Student worksheet: click here.
Teacher’s notes: click here.
AIMS: By working through this worksheet, which can be done independently or in class, students will be guided to notice some key features of definitions, in terms of content and language, and be able to replicate these in producing their own definitions. Through the specific examples in focus, students will also practise talking about prejudices in a neutral manner and further develop their intercultural communication skills.
1 – Particularly in EAP, students often need to define terms used in their field of study, usually in order to clarify the term’s meaning to non-experts or to indicate which definition they are working with, and sometimes also to demonstrate understanding to an examiner.
2 – Because prejudices and biases are controversies often discussed, and perhaps even faced, in academic contexts, the focus here has been consciously placed on defining and discussing potentially controversial/taboo topics, in order to increase intercultural communication competences.
LANGUAGE FOCUS: defining relative clauses, some vocabulary for prejudices with -ism, some vocabulary for definitions.
LEVEL: B1 upwards. According to www.vocabkitchen.com profiling, the texts of the definitions should be easily understandable for learners at/above the B2 level on the CEFR; I would suggest they could also be used with B1-level learners if vocabulary support is given or dictionaries allowed. (Words above B1 level: belief, treatment, wealth, social standing, superior, arising.)