CAE (C1 CEFR) Death sentence – Endangered Languages (60′ Lessons) Objective Proficiency

In this lesson, I present an adapted CAE reading lesson from Cape, a., sharp, w. (2013) Objective proficiency. CUP. This material is about how languages change and how they are dying out. It can be used with young adult and Adult students.

Material:

The reading was taken and adapted from The Guardian: https://www.theguardian.com/theguardian/1999/oct/25/features11.g21 

CAE Death Sentence adapted article – Death Sentence .pdf

Lindsay Williams – Do endangered languages matter? https://www.youtube.com/watch?v=ZjaSIHemvCY

PPT file to be used in class – Death sentence

[Slide 1]

  1. Presenting the topic of the lesson
  • Timing: 5′
  • Interaction: T-Ss
  • Monitoring: Ask students what they think this lesson will be about.
  • Feedback: T listens to ss’ contributions and board them (brainstorming)

[Slide 2]

2. Setting the scene

  • Timing: 10′
  • Interaction: T-Ss / S-S / S-Ss
  • Monitoring: T walks around, listens and takes notes on ss’ contributions. 
  • Feedback: Board their contributions.

Students are going to talk about the languages (below) and answer the following questions:

  • Roughly, how many languages are there in the world?
  • Approximately how many languages die out every year?
  • Do you think your language is Worth learning by other people?

languages

[Slide 3]

3. (Still) Setting the scene

  • Timing: 5′ (video 2’20”)
  • Interaction: T-Ss / S-S / S-Ss
  • Monitoring: T walks around, listens and takes notes on ss’ contributions. 
  • Feedback: Board their contributions.

Students are going to watch the following video and talk about the endangered languages and how much do they matter? 

[Slide 4]

4. Skimming (Reading for general information).

  • Timing: 10′ 
  • Interaction: T-Ss / S-S / S-Ss
  • Monitoring: T walks around, listens and takes notes on ss’ contributions. 
  • Feedback: Board their contributions.

Students are going to quickly read the article and answer the following questions.

  • Why do you think the writer chose the title ‘death sentencefor this article?
  • Do you think the author is in favour of or against having a world language?  Support your ideas. 

the guardian

[Slide 5]

5. Scanning (Reading for detailed information).

  • Timing: 15′ 
  • Interaction: T-Ss / S-S / S-Ss
  • Monitoring: T walks around, listens and takes notes on ss’ contributions. 
  • Feedback: Board their contributions.

Students are going to read the article more attentively and answer the following questions.

a. What does the writer mean by “caused a stir” in line 17?

b.Explain in your own words what happens during “cultural assimilation”? (lines 50-51)

c.What point is the writer making when he gives a comparison between language and animals? (lines 71-73)

d.Why does the writer believe ‘linguistic diversity’ (line 84) is important?

e.What examples does the writer give of what we can learn from a language?

f.Explain in your own words what Ezra pound stated. (lines 105-109).

[Slide 6]

6. Follow-up

  • Timing: 15′ 
  • Interaction: T-Ss / S-S / S-Ss
  • Monitoring: T walks around, listens and takes notes on ss’ contributions. 
  • Feedback: Board their contributions.

Esperanto is an artificial language, based on Western European languages, which was once believed to have a future as a world language. It has never become popular. Why do you think that is?

Do you think that your first language could be a world language? Why/not?

communication

Revisit the topic of the lesson/assign homework.

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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