The aim of this activity is not only to develop language skills, but also to acquire some cultural competences, namely getting to know/making contact with the “modus vivendi” and the tools for working the land of a few decades ago in Terra de Miranda. At the same time, intergenerational contact can be developed between the students and older generations (in the family or in neighbourhood relations)
- The teacher should provide the students with a picture of a traditional Mirandese ox cart, where all its component parts are clearly visible and identifiable.
Optionally, students can be asked to draw the same image.
- The teacher asks the students to find out the names of the parts that make up the ox cart (as homework), the materials they are made of and, at the same time, the functions that the ox cart had in the past (or even today): what jobs were done, how they were done, at what time of year… from their parents or grandparents or even from a neighbour who can tell them.
- In the next lesson, the teacher shows an image of an ox cart (which can be subtitled) and asks the students to identify the various components (always clarifying any spelling doubts that arise) (15′)
- After identifying all the components and the materials they are made of, the students are asked to list the jobs the ox cart was used for and the time of year when it was used (which the students will be able to indicate by having asked at home) (10′)
- At the same time, these occupations are recorded on the board (or on the projection) and a brief comparison is made with the way these works are done today (or if they are no longer done) (10′)
- Students will be able to comment orally on the contrasts between the way of life of a few decades ago and today, highlighting the strong changes that have taken place in this area. (10′)
Area of Interest: Intergenerational communication
Skills: Speaking
Competences:
Age Bracket: 11 – 15
Time Commitment: 30 – 60 minutes
Affordability: €
Materials:
The teacher should have an image (to give to the students) in which all the elements (the parts) of a traditional ox cart from the land of Miranda are clearly visible.
Students should have the materials they use every day in class: pencils, pens, notebooks and record sheets.
Expert recommendations:
The aim of this exercise isn’t limited to the linguistic sphere and tries to imbue the students with some cultural competences/knowledge and consequent reflection on them.
It can be expanded and serve as a starting point for a more in-depth approach to comparisons between traditional societies (to which many minority languages are umbilically linked) and today’s world. Perhaps more recommended for a higher age level.
The proposed work tool (ox cart) is an example and can easily be replaced by another traditional local implement (a plough, for example, or even a traditional fishing boat, in the case of a coastal community).
It’s an activity that can easily be replicated in any community/context for the preservation of minority languages (commonly associated with more archaic traditional communities), adapting it, of course, to the local reality.
There may be some disparities when it comes to students from foreign families, who will find it more difficult to get information from relatives or neighbours.