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Get Speaking!: Unit 2: Language Learning

This document provides instructions and topics for language learning role plays and discussions. It outlines tasks for students to practice a job interview role play about the benefits of individual versus group language learning. It also provides statements for a student panel discussion on topics like the importance of native-speaker pronunciation and correction of mistakes. Students are given linguistic expressions to use in the discussion to ensure all participants contribute their views.

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Luis Villarreal
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112 views1 page

Get Speaking!: Unit 2: Language Learning

This document provides instructions and topics for language learning role plays and discussions. It outlines tasks for students to practice a job interview role play about the benefits of individual versus group language learning. It also provides statements for a student panel discussion on topics like the importance of native-speaker pronunciation and correction of mistakes. Students are given linguistic expressions to use in the discussion to ensure all participants contribute their views.

Uploaded by

Luis Villarreal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Get Speaking!

Improving your communication skills and confidence in English


www.splendid-speaking.com

Splendid Speaking: Unit 6


CAE Speaking Success!: Units 8-11
IELTS Speaking: Advanced: Units 8-9

Unit 2: Language Learning


Task: Role Play (4-5 minutes)
Topic vocabulary
Financial implications
Course fees
To have/get one-to-one
contact
Multilingual/monolingual
classes
Group/class dynamics
The ideal number of students
Rapport
Group/pair work
Role play
Individual feedback
Cultural awareness
Intensive/crash course
Social opportunities

1. Introduction: Work in pairs. One of you is being interviewed by a

Stating preferences
Im really keen on
Im a passionate believer in
I particularly like
I take (great) pleasure in
I (much) prefer
Im happier
Im not really bothered about
Im not too fond of
Ive never really taken to
I have an aversion to
I really cant stand

3. Task Focus: The interviewer should focus on asking some open-ended

representative from an international student magazine on the following


subject:

Issues language students need to consider when


choosing whether to study in a one-to-one, small group
or larger class
2. Planning: Decide which of you is the interviewer and the interviewee. The
interviewer should spend a minute or two making notes on the kind of
questions to ask. For example:
The interviewees personal experience of language learning.
The benefits and drawbacks of small group learning.
The benefits and drawbacks of learning in a larger group.

questions which encourage the interviewee to give extended answers.


Open-ended questions will often begin with:
Why Where What How Tell me about

4. Language: Tick any of the vocabulary on the left you want to use. Try out
some of the expressions for stating a preference.

Task: Discussion (15 minutes)


As part of a student panel youve been asked to discuss some of the
following statements:
Perfect native-speaker pronunciation is a goal worth aiming for.
Language learners need to have every mistake they make corrected.
You can never really learn a second language properly without spending
time in the country in question.
If youre not aiming to use your English in a native-speaker environment,
theres no point in learning colloquial vocabulary.
Discuss these statements in a group. Focus on ensuring everyone
contributes to the discussion. Use expressions such as:

L is t en t o S o l an g e f r om
Br a zi l t a l k i n g o n a
similar s ubject. See the
October archives
( I n t e r vi e w 2 ) a t :
s p l e n d i d- s p e a k i n g . c o m

And what about you Ana?


Do you agree?
What do you think Alex?
Whats your view Carla?
Sarah, do you think

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