 TALK ABOUT IT 

 

 

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ANSWER THE QUESTIONS IN GROUPS.

 

Housing, same or different in your country?

 

 

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 HISTORY OF HOUSING.-

 

 

Read and talk about the text.-

 

 

Long ago, tribes used to be nomads and they lived in caves. However, there must have been  other type of refuges, to protect   them from animals and weather; although they had to be very ephemeral.

 

 

Houses dating from 10.000-6.000 b.C., have been found in   Çatal Hüyük ( Turkey ). These houses were made of clay. Nonetheles the following houses were built on these old ones, so it is difficult to say how was these first houses.

           In Babylonia , the houses were made of adobe; there was no stone, so clay and adobe were the building materials which left no room for windows or any open space.

           It is impossible to find any ancient building in China . The   reason is that they used to build houses with very soft materials (wood, bamboo, porcelain etc...). However it is easy to imagine how the used to distribute their houses.  

 

           Etruscan civilisation used to live in circle huts, with only   one room and no other gap but the door. The walls were built with clay and branches, and they used to hold a leaning roof, thought   for heavy rains.

 

          Romans copied many elements from the Etruscan civilisation, it was far more advanced than Romans. They copied the same simple architecture as Etruscan until the I century b. C. There were no decorations in houses. However they used to have more than   one bedroom.

 

Complete.-

 

 

Wooden houses – granary  – hut – Andalusia   – state agency– cosy -  deposit -   community –    lending -   vases

 

 

 

q       We can rent a house in...........................................................

 

q       There are being built ……………… in the Alps .

 

q       When I rent a house/flat I have to give a................................................

 

q       Cottages are typical from   ................................................................................

 

q       I did not have to pay the..................................in my country.

 

q       I went to Galicia last week and I saw a very nice………………………………………...

 

q       An Arabic house is...................................

 

q       The Indian ……………… you have at home are very nice.

 

q       There are lot of ……………………. in Africa . 

 

q       Some banks have especial ………………….for immigrants  like me.

 

 

MISCELLANEOUS. TALK IN GROUPS

 

 

Houses are influenced by the geographic situation .

It also influence the building materials. 

 

 

 

One of the main characteristic of the modern building is the       shortage of useful space.

 

 

 

 

Houses are built with adobe and reed in Africa .

 

 

 

The economy is the most important factor when building houses, it will tell the quality, quantity, etc...

 

 

 

Nowadays, houses are similar in cold and hot weather

countries.

 

 

STATE AGENCIES

 

 

Groups of 4/5 students. Carry out the following task:

·        Analysing the values of our actions.

·        Experimenting how decisions can be taken in groups.

We will choose one of the members of the group. He/she will

analyse the offer and the demand of the state agency.

Offer:

Ø      1-- Luxury chalet.

Ø      2-- Big house with garden situated in a nice area.

Ø      3-- Flat, fifth floor, no lift. Situated in the outskirts.

Ø      4-- Apartment. In the centre of the city.

Ø      5-- Flat, there is a disco next to it, very bad conditions and

surroundings.

Demand:

ü      1st family

Father. - Carpenter.

Mother .- cook.

Two children, 9 and 7 years old

ü      2nd family

      South American family that have been living in our city for ten years.

Father. - Bank assistant

Mother. - Translator.

Two girls, 18 and 20 years old.

Boys 12 and 14 years old

ü      3rd family

Father. - Owner of a shop      

Mother. - doesn’t work

No children at home.

ü      4th family

Moroccan family

Father .- waiter

Mother .- low paid job

            Four children,   3, 7, 9 and 11 years old

ü      5th family

Father. - Works in a factory

Mother. - divorced, they live separated.

 

q       Individual work. We have to give an accommodation to each family.

q       Each group will have to reach an agreement. There will be a spokesperson in each group.

q       The spokesperson will be the only person who can talk to the rest of the groups.

q       There will be a deadline. If they have not reach an agreement, they won’t be able to rent the houses/flats

 

Launching questions:

q       How did we felt?

q       Do we agree with the group decision?

q       Was it easy to reach an agreement?

q       Did everybody participate in the discussions?

q       What arguments have been taken into account?

q       What values were more important?

 

 

 

 

 

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DISCUSSIONS. RISING QUESTIONS:

q       Some houses are not healthy or in good condition to be used. Even though, there are living old people or minorities/immigrants in these houses.   what do you think?

 

 

 

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PAINTING WORKSHOP.-

 

We aspire to:

·        Each student draw the typical house where he/she come

 from.

·        Exposition of pictures / drawings from other cultures.

·        To create a book with the typical housing of each area/country, ornamental elements and building materials.

·        To elaborate a didactic guide which include the importance of taking care of environment. The necessity to look after our nature.

 

 

EVALUATION.-

 

SELF  EVALUATION

- AREA OF LANGUAGE.-

 

Contents

Yes

No

Sometimes

Is he / she  able to  use the vocabulary of this
 unit?.

 

 

 

Form sentences from a given word.

 

 

 

Can he / she describe the typical house of his /  her community?.

 

 

 

Is he / she  able to  recognise houses from other cultures?

 

 

 

 

Is he / she  able to ask for  ways of building houses?.

 

 

 

Do students know the meaning of the concepts   of this unit?.

 

 

 

Is he / she  able to use the verbs learned in this unit?

 

 

 

Is he / she  able to  identify the correct spelling   of the words learned in this unit?

 

 

 

Is he / she  able to use interrogative clauses?

 

 

 

Is he / she  able to use the adjectives learned in    this unit?

 

 

 

Is he / she  able to  use the advebs of this unit?

 

 

 

Is he / she  able to  use the pronouns of this

unit?

 

 

 

Is he / she  able to use capital letters?

 

 

 

Can student read easy texts?

 

 

 

Can student write spontaneous sentences?

 

 

 

Is he / she  able to ask questions related to this     topic?

 

 

 

Is he / she  able to go to a state agency and get     the information he/she needs?.

 

 

 

Is he/she able to carry out orders?

 

 

 

Is he /she able to join synonyms?.

 

 

 

Is he /she able to join words and pictures?.

 

 

 

Is he/she able to order words to make sentences?

 

 

 

Is he /she able to recognise the basic information from a bill?.

 

 

 

Does he/she knows any poem?

 

 

 

Can he/she read for the gist?

 

 

 

Is he / she able of scanning a text?

 

 

 

Can he / she resolve a riddle?

 

 

 

Can he/she sing a song?

 

 

 

 

 

SELF EVALUATION

- CULTURE.-

 

Contents

+

+/-

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Is he / she able to classify houses according to different cultures?

 

 

 

Is he / she able to  classify according to the type of house?

 

 

 

Is he / she able to  classify according to some characteristics?

 

 

 

Is he / she able to  number several construction tools?

 

 

 

Is he / she able to  identify occupations related to constructions?.

 

 

 

Is he / she able to  enumerate materials used in a house?

 

 

 

Is he / she able to  know the different departments in a bank/state agency?

 

 

 

Is he / she able to  identify the information  related with the topic?

 

 

 

Does  he / she knows the opening time of

busissnes?.

 

 

 

Is he / she able to  recognise the ornamental elements from other cultures?

 

 

 

Is he / she able to  respect other ways of living/dressing/food/etc?

 

 

 

Has this unit increased the curiosity for other cultures in our students?

 

 

 

 

 

This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact: 
 eu-project@gmx.com
 
Latest update of this page: 2005-06-28 
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