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DESIRED RESULTS
Established Goals:Bulgarian State Educational Requirements – English as a foreign language, Intensive learning (Grade 8)Core “Speaking”, Level 2: The student uses standard language and adequate for a certain communicative situation behavior, pronunciation and intonation. If it is necessary, the student applies compensatory strategies for overcoming communicative problems.
Core “Listening”, Level 2: The student understands details in conversations between native and non-native English speakers; understands authentic texts spoken on radio and TV.
Common Core, State Standards – English / Language Arts (Grade 7)Speaking and Listening Standards:
Comprehension and Collaboration2. Analyze the main idea and supporting details presented in diverse media and
formats (e. g. visually quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Presentation of Knowledge and Ideas5. Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
Understandings:o When speaking a foreign language, what is
important is to be understood by the listeners and not to be afraid of making mistakes.
o There are various ways of learning vocabulary and grammar – you should choose those ones which are effective for you.
o When listening to a foreign speaker you should try to understand some details and words you do not know by the context.
Essential Questions: Why learn a foreign language?
Why is it important not to be shy to speak in English even with mistakes?
Students will know: People around the world have
different accents when speaking a foreign language;
Dictionaries do not give all the meanings of certain words and phrases (e. g. dialects or slangs);
Different ways of learning a foreign language.
Students will be able to do: find autonomous learning
strategies; listen for the gist and specific
information; distinguish problem areas with
English and suggest ways to address them;
think and speak in English in a comprehensible way;
analyze critically issues around fluency versus accuracy;
understand non-native speaker’s accent, pronunciation and intonation;
apply different compensatory strategies for overcoming communicative problems.
EVIDENCE/ASSESSMENTSPerformance Tasks: Vratsa Foreign Language School Video Studio announces this month video contest. Create a video (2.5 – 3 min. long) describing your ways of learning English and say what the 3 most difficult things about learning English for you are. In addition, give some advice to non-native speakers why and how they should learn English. Panels of students and teachers will vote separately and independently and choose the top 3 videos. The best videos will be uploaded on our video board, send to the Premiership football players participating in the videos you have seen before and used in our School Advertising Campaign. Besides, the winners will receive special financial reward by the Headmistress and will be included in the group travelling to an English-speaking partner-country for our next multilateral Comenius project.
Teacher Name: Ms. Veselinova
Student Name: ________________________________________
CATEGORY 4 3 2 1Duration of Video Length of the video
was 2.5 - 3 minutes.Length of the video was 1.5 - 2.5 minutes.
Length of the video was 1 - 2 minutes.
Presentation was less than 1 minute long OR more than 3 minutes.
Voice - Consistency Voice quality is clear and consistently audible throughout the video.
Voice quality is clear and consistently audible throughout the majority (85-95%) of
Voice quality is clear and consistently audible through some (70-84%)of the video.
Voice quality needs more attention.
Voice - Pacing The pace (rhythm and voice punctuation) fits the story line and helps the audience
Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice
Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does
No attempt to match the pace of the storytelling to the story line or the audience.
Grammar Grammar and usage were correct and contributed to clarity.
Grammar and usage were typically correct and errors did not detract from the story.
Grammar and usage were typically correct but errors detracted from story.
Repeated errors in grammar and usage distracted greatly from the story.
Point of View - why and how to learn English
Gives complete and meaningful advice answering both - "why" and "how".
Gives meaningful advice but answers only one of the questions - "why" or "how".
Answers in a way both - "why" and "how" but the advice in general does not seem very
It is diffi cult to figure out what advice is given.
Date Created: Oct 16, 2013 02:03 pm (CDT)
Digital Storytelling : Video: How I learn English - Tips and Challenges
Other Evidence: Brainstorming different methods and approaches of learning a
foreign language as well as what students find the most challenging about learning English (survey, matching questions with answers, interviewing a partner and making notes about his/her answers);
Oral or written response to the Essential questions; Checking students’ understanding with listening
comprehension based on two videos in which seven famous Premiership football players talk about their options about learning English.
LEARNING PLAN
Learning Activities: Brainstorming ideas about different methods and approaches of learning a foreign language; Carrying out a survey among all the students in the class about their methods and approaches
of learning English;Checking students’ listening comprehension skills by making them watch Video 1 and match the players to their ways of learning English http://premierskills.britishcouncil.org/en/learn-english/whats-best-way-learn-language Listing down the top 3 things students find the most difficult about learning English;True / False Quiz on Video 2 (listening for specific information) http://premierskills.britishcouncil.org/en/learn-english/what-did-you-find-most-challenging-about-learning-english Checking students’ reading comprehension skills (matching questions with their answers); Investigating what their partner’s learning strategies are through interviewing them and
summarizing the results (open-ended questions) in a written form; Reviewing the performance task and the scoring rubric; Reviewing the website http://www.britishcouncil.org/premierskills for further information,
practice and fun.
Welcome to the football world
What’s the best way to learn a language?
The Players:
What’s the best way to learn a language?
Worksheet 2
Now watch the players answer the question. Which players talk about …
Dirk Kuyt DidierDrogba
Petr Cech GilbertoSilva
IvarIngimarrson
Mido
speaking to team mates
writing down words
watching films
making mistakes
having lessons with a teacher
learning fast
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What did you find most challenging about learning English?Worksheet 3
Watch
Watch the players answer the question “What did you find most challenging about learning English?”Do the players mention anything you’ve talked about?
Watch again and decide if these sentences are true or false. (T or F)1 Ingimarsson says that speaking and spelling are difficult.2 Cech says that newspapers contain proper English.3 Kuyt finds ‘scouse’ difficult.4 Sun can’t find some words in the dictionary.5 Mido thinks that lots of people pronounce words badly.6 Cech says that expressions are easy to translate.7 Sun still doesn’t understand the two meanings of ‘boot’.
Bye, bye For further information, practice and fun:
http://www.britishcouncil.org/premierskills
