Class modeling in foreign LTL: traditional and modern approaches
modeling
in foreign LTL: traditional and modern approaches
Introduction
is acknowledged to be one of the main priorities of
“Kazakhstan - 2030” Strategy. The common goal of education reforms in
Kazakhstan is to adapt the education system to new socio-economic environment.
The President of Kazakhstan has also set a task on accession of our republic to
the club of 50 most competitive countries in the world. Improvement of the
education system plays an important role in achieving this goal. [1]development
and modernization of education in the Republic of Kazakhstan becomes possible
due to understanding of the importance of human capital development by the
country’s top officials and all-round support rendered while initiating and
conducting reforms in education sector. [1]2005, the Republic of Kazakhstan has
adopted several documents in education sphere. These are namely the State
Program of Education Development for 2005-2010, the State Program of Technical
and Vocational Education Development for 2008-2012, “Children of Kazakhstan”
Program for 2007 - 2011 and “Balapan” Preschool
Education Program for 2010-2014. [1]implementation of the “Bolashak” International
Scholarship Program initiated by the President of the Republic of Kazakhstan
has made a significant contribution to the development of the country’s human
resources and has provided a unique opportunity to young talented Kazakhstanis
to obtain education in the best universities of the world. [1] date Kazakhstan
is an active participant of international documents related to education, human
and children rights protection. These are the Universal Declaration of Human
Rights, the Convention on the Rights of the Child, the International Covenant
on Economic, Social and Cultural Rights, the Lisbon Convention on the
Recognition of Qualifications concerning Higher Education in the European
Region, the Bologna declaration and others.resources development is defined as
one of priorities of Kazakhstan’s 2020 Strategic Development Plan. [1]are
achievable goals of quality development of human capital through investing in
education. [1]the implementation of the State Program of Education Development
in the Republic of Kazakhstan for 2011 - 2020, as of July 1, 2010 the network
of related organizations has institutionally supported all levels of education.
The structure of education has been changed in accordance with the
International Standard Education Classification. Conditions for implementation
of the 12-year education model are being created. Technical and vocational
education system has been renovated. A three-level of specialists’ training
“undergraduate - graduate - PhD” has been introduced. The Classification of
Specialties of Graduate and Postgraduate Education of the Republic of
Kazakhstan including the groups of majors has been approved. [1]is why teachers
must pay a big attention to modernization of their lessons; it means they
should use modern approaches to planning their lessons, because the efficacy
and the success of the lesson depends on a lesson plan.lesson plan is the
instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Before you plan your lesson, you will first
need to identify the learning objectives for the class meeting. Then, you can
design appropriate learning activities and develop strategies to obtain
feedback on student learning. A successful lesson plan addresses and integrates
these three key components:
Ø Objectives for student learning
Ø Teaching/learning activities
Ø Strategies to check student
understanding [2]be a teacher is a very hard work, which inquires much labor
and creativity. In the modern world it is a bit difficult to observe all the
innovations, so we, as the students of pedagogical institute must use different
modern approaches in our work. It is necessary to plan lessons properly. There
is a plentity of lesson models which can help to make lessons more interesting
and effective. After graduation from the institute we are facing an important
decision. We have come to the point where we have to choose to follow eitherthe
example of the teachers who we observed at school or the model presented to us
in our institute during our studies. This makes an enormous difference inthe
approach to the teaching itself and to the students. This is the relevance
of the course paper.problem is that these days, especially at private
schools and language schools, we have greatpossibilities in what a teacher can
do with his or her students, in terms of teachingmethods, seating arrangement,
visual aids, etc. With this freedom in teaching, we have as well an enormous
number of ideas to use in our classrooms. A young teacher like me is discovering
a great number of new ideas and activities all the time. However, since the
time of our students is precious, one of the teacher’s crucial tasks is to
compare, analyze and evaluate the methods they use in order to motivate the
students and to make the learning as effective as possible. In my course paper
I focused on some techniques commonly used today. With a theoretical study of
these methods, I will present how I will apply them in real classrooms and how
they will work.topic of my course paper is ‘Class modeling in foreign
LTL: traditional and modern approaches’.modern teacher should not only be
fluent in the subject, methods, means and forms of organization of the
educational process, but it should also apply to their work and modern technology
training. The process of teaching and learning foreign languages in secondary
schools is the object of the course paper. There are as traditional so
modern methods of teaching second language, many teachers do not use most of
them, and this is the subject of the course paper.
Hypothesis: If the teacher will use a variety of
methods and approaches to class modeling correctly, he will be able to achieve
the effectiveness of FLTL.
Goal: to consider principles of class modeling in foreign
language teaching and learning.
Objectives:
ü to find out traditional and modern
methods in foreign language teaching and learning;
ü to consider typology of lesson
models;
ü to approbate the theory in the lesson
plans.methods: in the course paper we used theoretical and practical methods of
research such as analyses of the publication, prediction of the
obtainedresults, modeling the work on this course paper, approbation with the
help of the lesson plan according the theme of the course paper.mast important
reference is the fifth reference - Harmer, J. How to Teach English. (7th ed.)
England, Edinburg 2001. research will be used in the teacher’s practice and it
will help teacher to make difference, to distinguish positive and negative
sides of each approach and how he/she can use them.research consists of
introduction, problem, topic, object and subject, hypothesis, goal and
objectives and research methods. The first chapter is about traditional and
modern approaches of class modeling and its principles. The second refers to
different classifications of lessons’ models. Also it shows the approbation of
theory of the course paper. Also it concludes scientific basis and sphere of
application.
1. The Role and various approaches to lesson planning
in FLTL
.1 The importance of lesson planning in FLTL
planning is a vital component of the teaching-learning
process. Proper classroom planning will keep teachers organized, on track while
teaching, thus allowing them to teach more, help students reach objectives more
easily, and manage less. The better prepared the teacher is, the more likely
she/he will be able to handle whatever unexpectedly happens in the
lesson.planning:
provides a coherent framework for smooth efficient teaching.
helps the teacher to be more organized.
gives a sense of direction in relation to the syllabus.
helps the teacher to be more confident when delivering the
lesson.
provides a useful basis for future planning.
helps the teacher to plan lessons which cater for different
students.
Is a proof that the teacher has taken a considerable amount
of effort in his/her teaching. [3]
Decisions involved in planning lessons:is imagining the lesson
before it happens. This involves prediction, anticipation, sequencing, organizing
and simplifying. When teachers plan a lesson, they have to make different types
of decisions, which are related to the following items:
the aims to be achieved;
the content to be taught;
the group to be taught: their background, previous
knowledge, age, interests, etc.
the lessons in the book to be included or skipped;
the tasks to be presented;
the resources needed, etc.decisions and results
depend on the teaching situation, the learners´ level, needs, interests
and the teacher’s understanding of how learners learn best, the time and
resources available. [3]
1.2 Principles of class modeling
a second or a foreign language is more than learning a
description of it. It is developing the ability to use the language on habit
level. This is true of not only second language learning but also of first
language learning. Moreover, all language learning involves the processes of
listening, speaking, reading and writing. These processes involve both
linguistic and psychological aspects. This shows that all language learning is
based on certain well-defined principles derived from linguistic science as
well as psychological science.
The modern approach to all language
learning and teaching is the scientific one and is based on sound linguistic
principles. The principles are subject to change in the light of new facts
exposed by linguists and language users. These principles are general
principles and are applicable to English language.1. Give Priority to Sounds:
The sounds of English should receive priority. Sounds should be given their due
place in the scheme of teaching. Sounds should not be presented in isolation.
They should appear in proper expressions and sentences spoken with the
intonation and rhythm which would be used by a native speaker. [4]2. Present
Language in Basic Sentence Patterns: Present, and have the students memorize,
basic sentence patterns used in day to day conversation. From small utterances
the students can easily pass on to longer sentences. In case of learning
mother-tongue, the student’s memory span can retain much longer sentences than
those of a foreign language. The facility thus gained in a foreign language
enables the learners expand the grasp of the language material in respect of
sounds and vocabulary items.3. Language Patterns as Habits. This principle
means that real language ability is at the habit level. It does not just mean
knowing about the language. Make language patterns as habit through intensive
pattern practice in variety of situations. The students have to be taught to
use language patterns and sentence constructions with appropriate vocabulary at
normal speed for communication. In fact the habitual use of the most frequently
used patterns and items of language, should take precedence over the simple
accumulation of words.4. An important principle of language learning is
imitation. No leaner by himself ever invented language. Good speech is the
result of imitating good models. The model should be intelligible. Imitation
followed by intensive practice helps in the mastery of the language system.5.
