Professional Documents
Culture Documents
Activity and Communicative
Activity and Communicative
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Taylor (1983) lists five characteristics:
3 – They should have choices about what they are going to say and how
they are going to say it.
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classroom procedures and activities. Teachers also take particular roles
in the CLT approach. First, the teacher facilitates the communication
process between all participants in the classrooms. The teacher is also a
co-communicator who engages in communicative activities with the
students. In addition, the teacher acts as analyst, counselor, and group
process manager.
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organize the classroom as a setting for communication and
communicative activities.
(2) To impart the basic knowledge and ability to skillfully combine the
development. Traditional classroom teaching of English in the main body
of the expense of home study, only emphasized the teachers on the
knowledge of the systematic and integrity, which is a teacher-centered,
knowledge-centered from the medieval "scholastic" teaching teaching
methods inherited One consequence of the neglect of student ability.
The communicative teaching emphasizes the learner's cognitive ability
and operational capabilities, which allow the students themselves to
think about and express their views, thus trained in real life the ability to
use language to communicate.
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Communicative Language teaching defect:
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Communicative English Language Teaching Improvement and
Optimization:
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appropriate amount of classroom time systems taught grammar,
teachers should find ways for students to create, to provide some
meaningful and communicative drills opportunity for students to both
learn grammatical structure. Can train their communicative competence.
7- Learners develop their own routes to language and they should have
different needs and motivations for language learning.
8- Effective learning and communication strategies.
9- Teacher is a facilitator who makes:
• Climate conducive to language learning.
• Opportunities for Ss to use and practice language.
• Opportunities for Ss to reflect on language use and language learning.
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10- The classroom is a community where learners collaborate and share.
[
1- Information-gap activities.
2- Jigsaw activities.
3- Task completion activities.
4- Information gathering activities.
5- Reasoning –gap activities.
6- Role plays activities.
7- Opinion-sharing activities.
8- Class Survey.
There are two activities which are used in teaching speaking by using
the communicative language teaching; information-gap and role-play.
The following procedures purposed by SEAMEO (2003).
Information-gap activity:
The teacher asks some questions related to the topic to recall the
students` previous knowledge about the topic.
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-Motivation (5 minutes)
A- The teacher pairs the students and has them face each other across a
desk. One student becomes ( A) and the other becomes( B).
B -The teacher gives two different piece of information. Give out part A
to students A and part B to student B. Make sure that the students do
not look at each other papers.
C- The teacher reads the student instructions out loud and goes through
an example so students clearly understand what they do.
D- The teacher explains to the students that they must not look at
their partner paper. Make sure they understand that they have to
listen very carefully to their partner and to talk about what their
partner says.
-Post-Activities (5 minutes):
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It is suitable for general ESL classes as well as specific classes such as
family literacy or workplace classes.
Estimated time: The time varies, but usually ranges between 20 and 35
minutes.
Materials: The teacher prepares a master handout based on
information, language structures, and vocabulary the students have
been working on.
Then, the teacher deletes pieces of information on two sets of
handouts. For example, Handout “A” will have some information deleted
that handout “B” will provide. Handout “B” will have other pieces of
information deleted that handout “A” will provide. For example, in a
workplace context the master could be a weekly schedule or list of work
tasks. The teacher can make one side more challenging than the other,
to meet the needs of learners at different levels.
Procedure:
1- Pre-teach and practice vocabulary and structures for the particular
task. Learners should also be familiar with question and answer
formulas (e.g., “What time is ___” and “It’s at ___”), and ways to ask
for clarification (e.g., “Excuse me, can you repeat,” or “I’m sorry, I
don’t understand”). These can be introduced in the beginning days of
a class, and recycled, adapted, and extended over time.
3- Have learners work with a partner. One learner in each pair gets
Handout “A” and the other gets Handout “B”. Ask two learners to
model the asking and answering of questions in the gap activity
before the whole class begins the activity.
Notes: For a multilevel class you can make the “A” form more difficult
than the “B” form. Be sure to pass out the papers to the appropriate
person. The first time you do this activity, some learners may be
somewhat confused, but as you reuse this activity in other contexts,
learners will feel comfortable. Ask learners not to show each other the
forms, but don’t worry when that occurs.
4- Learners ask and answer questions and record answers until both
form “A” and form “B” have been completed.
5- Ask learners to compare their papers with each other.
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6- To complete the activity as a whole group, you can ask volunteers to
come up to the board or overhead to fill in information they’ve gathered
from their partner. This helps solidify the knowledge and gives some
slower learners or pairs a chance to catch up and check their work
without stress.
Evaluation: Walking around the room observing learners during the
activity will let you know how well individual learners use and
understand English in the activity.
Variations: The handouts may be menus, store ads, maps, pictures, or
charts, as well as readings.
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