2
Active learning (B)
Textbook: pp. 14–17
GoalReading and discussing active learning; linking study methods to results; using purpose clauses in written text.
New words
result · natijafocus on · e’tibor qaratmoqinspiration · ilhomsuccess · muvaffaqiyat
Explanation
In lesson B we use the pattern from lesson A in written text. Many learners find that what they say, write and do stays in memory longer than what they only read. In a discussion, support your opinion with I think active learning works because... and mix it with to / in order to. Useful phrases: I focus on one skill at a time, I get feedback from my group, I take part in discussions. When you write, give each paragraph one main idea and an example.
Worked examples
To get better results, Dilnoza explains every new topic aloud to her younger brother.
I focus on grammar on Mondays and on speaking on Fridays in order to keep a balance.
Class activity
“Study plan” mini-project: in groups write a three-line weekly plan; every line must contain a purpose infinitive (On Monday I will ... to ...). Then read it to another group.
Practice
1
Complete with your own idea: Students work in groups to ______.
For example: to share ideas and solve problems together.
2
Which is more active: copying a text or explaining it to a classmate? Say why in two sentences.
Explaining is more active because you must understand the text and find your own words. Copying needs little thinking.
3
Write one sentence with focus on and one with get feedback.
For example: I focus on listening for ten minutes a day. I get feedback from my teacher every week.
4
Why do many teachers ask students to present their work instead of only handing it in?
Because presenting makes students organise their ideas, speak confidently and get questions and feedback from the audience.