TEACHER'S GUIDE

INTRODUCTION

This webquest has been designed in order to introduce the students to the Islamic culture. We consider it is still a quite unknown culture for the Western world although the Muslim population is quickly expanding all over the planet. Nowadays migration of all sort of cultures is part of the modern era and our schools are fastly becoming more and more multicultural. Therefore, this webquest's aim is just to provide children and youngsters one tool, among many others they can find, to familiarise with this culture from different perspectives. Religion, immigration, womanhood and food are the topics we have considered to be the most representative and which somehow can define better this culture.

LEVEL

This lesson is designed for Lower-Intermidiate students. Its focus is the Islamic culture, which is appropriate for the fourth grade of E.S.O. curriculum in the IES Ernest Lluch.

 

STANDARDS

This unit provides an opportunity for fourth of ESO students to meet the the following educational standards:

Students will demonstrate knowledge of new cultures and its continuing significance by analyzing the significance of each part of this culture .

Students will write recipes, interviews, summaries, opinion essays that include a well-defined thesis and make a clear and knowledgeable judgment.

Students will arrange details, reasons, examples and counter-arguments.

Students will achieve an effective balance between researched information and own ideas.

Students will read adapted texts, real articles and critical texts from the Internet.

Students will do reading comprenhension exercises that include: matching, skimming, scanning, fill in the gaps.

Students will summarise the information they get in each part of the process.

Students will reach conclusions and take decisions by means of group work.

Students will use online dictionary to implement the the adapted vocabulary section of the webquest.

 

 

ATTITUDES

The webquest will help students to develop a set of individual and collective attitudes. Individually, each student will widen his/her mind on the given topic and develop interest for other cultures. With group work, students will accept other students' opinions and preferences. They will learn to participate actively with their class mates: sharing, helping, compromising, taking decisions and giving advice. When doing the final task, students will realise the importance of an attractive and clear presentation. Moreover, they will have learnt the structure and use of a webquest and the desing of a journal. All the work will be done in English and this will help them to accept the use of English as a vehicular language.

TEACHER'S NOTES

This Webquest will be taught over the course of several weeks. Depending on computer availability, the unit may be conducted in small groups, or whole class. Before starting the Webquest, it would be appropriate to arrange the class in groups of four.

The following steps are the Process section of the Webquest. Each step is commented in order to help you:

 

1. Now that you have a group, read about our friends. Each of you will have to choose one of them, who is going to be your partner through the webquest.

Mohammed	Huari	John	Jasmina

This table is for each student of the group to decide which character they want to investigate on. Each photo is linked to a presentation text that relates the character with a topic: Mohammed: Islamic religion; Huari: Muslim immigration; John: Muslim eating habits; Jasmina: Muslim women. At the bottom of each presentation there is an arrow that links to the second step of the Process.

2. Read the texts provided and answer the questions. Write a summary on what you have discovered and hand it to the teacher.

The texts provided are adapted to the student's level. They all have links to the Vocabulary section. At the end the arrow will lead students to a set of comprenhension exercises. Here you will find all the keys for the exercises of this section:. Students will be required to write the information they find most relevant and hand it in to you. The arrows of the exercises will bring students to the next activity.

3. Continue your quest following the arrows.

This section offers the students the opportunity to search the Internet to find out the answers to the questions provided. Here you have the keys to these exercises. The last activity will consist on a more dynamic exercise. Students dealing with Mohammed and Huari will do an interview. This interview will be part of the final journal that students have to elaborate. Students working with John will do a recipe and an interview. However, only the recipe will be included in the journal. Finally, students investigating with Jasmina will do a virtual shopping activity. These students will write an opinion article on women for the journal.

4. To know more about Islam culture in general you have some extra activities.

This section has been designed for the students who finnish earlier than others. There are two activities in which students are asked to surf the Internet in order to find the answers. Here you have the keys.

5. Talk and gather the information about what you have found. Take into account that you'll have to do a journal.

There is the possibility of doing a journal per class or per group. This step will give you the opportunity to evaluate students according to the grid in the Evaluation section.

Introduction	Task	Process	Evaluation	Conclusion	Teacher's guide

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