Teach English Using the Soccer World Cup

Utilize the Soccer World Cup in Germany as an English Language Teaching Tool?

No, I’m dead serious. Utilizing well known occasions like the soccer world cup in Germany to show English is indeed, down to earth. The students’ Affective Filter (Krashen and Terrell, 1983) is so low utilizing occasions like these to instruct English, “a cockroach could jump over it”.

Would you be able to envision the responses of my students when I reported, “For English class everyone needs to watch the world cup matches”?

“That is incredible!” “Educator, you’re really amazing!” “Gracious man, we’ve never had an English task like that previously!”

Albeit not a gigantic soccer fan myself, I figured it would be fascinating to see matches between groups you know never get to play each other during a customary season. Italy versus Ghana? The USA versus the Czech Republic? Holland versus Ivory Coast? Wonderful!

To work the games in to English language practice, students should utilize their abilities in various ways by applying Task-Based Learning (J. Willis, 1998) notwithstanding some Content-Based Instruction (Richards and Rogers, 1993). Do Ghana and Italy work together? Assuming this is the case, what sorts of items or administrations? Valuable exercises for students incorporate ones, for example,

o Preparing and giving profiles of the contending nations including financial aspects, geology, state house urban areas, and so on

o Being ready to find the nations on a world guide and give lining nations and geographic highlights

o Talking about central members in each group or exchanges between players/mentors/fans

o Describing parts of central participants in each group – age, stature, weight, hair, looks, conjugal status and different highlights like uncovered, supports, glasses, tattoos, and so forth Gclub

o Soccer match components like player positions, scoring, and even how to play the game

o Giving critique on game plays and objectives utilizing dynamic or uninvolved voice

o Making forecasts utilizing future tenses “going to” or “will”

o Using talk markers or modals to communicate vulnerability (maybe, perhaps, perhaps, might, could, may, and so forth)

The students are allowed to stir up whatever designs they wish as long as they stay dynamic and engaged with the cycle. A few games are recorded with features audited/examined in class. A couple of games are watched during class hours by means of multi-media offices accessible at the college.

Other action prospects are:

o Reports

o Developing jargon records in setting dependent on jargon components (Thornbury, 2002)

o Discussion/depictions of urban communities where games are played

o Local engineering

o Regional food varieties

o Holidays

o Clothing

o practically any social viewpoint students might see as new and fascinating

Toward the end (wheeze, all things considered, students will have incorporated a broad “portfolio” of composed and multi-media materials that have permitted them thorough practice in the four English language fundamental abilities. Composed practice can be either Process-based (White, 1987) or Product-based (Fowler, 1988) Learners have additionally had broad listening appreciation practice in English. With various games arbitrators and observers from various nations communicating in English with an assortment of accents, components of tuning in and their related troubles can be analyzed. (Brown and Yule, 1983)

In this way, these exercises are transforming the soccer world cup in Germany into a wonderful English language educating instrument. The cycle could be turned over and utilized with other global games too, similar to the Olympics, Baseball World Series, American football Super Bowl or various other world territorial occasions. Contemplate sports or different sorts of occasions where you reside. How should you viably take advantage of them to show your English EFL or ESL students?

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