teaching lexics to the pupils b1 (10-11 classes)

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teaching lexics to the pupils b1 (10-11 classes) contents introduction ………………………………………………………………..3 chapteri. teaching grammar in context………………………..5 1.1.teaching function: greeting……………………………………………………8 1.2.background and definition……………………………………………………11 chapter ii. lessons have communicative aims……………….15 2.1.teacher acts as a facilitator in the learning process………………………….18 2.2. teaching lexics to the mad pupil……………………………………………..23 conclusion…………………………………………………………………..28 used literature…………………………………………………………...29 introduction the communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. when learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. example practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication. in the classroom classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. as a result there may be …

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g and answering about origin with the question where are you from? and the answer i’m from japan. what is the grammar involved in these exponents or sentences? the verb be in the present form: my name is susanne. what’s your name? i am harumi. and, the preposition ‘from’ when asking and talking about origin. so, from the grammatical point of view, you will be teaching: subject + is/are/am+ name wh- questions: what + is + (noun)? where+ is/are + subject+ from? subject+ am/is/are+ from + (country). from the functional point of view, you will be teaching greetings, introductions and asking and answering about origin. teaching grammar in context let’s see other examples of functions and how they are connected to specific grammatical structures. if you ask this type of question, can you drive?, you will be asking a question using modal verb can, which follows a specific pattern: can …

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‘permission’; if the person is allowed to drive. sometimes a change of pronoun or adding a word can change the function. imagine that a group of friends are planning a trip to the forest. they have a map and they have to decide how to get to their destination. one looks at the map and asks can we drive there? the grammatical pattern is still the same: modal can + pronoun+ verb in base form? but the speaker is surely asking about how possible it is for them to get to their destination by car. all these examples show that the same grammatical pattern or structure in context will communicate different things. same structure, different functions. modal verb can refers to different functions: · ability · request · permission · possibility when choosing a grammar topic to teach, make sure that you can identify the pattern or structure, and the …

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us on real-life situations. according to jack c. richards, a learner can develop communicative competence by: this change has had a huge impact on classroom materials, course books, teaching techniques and the teacher’s role in the classroom, and still influences english language teaching and learning up to this day. some key features of the communicative approach lessons have communicative aims communicating meaning is the main goal in clt, and language is seen as a tool for learners to reach this aim. for this reason, the syllabus of courses that adopt a communicative approach to teaching favour lesson aims that will help students practice and develop their linguistic competence, rather than their grammatical competence. in order to achieve this, different types of syllabi were created, amongst them, the functional-notional syllabus, that enables learners to focus on the meaning (function) of language and practice it in a realistic setting: besides that, the …

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a more genuine use of language. teacher acts as a facilitator in the learning process in the communicative approach, learners are at the centre of instruction. that means that the teacher’s role has changed when compared to previous methodologies such as audiolingualism and the direct method. the teacher is now seen as a facilitator in the learning process, and some of the responsibilities attributed to them are: fluency and accuracy practice in order to help learners improve their communicative competence, it is important to provide a range of practice activities. although the ultimate aim is genuine communication, there is room for activities and exercises that ensure students practice language in a more controlled manner, focusing on the development of accuracy. these should not, however, be the only source of language practice. activities that focus on the development of fluency are a vital part of a communicative approach lesson, as they …

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teaching lexics to the pupils b1 (10-11 classes) contents introduction ………………………………………………………………..3 chapteri. teaching grammar in context………………………..5 1.1.teaching function: greeting……………………………………………………8 1.2.background and definition……………………………………………………11 chapter ii. lessons have communicative aims……………….15 2.1.teacher acts as a facilitator in the learning process………………………….18 2.2. teaching lexics to the mad pupil……………………………………………..23 conclusion…………………………………………………………………..28 used literature…………………………………………………………...29 introduction the communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. when learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow...

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