Presentacion1

Slide1 : Can you… …do RP? …think PC? …podcast on MP5? …follow EMINEM? …fit the CEF? …speak ELF? …BWMF?


Slide2 : Are we teaching what our students want to hear?


What do our  students want? : * real life language * relative to them * stimulating activities * functional language * Internet-speak * World English What do our students want?


What do our  students need? : * grammar rules * linkers * phrasal verbs * exams * text books * controlled input What do our students need?


What do our students really need? : * guided fluency * linguistic flexibility * confidence-buiding * coherent interaction * ability to express themselves * ability to understand main ideas What do our students really need?


Where does this  lead us? : ability to understand main ideas real life language Internet-speak linguistic flexibility relative to them World English functional language ability to express themselves Where does this lead us? English


Ability to understand main ideas : EMINEM 8 Mile Road (extract) “Somethin ain't right, hit the brake lights Case of the stage fright, drawin a blank like” Something is not right, I step on the brakes It is a case of stage fright, I am drawing a blank There is a problem, I stop what I am doing I am scared, I do not know what to do Somethin correcto, golpeó las luces del freno Caso del fright de la etapa, drawin que un espacio en blanco tiene gusto Can demonstrate a very basic repertoire of words and phrases: A1 Ability to understand main ideas


Real life language : * The Church of England is struggling to find a polite word for the world’s oldest profession: “sex worker” is deemed unsuitable, one possibility is “people involved in prostitution”. * The TUC has advised Members to avoid using ageist terms such as “Granddad”. * Teachers are being urged to stop using the work “failure” to describe pupils’ work in favour of “deferred success”. * The NHS have instructed staff that “patients” are only the people in hospital, out-patients are now “clients”. * Church of England warning in guidelines to bishops and vicars that calling God “He” encourages wife-beating. * Police officers have been banned from using the word “yob” in case it offends delinquents. Can recognise implicit meaning : C1 Real life language


Internet-speak : 1 There's a bridge called "Covert's Crossing" or "Covert's Bridge" up in 2 New Castle. A young couple had gotten married on Halloween. Around 3 midnight, they were riding in a horse drawn carriage across the bridge 4 at the same time a car. The bridge was only one lane, so by the time 5 they saw each other it was too late. Story has it that they crashed and 6the hubcap of the car flew off, decapitating the bride. The police never  7 found her head or the body of the groom. Its been said that if you sit on 8 the bridge on Halloween night around midnight, you can sees the 9 headless bride standing on some rocks of the river. However they don't 10 know if she is looking for her head or her lost love.  Can deal with familiar everyday interactions : B1 Internet-speak


Slide10 : 1. Smirt (v) 2. Muggle (n) 3. Zorbing (n) 4. Blamestorm (v) 5. Chav (n) 6. Moob (n) 7. Peppièr (n) 8. Smooze (v) Has a good command of idiomatic expressions and colloquialisms : C2 Linguistic flexibility


Relative to them : “The human linguistic faculty seems to be in good shape…The arrival of Netspeak is showing us homo loquens at its best” David Crystal Chat Room Initialisms: JAM KIT KISS SWIM Dangers of initialisms: Chat room codes PRW LMIRL TYKO Problems with initialisms: PTO Other fashionable initialisms: BP / BCE WYSIWYG MBWA Scottish Qualifications Authority 2 B r nt 2 B Can interact with a degree of fluency and spontaneity that makes interaction with native speakers possible without strain for either party : B2 Relative to them


World English : Are these examples of real English? Is it a question of context? …or are they wrong? a) Actually he wants a particular teacher. b) She was a single child and now she’s a single mother. c) We’re doing up a loft on the ground floor. d) They arrived at the camping at tea-time – 5 o’clock! e) I asked her to resume the plot in 100 words or less. f) How comes you’ve gotten so fat? Can make themselves understood in short turns : A2 World English


Functional language : “To God I speak Spanish, to women Italian, to men French and to my horse German.” Charles V “French to my ambassadores, English to my accountant, Italian to my mistress, Latin to my gods, German to my horse” Frederick the Great of Prussia We should speak “French for Molière, Italian for Dante, German for Göethe, Spanish for Cervantes, English for Shakespeare and Globish to discuss the price of steel in China.” Jean-Paul Nerrièr Can use language flexibly, for social, academic and professional purposes : C1 Functional language


Ability to express themselves : “Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.” Gettysburg Address, Abraham Lincoln 1863 “Our fathers came to this land eighty-seven years ago. Theybrought to this land a new nation, it was formed in freedom, and was committed to the belief that all men are created equal.” Gettysburg Address, Globish 2007 Can understand and use basic everyday phrases : A1 Ability to express themselves


Slide15 : Egg crocket or Fried wantons Unfrozen beef-rips or Veal knee or Chilly chicken Crape with fruit or Orange,s or “Banana’s” ☺ We want your back! ☺ Can understand sentences and frequently used expressions related to immediately relevant areas: A2 Mouth-Water In Menus (a selection from the finest tables)