"Why study
English?", 7 form, УМК М.З. Биболетовой
Main
aim
|
To
practice speaking on the topic “Why study English”? Practice reading for
general understanding and listening for specific information
|
Subsidiary
aims
|
To
develop fluency in speaking; give them an opportunity to express their
personal opinion and give them a chance to learn more about their own
learning style
|
Personal
aims
|
To
personalize the topic
Re-group
learners in a new way
Ask
learners what activities they like during the lesson (reflection)
To
increase learners’ confidence in expressing their personal opinions
To
make the process of learning the language more conscious
|
Level
|
Intermediate
|
Assumed
knowledge
|
Topic
vocabulary and grammar structures in this unit.
|
Anticipated
problems
|
The
lesson is quite intensive, not all the students may keep up with the pace due
to their level of English and natural passiveness, though the lesson tends to
be personalized, so I hope to make every student interested in it or at least
make them think.
|
Interaction
patterns
|
Class
work; group work; pairwork
|
Resources
|
A
textbook; internet.
|
Teacher
aids
|
Teacher’s
manuals; computer, whiteboard, textbook; audio file
|
Timing
|
45
minutes
|
Long-term
planning
|
This
is the 10th lesson in the sequence of 21 lessons (Unit 2 “Meet the
Winners of the International Teenagers’ Competition”)
|
Teacher
|
Yarkova
Elena Vladimirovna
|
Stages
of the lesson
|
Stage
|
Activity
|
Teacher
|
Students
|
Timing
|
Warm
up
|
Revising
topic vocabulary from the text
Aim:
revise topic vocabulary necessary for further discussions
|
Shows
the phrase on the blackboard: A WORLD LANGUAGE.
“…a
language that came from nowhere to conquer the world…”(What language do they
say about?)
We
revise English-speaking countries, languages that are spoken there apart from
English, nationalities.
|
The
students try to guess that these words are about English; they revise the
English speaking countries
|
5
min
|
Brainstorming
|
Thinking
of possible ideas to study English
Aim:
elicit ideas that will be discussed during the lesson; practice brainstorming
activity
|
Draws
a spidergram with the phrase: “Why study English”? in the middle. Writes the
ideas students suggest.
|
Think
of possible reasons for why people may want study Englsih. Then they study
the pictures in the textbook, adding any other reasons, they have missed.
|
3
min
|
Reading
for general understanding
|
Look
through the pictures again and match them with one of the abstracts.
Aim:
practice reading for general understanding
|
Refers
students to exercise 42, p. 44
|
Match pictures
with the texts. Name three most important reasons for language learning.
|
7 min
|
Listening
for specific information
|
Listen
to students talking about their reasons for learning a language. Fill in the
table.
Aims:
practice listening
|
Refers
the students to ex. 46, p. 42
Explains
the task
|
Listen to the text, fill in the table.
|
|
English learning quiz
|
After
listening, we get to the point that every student has his / her own idea of
why learn a foreign language. They can easily find out what type of language
learners they are.
Aim: Raise students'
awareness about what kind of English learner they are
|
Explains
the task and the logic of scoring; gives out the handouts with the test
|
Fulfill
the quizz and discuss the results
|
10
|
Free
speaking activity
|
Rank
them according to them personal opinion. Discuss their choice with partners.
Students work in threes (initially they draw a piece of paper with a number
and arrange a group according to it), then change their groups to learn
others opinion.
Aim:
practice speaking and get the opportunity to express their opinion
|
Explains
the task
|
Fulfill
the task
|
10
min
|
Feedback
|
Filling
a little questionnaire on the lesson (what activities they like/didn’t like;
what was challenging/what they are looking forward to next time)
Aim:
to motivate teenagers and to make them feel their opinions are taken into
account
|
Explains
the task. Gives out the questionnaires. Praises children for the lesson;
gives marks and hometask.
|
Get
their marks; put down their hometask; express their impression on the lesson
in the written form.
|
5
min
|
Language Quizz
People learn English for
many reasons. Unfortunately, learners often think that there is only one way to
learn English and that the same things are important for everyone. Students who
are aware of why they are learning English can also be persuaded that different
things are important for different learners. This lesson uses a quiz first
placed online and helps identify learners as:
- English for Career Purposes
Learner
- Global English Learner
- Learner Who Wants to Live (or already
lives) in an English Speaking Culture
- English for Fun and Pleasure Learner
Outline:
Question 1
When do you use
your English outside of class?
- Speaking
with other non-native English speakers (i.e., not
American, British, Australia, etc. but with people who have learned
English as a second or foreign language).
- Speaking
with native English speakers.
- When
I travel on holiday.
- With
colleagues on the telephone or by email.
Question 2
Why are you
learning English?
- To
live in an English speaking country.
- To
use English to get a better job - Improve English for my
current job.
- To
speak English on holidays.
- To
use English to stay informed by reading newspapers, magazines, Internet.
Question 3
Which statement
best expresses your opinion about English?
- It's
important to speak English for my future job.
- It's
important to speak American English OR British
English.
