Student Assignment and Feedback Form

Model dialect: ........ (specify)
Settings: Home* School** Office** Workplace** Factory*
Shops* Hotel* Street* Restaurant* Airport**
Other: ..... ..... ..... ..... .

Registers: Science Medicine** Law*** Engineering*** Business***
Commerce** Transport** Agriculture* Religion * Politics** Sport* Education*** Tourism*** Music** Art*
Entertainment* Catering** Aviation** History** Archaeology**
Other: ..... ..... ..... ..... .
Functions:Greeting*** Introducing*** Complying*** Refusing*** Promising***
Apologising*** Complaining** Regretting** Requesting** Agreeing**
Commanding** Forbidding** Disagreeing** Contradicting** Praising***
Criticising** Reproaching** Warning** Advising*** Suggesting*** Forecasting** Reporting ** Inferring**
Asking permission***
Expressing:
surprise annoyance** likes/dislikes*** opinion intention*** indifference** ignorance** reluctance** pleasure/displeasure**
preference*** sympathy*** gratitude** approval/disapproval**
distress disappointment**
Other: ..... ..... ..... .....
Question 4. Research task
Minimum word length: 100
Much humour stems from the inappropriate use of language. Peter Sellers once sang a ‘Hard Day’s Night’ by the Beatles with an RP accent. It sounded humorous because it was inappropriate pronunciation.

Now observe examples from plays, films, radio or the television. Can you see what difficulties a foreign learner might have in appreciating the inappropriateness, and therefore the joke? Can you think of strategies which would help to create this appreciation?

The benefits of humour in instruction have been broadly surveyed  inlater investigate. Scholars and instructors from distinctive areas have made proposals almost conceivable employments of humour within the classroom. Among them, dialect methodologists have attempted to illustrate how jokes and plays on words may beutilizedindialect instructing. In any case, a concordant integration of humour into existingdialect educating approaches is still missing. The show paper appears how classroom humour can improve language learners' phonetic and social competence in case presented at the correct time within the instructing grouping.Teachers’ certainty pays an vital part in adequacy. Certainty to instruct subject matter impacts the instructing results. In case viable instructors accept in themselves, they accomplish a parcel within the classroom, and understudies know who is in charge, and the instructor knows what fabric to cover, and how to instruct it.