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Name: Zhazira

Surname: Bekmurzayeva

Age: 20

I’m a student

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The Global spread of English and its Implications for ELT

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The Global spread of English and its Implications for ELT

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Rrole of native and non-native English speakers in ELT, addressing personal experiences, biases, and teaching implications

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Rrole of native and non-native English speakers in ELT, addressing personal experiences, biases, and teaching implications

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Let’s use McDonough & Shaw’s (2003) evaluation model, which includes:

1. General Overview

2. Learning Objectives

3. Skills Covered

4. Language Content

5. Methodology

6. Learner Engagement

7. Cultural Appropriacy

8. Flexibility & Adaptability

9. Layout & Design

10. Supplementary Materials

✴️

Evaluation of Unit 5: “Wonders of the World”

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English File Intermediate (Third Edition)

1.General Overview

Description: This unit explores natural and man-made wonders, includes reading and listening activities, grammar on comparatives and superlatives, and vocabulary related to geographical features.

Level: Intermediate (B1-B2)

✅ Strengths:

The theme is engaging and relevant, often sparking student curiosity and conversation.

🔻 Weaknesses:

The unit might not appeal to students uninterested in geography or travel.

2.Learning Objectives

Stated in Teacher’s Book: Yes

Clear to Learners: Partially (not always explicitly stated in Student’s Book)

✅ Strengths:

Objectives align with CEFR descriptors (e.g., describing places, expressing opinions).

🔻 Weaknesses:

Students might benefit from clearer, learner-friendly “can-do” statements at the start.

3.Skills Covered

Integrated: Reading, Listening, Speaking, Writing.

✅ Strengths:

Skills are integrated meaningfully (e.g., listening to a travel podcast leads to a discussion).

Speaking activities encourage interaction and personalization.

🔻 Weaknesses:

Writing task is minimal; more guided writing support could be included.

4.Language Content

Grammar Focus: Comparatives, superlatives, modifiers.

Vocabulary: Landscape features, adjectives for description.

✅ Strengths:

Grammar is presented inductively through context, which aids understanding.

Vocabulary is thematically appropriate and reused in different tasks.

🔻 Weaknesses:

Some explanations may need teacher clarification; not always accessible to lower B1 learners.

5.Methodology

Approach: Communicative Language Teaching (CLT)

✅ Strengths:

Many pair and group work tasks promote real communication.

Tasks scaffold language use step-by-step.

🔻 Weaknesses:

Some activities rely on confident speakers; weaker students may stay silent.

6.Learner Engagement

Visuals, Topics, Personalization: High

✅ Strengths:

Students enjoy sharing their own travel experiences.

Colorful visuals and photos support interest and comprehension.

🔻 Weaknesses:

For less-traveled students, some activities (e.g., ranking places) may feel less personal or even alienating.

7.Cultural Appropriacy

Diversity of Content: Moderate

✅ Strengths:

Some international examples are given (e.g., Machu Picchu, Great Wall).

Opportunities for intercultural learning.

🔻 Weaknesses:

Mostly Western-centric examples; lacks representation of less globally dominant cultures (e.g., African, Central Asian wonders).

8.Flexibility & Adaptability

Teacher Modification: Easy to adapt

✅ Strengths:

Tasks are modular and can be skipped, expanded, or replaced.

🔻 Weaknesses:

Some listening activities depend on coursebook audio, limiting flexibility for tech-free environments.

9. Layout & Design

User-friendly: Yes

✅ Strengths:

Clean, modern layout; logical progression.

Good balance of text and images.

🔻 Weaknesses:

Dense pages may overwhelm some learners; white space could improve readability.

10.Supplementary Materials

Available: Yes (Workbook, Online Practice, Teacher’s Book)

✅ Strengths:

Ample support for teachers and learners.

Online practice extends learning outside class.

🔻 Weaknesses:

Some digital features may require training or technical support.

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1.Listening Activity: “Find the Mistake!”

Skill: Listening

Level: B1-B2

CLT Focus: Authentic communication, listening for detail

Procedure:

Students listen to a short, conversational audio (e.g., two friends talking about their travel plans).

In pairs, they receive a written transcript with 5 factual mistakes (e.g., the date, place, or transport type).

Their task is to listen carefully and identify and correct the mistakes by comparing the transcript with what they hear.

Why it’s communicative:

Students engage in real-time information gap work.

Requires peer negotiation and discussion.

Focuses on meaning, not just form.

2.Speaking Activity: “Cultural Speed-Dating”

Skill: Speaking

Level: B1+

CLT Focus: Fluency, personalization, pair interaction

Procedure:

Students pretend to be from different countries (real or invented) with distinct cultural traits (brief profiles provided).

In a “speed-dating” style rotation, they introduce themselves, describe their culture, and ask/answer questions (e.g., What’s your view on punctuality? How do you celebrate holidays?).

After a few rounds, they reflect on differences and similarities.

Why it’s communicative:

Encourages personal expression and cultural exchange.

Involves realistic, goal-oriented interaction.

Fluency is prioritized over accuracy.

3.Reading Activity: “Problem Solvers”

Skill: Reading

Level: B1

CLT Focus: Task-based learning, collaboration

Procedure:

Students are given short texts (emails, articles, signs) describing various travel-related problems (e.g., missed flight, lost passport, hotel cancellation).

In small groups, they read and discuss possible solutions, using clues from the texts and brainstorming together.

They present their recommended solutions to the class.

Why it’s communicative:

Reading is used in a purposeful, real-world context.

Promotes team-based decision-making and discussion.

Students interact with the text and each other.

4.Writing Activity: “Email Exchange with a Host Family”

Skill: Writing

Level: B1

CLT Focus: Meaningful writing, audience awareness

Procedure:

Students imagine they are about to do a homestay abroad. They must write an introductory email to their future host family.