- The
most important thing is communicating. It doesn't matter whether you make
a few mistakes.
- I
need to ask directions and order breakfast when I go on holiday.
Question 4
Which is the most
important English task for you?
- Understanding
native English speakers.
- Writing
excellent communication through email, or in letters.
- Exchanging
ideas with other people in English (both native and non-native speakers).
- Asking
for and understanding basic things in English.
Question 5
How often do you
use your English?
- Quite
often at work.
- Every
day at work, shopping and speaking to people.
- Not
very often, only when I travel or meet foreigners in my country.
- On
a regular basis when reading, speaking to friends via the internet,
watching TV in English, etc.
Question 6
How do you use English on the Internet?
- Only
to learn English. Otherwise, I visit sites in my language.
- I
like looking at pages in English from all around the world.
- Doing
research for my job.
- I
like visiting American or British sites to learn the slang and lifestyle.
Question 7
Which statement is
true for you?
- Basic
pronunciation is important, excellent pronunciation is impossible.
- Pronunciation
should be clear, it doesn't matter if it is British or American, etc.
- Pronunciation
is not so important, I need to understand and write English well.
- Pronunciation
and the correct accent is very important for me. I want native speakers (Americans,
British, Australian, Canadian, etc.) to understand me.
Question 8
Do you think
that...
- English
learning is stressful, but important for work.
- English
learning is essential to improve my life where I live.
- English
learning is fun and one of my hobbies.
- English
learning is one of my favorite hobbies.
Question 9
Do you dream in
English?
- Never
- Sometimes
- Often
- Rarely
Question 10
How often do you
study English?
- A
few hours every day
- Once
or twice a week
- A
little bit every day
- At
weekends
Career
English Learner Resources - Type 1
As a
Career English learner, you are interested in communicating in English for your
job. You need to know the correct forms of English used on the job such as
letters, vocabulary and more. Things like slang, advanced grammar formulations,
etc. are not so important to you. Here are some recommend resources to begin
getting the most out this site for your style of English learning.
Global
English Learner Resources - Type 2
As a
global English learner, you are
interested in communicating in English. American or British culture and their
inflections are not so important to you because you just want to communicate in
English. You may communicate with people from a number of countries and things
like idioms, phrasal verbs and slang are really not that important to you. Here
are some recommend resources to begin getting the most out this site for your
style of English learning.
Enviornment
English Learner Resources - Type 3
As a
Enviornment English learner, you are interested in learning English to live in
an English speaking country or enviornment. You need to be able to pronounce
well, know idioms, phrasal verbs and slang. Here
are some recommend resources to help you learn the most important aspects of
English for your style of English learning.
Fun
English Learner Resources - Type 4
As
a Fun English learner, you are
interested in using English to get across the basics. You need tobe able to do
basic tasks like ordering food in a restaurant, talking to other people etc..
Things like slang, advanced grammar formulations, etc. are not so important to
you. Here are some recommend resources to help you learn the most important
aspects of English for your style of English learning.
Reflections.
a. Brief
description of context, location and time
The
classroom is quite big, with desks in rows across the room. There is an
overhead projector, a computer and some posters too. The lesson was before
lunch at 11.35 a.m. o’clock approximately. It was Wednesday.
b. Brief
description of learners
There
are 14students in the group aged 13-14. Half girls, half boys. Most students
are rather motivated, though the level varies. They know each other well since
they are the students of the same school. The students are quite interested and
motivated, though there are 2 weaker students. The students feel comfortable
during the lessons and they are quite active.
c.
Brief description of the new idea/ solution and why chosen
My
idea was to raise the students’ motivation in learning a foreign language and
the topic in the textbook suited perfectly. Firstly, I tried to personalize the
topic from the very beginning while eliciting the possible ideas of learning a
foreign language. Then I used authentic materials (learning language quiz),
that was a mixture of psychology and language learning and the students found
it quite engaging as they learnt something new about themselves. Moreover, I
tried to give them opportunities to share their opinion while discussing the
results of the quiz as well as ranking reasons for learning a language. What’s
more, I regrouped them (at first they worked as three, then they changed over
and discussed the topic with new people). This gave them a possibility to learn
their peers’ opinion and to speak to different people. And finally the students
wrote a written feedback on the lesson and they felt their suggestions are
important and are taken into account.
c. What
went well? Why?
The
lesson was quite dynamic with lots of activities included. The students
obviously enjoyed the quiz and the final feedback paper, as it was new to them
and it went deeper than ordinary shallow saying “goodbye, see you next lesson”.
d.
What did not go well? Why?
Though
in general the activities were adapted to the learners’ level, some needed
language patterns while expressing their own opinions. While working in groups
stronger students tended to dominate and weaker ones didn’t express their
opinions fully.
d. What
changes will I make next time? Why?
Next
time I will try introduce listed above personalized exercises as they help make
the process of education and language learning in particular easier both for
the teacher and for the students. Moreover it makes students reflect and think
of the reasons why we are doing this or that exercise, not mechanical following
the teacher’s commands.
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