Controlled Vocabulary. Vocabulary should be kept under control. Vocabulary
should be taught and practiced only in the context of real situations. This
way, meaning will be clarified and reinforced.6. Graded Patterns should be
taught gradually, in cumulative graded steps. This means, the teacher should go
on adding each new element or pattern to previous ones. New patterns of
language should be introduced and practiced with vocabulary that students
already know.7. Selection and Gradation: Selection of the language material to
be taught is the first requisite of good teaching. Selection should be done in
respect of grammatical items and vocabulary and structures.8. The Oral Way.
Experts believe that the oral way is the surest way to language learning. Prof.
Kittson rightly observes, “Learning to speak a language is always the shortest
road to learning to read and write it.” Prof Palmer also writes, “We should
refrain from reading and writing any given material until we have learnt to use
its spoken form.”9. Priorities of Language Skills: Listening (with
understanding), speaking, reading and writing are the four fundamental skills.
Listening and speaking are primary skills, while reading and writing are
secondary skills. Reading and writing are reinforcement skills. They reinforce
what has been learnt through understanding and speaking. In fact, understanding
and speaking speed up the reading process. Writing should be introduced after
reading.10. Multiple Line of Approach: In teaching a language, it implies
attacking the problem from all fronts. The teacher can have a number of
language activities connected with the topic such as oral drill, reading,
sentence writing, composition, grammar, translation, language exercises etc.11.
Language Habit through Language Using: A language is best learnt through use in
different contexts and situations. Prof. Eugene A. Nida rightly noticed,
“Language learning means plunging headlong into a series of completely
different experiences. It means exposing oneself to situations where the use of
language is required.” 12 Spiral Approach. The “spiral” approach to language
learning should be followed. Previously taught vocabulary and structures should
be reintroduced in subsequent units whenever logical or possible. This is
‘spiral approach’.13. Use Mother-tongue Sparingly. The mother-tongue should be
sparingly and judiciously used during teaching English. Of course, at the early
stage, some explanations will have to be given in pupil’s mother tongue. It is
important that students do not use their mother-tongue in the classroom. [5]
.3 Modern and traditional approaches to lesson
modelling
In class modeling in foreign language, teaching one of the
main question is what is the best teaching method for learning? According to
academic research, linguists have demonstrated that there is not one single
best method for everyone in all contexts, and that no one teaching method is
inherently superior to the others. In addition, it is not always possible or
appropriate to apply the same methodology to all learners, who have different
objectives, environments and learning needs. [6]of teaching English have
developed rapidly, especially in the previous 40 years. It is important that
language learners and training managers, as well as teachers, understand the
various methods and techniques so learner is able to navigate the market, make
educated choices, and boost his enjoyment of learning a language. [7]the
general area of ‘methodology’ we can talk about approaches, methods,
techniques, procedures and models, all of which go into the practice of English
teaching. These terms, though somewhat vague, are definable:: this refers to
theories about the nature of language learning that serve as the source of
practices and principles in language teaching’. An approach describes how
language is used and how its constituent parts interlock- in other words it
offers a model of language competence. An approach describes how people acquire
their knowledge of the language and makes statements about the conditions which
will promote successful language learning. [8]:a method is the practical
realization of an approach. The originators of a method have arrived at
decisions about types of activities, roles of teachers and learners, the kinds
of material which will be helpful, and some model of syllabus organization.
Methods include various procedures and techniques as part of their standard
fare. [9]: a procedure is an ordered sequence of techniques. For example, a
popular dictation procedure starts when students are put in small groups. Each
group then sends one representative to the front of the class to reed (and
remember) the first line of a poem which has been placed on a desk there. Each
student then goes back to their respective group and dictates that line. Each
group then sends a second student up to read the second line. The procedure
continues until one group has written the whole poem. [10]: a common technique
when using video material is called ‘silent viewing’. This is where the teacher
plays the video with no sound. Silent viewing is a single activity rather than
a sequence, and as such is a technique rather than a whole procedure. Likewise
the ‘finger technique’ is used by some teachers who hold up their hands and
give each of their five fingers a word, e.g. he is not playing tennis, and then
by bringing the is and the not finger together, show how the verb is contracted
into isn’t. [11]teaching method is based on a particular vision of
understanding the language or the learning process, often using specific
techniques and materials used in a set sequence. The main methodologies are
listed below in thechronological order of their development:
· Grammar Translation <#"884290.files/image001.gif">1. Types of FLTL classes by G. Harmer
: presentation (setting up the situation, modelling the new
language), practice (controlled and accurate drilling of six sentences) and
production (students making ‘real’ sentences about themselves). is frequently used for grammar
patterns, dialogues and even vocabulary teaching. It is one of the
methodological sequences, which has gained most acceptance throughout the
English-Language-Teaching world, as any glance at textbooks will show.: in the
ESA model three components will usually present in any teaching sequence,
whether of five, fifty or a hundred minutes.stands for engage. The point here
is that unless students are engaged with what is going on their learning will
be less effective.stands for study and describes any teaching and learning
element where the focus is on how something is constructed, whether it is
relative clauses, specific intonation patterns, the construction of a paragraph
or text, the way a lexical phrase is made and used, or the collocation
possibilities of a particular word.stands for activate and this means any stage
at which students are encouraged to use all and any of the language they know.
Communicative activities, for example, are designed to activate the students’
language knowledge. [3]
Picture 2.
/III: Michael Lewis claims that students should be allowed to
Observe (read or listen to language) which will then provoke them to
Hypothesise about how the language works before going on to Experiment on the
basis of that hypothesis. Such description is close to the III of McCarthy and
Carter (McCarthy and Carter 1995) where they show students examples of language
like the transcripts of conversations (Illustration); they then give them
discovery activities and questions about the language - for example how would
you rewrite this spoken language formally? (Interaction) as a result of which,
through such a noticing routine, students will grasp new facts about language
(Induction). [3]
ARC: put forward by Jim Scrivener (1994a & b). This stands for Authentic
Use of language (the kind of language used in communicative or creative tasks),
Restricted use (which describes the kind of language used for controlled
practice, in some course books and for tests, for example) and Clarification
and focus (which refers to the language which is used to explain, demonstrate,
give rules, provide substitution tables etc). For Scrivener lessons can be
described in various ways by stringing together these 3 elements in various
different orders, e.g. CRA (similar to PPP), RCR, CRCRCRCR etc. In Scrivener
(1994b) he also provides global models of lessons, making a useful distinction
between ‘Logical line’ lessons (probably CRRA) and ‘Ragbag’ lessons, for
example. [3]
.2 Classical models
In classical typology there are three main kinds of classes
in FLTL: language -oriented, skill oriented and mixed type. The most widely
spread and the most effective are mixed lessons, or complex lessons that
include some language aspects and are oriented towards the development of all
the four language skills. (See picture 4) [17]
3. Types of FLTL classes
2.3 Classification by M.I. Makhmutov
The basis for this classification is the actualization of
previous knowledge and modes of action of students, creating new concepts and
methods of operation and use - the formation skills and abilities. (See pic.4)
4. Classification of lessons by M.I.
Makhmutov
Lesson planning for learning new materials includes
introduction and introductory part, the observation and collection of materials
- both methodological options for lesson. Such kinds of lessons as lecture,
lesson with using educational film apply to this type of lessons.to improve
knowledge and skills includes the formation of the lesson and skills, the
target and others. For example, lesson of independent work or workshop.lesson
of generalization and systematization includes the main type of all five types
of lesson. The lesson has to generalize student’s knowledge of the theme and it
may include many types of lesson, like kvn, conference, discourse and others.
lesson of evaluation of knowledge, skills & abilities includes oral form of
checks: front, individual and group interviews, when students get the situation
and have to solve it. the fifth model of the lesson - mixed lesson is a
combination of the first three types. Each teacher may use as many types as he
wants to produce them during the lesson.
