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Numer: 228
Przesłano:
Dział: Języki obce

A FRESH LOOK AT COMMUNICATIVE APPROACH TO ENGLISH LANGUAGE TEACHING

Gimnazjum
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A SHORT WARM-UP
Below you have descriptions of activities performed in different classrooms. Do you recognize any elements of Communicative Language Teaching? Which of the procedures / tasks/ behaviours are inconsistent with he principles of CLT?

ðThe teacher throws a whole pile of authentic tourist leaflets on the table, divides the students into groups of three and explains that their task is to plan a two-day tour of London.

ðIn groups of four, the students perform the role-play “Bank robbery.” The teacher moves from group to group, monitoring the activity. Whenever she hears a student making an error, she interrupts the activity and corrects a sentence.

ðThe students work in pairs. Both students in a pair have exactly the same picture of the room. Taking turns, they are supposed to describe what they can see on the picture, e.g. Student A: “I can see a lamp on the table.”
Student B: “I can see a ball under the chair.”

ðThe teacher discusses with the students different ways of expressing disagreement. A number of structures are introduced at one time (e.g. “I strongly disagree.” “You are wrong at that point.” “I wouldn’t say that.” “You might be right but...”). The teacher emphasizes the social context in which these structures can be use (which phrases are suitable while talking to a friend / to an employer…)

ðThe teacher enters the classroom and announces the topic of discussion: “Smoking should be forbidden in public places.” The students sit in dead silence. The teacher waits for a few minutes. Finally the best student starts to talk.

ðThe students work in pairs on a pre-discussion activity. One person from a pair asks his/her partner about his/her eating habits and fills in the questionnaire. Then the roles are reversed.

A BIT OF THEORY

ØSupporters of CLT claim that language is acquired through communication. Even if the students’ knowledge of the target language is limited, they should “use language to learn it”, they should “learn to communicate by communicating”. A reasonable argument or unattainable ideal? (Think how to apply this principle to teaching elementary students.)

ØAdherents of CLT emphasize fluency over accuracy – communicative competence is perceived as a primary goal of language learning. Do you agree with this view? Do you think that the pursuit of fluency may result in a loss among students in accuracy?

ØIn CLT language functions are emphasized over forms. Do you think this is a good idea to avoid the explicit, systematic teaching of grammar? Would you use a functional syllabus in your classroom?

ØIn CLT the goal of classroom activities is authentic and meaningful communication. According to Morrow, activities that are truly communicative have the following features: information gap, choice and feedback. Could you explain these terms?

THE TECHNIQUES AND MATERIALS

ØAuthentic language materials
Adherents of CLT advocate the use of authentic language materials (e.g. newspaper articles, ads, radio broadcasts). What are the reasons behind introducing students to language as it is used in real context?

w Could you think of authentic language materials that would be suitable for elementary students?

w You are given a TV programme for British television. Devise a nice speaking activity for intermediate students that would include this material.

ØScrambled texts
The students are given a passage (article, dialogue, picture strip story) in which the sentences are in a scrambled order. Their task is to restore the sentences to their original order.

w What does this type of exercise teach students? Would you use it in your teaching practice?

ØInformation gap activities
The students perform tasks which require the sharing of information – one person in an exchange knows something that the other person doesn’t know.

w Imagine the following situation: Students work in pairs. Each student is given a town plan. Their task is to describe the location of different places on the map. There is something wrong with this activity. How could you improve it?
What else can students do with such a map?

ØGames

w Why are games so frequently used in CLT? In what ways are they similar to real communicative events?

ØProblem-solving activities
The students share information or work together to arrive at a solution to some problem.

wYou are given a plan of the zoo and pictures of animals. How could you use it to create a problem-solving activity?

ØRole-plays
The students practice communicating in different social contexts and in different social roles.

w You are given a handout showing three different places to live / fictional characters. How could you use it to create a role-play? Use your imagination.

HOW TO MAKE DISCUSSION WORK?

Øchoose a topic of general disagreement or a topic the students have strong opinions on, e.g.
“The most important thing about a job is the money you earn.”
“Vegetarianism is just a fashion and it cannot be treated too seriously.”
“Using animals for entertainment is perfectly justified. In zoos and the circus they are loved and do not have to fight for food as in the natural conditions.”

Øprepare materials: prompts, pictures, worksheets, handouts

Øpresent, elicit or brainstorm useful vocabulary and phrases

Øget the students engaged with the topic: use controversial statements, visuals, questionnaires etc. to raise interest

Ødivide the class into groups

Øyou can use the technique of “pyramid” discussion

Øyou can also divide the class into the “for” and “against” groups and give them some time to prepare their arguments

Øask each group to choose a reporter to take notes and report back on the discussion that took place in his/her group

Øat the end of the discussion get the whole class together to compare conclusions

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