Дидактический материал "English – a language of the World"


Приложение 1. Supplement 1.
Unit: ENGLISH A LANGUAGE OF THE WORLD
Ex-s 1,2,3,4 pp. 21-22 are logically connected with the text of ex. 23 p.30.So they are
recommended to be used as prereading activities for the text “English Speaking World”. The task
offered by the authors is preserved but some activities should be added to develop Ss’ speaking
habit. E.g:
1) Ex. 24 p.31 is recommended to be done in groups. The Ss look through the text again and find
the answers to the questions and then present their variants to the class. The T distributes the
questions among the groups in any way (each S picks out a question written on the card at
random, etc.)
2) Rating (Individual activity)
What’s your purpose of learning English?
- listen and sing songs
- subject at school
- future career
- visiting other countries
- using computer
- watching TV and videos
- reading manuals
- it is interesting
-………………
3) Guided dialogue:
Work in pairs. Explain your rating to your friend. Prove your choice. Follow these steps:
4) Debates: For and against learning English.
Divide the class into two groups (for and against learning English)
Follow the steps: - In your groups brainstorm the arguments on the advantages / disadvantages.
Discuss your arguments, give explanation and examples. Make notes.
Anticipate the arguments from the other group and discuss them
Think what counterarguments you can give. Make notes.
Hold the debate following the sequence:
Gr.1: Presents the arguments for ;
Gr.2: Presents the arguments against;
Gr1: Supports and adds arguments and criticizes the opponent group’s arguments;
Gr.2: (does the same);
Gr.1: Sums up;
Gr.2: Sums up
Take a class vote to see who has had better arguments.
Grammar section.
Ex.7p.24. Find your partner.
Some pupils have the beginning of the sentences and the others have the second part of the
sentences. Ss walk around the class trying to match two parts of their sentences in a proper way.
Then each pair tries to explain the meaning of their sentence giving an example or a situation
describing it. Afterwards other pairs think of a Russian proverb or saying which expresses the
same idea.
Ex.14 p.26. Find out the differences.
T divides the class into two groups. One group gets picture A and the other picture B. The Ss
from each group try to find the differences asking questions in the Present Continuous in turns.
The winner is the group who finds all the differences first.
Ex.15 p.27. Find out "who"?
Each S gets a list of questions. They walk around the classroom, ask these questions to each
other and make notes (the names). Then they summarize the info and present it to the class.
Ex17 p.27 Share your memories about your summer holidays / your childhood, etc.
Ex.18, p.28 T offers a certain situation. E.g.: You are the eldest / youngest in your family. What
makes you angry with the members of your family (your friends, teachers, etc). Use exclamatory
sentences.
Ex-s 25-30, pp.32-34. The T can offer the Ss to play “Snowball”. (with collective nouns, nouns
forming the plural differently, etc.)
Social English.
(to be done in pairs) Ss pick out the card with the given situations. They make up short dialogues
using the phrases from the box of ex.35 and then act out their dialogues. The number of replicas
can be set.
Vocabulary section.
(to be done in groups) The T asks the Ss to make up a story with the verb TO GET. Then each
group tells their story. Other Ss listen to the stories and make notes on the use of TO GET.
The winner is the group used the phrasal verb more times (and the story should be meaningful).
To memorize new lexis the T can offer the following game.
“Hot Seat.”- Ss are divided into two teams and sit facing the board.
Two chairs facing the Ss “hot seats”.
One member from each team takes “hot seats”.
T writes the word on the board.
The aim Ss try to describe the word in any possible way
The S on the “hot seat” tries to guess the word.
The first “hot seat” S to say the word wins a point for their team
Then change the Ss over; with a new member of each team taking their place in their team’s “hot
seat”.
Then write the new word.
This game can be used with new lexis in any unit.
Reading Section
Ex.47, pp42-44. Role-play. Press conference. Some Ss are journalists and the others are English
learners. One group "Journalists from different newspapers" ask questions from the text to the
other group "Students" in turn. Welcome any Ss' ideas.
Ex.48, p44. The Ss are asked to rank what is the most interesting / difficult / important, etc for
them in learning English:
interesting
difficult
important
grammar
vocabulary
idioms
intonation
social
English
reading
listening
writing
speaking.
Then the Ss present their ideas and explain their choice.
Debates. Why to learn English?
What to Learn? How to Learn?
Optimists Pessimists
Patterns of interaction can be various: Ss Teachers; Ss Parents; Teachers Parents.
The T should think of the steps, language support (pp.46-48).
Statements for debate or discussion:
It’s impossible to know / to learn a foreign language as well as your native one.
How long does it take to learn a foreign language?
Ex.59, p49 can be used for the final speaking assessment. In this case the T should give
instructions of the lexis and grammar constructions to be used, time limit, etc.
Another way of the final activity of the unit can be project work presentation:
English around us.
Proverbs are the wisdom of the nation.
English borrowings in modern Russian. Good or bad?