- •Linguistic Education and Intercultural Communication
- •1 Look at the images above and say what you know about these organizations and their role in promoting foreign language learning and teaching policy.
- •2 Generate ideas on the following issues.
- •1 Read the following excerpt from Jeremy Harmer’s book ‘How to Teach English’ and say what the difference between acquisition and learning is.
- •What is ‘Plurilingualism’?
- •2 Decide if the statements are True or False:
- •3 Scan the text again and give the suitable words and phrases to match the following definitions.
- •Plurilingualism/Multilingualism in Various Countries
- •Vocabulary
- •1 Read the excerpt from the article and note down the key words that best fit each space, there is an example at the beginning. Definition of Culture Learning
- •2 Word formation: Read the other extract from the article and using the word given, form a word that fits in the space in the same line. Dynamic View of Culture
- •3 Read the following passage and take notes on the main points of the reading passage.
- •A Round-table discussion
- •Introduction
- •Summary
- •Critique
- •1 Study the excerpt from the report of the British Commission on languages and complete the gaps with suitable language forms. Refer to the information on ‘Expressions with Future Meaning’.
- •1 Expressions with Future Meaning
- •2 Paraphrase the sentence using the word given.
- •3 Study the excerpt and complete the gaps with suitable language forms. Refer to the information on ‘Modifying Comparisons’
- •2 Modifying Comparisons
- •4 Read the sentences and choose the correct word or phrase:
- •3 Watch the part of Stephen Krashen’s lecture ‘Fundamentals of Language Acquisition and Bilingual Education’ at
- •3 Express your opinion on the following questions.
- •1 Conduct a survey.
- •2 Discuss the following questions.
- •2 Read the text again and create a comparative chart of the text, outlining the following:
- •3 Write an analytical overview of the text (in about 1000 words), focusing on the following:
- •1 Skim the text and name two issues that the author describes and compares.
- •2 Study the text again and prepare a comparative analysis of the following aspects:
- •3 Identify the italicized words in the excerpt and explain their meaning, illustrate it with examples.
- •4 Match the following words and their definitions.
- •5 Read the following sentences and fill in the gaps with suitable words.
- •1 Study the examples and choose the suitable language forms. Refer to the information on ‘Gradable and Ungradable Adjectives’
- •2 Choose the word or phrase which does not fit the sentence.
- •3 Talk about foreign language teacher preparation, using gradable and ungradable adjectives.
- •1 Read the questions and express your opinion.
- •1 If you had to continue writing the article, what would you tell about language teacher preparation in the period between the 2000s and the present period?
- •2 Analyze the main peculiarities of the issues under consideration and produce a scheme (a table, or an association map, etc.) to support your answer.
- •Foreign Language Teacher Preparation in Different Countries
- •3 Process:
- •4 Which four of the following are mentioned by the writer of the text?
- •Vocabulary
- •2 Read the following sentences and fill in the gaps with suitable words.
- •1 Comment on the following information. To what extent do you think the situation described in the text is relevant for the Republic of Kazakhstan?
- •2 Analyze the possible downsides of learning a language, rank them in order of their significance, then offer the solution for each one.
- •Vocabulary
- •1 Read the passage about General Certificate of Secondary Education in the United Kingdom and fill in the gaps with missing words. There is an example at the beginning (0).
- •Learning Styles (free) Intro.Mov
- •2 Match each sentence with the correct ending, a-g, below.
- •Vocabulary
- •1 Find out the meaning of the following words (consult the dictionary if necessary).
- •2 Read the following sentences and fill in the gaps with suitable words; there may be one or two words missing.
- •3 Give your opinion on the ideas of the text, compare the situation to the one in the Republic of Kazakhstan; use the words and phrases indicated.
- •1 Study the news excerpt from ‘Economist’ and paraphrase the information presented, using the ‘Impersonal Passive Structures’. Refer to the tips if necessary.
- •Impersonal Passive Structures
- •2 Read the sentences and choose the correct structure.
- •3 Write a passage about languages taught at school in the Republic of Kazakhstan, using at least eight examples of impersonal passive structures.
- •Video watching
- •2 Create a press-release of the Education Secretary’s speech/front page of a newspaper about modern languages education in the United Kingdom (or the Republic of Kazakhstan, the usa, etc.).
- •1 Discuss the following issues.
- •2 Read the text and find the answers to these questions. Language Education in the us
- •3 Choose the answer (a-d) to the following questions.
- •A Role Play.
- •The Agenda.