2.4 Classification by Brinton and Holten
5. Classification by Brinton and Holten.
classification was made in 1997.usually have one specific
idea to teach, but we do not simply give the students the material. This
approach to sequencing is called «Into Through Beyond”. We lead them into the
material, take them through it, guide beyond it. (See pic. 5)[18]
6
7
.5 Approbation plan
pedagogical practice, foreign language learners have to work
in creative and modern ways to cross disciplinary boundaries, incorporate the
study of all finds of material in addition to the strictly literary, and
promote wide cultural understanding through research and teaching. It is time
for all language programs in all institutions to reflect this
transformation.have made 5 lesson plans in order to approbate my research in
this course paper and I tried to use different kinds of class modeling and
models of lessons. first lesson’s theme is “Traveling” and This lesson can be
applies both to listening skills oriented type of the classical models of FLTL
lesson and to ESA type of class model by G. Harmer.lesson’s topic is First and
second conditionals. This lesson focuses on helping students improve their
recognition of the structure and use it more frequently in conversation. The
structure of the lesson plan is PPP.third’s lesson’s theme is “Men’s best
friend” and this lesson is intended to improve students’ reading
skillsincluding matching headings to paragraphs and considering information not
found in the text. fourth lesson plan is directed to evaluation of pupils’
knowledge, skills and abilities. The theme is“Cooking in Britain today”.fifth
lesson topic sounds like “Negotiations: Building relationships”. This plan is
for intermediate level. When we think of negotiations, we tend to focus on the
hard negotiating skills connected with bargaining. In fact, many professional
negotiators will confirm that the most important skill is effective
relationship building. If there is trust and understanding between the two
parties, the negotiation will be much more successful, as will the long-term
business relationship between them.plan 1FLT lesson plan is on improving
students' listening skills. This lesson can be applies both to listening skills
oriented type of the classical models of FLTL lesson and to ESA type of class
model by G. Harmer.: Traveling : 1) educational - to teach some words at the
theme Traveling
) developing - to develop listening skills: to listen to the
text Traveling, to work with the tasks according the text, to learn new words.
Students will be able to practice and improve their listening skills.:
worksheets with tasks, recordings.: 45 minutes: 9 form
1
|
№
|
Stage
|
Procedure/instruction
|
Time
|
Materials
|
1 Engage Greeting -Today, we are going
to do listening and the theme of our lesson is Traveling
<#"884290.files/image008.jpg">
8 Text ‘Travelling’
9 Task #3
10 Task 3 key answers: Down, from,
there, back, from, in, with, though, before, in, at, though.
Picture 11 Task
#4
12 Answer key:
plan 2and second conditionalslesson focuses on helping
students improve their recognition of the structure and use it more frequently
in conversation. The structure of the lesson plan is PPP.: Intermediate:
Improve recognition of the first and second conditional forms used in
conditional statements, while inductively reviewing the structures.
Objectives: Reading Short prepared
text with first and second conditional forms included, Speaking Replying to
student generated conditional questions, Writing Developing structurally
correct questions using the first and second conditionals: 45 minute
Table 4
|
#
|
Stage
|
Instructions/ procedure
|
Time
|
Materials
|
|
1.
|
-Good morning students. (Good
morning teacher) -Sit down, please - How are you today? (Very well, thank
you)
|
3 min
|
|
|
2.
|
Presentation of grammar (Ind.)
|
- Now, students, please imagine the
following situation: You have arrived home late at night and you find that
the door is open to your apartment. What would you do? - (Refresh student’s
awareness of the conditional in this relaxed introductory portion of the
lesson).
|
4 min
|
|
|
3.
|
Practice
|
The next task is to look at the
following sentences in the card #1 and work out which sentence above
indicates each of the second part. -Now, your task is to read this text and
underline all conditional structures.
|
4 min 3 min
|
Cards #1 Internet resources
|
|
4.
|
Practice
|
-Work in groups, complete fill-in
activity based on previous reading.
|
5 min
|
Handouts
|
|
5.
|
Practice
|
-Let’s do the following work, in
pairs prepare two “What if…” situations on a separate piece of paper using
first and second conditionals and discuss it.
|
5 min
|
|
|
6.
|
Practice
|
-Read two shot dialogue in the card
4. Underline conditional tenses.
|
5 min
|
Cards #4
|
|
7.
|
Production
|
-Write suitable questions for the
given sentences in exercise 3.
|
5 min
|
Cards #3
|
|
8.
|
Production
|
-Make up a dialogue using first and
second conditional using the dialogue in the card 4
|
5 min
|
Cards #4
|
|
9.
|
Production
|
-Look through your dialogues and
play it to your classmates -our lesson is over. Thank you for your
participation in it.
|
5 min 1 min
|
|
|
|
|
|
|
|
B
Activity 1: Working out what happens.
(a) Look at the following sentences:
1. If the weather improves by midday, we shall take a
walk to the lake.
2. What will Joseph do if he does not pass his school
certificate exams next year?
. If she feels better tomorrow, she will be
discharged.
. If you put litmus paper in acid, it twins pink.
. You will not open the door if you do not kick it
hard.
Note: Each sentence follows the pattern: if + present +
future (or present).
(b) Work out which sentence above indicates each of these:
(i) A fact that happens whenever a certain thing occurs or is
done.
(ii) An action that may happen but is not certain until a
change is seen.
(iii) Something that will not happen without a certain
condition being fulfilled.
(iv) Something that will happen almost in the present time of
saying (not the future).
(v) An uncertain condition based on something which has not
yet happened.
[Answers (a) 4; (b) 4; (c) 5; (d) 1; (e) 2]
(c) Make your own five sentences each of which matches (a) to
(e).
Dialogue : You’d better report to the headmaster’s office.:
What will happen if I don’t?: You’ll be punished severely.: I’d better report
then.
A: You’d better not take that path to the village.: What will
happen if I do?: You’ll find a python lying across it.: I’d better not take it
then.
Table 5
|
Exercise 1: Underline all
conditional structures with either 1 (first conditional) or 2 (second
conditional) If you take a look at the handout, you’ll find all the telephone
numbers, addresses and other necessary information. If Tom were here, he'd
help me with this presentation. Unfortunately, he couldn't make it today. OK,
let's get started: Today’s subject is helping guests with emergency
situations. We'd certainly have a worse reputation if we didn't handle these
situations well. That's why we like to review these procedures every year. If
a guest looses his passport, call the consulate immediately. If the consulate
isn’t nearby, you’ll have to help the guest get to the appropriate consulate.
It would be great if we had some more consulates here. However, there are
also a few in Boston. Next, if a guest has an accident which is not so
serious, you’ll find the first-aid kit under the reception desk. If the
accident is serious, call an ambulance. Sometimes guests need to return home
unexpectedly. If this happens, the guest might need your help making travel
arrangements, re-scheduling appointments, etc. Do everything you can to make
this situation as easy to cope with as possible. If there is a problem, the
guest will expect us to be able to handle any situation. It’s our
responsibility to make sure ahead of time that we can.
|
Exercise 1: Underline all
conditional structures with either 1 (first conditional) or 2 (second
conditional) If you take a look at the handout, you’ll find all the telephone
numbers, addresses and other necessary information. If Tom were here, he'd
help me with this presentation. Unfortunately, he couldn't make it today. OK,
let's get started: Today’s subject is helping guests with emergency
situations. We'd certainly have a worse reputation if we didn't handle these
situations well. That's why we like to review these procedures every year. If
a guest looses his passport, call the consulate immediately. If the consulate
isn’t nearby, you’ll have to help the guest get to the appropriate consulate.
It would be great if we had some more consulates here. However, there are
also a few in Boston. Next, if a guest has an accident which is not so
serious, you’ll find the first-aid kit under the reception desk. If the
accident is serious, call an ambulance. Sometimes guests need to return home
unexpectedly. If this happens, the guest might need your help making travel
arrangements, re-scheduling appointments, etc. Do everything you can to make
this situation as easy to cope with as possible. If there is a problem, the
guest will expect us to be able to handle any situation. It’s our
responsibility to make sure ahead of time that we can.
|
|
Exercise 2: Fill in the blanks with
the correct missing half of the sentence you’ll have to help the guest get to
the appropriate consulate you’ll find all the telephone numbers, addresses
and other necessary information the guest will expect us to be able to handle
any situation if we didn't handle these situations well If Tom were here If
this happens If a guest looses his passport call an ambulance If you take a
look at the handout, _____. _____, he'd help me with this presentation.
