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Mastering languages
Unit objectives
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Reading and Use of English Part 6: introduction to task type, reading the extracts carefully to understand the argument of each, understanding reference Writing Part 2: introduction to task type, analysing the question, expressing purpose, reason and result, analysing the structure and layout of a report, writing a report Reading and Use of English Part 3: introduction to task type, work on affixes, spelling of words with affixes and inflections Listening Part 1: introduction to task type, predicting answers Speaking Part 2: introduction to task type, using appropriate vocabulary, speculating Grammar: expressing reason, purpose and result Vocabulary: words and phrases connected with languages and language learning, noun collocations with make, get and do
Starting off 1 As a warmer Tell students that this unit is about learning languages. With books closed, ask them to work in pairs and brainstorm as many reasons as possible for learning a foreign language. Get feedback from the whole class. Then ask students to discuss in pairs their own reasons for studying English. Note: The words/sentences which give answers to questions in the main listening exercises are numbered and underlined for ease of reference. Answers 1 bilingual 2 switch 3 fashionable loanwords 4 mother tongue 5 a bit rusty 6 pick up 7 an excellent command 8 highly articulate 9 accurately 10 fluency 11 aims 2
CD 1 Track 05 1: Where I live people tend to be 1bilingual – they speak the regional and the national language and they 2 switch between languages with ease. As a result, they seem to find it easier to learn other languages as well. At least I know quite a lot of people who speak several foreign languages. 12
2: People do worry a bit about how the language is changing. I think, due to globalisation I suppose, lots of 3fashionable loanwords are coming into the language, particularly from English, so my 4mother tongue’s not at all the same as it was, say, fifty years ago. Personally, I don’t know if that’s a bad thing – I mean, if people find it easier to express themselves using loanwords, then perhaps they should. 3: I find it frustrating because I spent years trying to reach an advanced level but now my English has got 5a bit rusty because I don’t use it very often and that’s a pity. 4: I spent years at school studying Spanish and never learnt to speak it well. I guess I should have been sent on an exchange to a Spanish or a Mexican school for six months or thereabouts ’cause everyone knows that living in the country, you just 6pick up the language naturally and that’s just about the best way to learn it. 5: I’m really dedicated to studying languages. I aim to achieve 7an excellent command of English, which means becoming 8highly articulate and being able to use the language 9accurately and effortlessly. 6: Language is a tool for achieving other things and, frankly, I wouldn’t consider accuracy to be as important as 10fluency when learning a foreign language. I think the main thing is to make oneself understood. 7: We live in a highly competitive world. Countries compete with each other, employers compete with each other and people compete. Consequently, we should be teaching young people to use language for persuasion rather than self-expression. It’s all very well being able to say what you think and feel, but you’ve got to be able to sell yourself, sell your product, achieve your 11aims. 3 Students needn’t remember the exact words – the gist is sufficient – but encourage them to use the words in the box.
Listening | Part 1 1 As a warmer Ask students: • What are the benefits of studying a foreign language which has few speakers? • Have any of you done this? Why?
