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Unit 02 Language Learning

This document provides guidance for language learning role plays and discussions. It includes topics, vocabulary and expressions for an interview role play where one student interviews another about their experiences with individual, small group, and large class language learning. It also provides statements for a discussion role play where students discuss perspectives on language learning goals and environments. The document aims to improve communication skills and confidence through structured speaking practice.

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409 views1 page

Unit 02 Language Learning

This document provides guidance for language learning role plays and discussions. It includes topics, vocabulary and expressions for an interview role play where one student interviews another about their experiences with individual, small group, and large class language learning. It also provides statements for a discussion role play where students discuss perspectives on language learning goals and environments. The document aims to improve communication skills and confidence through structured speaking practice.

Uploaded by

gyula966freemailhu
Copyright
© Attribution Non-Commercial (BY-NC)
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

Get Speaking!

Improving your communication skills and confidence in English


[Link]

The Splendid Speaking Course


Volume 1 Unit 2: Questions
Splendid Expressions
‘Learning’

Unit 2: Language Learning


Task: Role Play (4-5 minutes)
Topic vocabulary 1. Introduction: Work in pairs. One of you is being interviewed by a
Financial implications representative from an international student magazine on the following
Course fees subject:
To have/get one-to-one
contact
Multilingual/monolingual Issues language students need to consider when
classes choosing whether to study in a one-to-one, small group
Group/class dynamics
Rapport or larger class
Group/pair work
Role play 2. Planning: The interviewer should spend a minute or two making notes on
Individual feedback the kind of questions to ask. For example:
Cultural awareness The interviewee’s personal experience of language learning.
Intensive/crash course The benefits and drawbacks of small group learning.
Social opportunities The benefits and drawbacks of learning in a larger group.

Stating preferences 3. Task Focus: The interviewer should focus on asking some open-ended
I’m really keen on questions which encourage the interviewee to give extended answers.
I’m a passionate believer in Open-ended questions will often begin with:
I particularly like Why … Where … What … How … Tell me about …
I take (great) pleasure in
I (much) prefer 4. Language: Tick any of the vocabulary on the left you want to use. Try out
I’m happier some of the expressions for stating a preference.
I’m not really bothered about
I’m not too fond of Task: Discussion (15 minutes)
I’ve never really taken to
I have an aversion to
I really can’t stand As part of a student panel you’ve 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 you’re not aiming to use your English in a native-speaker environment,
there’s no point in learning colloquial vocabulary.

Discuss these statements in a group. Focus on ensuring everyone


contributes to the discussion. Use expressions such as:

S ol a n ge f r om Br a zi l  And what about you Ana?


talking on a similar  Do you agree?
subject. See the  What do you think Alex?
October archives  What’s your view Carla?
( I n t e r vi e w 2 ) a t :
 Sarah, do you think …
s p l e n d i d- s p e a k i n g . c o m
 Paula, have you ever …?

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