Teaching British English to B1 Level Learners of French Origin

This reading, writing and listening tasks are aimed at teaching British English to B1 level learners of French origin. The tasks include watching videos, answering questions and making notes.

Running Head: ENGLISH LANGUAGE AND LINGUISTICS
English Language and linguistics
Name of the Student
Name of the University
Author Note

1ENGLISH LANGUAGE AND LINGUISTICS
The following reading, writing and listening tasks are aimed at teaching British English
to B1 level learners of French origin:
1. The student is supposed to watch the video available on the following link:
https://learnenglishteens.britishcouncil.org/uk-now/video-uk/boarding-schools-uk-
class (Learnenglishteens.britishcouncil.org 2018)
a. The pupil must listen carefully from the beginning till two minutes and
twenty- three seconds of the video and fill in the following blanks with the
exact words that he or she hears and deems correct [The pupil may use one or
more than one word to fill up the blanks]:
i. “Hello! My name is Robert and I am studying music _____________
many other subjects.”
ii. “Hi! My name is Ursule. I am from ______________ and this
my___________________ in the school. I am in ________________
right now”
iii. “..I have lessons three times a week and _________________ from
______________ music”
iv. “For music we have got two different teachers and one of the teachers
teaches us ________________ and the other one mainly teaches us
_________________ and all the field that we need to know for our
exams”
v. “And then _____________ we have _____________ through our long
history of preparing ________________ to some of the
_______________ in the UK and increasingly __________________
as well.”

2ENGLISH LANGUAGE AND LINGUISTICS
vi. “We regularly assess their _______________ and offer them some
_________________ to help them focus on _________________
work”
vii. “And that _______________ more highly”
viii. “Hi! My name is ______________. I am from Ukraine. I take
_______________, art, drama, _______________ and French.”
ix. “My name Ivy Qian and I come from
__________________________.”
x. “And I choose __________________ and economics, as my subjects ”
b. The pupil must watch the entire above-mentioned video and answer the
following questions:
i. List down the names of the students mentioned in the video.
ii. How many music teachers are present in the school? What do they
teach?
iii. What are the methods taken up by the school authorities in order to
secure that the students achieve much more highly?
iv. What is Liam looking forward to (Stmaryscambridge.co.uk 2018)?
v. How many math teachers are present in the school?
c. The pupil must compare his or her answers in groups and further discuss about
the questions mentioned below:
i. Would you like to study in St. Mary’s School, Cambridge
(Learnenglishteens.britishcouncil.org 2018)?
ii. Which subject or subjects would you like to take up in St. Mary’s
School, Cambridge (Learnenglishteens.britishcouncil.org 2018)?

3ENGLISH LANGUAGE AND LINGUISTICS
iii. Why would you like to take up and study those subjects, you have
mentioned in the answer of the previous question?
iv. What are the facilities you are hoping to avail at St. Mary’s School,
Cambridge (Learnenglishteens.britishcouncil.org 2018)?
v. In what manner do you think studying in St. Mary’s School,
Cambridge will bring about progress in your career
(Learnenglishteens.britishcouncil.org 2018)?
d. The student must watch the entire video and make brief notes in the table
provided below:
Name of the Student Student’s place of origin
e. The student must watch the entire video once again and make notes about the
following of the students studying at St. Mary’s School, Cambridge
(Learnenglishteens.britishcouncil.org 2018):
Name of the Student Subject or subjects pursued by the
particular student

4ENGLISH LANGUAGE AND LINGUISTICS
f. The pupil must provide answer to the following questions, associated with the
above-mentioned video, after having a discussion in pair or groups:
i. Which subject, discussed in the video, appeared most appealing to
you?
ii. Why did that particular subject appeal to you?
iii. Which are the other subjects, which propose certain prospects, in your
opinion?
iv. In your opinion, what are the chances of getting admission into
institution of higher studies after passing out from St. Mary’s School,
Cambridge (Learnenglishteens.britishcouncil.org 2018)?
v. What according to you will be the job opportunities you will come
across, with your subject of preference, from St. Mary’s School,
Cambridge (Learnenglishteens.britishcouncil.org 2018)?
2. The great British bake-off is a popular British television culinary show, in which
amateur chefs compete against each other with an aim of impressing the judges with
their respective baking skills (Thegreatbritishbakeoff.co.uk 2018). The student must
watch the video available at the following link: https://www.youtube.com/watch?
v=FU09rxvJTlk (YouTube 2018). He or she must thereafter summarize the clip, in his
or her own words,keeping in mind the following points:
a. The number of cakes shown in the clip

5ENGLISH LANGUAGE AND LINGUISTICS
b. The design and texture of individual cakes
c. The idea and amount of effort invested while baking each cake
d. The demeanor of the judges [whether they were just while critically analyzing
every piece of bake]
After completion of the writing procedure, the student must read aloud his or her
piece in front of the whole class (Nurani and Rosyada 2015). This will highlight the ‘French
accent’ problems usually faced by people of French origin (Walter 2001). This process in
turn is likely to obliterate the pronunciation issues with the aid of repeated reading, following
the pronunciations of the afore-mentioned videos.

6ENGLISH LANGUAGE AND LINGUISTICS
References
Learnenglishteens.britishcouncil.org. (2018). Boarding schools in the UK: Class. [online]
Available at: https://learnenglishteens.britishcouncil.org/uk-now/video-uk/boarding-schools-
uk-class [Accessed 15 Feb. 2018].
Nurani, S. and Rosyada, A., 2015. Improving English Pronunciation of Adult ESL Learners
through Reading Aloud Assessments. Lingua Cultura, 9(2), pp.107-112.
Stmaryscambridge.co.uk. (2018). Welcome to St Mary’s School, Cambridge. [online]
Available at: http://www.stmaryscambridge.co.uk/ [Accessed 15 Feb. 2018].
Thegreatbritishbakeoff.co.uk. (2018). The Great British Bake Off. [online] Available at:
https://thegreatbritishbakeoff.co.uk/ [Accessed 15 Feb. 2018].
Walter, C., 2001. French speakers. M. Swan & B. Smith, Learner English: A Teacher’s Guide
to Interference and Other Problems, pp.52-56.
YouTube. (2018). Amazing Hidden Design Cakes - The Great British Bake Off. [online]
Available at: https://www.youtube.com/watch?v=FU09rxvJTlk [Accessed 15 Feb. 2018].