2. The future of language: Module objectives Language Self-Awareness  Future forms [Language Development]  Accents and Dialects [Language in Context]  Do language teachers teach culture to [Magazine, language and culture]  Culture Collocations [Vocabulary]  Correcting pronunciation of future forms – contractions

3. The Future of Language: Module Objectives Practical Application in the Classroom  Have a post text discussion lesson [methodology]  Enrich our repertoire of discussion activities  Reflection on what they have learnt

4. Language and dialects http://goo.gl/BIHYPl There are over 6,000 languages in the world. Some countries have just one language while in other countries there are several. For example, in Switzerland there are four, in China there are over 200! To complicate things even more, within each language there are regional dialects. What is the situation in your country? How many languages are there in your country? Is there an official language or an approved dialect? Is there an official ‘TV language’? How many regional dialects and/or accents are there?

5. Imported words Which ‘nationality’ are the words in the word cloud? If you don’t know, try to guess. Do you have any of these words in your language? Is there mainly one source for the words, or do they come from many different places? In English there are lots of words which have come to us from other cultures. They have become so much a part of the language that they no longer sound ‘foreign’. For example banana (African), jazz (African), cotton (Arabic). There are, though, some imported words which still retain their linguistic identity.

6. Imported words http://goo.gl/wDUhUS

7. The death of languages Guess the answers to these questions. 1. How much of the English that is spoken in the world today is sp0ken by non-native speakers of English? 2. Which of these languages has influenced English NB. Choose two! (Latin, Chinese, Persian) 3. Which UK region does the Cornish language belong to? (Wales, Cornwall, Ireland) 4. When did the last native speaker of Cornish die? (2009, 1958, 1893) Now read the article: Were your guesses correct?

8. The death of languages Read the article again. Which of the sentences below best describes the message of the article? 1. The number of people speaking English has declined. 2. The number of people speaking Cornish has gone down. 3. The number of people speaking English has risen, and some languages are in danger of dying out. 4. The number of people speaking other languages has risen.

9. The death of languages The final part of the article raises concerns about the impact of loss of language on cultural identity and civilization. The concern is that if a culture is informed by its languages, does the death of a language therefore represent the loss of culture, identity and a unique understanding? Is it a decline in our civilization? If our civilization continues to decline where will we end up?

10. In groups discuss: Use the useful language. Does the decline of a language negatively affect cultural identity? Do you think languages should be protected? Write down you answers. …is at risk of dying out. … is under threat because of… …is very healthy....is spoken in official contexts. Language and culture are intricately linked in the following ways… Unless we do x, y and z that language/dialect will die. …is spoken everywhere. By x, that language will have died out. One way of protecting language x is to...

11. The future-how much do you know? Work in teams.  Which future forms do we use in the contexts provided in the table? Complete the table- an example is given. contextfuture form Timetabled events, e.g. TV programs or train departures Personal arrangements Predictions (when you can see the evidence) Predictions (based on no evidence) Future intentionsGoing to Discussions made at the time of speaking Promises Decisions already made Offers, refusals

12. Discuss:  Why is ‘the future ‘ difficult in English?  What difficulties did you have when learning the future?  What difficulties are there for learners? contextfuture form Timetabled events, e.g. TV programs or train departures Present simple Personal arrangementsPresent continuous Predictions (when you can see the evidence) Going to Predictions (based on no evidence)will Future intentionsGoing to Discussions made at the time of speaking will Promiseswill Decisions already madeGoing to Offers, refusalswill

13. Future perfect and other forms Work in pairs. Discuss the following pairs of sentences. (next slide) What are the differences in meaning between the two forms?

14. 1. A. English will have replaced our language by 2025. B. English will replace our language by 2025. 2. A. You’ll have heard the arguments about languages disappearing. What do you think? B. You’ve heard the arguments about languages disappearing. What do you think? 3. A. It is predicted that before the end of this century at least 100 languages will have disappeared. B. At least 100 languages will disappear before the end of this century. 4. A. By the time my class finishes the course they will have taken 25 tests! B. My class will take 25 tests by the time they finish the course. 5. A. Before the end of term they’ll have mastered this complex tense. B. They’ll master this complex tense before the end of term. 6. A. When will you have finished writing your assignment? B. When will you finish writing your assignment?

15. 1: In A, there is more focus on the event happening before 2025 2: In A, ‘you’ll have heard’ is a supposition or assumption. In B, the speaker is sure that the listener has heard. 3: As in 1, the focus in A is on the event happening well before the date. 4: In A, there’s a sense that there’s a lot of tests. 5: In A, the focus is on mastering of the tense. 6: In A, the focus in on the finishing, whereas in B it’s on the writing. Future Perfect

16. A post-text discussion lesson In groups read about the lesson and discuss the questions. What do teachers need to consider when carrying out discussion work? Write down your ideas. What techniques did Andrea use to prepare the learners for the discussion? How did she organize the discussion? What support did she provide during the discussion? Was the lesson learner-centered? Give examples. Would you make any changes to the lesson? If so what?

17. Pronunciation: reductions and contractions o Listen to the audio. o Write the sentence down. o Underline the reductions and contractions. 1. By 2012, I’ll have been learning English for ten years. 2. He won’t have finished his homework by the deadline. 3. In December, he’ll have been teaching for 25 years. 4. She’s going to go to her Russian class tonight. 5. By the time he’s grown up. Chinese will have become much more spoken in the world. 6. I’m seeing Charles tonight. 7. She’ll have been working at the school for about 15 years, I imagine. 8. When I’ve finished cleaning the house, I’ll be going out.

18. Magazine Do language teachers teach culture too? Read the two texts and decide on suitable titles for each.

19. Culture collocations Brainstorm: Words that collocate with ‘culture’. Words which collocate with ‘cultural’.

20. Relection Future changes What changes will you make to your teaching as a result of what you havee learnt from the module? Explain you reflections to a partner, you can use the expressions to help you. This term I plan to… By the end of term I will have…

21. The future of language: Module objectives Language Self-Awareness  Future forms [Language Development]  Accents and Dialects [Language in Context]  Do language teachers teach culture to [Magazine, language and culture]  Culture Collocations [Vocabulary]  Correcting pronunciation of future forms – contractions

22. The Future of Language: Module Objectives Practical Application in the Classroom  Have a post text discussion lesson [methodology]  Enrich our repertoire of discussion activities  Reflection on what they have learnt