Unfortunately, he couldn't make it today. OK, let's get started: Today’s
subject is helping guests with emergency situations. We'd certainly have a
worse reputation _____. That's why we like to review these procedures every
year. _____, call the consulate immediately. If the consulate isn’t nearby,
_____. It would be great if we had some more consulates here. However, there
are also a few in Boston. Next, if a guest has an accident which is not so
serious, you’ll find the first-aid kit under the reception desk. If the
accident is serious, _____. Sometimes guests need to return home
unexpectedly. ______, the guest might need your help making travel
arrangements, re-scheduling appointments, etc. Do everything you can to make
this situation as easy to cope with as possible. If there is a problem,
_____. It’s our responsibility to make sure ahead of time that we can.
|
Exercise 2: Fill in the blanks with
the correct missing half of the sentence you’ll have to help the guest get to
the appropriate consulate you’ll find all the telephone numbers, addresses
and other necessary information the guest will expect us to be able to handle
any situation if we didn't handle these situations well If Tom were here If
this happens If a guest looses his passport call an ambulance If you take a
look at the handout, _____. _____, he'd help me with this presentation.
Unfortunately, he couldn't make it today. OK, let's get started: Today’s
subject is helping guests with emergency situations. We'd certainly have a
worse reputation _____. That's why we like to review these procedures every
year. ____, call the consulate immediately. If the consulate isn’t nearby,
_____. It would be great if we had some more consulates here. However, there
are also a few in Boston. Next, if a guest has an accident which is not so
serious, you’ll find the first-aid kit under the reception desk. If the
accident is serious, _____. Sometimes guests need to return home
unexpectedly. ______, the guest might need your help making travel
arrangements, re-scheduling appointments, etc. Do everything you can to make
this situation as easy to cope with as possible. If there is a problem,
_____. It’s our responsibility to make sure ahead of time that we can.
|
|
Ex:3 Write suitable questions for
the given sentences. 1. If she knows the time, she will come to the meeting.
2. She would attend the meeting if she had the time. 3. Peter will say yes if
you ask him. 4. Unless he finishes soon, we won't be able to come. 5. If he
were president, he would invest more in education. 6. What would you do if
you were president? 7. She will fly Northwest Airlines if she has a choice.
8. If I thought I could do it, I would do it! 9. Alan would invite Mary if it
were his party. 10. She won't marry Peter if he asks her.
|
Ex:3 Write suitable questions for
the given sentences. 1. If she knows the time, she will come to the meeting.
2. She would attend the meeting if she had the time. 3. Peter will say yes if
you ask him. 4. Unless he finishes soon, we won't be able to come. 5. If he
were president, he would invest more in education. 6. What would you do if
you were president? 7. She will fly Northwest Airlines if she has a choice.
8. If I thought I could do it, I would do it! 9. Alan would invite Mary if it
were his party. 10. She won't marry Peter if he asks her.
|
|
Ex:3 Write suitable questions for
the given sentences. 1. If she knows the time, she will come to the meeting.
2. She would attend the meeting if she had the time. 3. Peter will say yes if
you ask him. 4. Unless he finishes soon, we won't be able to come. 5. If he
were president, he would invest more in education. 6. What would you do if
you were president? 7. She will fly Northwest Airlines if she has a choice.
8. If I thought I could do it, I would do it! 9. Alan would invite Mary if it
were his party. 10. She won't marry Peter if he asks her.
|
Ex:3 Write suitable questions for
the given sentences. 1. If she knows the time, she will come to the meeting.
2. She would attend the meeting if she had the time. 3. Peter will say yes if
you ask him. 4. Unless he finishes soon, we won't be able to come. 5. If he
were president, he would invest more in education. 6. What would you do if
you were president? 7. She will fly Northwest Airlines if she has a choice.
8. If I thought I could do it, I would do it! 9. Alan would invite Mary if it
were his party. 10. She won't marry Peter if he asks her.
|
Lesson plan 3: man’s best friend: this lesson is intended to
improve students’ reading skills. Reading skills including matching headings to
paragraphs and considering information not found in the text. :
) Improve students’ reading skills;
Table 6
|
#
|
Stage
|
Procedure
|
Timing
|
Materials
|
|
1
|
Engage
|
Organization moment. Good
afternoon, students! I’m very glad to see you, take your places. The theme of
our lesson today is
|
3min
|
|
|
2
|
Study
|
Pre-reading
|
-So, at the blackboard you can see
the phrase as follow: man’s best friend. -Who or what do you think is the
best friend of man. - do you know that in some cultures, dogs are considered
man’s best friend. -Are you surprised by this idea? Do you agree? Or do you
think another animal is a better friend? - Perhaps one of the reasons that
dogs are considered ‘best friends’ is that they are trained to do many
different things for people? What do you think about this? -Now let’s read
about what dogs can do to help people. -there are 5 follow paragraph heading
in this order: 1 A War Dog, 2 An Intelligent Dog, 3 A Rocket Dog, 4 A Rescue
Dog, 5 A Loyal Dog. (Spelling can be checked in pairs or as a class.)
|
6 min
|
|
|
|
While-reading
|
- we are going to read about some
dogs. Read the text and give each paragraph a heading. You have some
minutes. -So, let’s check your answers. (Feedback: A3, B5, C1, D4, E2. )
|
6 min
|
Text
|
|
|
Post-reading
|
-Now read the text again and do the
second task. (Feedback: a Rob, Arcón, Bertie; b Laika,
Hachiko; c Laika, Rob; d all except Hachiko; e students’ own answers) -Your
task is to answer the questions: card 3
|
6 min
|
Handouts
|
|
3
|
Study
|
-Listen and read out the following
line: Along with the soldiers from his army unit Rob parachuted behind enemy
lines … -What part of speech (noun, verb, adjective, adverb etc) is
parachuted? -How did you work out the meaning? -What helped you? ( He jumped
out of planes.) -What part of speech is the word deaf? How did you work out
the meaning?
|
6 min
|
Handouts
|
|
4
|
|
-Now look at the words in the table
in question . You have to find the word in the reading (the paragraph heading
is in brackets). Then decide what part of speech it is and write this in the
table next to the word. And then try and work out what the word could mean.
And the last choose the correct meaning from the options given.
|
8 min
|
|
|
5
|
Activate
|
-First you write a short story
about a dog that saved someone’s life. Then we will listen some student’s
stories.
|
8 min
|
|
|
6
|
Study
|
Home task, results
|
2 min
|
|
Dogs: Reading tasks
7
|
1 Read the stories again. Which dog
or dogs … a saved lives? b became famous? c flew? d worked for humans? e
is the best?
|
1 Read the stories again. Which dog
or dogs … a saved lives? b became famous? c flew? d worked for humans? e
is the best?
|
|
2 Now answer these questions with
another student. a Why did Laika die? b Why did Hachiko continue going to
the station for so many years? c How did Rob jump out of planes? d Why are
the Arcón dogs better than other search and
rescue dog teams? e Is Bertie really intelligent?
|
2 Now answer these questions with
another student. a Why did Laika die? b Why did Hachiko continue going to
the station for so many years? c How did Rob jump out of planes? d Why are
the Arcón dogs better than other search and
rescue dog teams? e Is Bertie really intelligent?
|
: Reading ’s best friend you have a dog? Is it a big Alsatian
or perhaps a cute poodle like the one in the picture? The two may be very different
but in fact all dogs are related to wolves. Wolves first came into villages
thousands of years ago looking for food and people began to feed and train
them. The animals were used mainly for guarding, collecting sheep and hunting.
So began the special relationship between dogs and humans. Although there are
many kinds of working dogs (for example guard dogs, sheepdogs, guide dogs and
sniffer dogs), most people have dogs as pets. All over the world dogs can be
seen with humans - perhaps sitting on a motorbike in Brazil, eating in a
restaurant in France or wearing children’s clothes in Thailand. The following
stories show the special relationship that dogs have with us and are examples
of the different roles dogs play in our lives. _________________________ was
just a stray dog walking the streets of Moscow when she was chosen to become
one of the most famous dogs in the world. On 3rd November 1957 she was into
space and became the first living creature to orbit the Earth. However, she did
not come back to have her photograph taken and be in all the newspapers. After
just a few hours in space she died aboard the spaceship Sputnik 2. It was her
first and last flight but the start of many flights for humans.
