Paragraph 2. How can students learn to face any kind of situation in English?

In tennis, what leads to good game is practice, and this involves not only learning the rules of the game and doing repetitive drills, but also spontaneous practice with real partners. It is the same with English. What leads to mastery of the language is not only learning the “rules of the game” – grammar and doing repetitive drills, but also spontaneous practice with real partners, your classmates.

 

Paragraph 3.Why should I practice with my classmates instead of the teacher? They don’t know any more than I do.

More practice leads to more progress in your abilities. Just as someone learning tennis does not always have to play with a pro to improve, it is more important for students to spend more time talking to their partners rather than less time talking to the teacher. That is why we organize our classes to maximize the amount of time each student speaks. While students speak with the classmates, the teacher circulates from group to group to correct errors, provide vocabulary, evaluate your progress and help with problems. This way students have the “best of both worlds” – more speaking practice than in a traditional class where the only exchange is teacher-to-student, with the benefit of the attention and expertise of the teacher.

 

Paragraph 4. So if practice is so important, is grammar necessary at all?

It certainly is. Grammar is the structure and rules of the language. Correct grammar is necessary in order to be able to communicate effectively. And the teacher will definitely spend class time explaining grammar and clearing up your questions so that students can practice it correctly. But we think that doing repetitive grammar drills in class is not maximizing your class time because it is something that students could do at home, without your classmates or the teacher. Since we have only three hours of class per week, we prefer focusing only on those activities which require the presence of other students or the teacher.

 

Paragraph 5. So should students practice in class and do grammar exercises at home?

English is like learning tennis; it does not only require taking lessons, it also requires hours and hours of practice. In addition to in-class practice, to really improve and advance, students need to make an effort to use English outside of class – not just doing grammar exercises, but also reading books and magazines, writing letters and compositions, seeing movies, listening to music, and speaking to other people.

 

VOCABULARY FOCUS

Activity 2. Fill in the table with appropriate derivatives:

 

Noun	Verb	Adjective	Adverb
			repeatedly
		Circular
		Acquired
	prefer
		spontaneous
	require

 

Activity 3. Explain what the following phrases mean:

1) repetitive drill; 2) spontaneous practice; 3) static facts; 4) per week; 5) acquire knowledge; 6) master a language; 7) maximize one’s time; 8) have the “best of both worlds”.

 

GRAMMAR FOCUS

 

Activity 4. Insert the missing connectives “ whereas”, “because”, “while”, “in addition to”, “since”:

1) _____ students speak with the classmates, the teacher circulates from group to group.

2) Doing repetitive grammar drills in class is not effective _____ it is something that students could do at home.

3) _____ we have only three hours of class per week, we prefer focusing only on those activities which require the presence of other students or the teacher.

4) _____ in-class practice, students need to use English outside of class.

5) But learning a language involves learning a skill, _____ learning history or geography simply involves learning a set of facts or a body of knowledge.

 

Activity 5. Choose the correct connective:

1) I arrived late this morning otherwise/because of/whether I would have talked to him.

2) Peter has gone to America. I don't know if/when/meanwhile he will come today or not.

3) You can take my book provided/unless/whereas you bring it back tomorrow.

4) You must remind him of it, because/unless/otherwise he may forget.

5) Solange is very hard-working unlike/whereas/if her brother is very lazy.

6) He was punished whereas/because/unless he failed his exam.

7) I will never forgive him if/even/unless he apologizes

 

WHILE-READING

Activity 6. Study each paragraph of the text and do the following tasks:

Paragraph 1. Formulate the difference between knowledge and skills. Define each of them. (while defining skills, remember the Pavlov theory of reflexes treating unconditional reflexes as instincts and conditional ones as acquired reflexes, and relate it to the language learning process). Say which areas of learning/subjects each of them represents. Say which of them is/not learning English.

Paragraph 2. Draw a parallel between learning English and playing tennis. Do they have anything in common? If yes, what? Identify the stages in learning English in general and in your learning practice.

Paragraph 3. Answer the title question. Find the key phrase in answering it. Dwell on the dis/advantages of in-class pair/group work. Make a conclusion as to their usefulness.

Paragraph 4. Dwell on the role of grammar rules and drills in the language learning process.

Paragraph 5. Say what you/your teacher can do to make your learning English more effective.

Activity 7. Skim each part of the text and formulate its main message.

POST-READING

Activity 8. Analyze your language learning experience based on the text above.

Make inferences about your personal experience of learning English.