- •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.
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’.
The analysis of the British Commission has identifies those languages which (1) …………. of greatest importance to the UK in the next 10-20 years, based on a range criteria relating to both economic and non-economic factors. This analysis has identified ten languages (Spanish, Arabic, French, Mandarin Chinese, German, Portuguese, Italian, Turkish, Russian and Japanese) which (2) …………… to add most value to the UK’s strategic interests. However, experts argue that Portuguese and Turkish (3) ……………..present significant challenges for the UK educational systems and Italian, Russian and Japanese (4) …………… requiring increased effort to achieve a critical mass of speakers. Therefore, they expect all four governments of the UK (5) ……………… take a more strategic approach to language education policy. Languages (6) …………… held in the same high regard as science, technology, engineering, and mathematics (STEM) subjects.
1 Expressions with Future Meaning
For fixed /planned events
to be to + Infinitive to talk about official, formal arrangements, e.g. radio comments
The advisor of the programme is to meet any student concerned with the programme requirements.
be due to + Infinitive (due= expressed to happen at a particular time)
The tutorial on Text Linguistics is due to start at 9 a.m.
For events that will happen very soon
be (just) about to + Infinitive
They look as if they’re (just) about to discuss the topic under consideration immediately.
be (just) on the point/verge of + -ing/ noun
The project was on the point/verge of being implemented.
To talk about probabilities
be likely/unlikely to + Infinitive/ expect (somebody or something) to + Infinitive
The usage of the Information-and-Communication Technologies (ICT)’s likely to introduce changes to the educational system.
The experts expect the educational system to change.
To talk about certainty
be bound/sure to + Infinitive
Some languages’re bound/sure to be widespread.
2 Paraphrase the sentence using the word given.
They are going to discuss two features of the intercultural dialogue at the workshop.
TO
The workshop …………………. the features of the intercultural dialogue.
The lecture starts in the afternoon.
DUE
The lecture ……………….. start in the afternoon.
The debate will end soon.
JUST
The debate …………………… to end.
Actually, there won’t be any introduction of a new format of the examination.
VERGE
The language department was just ……………………... a new format of the examination.
Teachers cannot be replaced by computers.
UNLIKELY
The computers …………………… replace teachers.
The undergraduate thought the application for the university would be easy.
BE
The undergraduate did not expect ……………… difficult.
The learners will pass an exam.
BOUND
The learners …………….. to pass an exam.
They will consider him to be a member of the scientific research team.
SURE
He ……………….. a member of the scientific research team.
It is possible that distance learning will progress.
HIGHLY
Distance learning ………………. progress.
The School of the Air wanted to launch an educational programme abroad.
POINT
The School of the Air was ………………… an educational programme abroad.