_________________________ was a large hunting dog and the faithful pet of a
professor at Tokyo University. Every afternoon after work the professor came
back to the train station and Hachiko was waiting patiently on the platform for
him. Unfortunately in May 1925 when Hachiko was only 18 months old, the professor
died before returning home. Of course Hachiko did not know this and went to the
station to wait for his master who did not come. Every day for the next ten
years the dog continued to go to the station to meet the train. He died on the
platform where he last saw the professor. Today there is a statue of Hachiko on
Tokyo’s Shibuya railway station in honour of his loyalty and devotion to his
master. _________________________ was just a working farm dog when he was
chosen to become an expert parachutist during the Second World War (1939 -
1945). Along with the soldiers from his army unit he parachuted behind enemy
lines and then guarded over the men while they slept. He jumped out of more
than 20 planes during his time with units in North Africa and Italy.
_________________________ ón was the name of the
Jaime Parejo’s dog. Arcón is also the name of
Parejo’s special search-and-rescue method. Dogs, like Arcón, are trained to find
people who are trapped under buildings, for example after an earthquake. Since
1999 many countries which have earthquakes, such as Colombia, Turkey, Taiwan
and India, have used the dog rescue teams from Spain. One of the most famous
Arcón rescues took place in Gujarat, India in 2001. Seven
days after an earthquake that killed 30,000 people, Spanish dogs found a young
man buried alive. Everyone thought it was impossible to find more survivors,
but the Arcón dogs are very good. The rescue was
on TV news programmes around the world. _________________________ is a tiny
dog, the same size as a cat, but he is a wonder dog for his mistress, Gill. He
wakes her up when the alarm clock goes off and tells her when she has visitors
at the door. He also tells her when the telephone rings! Why? Because Gill is
deaf and Bertie is her ears. He is trained to help Gill, but he also helps
other people too. One day, after an operation, Bertie was sleeping on Gill’s
bed in hospital. But he suddenly up and started barking at the lady in the
opposite bed. Nurses came and realized that the woman was not breathing. They
gave her oxygen and, thanks to Bertie’s help, saved her life. Bertie is one of
over 1,100 hearing dogs in the United Kingdom living with people who have
hearing difficulties.
Write a short story about a dog that saved someone’s life.
Lesson plan 4
This lesson plan is directed to evaluation of knowledge,
skills and abilities.: Cooking in Britain today.: to take control of training,
further systematization of knowledge.:
) To learn or revise vocabulary relating to food, restaurants,
tastes and textures
) - To develop reading and comprehension skills
) - To develop speaking skills/ discussing preferences
and attitudes towards and restaurants : intermediate +
Table 8
|
#
|
Stage
|
Instruction/Procedure
|
Time
|
Matireal
|
|
1.
|
Engage
|
Greeting, guiding questions
|
3 min
|
|
|
2.
|
Study
|
-Think of as many national or
typical dishes as you can under the headings of card A. Discuss your answers
to the second part of the worksheet, in small groups
|
5min
|
|
|
3.
|
Study
|
-Think of a different food to match
each adjective in the table. Give examples. (Clarify any new vocabulary that
comes out of this exercise). -Read the clues in the second part of the
worksheet and guess what food is being described.
|
6 min
|
|
4.
|
Study
|
-Now work with card C. Try and
guess the answers to this quiz.
|
6 min
|
Handouts
|
|
5.
|
Study
|
Hand out worksheet D to students.
Ask students to read the article about cookery programmes and their effect on
British cuisine. Give students 10 minutes to decide in pairs whether the
statements are true or false.
|
10 min
|
|
|
6.
|
Activate
|
Hand out Worksheets E and F to
students. Ask students to read the restaurant reviews in Worksheet E, noting
down any new vocabulary or phrases which can be used to describe restaurants.
|
5min
|
Cards with themes
|
|
7.
|
Activate
|
Now put students in pairs/small
groups to answer the questions in Worksheet F, which relate to the restaurant
reviews. Ask a different group to report back their answers to each question,
to see whether others have similar opinions. Divide the class into different
groups of 3-5 people for the planning task in Worksheet F. Give them 30
minutes to work through this exercise. Ask each group to do a brief
presentation about their new restaurant.
|
5 min
|
|
|
8.
|
Study
|
Home task and results
|
2min
|
|
Cooking in Britain TodayA : National Dishes of as many
national or typical dishes as you can under the following headings:
Table 9
|
Your own country
|
UK
|
Other countries
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Discussion questions
· Have you tried any of these dishes?
Which ones? Did you like or dislike them?
· What is your favorite food? What is
your least favorite?
· What is the strangest food you have
ever eaten? Did it taste good or bad?
· Do you like trying new foods?
· Are there any foods that you wouldn’t
eat as a child that you eat now?
· Do you prefer your own country’s food
or other kinds of food? Has your country ‘adopted’ many foods from other
countries?
· If you were living abroad, which food
would you miss most from this country? B - Food Vocabulary Exercise
10 In pairs think of a food to match each adjective.
|
Tastes
|
Textures
|
|
Adjective
|
Example
|
Adjective
|
Example
|
|
sour
|
|
soft
|
|
|
sweet
|
|
hard
|
|
|
salty
|
|
chewy
|
|
|
bitter
|
|
crunchy
|
|
|
bland
|
|
crispy
|
|
|
strong
|
|
smooth
|
|
|
hot
|
|
creamy
|
|
|
spicy
|
|
flaky
|
|
read the following clues and guess what food/dish is being
described. food is soft and it tastes sweet. It is made from cream, sugar and
fruit or chocolate. It is eaten very cold, usually in summer. food is crunchy
and it can be salty or sweet. It is often eaten in the cinema. food is hard on
the outside, but usually soft in the middle. It is very versatile and is used
to make lots of sweet and savoury dishes. In the UK people also eat it on its
own for breakfast or in a sandwich. food is usually hard and crunchy, and it is
red or green in colour. People often use it to make desserts, eg pies. some
more clues of your own and see if your partner or the rest of the class can
guess which food you are describing.: food is soft and it tastes sweet. It is
made from cream, sugar and fruit or . It is eaten very cold, usually in summer.
(ice cream) food is crunchy and it can be salty or sweet. It is often eaten in
the cinema. (popcorn) food is hard on the outside, but usually soft in the
middle. It is very versatile and is used to make lots of sweet and savoury
dishes. In the UK people also eat it on its own for breakfast or in a
sandwich.(egg) food is usually hard and crunchy, and it is red or green in
colour. People often use it to make desserts, eg pies. (apple) C - British Food
Quiz pairs try to guess the right answer for each question.
. Which of these do the British eat most of in Europe? .
crisps and chocolate . fresh fruit and vegetables . sausages
. What is the most popular food in Britain? . fish and chips
. pizza . curry
. What is ‘haggis’? . a cocktail made from whisky and fruit
juice . a type of fish eaten in Scotland . a Scottish dish made from sheep’s
stomach and innards
. Stilton, cheddar and double Gloucester are all kinds of: .
apple . pig . cheese
. What do most British people have for breakfast? . toast and
cereal . cappuccino and croissant . fried eggs and bacon
. Who invented the sandwich and why? . The Earl of Sandwich -
he wanted food which he could eat with one hand while gambling b. Lord Sandwich
- he wanted food which he could take for a picnic in the countryside . Queen
Elizabeth I - she wanted food which could be prepared quickly for guests
. What is a ‘kebab’? . a type of pub . Turkish fast food . A
hot drink
. Which of the following ingredients would not be a possible
ingredient of a British pudding? . pig’s blood . chocolate . lettuce 9. Which
of these do you find in a pub in Britain?
a. lager . cider . bitter
(trick question)
. What is ‘chicken tikka masala’? . a type of salad . a type
of Chinese food . a curry
. Where do people eat deep-fried chocolate bars? . Scotland .
Japan . Wales
. When are toffee apples eaten in the UK? . Christmas .
Halloween . Easter
. What is the difference between these things? . ‘chips’ and
‘French fries’ . ‘crisps’ and ‘chips’ . ‘fizzy drink’ and ‘soda’
. When did the first curry house open in Britain? . 1809 .
