In early March, during the two weeks leading up to Newroz, why not try some of the following in your English classes. Set them to the back-drop of some Kurdish, Afghan or Persian music playing as students come into class (e.g. https://www.youtube.com/watch?v=hcJfgsPqYUA)
Festival and celebrations – Pre-Intermediate and above
- If you have students from countries where Newroz is celebrated (see list of countries in notes of main article) ask them to bring photos to class next time to help them tell their classmates how they celebrate. (They may like to use their phones if they have no access to printed matter or digital projection.) If they are confident, have them field questions from their classmates.
- If you do not have students from those countries, bring various Newroz photos to class (large printed or digitally projected) and ask your students what they think is happening in each photo. Prompt them as necessary and then describe the festival, filling in any gaps in what they surmised. Prepare a worksheet, e.g. pictures, text and comprehension questions, checking and consolidating what students have learnt.
- For comparison, ask your student to describe to each other in pairs the most important festival in their country of origin and how they celebrate. Ask stronger students to feedback into a plenary discussion.
- Extend this festival focus by asking your classroom helpers also to contribute to this discussion, and you yourself as classroom teacher. Prepare your students before they listen by telling them that you will be asking them questions afterwards about what the native English speakers are saying. Note down what’s said as your helpers talk, so you can formulate good questions once they finish.
On the myth – most levels
- Ordering activity. (Pre-teach new vocabulary first as needed.)
Re-write the Kurdish myth from the main article into 10 sentences at the English level of your students. Chop them up into strips and have the students put them in order in pairs. Do this before they know anything about Newroz to see what narrative flow they will suggest. Help lower level learners by adding downloaded pictures alongside the simple text. Then read them your full text so they can compare and correct as needed. Read it again, so they can follow along carefully. Then ask stronger students to take turns reading it to the whole class. Finally, see if students can re-tell the story from memory, either by looking up and using their own words, or by removing some strips from the story, two at a time, until it is all gone. - Gap fill activity. Prepare a worksheet with pictures alongside text (don’t label the pictures). Remove 10-15 words/phrases from the story and pre-teach the vocabulary you are removing. When the vocabulary is familiar, give students your worksheet and ask them to gap fill from the vocabulary they have just learned. Ask them to connect the pictures to the story either by connecting lines from each picture to the relevant part of the text (lower levels) or by inserting captions beneath the pictures (higher levels). Ask students to read the story to each other in pairs and then one or two stronger students to the whole class.
Discussing myths – higher levels
- Read the myth aloud and ask your students to listen carefully. Then discuss how students feel about the myth. Help them describe their reactions and emotions with helpful vocabulary as it arises, writing it up on the board and helping students frame good English sentences about how they felt as the myth unfolded.
- Write the word ‘gory’ or ‘bloodthirsty’ on the board and discuss whether they found the story too gory or bloodthirsty. Ask students if they tell any myths or stories in their home countries that are gory or bloodthirsty.
- Christian teachers might reflect on the Easter story at this point, noting the potentially gory aspects of the passion and the communion feast that commemorates Christ’s death.
Persian Newroz table – most levels
- The week before Newroz, bring to class the seven things from the Persian table in the main article. Display this realia on a table in the middle of the room with Farsi titles on cards (download the Farsi from the web). You might have to work hard to source these items in time. Explain to the class how Persians use these things to remind them of Spring and to celebrate Newroz. Have the English names ready for these items on a second set of cards that you hold back. Ask students to try placing the English translation cards correctly near the items on the table. This can be a whole group activity, with students helping each other by pooling their knowledge. Model saying the English names, pointing at the items in turn and have students say them back. Ask the students to sit down, write and share sentences about each of these seven things. Demonstrate with the first sentence. Aim for accuracy on paper and in pronunciation, modelling and drilling as required.
- Ask the students to think of seven other/different things that remind them of Spring starting with the English letter ‘S’. Repeat some of the above activities as required with these new things and ask for volunteers to bring in their 7 items next week, to display on your class Newroz table.
- Place a mystery book on the table and ask students to discuss in pairs what it might be. When they have run out of ideas tell them what Iranians often add to their Newroz tables and discuss with students why that might be (plenary). If you have Iranians in class, or know Iranians you can invite as guests, ask them to do this part. Ask for volunteers from the floor to say which book they would put on their Spring table and why. Ask classroom helpers too, and you also contribute as classroom teacher.
Fire and snakes – higher levels
- Show pictures to illustrate how fire is important at Newroz. Ask students to discuss the different ways in which fire is used in their country, especially at festival times. Tell them about Guy Fawkes bonfires to get them started. Ask students to write a poem about fire, expressing how they feel about it; its uses and its dangers. Have them share their poems in pairs first, then a few stronger students to the whole class.
- Or do something similar with snakes, focusing on the two snakes growing from Zahak’s shoulders. Discuss how are snakes viewed in their home countries and why they are often associated with evil.
- Christian teachers may like to think about the biblical imagery around fire and snakes, for extra-curricular and evangelistic activities. Pentecost comes a couple of months after Newroz. From Genesis to Revelation the devil is pictured as a snake or dragon.
Humble heroes – higher levels
- Discuss the humble blacksmith, Kawa, and whether his humble profession makes the story better. List other blue collar jobs and finally ask students if they have heard of any other humble, working class heroes? Any carpenters, perhaps?
Ideas compiled by David Baldwin
For 2:19 Teach to Reach
February 2023