Spoken Club

Themes for MosInyaz English Club 2015 - 2016

Daryl Robert McCreery
Director of the British Programmes, Secondary School of Languages and Economics

Мы собираемся каждую пятницу, чтобы разговаривать по-английски и погрузиться в языковую среду в нашей маленькой «Британии на Красносельской», не выезжая за пределы страны. Никакой зубрежки и записей – разговорный клуб создан для того, чтобы говорить, обсуждать различные вопросы, высказывать свое мнение!

За горячей чашкой английского чая в MosInYaz Spoken Club мы будем вести диалог, развивать свои навыки, учиться новому, слышать и понимать других на английском языке, тем самым делая его более родным и понятным для себя.

Ведет встречи носитель языка, директор британских программ Лингвистической школы, преподаватель курсов английского языка МосИнЯз – Дарел МакКрири. Темы заседаний английского разговорного клуба подобраны и распределены таким образом, чтобы в обсуждении могли принять участие студенты с различным уровнем знания английского – от Elementary до Advanced. Чтобы подобрать темы, соответствующие вашему уровню знаний, ознакомьтесь с графиком заседаний разговорного клуба.

Все заседания в MosInYaz Spoken Club посвящены определенной теме, в соответствии с которой Дарел МакКрири готовит вопросы для обсуждения. Каждая встреча начинается с презентации новых слов по теме обсуждения, при необходимости – с разъяснением их значения. Затем вопрос/проблема обсуждается участниками встречи в группах. После изложения Дарелом своего видения вопроса проходит общая дискуссия по теме, просмотр видеосюжетов, цитирование отрывков из художественных произведений, публицистики. В завершение встречи подводится общий итог обсуждения.

Условия посещения Spoken Club. Стоимость 1 академического часа составляет 250 рублей. Занятие проходит с 19:00 до 20:30 каждую пятницу.

Low level students, and not only, often complain that they lack the vocabulary necessary to express the complicated ideas they are able to express in their native tongue. If we think about this for a moment, we come to two conclusions. The first is that it is a statement of the obvious, and so it is. The second is that it is natural that this is so. Whether a learner’s level is low or not this situation requires her / him to simplify; this is not to say that the idea, thought or feeling itself should be simplified, rather the way in which it is expressed and the learner should be encouraged to use the tools of language they have at their disposal at that time. Simplicity is frequently equated with stupidity. This is not the case. Simplicity, conciseness and an economy with words is not easy to achieve, yet the foreign language learner has these merely by dint of where they happen to be at that stage in their learning. Yet still, simplicity, conciseness, and an economy with words are the keys to intellectual freedom and wisdom.

The upshot of the abovementioned is that ideas, thoughts, and feelings can be expressed at any level a learner happens to be. It should also be noted that learners usually know much more than they think they do. Part of the job of a teacher is to help learners use and open this opportunity. This can facilitated by showing learners other obvious aspects of a language: the existence of English words in their native language, and the existence of other foreign words in their native language and their proximity to English words. A teacher may do this with any level.

The question of grammar creeps like ivy around the tree of language slowly drinking away the tree’s life. What of it? The question that is, not the tree. Teachers present forms and rules for their usage. Rules are guides and signposts for users rather than dogmae by which users are restricted at all costs. As in life, thus with language. A teacher in this case may be likened to a map and compass. Grammar gives language form, structure and order whilst words are the building blocks and decorative ornamentation of language. This simple fact a teacher may pass on to learners without pomp or ceremony thereby killing the ivy creeper and letting the tree live and breathe.

“I’m frightened of making mistakes!” Mistakes? But mistakes are just opportunities to learn lessons. Let us recognise that mistake is a misleading word and prefer the word error. It must further be recognised that learners make different kinds of error: errors of omission, errors of commission, errors because of memory lapses or errors resulting from a lack of knowledge. By acknowledging this simple fact a learner realizes that there is nothing to be frightened of and a teacher may identify where a learner requires assistance not to mention how to render that assistance. Mistakes? A mistake is only a mistake if we do not learn from it. Once again, as in language, thus in life.

To bring the discussion to a more personal professional level, I believe that the atmosphere of a language classroom and the attitude of a teacher contribute to a mutually beneficial learning process. Much has been said by learners and teachers alike along the following lines: if I’m having fun, I’m not learning anything and it’s not serious. Fun does not necessarily mean light entertainment, but taking enjoyment from what one is doing. A good atmosphere is one that is warm, friendly, and open enough to allow learners to express themselves as unselfconsciously as they can. A good teacher attitude is one that encourages learners to express themselves regardless of ability or perceived ability as well as understanding, and helps learners to better understand, that if errors are not being committed, the learner is not learning!

Themes for MosInyaz English Club 2015 - 2016

This year the Language Club themes are divided into general interest areas and by level. The purpose of this is to give learners of all levels the chance to speak with others of their level so as not to feel self-conscious. Low-level learners will not have to worry about their questions and higher-level learners will be able to advance unimpeded.