1919 . 1969 :
. Which of these do the British eat most of in Europe? crisps
and chocolate
. What is the most popular food in Britain? curry
. What is 'haggis'? a Scottish dish made from sheep's stomach
and innards
. Stilton, cheddar and double Gloucester are all kinds of:
cheese
. What do most British people have for breakfast? toast and
cereal
. Who invented the sandwich and why? a. The Earl of Sandwich
- he wanted food which he could eat with one hand while gambling
. What is a 'kebab'? Turkish fast food
. Which of the following ingredients would not be a possible
ingredient of a British pudding? lettuce
. Which of these do you find in a pub in Britain? a. lager b.
cider c. bitter (trick question)
.What is 'chicken tikka masala'? a curry
.How many vegetarians are there in the UK today? 3-4 million
.Where do people eat deep-fried chocolate bars? Scotland
.When are toffee apples eaten in the UK? Halloween
.What is the difference between these things? British English
v. American English
.When did the first curry house open in Britain? 1809D -
Reading Task 1 the following article about cookery programmes and their effect
on British cuisine. Brits becoming more adventurous in the kitchen? comes into
your mind when you think of British food? Probably fish and chips, or a Sunday
dinner of meat and two vegetables. But is British food really so bland and
uninteresting? Despite a reputation for less-then-spectacular cuisine, Britain
is producing more and more top class chefs who dominate our television screens
and whose recipe books frequently top the best seller lists. ’s thanks to these
TV chefs rather than any advertising campaign that Britons are turning away
from meat-and-two-veg and ready-made meals and becoming more adventurous in
their cooking habits. It seems that TV programmes have the power to bring a
higher profile to cooking and are wielding real influence on what people cook
at home. to a new study from market analysts, 1 in 5 Britons claim that
watching cookery programmes on TV has encouraged them to try different food.
Almost one third say they now use a wider variety of ingredients than they used
to, and just under 1 in 4 (24%) say they now buy better quality ingredients
than before. One in four adults say that TV chefs have made them much more
confident about expanding their culinary knowledge and skills, and young people
are also getting more interested in cooking. With an increasing number of male
chefs on TV, it’s no longer ‘uncool’ for boys to like cooking. The UK’s new
obsession with food is reflected through television scheduling. Cookery shows
and documentaries about food are broadcast during prime time evening slots. of
the new celebrity chefs promote modern ‘fusion cuisine’, which blends classic
‘British’ cooking with international and exotic influences. Even the chefs
themselves are younger, more beautiful and much more experimental, such as
Nigella Lawson and Jamie Oliver. Jamie Oliver was only 23 when he first
appeared on British television screens. More than 4 million people tuned in to
his popular show ‘Jamie’s Kitchen’. The show began as an experiment and turned
into a phenomenon. Jamie gave himself nine months to take a team of unemployed
16 to 24-year-olds, with virtually no previous experience of cooking, and
transform them into top class chefs to work in his new restaurant in East
London, ‘Fifteen’. left school himself without formal qualifications and
believes that with a passion for food, anyone can become a good cook. ‘Fifteen’
has become a hit in London and is booked up months in advance. Oliver has
proved to be a huge inspiration for British people. The recent survey finds
that the number of those sticking to a traditional diet is slowly declining and
around half of Britain’s consumers would like to change or improve their
cooking in some way. There has been a rise in the number of students applying
for food courses at UK universities and colleges, such as those offered by the
School of Culinary Art at South Trafford College. Having been ridiculed for
centuries for its mediocre cuisine, is Britain now competing with countries
such as France and Italy in the field of culinary excellence? whether the
following statements are true or false:
) Britain is starting to get a reputation for bad cuisine.
) Advertising campaigns are encouraging British people to try
new foods.
) The most popular TV chefs in Britain are younger and more
charismatic than they used to be.
) ‘Jamie’s Kitchen’ is a TV programme about ordinary people
who set up their own restaurants with no cooking experience.
) Jamie’s restaurant ‘Fifteen’ will be opening in several
months time.
) The traditional British diet may be dying out. :
• Britain is starting to get a reputation for bad cuisine.
(false - British has often been criticised as being bland and uninteresting but
is starting to change)
• Advertising campaigns are encouraging British people to try
new foods.
(false - TV chefs, not adverts, are the new inspiration)
• The most popular TV chefs in Britain are younger and more
charismatic they used to be. (true)
• 'Jamie's Kitchen' is a TV programme about ordinary people
who set up own restaurants with no cooking experience. (false - the programme
about young unqualified people who train to work in Jamie's , not set up their
own restaurant)
• Jamie's restaurant 'Fifteen' will be opening in several
months time. (false - is already open and proving very popular with the public)
• The traditional
British diet may be dying out. (true) E - Reading Task 2 these reviews written
about a variety of restaurants in London. Write down any new vocabulary or
phrases which can be used to describe restaurants. Ritz : traditional British
or fusion cuisine per person: £80 spectacular palace-style dining room is famous as
one of London’s most luxurious, romantic restaurants. It’s hard to resist
splashing out on the exquisite 5-course menu. The staff are discreet and
extremely polite. It’s hardly surprising that the clients are a mixture of
celebrities, business executives and wealthy tourists. Come here for a
memorable dining experience, which will certainly do damage to your bank
account! sushi! : Japanese per person: £10-15 best known sushi place in town. This
restaurant is great both for its raw fish and its kitsch Japanese décor. Service is efficient and speedy. You
can eat delicious sushi for a few pounds, serve yourself unlimited beer, select
food from a conveyor belt and even have a relaxing head massage! Sometimes
there are karaoke nights here. This restaurant is bright and unromantic
butgreat fun. : Italian per person: £15-20 family-owned restaurant that has faithful
clients coming back again and again. Amaretto offers classic Italian food in
warm and friendly surroundings. Whatever time you come here, this restaurant is
always busy and lively. The pizzas and pasta dishes are well recommended as
being tasty and excellent value for money. Great for families or big groups of
friends. : Lebanese/Middle Eastern per person: £20-30 exotic Middle Eastern restaurant
which is perfect for a romantic evening. The atmosphere is moody and intimate,
with lots of candles, soft cushions and coloured glass lanterns. When you find
the entrance, hidden away down a small street, you are greeted by luscious
plants and the smell of incense and exotic perfumes. The menu offers a feast of
authentic Lebanese food for people who like to try something new and unusual.
If you stay late, you will even be able to watch a belly-dancing show! George
Inn : traditional British pub food per person: £5-10 dark and smoky pub, which was built in
1780. Come here if you want to taste traditional English fish and chips or
steak and kidney pie in a lively atmosphere. The food isn’t great, the service
is slow, but this pub serves a good range of beers and ales.for Thought :
vegetarian per person: £5-10 tiny colourful vegetarian restaurant and takeaway
offers food free of chemicals, pesticides and preservatives. The food is good
and the menu changes every day, but this place is also great if you just want a
coffee. Don’t come here at busy times if you want a slow, leisurely meal. é Sol : Mexican : £20-30 é Sol is a great place to go at any time.
Enjoy authentic Mexican cuisine at lunchtime (watch out for the chilli!) or go
for a drink and a dance when it gets dark. The atmosphere is always buzzing and
vibrant, and the food is reasonably priced. On a Saturday night, the young
crowds in Café Sol are usually very loud and merry after
sampling the extensive list of tequilas! Hard Rock Café : Tex-Mex and burgers per person: £10-20 genuine celebration of rock ‘n’ roll!
This is the original Hard Rock Café, here since the 1970s, and it’s the first ever theme
restaurant. The queue to get in is legendary. You can’t make reservations and
you will find a queue almost all day long, every day of the year. But this
actually adds to the memorable experience. Once in, there’s good food and a
great atmosphere, created by rock music, dim lighting and walls covered in rock
memorabiliaF the restaurant reviews in worksheet E and answer the questions.
restaurant would you recommend for... . … music fans who don’t mind queueing! .
… a tourist wanting to try different English beers and ales. . … a person
looking for a fun evening and good food on a budget. . … some young and hip
professionals who like to dance. . … an adventurous couple looking for a
romantic night out. . … a family looking for value for money. . … a
health-conscious person on a budget. . … a person who enjoys spending money on
high class dining.task: a new restaurant! in groups of 3-5. Imagine you are
going to open a new restaurant. Discuss decide on the following aspects.
