Intercultural approach prepeared by teacher

Activity —The teacher and students bring real life objects connected with a particular culture into the classroom, such as figurines, food-stuffs, clothes, jewelry, masks, musical instru-ments, and tapes or CDs with traditional music. The class discusses the uses and symbolic importance of these cultural artifacts. Short personal stories connected with them can be told as well (e.g., a student can tell about the occasion when she purchased a piece of jewelry at a Turkish bazaar). The whole activity is more enjoyable if some of the objects can be actually tried out (foodstuffs smelled and tasted, and musical instruments played).

• Activity —The teacher and students bring real life objects connected with a particular culture into the classroom, such as figurines, food-stuffs, clothes, jewelry, masks, musical instru-ments, and tapes or CDs with traditional music. The class discusses the uses and symbolic importance of these cultural artifacts. Short personal stories connected with them can be told as well (e.g., a student can tell about the occasion when she purchased a piece of jewelry at a Turkish bazaar). The whole activity is more enjoyable if some of the objects can be actually tried out (foodstuffs smelled and tasted, and musical instruments played).
• —Generally, activities applied at Stages Two and Three should provide students with a lot of input to work on. Students have to be actively involved in discovering intercultural information. They must also be given a chance to practice their intercultural knowledge. It is not enough for our students to assimilate new information they need to digest it, feel it, and experience it!