- •Foreign Language Education in the Republic of Kazakhstan
- •1 Intro:
- •1 Look through the text and say which of the following might be the main idea of the author:
- •What language do they speak in Jersey?
- •3 Read the passage and analyze the conversation according to the following aspects:
- •A conversation between a tefl professor and a student after class
- •4 Work with a partner: Create a scheme of the conversation, and then reproduce the conversation according to the scheme you have created.
- •5 Role play the following situations.
- •1 Read the following situations and talk to your partner analyzing and commenting on them, as well as offering a solution to the problems described:
- •7 Read the information given and express your point of view on the problem. Teaching 21st Century Skills
- •8 Read the information given and express your point of view on the problem.
- •A Conference.
- •A Discussion
- •A Role Play
- •A Polemic Discourse
- •A Discussion Club
- •1 Intro: a Discussion Club
- •The Debate Club
- •1 Intro: a Debate
- •1 Discuss the following issues:
- •2 Read the following role-cards and be ready to participate in the round table discussion on the theme above.
- •A Case Study ‘Global World and Knowledge of Foreign Languages’
- •1 Read the following case and be ready to discuss the following stories of people who share their experience and opinions on studying foreign languages.
- •'A language looks good on your cv'
- •'There was no one at school to inspire you'
- •'It's fun to teach your toddler'
- •'We weren't learning stuff that would be useful if you went to the country'
- •1 Choose one of the topics 1-4 and write your essay in 300-350 words in an appropriate style.
- •2 Choose one of the questions 1-6 and write your answer in 300-350 words in an appropriate style.
4 Work with a partner: Create a scheme of the conversation, and then reproduce the conversation according to the scheme you have created.
5 Role play the following situations.
Two students discuss the role of accuracy and fluency in communicating in foreign languages, and say how teachers can develop both of the aspects.
Two students discuss the importance of the developing the personality of the ‘Subject of Intercultural Communication’ and ways of achieving this aim.
COMMUNICATION
1 Read the following situations and talk to your partner analyzing and commenting on them, as well as offering a solution to the problems described:
What do you think of the implementation of the Bologna resolutions regarding the language policy and education in the Republic of Kazakhstan? What difficulties might arise with the transition of Kazakhstany schools to the system of the 12-year education?
Why are some individuals more successful at learning languages than others? Discuss and analyse the factors that contribute to success in learning languages.
Why are some educational systems more successful than others in teaching non-native languages? What could be done to close the achievement gap? Is it necessary or not? Why? /Why not?
Some researchers nowadays talk about the growing percentage of the so-called generation of transnational immigrants – new immigration learners, individuals who are likely to remain in close contact with their countries of origin. They participate in religious, economic, cultural, and often political activity in two places; understanding healthy adaptation as involving the development of a hybrid identity and dual citizenship.
Mansilla, V. & Jackson, A. (2011). Educating for global competence: preparing
our youth to engage the world’, p.4 http://www.asiasociety.org/files/book-global competence.pdf
What countries host this type of immigrants? What skills and competences are required to
fare well in the world of unprecedented migration? What responsibility so schools bear?
What do you know about the way the child learns a language? What do you think about learning languages at an early age (at kindergartens, primary schools, in a family circle)?
Nowadays most teenagers pick up a foreign language by listening to songs, watching films and from the Internet. What do you think about the Standard English taught at schools and colloquial language learned by teenagers? What role do the media resources have in developing the language policy and education of the country?
7 Read the information given and express your point of view on the problem. Teaching 21st Century Skills
What does it look like in practice?
Call it a quiet revolution. As 2014 approaches—the deadline for all students to be proficient on state tests—academics, educators, business groups, and policymakers are finding common ground in a movement to bring “21st century skills” to the classroom, prompting state agencies and district leaders across the country to rewrite curriculum standards and even to contemplate big
changes to existing state testing systems. What are 21st century skills, who’s pushing them, and what does 21st century teaching look like in practice? Although definitions vary, most lists of 21st century skills include those needed to make the best use of rapidly changing technologies; the so-called “soft skills” that computers can’t provide, like creativity; and those considered vital to working and living in an increasingly complex, rapidly changing global society. “Some of these skills have always been important but are now taking on another meaning—like collaboration. Now you have to be able to collaborate across the globe with someone you might never meet,” explains Christopher Dede, a Harvard professor who sits on the Massachusetts 21st Century Skills Task Force. “Some are unique to the 21st century. It’s only relatively recently, for example, that you could get two million hits on an [Internet] search and have to filter down to five that you want.” An excerpt from Walser, N. (2008) Harvard Education Letter, V. 24, № 5.
http://hepg.org/hel/article/184