Who are
your target consumers?
What
cuisine will you serve?
Will you
have any specialties, or a daily menu, or takeaway?
What type
of atmosphere will you try to generate? How?
Will
there be any entertainment?
What
decor will you have?
Where
will your restaurant be located?
How will
you advertise?
What
prices will you charge?
What are
you going to call your restaurant? ready to present your new restaurant to the
rest of the class!plan 5: Building relationships : To discuss the importance of
building relationships in negotiations.:
To teach some
useful phrases for a range of relationship-building techniques;
To analyse an
example of relationship-building in practice;
To provide
practice and feedback of the situation of building a relationship in a
negotiation. : Intermediate (B2) and above
11
|
#
|
Stage
|
Instructions/ procedure
|
Time
|
Materials
|
|
1.
|
Introduction/ engage
|
When we think of negotiations, we
tend to focus on the hard negotiating skills connected with bargaining. In
fact, many professional negotiators will confirm that the most important
skill is effective relationship building. If there is trust and understanding
between the two parties, the negotiation will be much more successful, as
will the long-term business relationship between them.
|
3 min
|
|
|
2.
|
Study/ Negotiations quiz
|
Cut up enough copies of the six
questions for students to work in pairs, with one set of questions per pair.
They then work through the six questions in any order they choose. After
about 10 minutes, open up the discussion to include the whole class. It is a
good idea to keep a record of their answers to question 1, as this will help
you get a better understanding of their needs from these workshops.
|
10 min
|
Cards
|
|
3.
|
Study
|
Give each pair a set of cut-up
paragraphs. They then spend around five minutes matching the paragraphs with
the questions. Point out that the final order of the paragraphs should be the
same as the five numbered questions (i.e. 1, 2, 3, etc.). They discuss the
advice in each paragraph in their pairs and then share their ideas with the
class. Encourage them to share their own experiences of negotiations,
especially those that involved an important relationship-building element.
Finally, discuss any vocabulary problems from the text (e.g. a defensive
strategy, manipulative, cheated (adj.), naivety, null and void, to go public,
a bluff, haggling.
|
7 min
|
Cards
|
|
4.
|
Study
|
Students work in pairs to match the
techniques with the explanations and then check with the class. Go through
the explanations with the class, eliciting examples of these situations from
students’ own experience. Discuss also what can go wrong with each technique
(e.g. if they are used to
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6 min
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Cards
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Study
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Dialogues. Students work in pairs
to read the three dialogues and discuss the questions. When they have
finished, discuss the questions with the class.
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7 min
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Cards
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6.
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Study
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Work with the second extract of the
dialogue
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6 min
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Cards
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7.
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Activate
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Put students into pairs. They then
role-play the three conversations, using the prompts. Make sure they know
that the prompts are just intended as a starting point: they should develop
the conversations in whatever way they find natural. Make sure also that
everyone gets the chance to play the role of both the host and the guest at
least once. Afterwards, ask some pairs to act out their conversations with
the class. Elicit from the class how many things in common they found, and
what other techniques they used.
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6 min
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- Negotiations (1): Building relationships
1. Negotiations quiz
1. In what situations do you negotiate? Who do you negotiate
with? Think about both your work and your private life.
. What’s the difference between sales techniques and
negotiation techniques?
. What makes a good negotiator?
. How important are trust and liking in negotiations?
. How can you avoid being manipulated in a negotiation with a
more experienced negotiator?notes:
• If a contract is declared null and void, the parties are no
longer bound by it. In some legal systems (e.g. English law), there is a
doctrine of fraud in the inducement, which means one party entered into the
contract based on false information. If this can be proven, courts will not
enforce the contract.
• Haggling is when a buyer and seller negotiate rapidly to
find a price they can agree to. This often happens in informal negotiations
(e.g. buying a tourist souvenir). Typically, both parties start with very
different prices, and gradually move towards a compromise price.
. Reading: Negotiations - the basics . In practice, none of
these defensive strategies may be necessary. Most good negotiators understand
the importance of creating long-term trust and protecting their reputations, so
they’ll do their best to keep you happy. This is one reason why used car
salesmen aren’t as manipulative as we might expect them to be - they have a
reputation to build and protect. . Good negotiators build strong long-term
relationships. In many ways, this is even more important than the traditional
‘bargaining’ element of negotiations. If you leave the negotiation feeling
defeated or cheated, you’re not going to want to negotiate with that person
again. If you find out later that the other person took advantage of your
naivety, again, you’re not likely to want to do business with that person. You
may even try to get out of the contract you have agreed; in many situations, it
is legal and normal to declare a contract null and void if you have been
deceived. You’re also unlikely to recommend the deceptive negotiator to other
friends and colleagues, and you may even go public with the story of your bad
experience, which will damage the person’s reputation.. But if you do find
yourself in a negotiation with a professional manipulator, what can you do to
protect yourself? The three keys are awareness, preparation and control.
Firstly, simply be aware of the situation and its risks. Think very carefully
before making any commitments. Secondly, find out as much as you can before the
negotiation, especially concerning prices - what price are other people offering
for similar products and services? You also need to research your own needs
very carefully, including a deep understanding of what you don’t need. Thirdly,
make sure you don’t lose control. Don’t be afraid to walk away from a
negotiation if you’re not sure, and take time to discuss your concerns with
friends and colleagues. Of course, the other negotiator may tell you that you
can’t go away and think about it, that the decision must be made right here,
right now. But that’s almost always just a bluff. In a high-stakes negotiation
with a professional, a rushed decision is almost always a mistake. . We all
negotiate all the time: with our husbands and wives, with our parents and our
children, and with our friends and colleagues: What time do the kids have to go
to bed?; Whose turn is it to go to the supermarket?; Can you help me with my
presentation? Of course, these situations don’t always feel like negotiations,
not least because these are all long-term relationships. But they have a lot
more in common with professional negotiations than you might think. . It’s
interesting that this assumption doesn’t work when buying a souvenir in a
tourist resort, where long-term relationships don’t exist - one reason why you
need to be especially careful in such situations. It also doesn’t really work
when you’re buying or selling your house or flat - the classic one-off sale
with huge potential short-term gains for manipulators. Fortunately, most people
aren’t naturally manipulative; so again, relationship-building is almost always
the best approach. . On the other hand, the situations that we tend to think of
as ‘typical negotiations’, such as buying a used car, haggling over the price
of an overpriced souvenir in a tourist trap, or selling your flat, are much
less typical than they seem. These are all one-off negotiations, where there’s
no time or need to build long-term relationships. In business, almost all
negotiations are long-term. Both the used car salesman and the souvenir seller
are using sales techniques (or sometimes manipulation tricks). Of course
selling is an important skill in life and business, as is an awareness of the
tricks that other people may use. But this isn’t really what negotiations are
all about. :1D 2F 3B 4A 5E 6C
. Relationship-building techniques the techniques for
building relationships on the left with the explanations on the right.
Table 12
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1. Finding things in common
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a. Research has shown that if you
give something to another person, they almost always feel obliged to return
the favour … or even a much bigger favour. Of course, there’s a limit: you
can’t be too cynical and expect someone to knock 10% off their asking price
just because you’ve bought them a nice coffee. But a little genuine kindness
can go a long way.
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2. Showing an interest
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b. There’s no doubt that we like
people who are like us. In other words, if we can identify with them and
understand them as people, not just business machines, we’re much more likely
to want to do business with them. In practical terms, there are two sides to
this technique: one is to ask questions to find out about the other person.
But just as importantly, we need to be open about ourselves, to help the
other person to understand us too.
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3. Flattery
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c. This can go both ways. Firstly,
show that you’re treating the other person as an individual, someone special.
That means remembering their name, and maybe organising something based on
the likes and dislikes they’ve expressed. Secondly, show that they’re dealing
with you as a person, not just your organisation. If you’re taking them to
your favourite restaurant, make sure they understand that it’s not just an
anonymous place to eat, but something that you’ve chosen personally, which
says something about who you are.
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4.Generosity
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d. Say nice things about the other
person or their organisation. If that person bought you a meal, tell a third
person how nice the meal was and how much you enjoyed the conversation. If
you’ve just arrived in their office, say how nice it is. If you notice a
diploma on the wall, ask about it and make sure you sound impressed when they
tell you. But whatever you do, make sure you sound convincing - there’s
nothing worse than false enthusiasm!