The email should include:

A short self-introduction

Hobbies and preferences

Cultural questions (e.g., “Is there anything I should know about your customs?”)

After writing, students exchange emails and respond as host families.

Why it’s communicative:

Writing has a clear audience and purpose.

Simulates real-life communication.

Focus is on expressing ideas, not just grammar.

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Topic: Climate Change and Extreme Weather

Subject: Environmental Science + English (CLIL)

Level: B1+

Age: 16+

Duration: 60 minutes

Source: Adapted from a recent BBC News article titled: “Record-breaking heatwaves affect millions across the globe” (2025)

🧠 Learning Objectives

📚 Content (Subject):

Understand the causes and effects of heatwaves.

Identify how climate change affects weather patterns globally.

🗣️ Language:

Learn key vocabulary related to climate and environment.

Practice reading for gist and detail.

Develop speaking skills through group discussion and a mini-presentation.

📝 Materials

Adapted article (simplified version of the BBC article)

Vocabulary worksheet

Comprehension questions

Discussion prompts

Slides/visual aids (maps of temperature increases)

Mini-presentation template

🗂️ Lesson Stages

1.Warm-up / Lead-in (10 minutes)

Show 2–3 recent headlines or images of global heatwaves.

Ask students:
“Have you heard of any extreme weather events recently?”
“How does the weather in your country compare to five years ago?”

2.Pre-Reading Vocabulary (10 minutes)

Introduce 6–8 key terms:
heatwave, drought, greenhouse gases, emissions, global warming, temperature rise, weather pattern

Matching activity or fill-in-the-blanks exercise.

3.Reading (15 minutes)

Distribute the adapted article (approx. 250–300 words).
Students read individually for gist, then re-read for detail.

Comprehension questions:

What countries are mentioned?

What are the main causes of the heatwaves?

What are the consequences?

4.Group Discussion (10 minutes)

In small groups, students answer and discuss:

How do these issues affect your country?

What can people do to reduce the impact of climate change?

5.Task: Mini-Presentation (10 minutes)

Each group prepares and presents:

A 1-minute summary of the article.

2 possible solutions to climate issues.

1 question for the class to discuss.

6.Wrap-up / Homework (5 minutes)

Reflect: “What did you learn today that surprised you?”

Homework: Write a short opinion paragraph on “How climate change affects my daily life.”

📎 Adapted Article Sample (for your Padlet)

Title: “Extreme Heat Hits the World in 2025”

This year, many countries are experiencing record-breaking heatwaves. In parts of Europe, temperatures have reached over 45°C. Scientists say climate change is making these heatwaves more common and more dangerous.

Droughts and wildfires have affected countries like Spain, Greece, and Canada. People are advised to stay indoors, drink water, and avoid direct sun.

Experts explain that greenhouse gas emissions from factories, cars, and energy production are increasing global temperatures. They warn that without strong climate action, extreme weather will become the new normal.

Governments are trying to reduce emissions, but they say everyone — including ordinary people — needs to help.

💡 CLIL Principles Addressed:

Content: Environmental science

Communication: Reading, discussing, presenting

Cognition: Critical thinking about global issues

Culture: Understanding global impact and cross-cultural experiences of climate change

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My personal motivation for studying English 

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My personal motivation for studying English 

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My personal motivation for studying English

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Final teaching philosophy video reflection

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Final teaching philosophy video reflection

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Four communicative activities, each targeting a different language skill (listening, peaking, reading, and writing), incorporating CLT principles

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Four communicative activities, each targeting a different language skill (listening, peaking, reading, and writing), incorporating CLT principles

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1.Listening – “Find Someone Who…” (Audio Interview Match)

Objective: Develop active listening and comprehension skills through authentic audio.

Procedure:

Students listen to short audio interviews of people talking about their hobbies, routines, or past experiences.

Each student receives a grid (e.g., “Find someone who has visited another country”, “Find someone who plays an instrument”).

They must match the information from the audio clips to the correct interviewees.

CLT Principles:

Uses authentic material (real-life interviews or podcasts).

Focuses on meaningful understanding, not just isolated words.

Encourages learner autonomy and peer discussion after listening.

2.Speaking – “Role-Play: Solving a Travel Problem”

Objective: Practice spontaneous speaking in a real-life context.

Procedure:

Students are given roles in pairs (e.g., tourist and travel agent, or lost traveler and police officer).

Each pair receives a situation card (e.g., missed flight, lost passport, wrong hotel booking).

They must improvise a dialogue to solve the problem.

CLT Principles:

Emphasizes interaction and negotiation of meaning.

Language used is authentic and contextualized.

Encourages fluency over accuracy, with feedback provided afterward.

3.Reading – “Jigsaw Reading: Different Perspectives”

Objective: Develop reading comprehension and cooperative learning.

Procedure:

A text (e.g., a news article or story) is split into sections, each giving a different perspective on the same event.

Students are divided into expert groups to read and understand their section.

Then they form jigsaw groups (one student from each expert group) to share and piece together the full story.

CLT Principles:

Promotes collaborative meaning-making.

Reading is a springboard for communication.

Focuses on comprehension and synthesis, not just decoding.

4.Writing – “Email Exchange: Cultural Advice”

Objective: Practice writing for a real audience with a clear purpose.

Procedure:

Students imagine they are writing an email to a foreign friend visiting their country for the first time.

They provide advice on cultural norms, greetings, food, and dos and don’ts.

Then, they exchange emails with a classmate acting as the foreign friend, who replies with follow-up questions.

CLT Principles:

Writing has a real-life purpose and audience.

Encourages interpersonal communication.

Focuses on content, tone, and relevance, not just grammar.