In your summary use some of the words and expressions given on this website:

http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm

Listening and vocabulary

Watch another video "World Englishes" with  David Crystal and do the quiz below

David Crystal - World Englishes

http://www.youtube.com/watch?v=2_q9b9YqGRY

1.Fill in the gap in the following idiom which means 'to make a mistake: 'Don't fall into the   of thinking that the word 'English' does not have a plural.

2. In what sense is the plural form 'Englishes' used nowadays?

a. to reflect a multitude of dialects of English

b. to reflect a reality when English becomes a global language

c. to reflect a variety of accents 

3. What is the difference between the phrases 'to adopt a language' and 'to adapt a language'? Match the phrases with their definitions.

to adopt a language
to adapt a language

4. What is the meaning of the word 'robot' in South African English?

a. a machine used to perform jobs automatically, which is controlled by a computer

b. a traffic light

c. someone who does things in a very quick and effective way but never shows their emotions

5. What is the origin of the word 'robot'?

a. South African

b. English

c. Czech

6. What is the cultural meaning of Clapham Junction?

a. a chaotic roundabout in London

b. a chaotic railway station in London

c. a chaotic highway in London

7. In what sense did David Crystal use the word 'Soho'?

a. a traditional sex-shop area in London

b. an area of the City of Westminster and part of London's West End.

c. a small, multicultural area of central London; a home to industry, commerce, culture and entertainment, as well as a residential area for both rich and poor

Pronunciation. Practice.

1. Choose any extract from a film, an interview, a TV show etc. (3-4 minutes long). Listen to it carefully and analyse the major tones and intonations there. Write it down and mark rising and falling tones.

2. Overdub the chosen extract imitating the intonation of the speakers as close to the original as possible. You can do it either alone or in groups .Record your overdubbing (http://vocaroo.com/ ) of the chosen extract. Share your recording with other learners. Analyse it. In order to do this, you might want to try out some software that will analyse your intonation for you – look at http://rachelsenglish.com/voice-analysis-software/

Students’ purposes for learning English and their expectations

Specific vocabulary and speaking

The majority of students who start learning a language expect good results and hope that they will be able to master the language. Those who do not expect the best results (knowing a foreign language is not their ultimate purpose) want to enjoy the process and to feel good about themselves.

Read these learners' profiles. Identify their reasons for learning English and answer the questions.

• Ning Wang is a Chinese Mandarin speaker who is at a further education college in Manchester, UK, doing a course as preparation for the IELTS examination, a requirement for entry into a British university.

• Lucia is a 16-year-old Italian speaker who is studying English as one of her school subjects in Bologna. She also attends an English class twice a week in a local language school.

• Kazankiran is an asylum-seeker in Canada. She speaks Kurdish and Arabic and is attending English classes with a view to settling in Canada permanently.

• Maxim (45) is of Russian origin. He lives and works in Australia and is learning English through contact with his workmates.

• Soni Kim is from South Korea. She is enrolled on an online course in order to prepare for a trip to the USA with her husband in the near future.

• Carmen, who is Brazilian, is the head of marketing in a large exporting company. She attends a one-to-one English class in Sao Paulo to help her in her business dealings, which are mainly with Middle Eastern clients.

• Mies is a Dutch student of economics. Nearly all of his classes at Utrecht University are conducted in English, a language he started learning when he was six.

1. What are their reasons for learning English? Use these abbreviations:

EFL= English as a foreign language

ESL = English as a second language

EIL = English as an international language

ESP = English for special (or specific) purposes

EAP = English for academic purposes

2. Which of the above learners is probably bilingual in English and another language? Who is -or may one day be - multilingual?

3. Whose first language is likely to contribute positively to their learning of English? Whose is not? Why?

4.Who is learning English, as opposed to simply picking it up (or acquiring it)? What is the

difference?

5.Who is probably getting the most exposure to English, and who is getting the least? Who are already users of English, as opposed to simply learners?

6. Who is likely to be the most motivated? Who the least?

7. Which of the above learners (if any) most closely fits the profile of the kind of learner you are expecting to teach, and the kind of situation you are expecting to teach in?

[S. Thornbury and P. Watkins. The CELTA Course. Cambridge University Press in collaboration with Cambridge ESOL, 2007]

Discussion and sharing: Learners' difficulties and expectations

Read what Ning Wang and Lucia said about their English classes, and answer the questions.

Ning Wang

'At first I was very surprised that the teacher told us we should call him by his first name, Alan. Also, we didn't sit in rows, but in a half circle. I was not happy because we didn't use the book.

very much, and we didn't study many grammar rules. Alan made u work in groups, but I didn't enjoy this because I was makings mistakes and no one corrected them. Alan explained that it was

important to speak and not to worry about making mistakes. But I do worry. I need to get a good mark in the exam.'

Lucia: 'I like my evening class because it is not as big as the class at school, and it's more fun. Sometimes we play games and listen to songs. At school we do mainly grammar exercises, and

there's no chance to speak. In the evening class we have discussions in groups, or we write a story together. Another difference is that the teacher speaks to us only in English, but at school the teacher often explains things in Italian. The only bad thing in the class is that some of the boys misbehave and the teacher doesn't know how to control them:'

[S. Thornbury and P. Watkins. The CELTA Course. Cambridge University Press in collaboration with Cambridge ESOL, 2007]

1 What expectations did Ning Wang have?

2 Where did his expectations originate?

3 How realistic were his expectations?

4 Why is Lucia happier than Ning Wang with an informal, group-centered approach?

5 How appropriate are the teaching methods in each case?

Speaking. A debate and a case study report

1) Different learners have different learning styles and teachers have different teaching styles. What should teachers and learners do if they feel dissatisfied (like in the cases with Lucia and Ning Wang - see the previous assignment)? Make two groups. One group will discuss Ning Wang’s case, the other group will discuss Lucia’s case. Both groups should submit case study reports.

Use brainstorming to come up with possible solutions. Brainstorming is the unrestrained offering of suggestions by members of a group to seek solutions to problems. No idea is considered too absurd to mention. The purpose is to generate as many ideas as possible

I. Statement of the Problem

A. Definition

B. Analysis

II. Suggestion of Possible Solutions

A. Solution 1

B. Solution 2

C. Solution 3

III. Evaluation of Possible Solutions

A. Solution 1

1. Advantages

2. Disadvantages

B. Solution 2

1. Advantages

2. Disadvantages

C. Solution 3

1. Advantages

2. Disadvantages

IV. Selection of a Solution

A. Choice

B. Justification

Speaking and grammar. A role play