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5. Gratitude
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e. When the other person is talking
about himself/herself, we need to listen carefully and show that we are
listening. This means not just making ‘listening noises’ like ‘I see’ and
‘Really?’, but actually being interested in the other person. Remember what
the are telling you, so you can bring it up next time you meet (e.g. How’s
our daughter getting on at university?).
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6. Personal touches
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f. Whenever the other person is
kind to you, always make sure you say thank-you. It may seem like a tiny
detail, and perhaps an obvious one, but in fact it can make all the
difference. Just imagine how you’d feel if someone failed to thank you for
your own kindness! And when you say thank-you, don’t just say ‘thank-you’.
Tell them how kind they’ve been and how much you appreciate it.
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:1b 2e 3d 4a 5f 6c
. Dialogues Jackson is in Munich to negotiate the sale of up
to five large industrial packaging machines to a large manufacturing company.
Read these three extracts from her conversation with Hans Braun, the Director
of Operations. the questions for each extract. 1
. How do Hans and Fiona flatter each other? What adjectives
do they use?
. How do they respond to each other’s flattery? What
grammatical structure do they both use?
. Why do you think they focused on flattering each other’s
companies?: Ah, hello. Ms Jackson? I’m Hans, Hans Braun. : Good to meet you at
last, Hans, after all those emails. And please call me Fiona. : OK, welcome to
Munich, Fiona. Sorry to keep you waiting, by the way. I had an urgent phone
call and couldn’t get away. : No problem. I was just admiring your brochure.
It’s really impressive. I didn’t know you had so many famous clients! : Thanks.
Yes, well, we’ve got a great sales team, and we really go for quality in a big
way here, much more than some of our cheaper competitors. : Well, it certainly
seems to be an effective strategy, judging by these recommendations. :
Thank-you. Yes, they’re very positive, aren’t they? We’ve also heard some great
things about your company. I was looking at your website yesterday, and I
thought it was really interesting. I loved the ‘Our story’ section, you know,
the story about how your founder started the business from nothing.
Fascinating. : Yes, it’s amazing, isn’t it? I’m glad you read that - it means
you’ve got a better idea about our approach to business. 2
. What do you think of Hans’s opening question? How else
could he start a to find things in common?
. How many things in common did they find?
. What phrases do they use to show interest?
. What techniques did they use to echo what the other person
said?
. What example of generosity and gratitude is in the
conversation?
. How easy would it be for Hans and Fiona to continue this
conversation? ? : So, is this your first time in Munich, Fiona? : Well, yes and
no. I came with my family when I was about 14, but … well, that was a very long
time ago. I don’t remember much about it … just museums and football.:
Football? Are you a fan? : Not really. But my dad was … I mean he still is,
obsessed with it. So he took us to matches all over Europe. : Wow. That’s
really interesting! I’m also a little obsessed with football, but I don’t drag
my kids around to watch matches! : No, it wasn’t so bad. It meant we got to see
lots of interesting places. How many kids have you got? : Three: two girls and
a boy. They’re growing up fast. My eldest daughter is at university already. :
Really? You must be very proud. My kids are still very small, so I’ve got all
that to look forward to. What does your daughter study? : English, would you
believe? She wants to study in Bristol next year. : Bristol? That’s
interesting. My brother studied there. He had a wonderful time. It’s a really
nice city. I could ask him if he’s got any advice, you know, where to go, where
to avoid. : Well, that would be excellent. I’d really appreciate that. You know
what it’s like to be a parent - you never stop worrying about your kids. :
Absolutely. My son’s going on karate camp next week, his first time away from
mum and dad, and I’m really stressed about it. He’s only nine. : Karate camp?
Sounds interesting. I used to do a bit of karate myself, many years ago. Is he
good at it? answers:
. Fiona says nice things about the brochure (impressive),
including the client list and recommendation; Hans is nice about the website
(really interesting, fascinating), and shows that he took the time to read it
and understand its relevance.
. They accept the flattery and develop the theme, using
question tags (aren’t they?,isn’t it?). Note that this is only possible because
they have flattered each other’s organisations. It would be inappropriate to
use this to talk about oneself (e.g. Yes, I am good company, aren’t I?)
. It’s a safe topic. Personal flattery may make people
uncomfortable, especially if viewed as flirting. It’s also very difficult to
continue a conversation after someone flatters you, without sounding egoistic.
. It’s an ideal question because it’s open-ended, and
naturally leads to an interesting and relevant conversation. Most other
questions (e.g. Do you like sport? Do you have a family?) can lead to dead ends
(e.g. No, I don’t). Other good openers involve asking about the journey or the
hotel. If you are the visitor, you can ask questions about the company (e.g.
So, how many people do you have here?) or the location (e.g. Are you from this
city? Is it a good place to live?).
. At least four: football; children (and worrying about their
children); Bristol; karate.
. Wow. That’s really interesting!; Really?; That’s
interesting; Sounds interesting
. They both echoed actual words and phrases (e.g. Football?
Bristol? Krate camp?). They also picked up on words and phrases that the other
person used (e.g. obsessed, kids (instead of children)). They also related
their experiences to the other person’s, to show they were paying attention
(e.g. I don’t drag my kids around to watch matches!; I’ve got all that to look
forward to; You know what it’s like to be a parent).
. Generosity: I could ask him if he’s got any advice.
Gratitude: Well, that would be excellent. I’d really appreciate that.
. Very easy. They have many topics that they could come back
to
. work in pairs. Use these ideas to role-play similar
conversation. Try to use the six relationship-building techniques as often as
you can. When you’ve finished, swap roles and repeat the role-plays.1: : Greet
the other person. Apologise for being late. : Say something nice about the
brochure / the office / something you can see (e.g. a diploma on the wall) :
Say something nice about the other person’s organisation. : Continue the
conversation.2: : So, is this your first time in …? : Yes→Explain what
happened No, but I have been to … No, but I’ve heard a lot about it. Isn’t
there a …? : Continue the conversation. 3: : Explain your plans for the day’s
events. Offer something generous (e.g. a nice meal, some evening entertainment,
a symbolic present). : Express gratitude. : Make person B feel special. : Try
to return the favour. : Continue the conversation.
Conclusion
ever-growing need for good communication skills in second
language acquisition has created a huge demand for foreign languages teaching
around the word. And opportunities to learn a foreign language are provided in
many different ways. can be concluded that all mentioned methods are being
practiced today. But any method shouldn’t be used too often. A good teacher
should use a variety of approaches and techniques and make an atmosphere of
foreign language communication for the students. Along with the approaches and
methods of teaching foreign language teacher should also consider principles in
teaching second language acquisition.methods of teaching such as lecture does
not help students make connections or feel empathy towards the material like
role-playing, games, discourse, KVN, but is necessary at times when for the
material there is no other way to teach than to lecture. teacher may use
combined model of FLT classes to solve several problems of teaching. This
lesson can be combined with control, knowledge creation, consolidation and
improvement of knowledge and skill development, summarizing the results of
training, definition of homework. In my opinion this model of classes is the
best for most materials. But, of course there are materials in teaching of
which teacher should choose specific techniques and approaches. methods as
discussion is another teaching method that can be effective because they can be
challenging, promote learning and encourage tolerance. purpose of this work was
to discover the effective methods of teaching a foreign language to children.
make pupils get interested in subject the huge role is played by the person of
a teacher. Therefore the pledge of successful mastering a foreign language by
the students is professionalism of the teacher which should in the work not
only take into account the methodical principles underlying teaching, but also
to be in constant search of new receptions and means of teaching which will
cover a lesson, will make it fascinating, cognitive and remembered. most useful
for this purpose are the following receptions and methods: methods of constructivism,
communicative methods, methods of projects and discussions, games and role
games, etc.the course work I have been analyzed all these methods and the
receptions quality of training to foreign language on the basis of studying of
various techniques of teaching, used in work with pupils. Many of receptions
can be applies with success at teaching children of younger and more advanced
age.teacher chooses his own way to work with students and the more appropriate
methods and type of the lesson.success in teaching depends both on lesson
program and on how teacher presents the lesson and uses various techniques to
manage the class more enjoyable and interesting.
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