| Stage | Timeframe | Activities & Description | Adaptation for Middle School & Vocabulary Focus |
|---|---|---|---|
| Present | 15 minutes | Pose initial reflection question: "How does vocabulary vary across different cultures and speakers?" | Use relatable examples; encourage students to think about their own experiences with words from different languages or dialects. |
| Collect | 20 minutes | Students share their prior knowledge about vocabulary, language diversity, and intercultural communication. | Encourage sharing of personal experiences and familiar words from their culture or other languages. |
| Formulate | 15 minutes | Guide students to define the problem: "How can we understand and expand vocabulary through interactions with native and non-native speakers?" | Focus on vocabulary development and intercultural understanding; clarify that the goal is to learn new words and their cultural contexts. |
| Organize | 20 minutes | Divide students into teams; assign roles (researcher, recorder, presenter); plan activities like interviews or research. | Teams will focus on different language varieties or cultural backgrounds, emphasizing vocabulary differences. |
| Build | 2-3 class sessions (45 min each) | Conduct interviews, research, and create presentations or vocabulary charts based on findings. | Use authentic sources, recordings, or interviews with native/non-native speakers; focus on vocabulary, pronunciation, and usage. |
| Verify and Analyze | 15 minutes | Present findings; class discusses new vocabulary, cultural insights, and language variations. | Reflect on how vocabulary reflects cultural identity; evaluate understanding of interculturality. |
| Share | 20 minutes | Final presentations or posters; peer feedback; reflection on learning process. | Emphasize intercultural respect, understanding, and the importance of vocabulary diversity. |
| Stage | Activity Description | Time | Learning Objectives | Materials Needed | Notes for Adaptation |
|---|---|---|---|---|---|
| Present | Reflective Question: "How do native and non-native speakers influence vocabulary?" | 15 min | Stimulate curiosity about language diversity and vocabulary. | Whiteboard, markers, open space | Use simple language; provide examples students can relate to. |
| Collect | Brainstorm: Students share what they know about vocabulary differences and intercultural communication. | 20 min | Activate prior knowledge; foster discussion on vocabulary diversity. | Student notebooks, markers | Encourage all students to participate; write ideas on the board. |
| Formulate | Problem Statement: In groups, students refine the problem based on their knowledge. | 15 min | Clarify the focus: understanding vocabulary through intercultural interactions. | Chart paper, markers | Use guiding questions to help students articulate the problem clearly. |
| Organize | Team Planning: Assign roles, select research methods (interviews, online research), plan tasks. | 20 min | Develop teamwork and research skills, organize activities. | Role cards, research guides | Encourage diverse roles; focus on vocabulary collection and cultural context. |
| Build | Research & Interaction: Conduct interviews with native/non-native speakers; analyze vocabulary used. | 2-3 sessions | Gather real language data; explore vocabulary variations and meanings. | Recording devices, questionnaires | Use simple interview templates; focus on new words and their meanings. |
| Verify & Analyze | Discussion: Share findings; analyze differences and similarities. | 15 min | Develop critical thinking about language and culture; deepen vocabulary understanding. | Student presentations, charts | Encourage reflection on interculturality and its impact on vocabulary. |
| Share | Presentations: Groups present their findings; class provides feedback. | 20 min | Reinforce learning; develop presentation skills. | Posters, slides, or oral reports | Emphasize vocabulary, pronunciation, and cultural insights. |
| Aspect | Adaptation Details |
|---|---|
| Language & Content | Use simple, clear language; include visual aids; relate activities to students' experiences. |
| Duration | Keep activities engaging but not too lengthy; split into manageable sessions, especially for research and interviews. |
| Cognitive Demand | Scaffold tasks; provide vocabulary lists; guide students in identifying and using new words effectively. |
| Interculturality Focus | Use real-world examples, multicultural materials, and encourage respectful discussion about cultural differences. |
| Objective | Activities Summary | Expected Outcomes |
|---|---|---|
| Foster awareness of vocabulary diversity across cultures and speakers. | Reflection, brainstorming, interviews, research, presentations. | Students understand that vocabulary reflects cultural identities and communication styles. |
| Promote intercultural critical thinking through language interactions. | Analyzing differences, discussing interculturality, reflecting on their own language experiences. | Enhanced intercultural sensitivity and vocabulary comprehension. |
| Develop teamwork, research, and presentation skills. | Group planning, conducting interviews, creating visual aids, sharing insights. | Improved collaborative and communication skills. |
| Criteria | Evidence | Method of Evaluation |
|---|---|---|
| Vocabulary understanding | New words identified and used in context | Observation, quizzes, reflection journals |
| Intercultural awareness | Reflection on cultural differences in language | Group discussions, written reflections |
| Collaboration and participation | Engagement in team activities and presentations | Peer and teacher feedback |
| Critical thinking about language and culture | Ability to analyze and articulate intercultural vocabulary differences | Rubrics, self-assessment, peer review |
This comprehensive educational project aims to cultivate vocabulary skills in a culturally diverse context through active, collaborative, and intercultural critical reflection, aligned with middle school learning levels and the Problem-Based Learning methodology.