A Journal of Teaching English Language and Literature

ISSN Print : 2229-6557, Online: 2394-9244

Lingo Bingo

Ranjani Shankar M.

Skill Focus: Thinking, speaking, writing skills

Level: 8-10 Estimated

Time: 1 hour Group size: 20-30 (whole class) Learning

objectives: To identify issues of social justice in their favourite TV show or movie and to write about personal experiences concerning social justice.

Materials: A popular video/movie clip chosen collaboratively by teachers and students

Methodology

  1. Students and teacher watch a video/movie clip. (15 minutes)
  2. Divide students into groups of five. Ask students to list the various social justice issues they can identify from the clip and the language used therein. (20 minutes)
  3. Ask the students to compare their lists, identify similarities and differences and how language contributes to social justice or injustice. (10 minutes)
  4. Ask them to write their impressions about any one issue offering suggestions for tackling it. (15 minutes)

Follow-on Activity

Students can be encouraged to pay attention to language use where issues of social justice are concerned. This will enable them to develop language awareness and the role language plays in perpetuating inequalities.

Evaluation

Students can be evaluated based on the issues they are able to identify as affecting them personally on a day-to-day basis and how they wish to deal with them.

 

Ranjani Shankar M. is a PhD scholar at the Department of Education, University of Delhi. Her major research interest is Critical Literacy in English Language Teaching.
raagranjan@gmail.com