4) Stripped dialogues:

5) ex-ses at transforming a M into a D:

• Indirect transformation: listen to the text and discuss it in pairs.

• Direct transformation: listen to the text and reproduce the conversation of the characters;

• Additional transformation: listen to the text and discuss its events, comparing them with the same events in your life;

6) Ex-ses aimed at making a D based on its content rendered in indirect speech. e.g. Listen to the dialogue and cut it short.

7) Ex-ses aimed at composing a D on the basis of its beginning, end or its central part.

8) Ex-ses aimed at composing a D on the basis of the theses of each role.

9) Ex-ses aimed at composing a D on the basis of a series of pictures. e.g. Look at the pictures and try to guess what will happen next or Play one of the roles below (work in pairs).

Stage Three: developing dialogical skills at the discourse level. it is aimed at developing the skills of producing independent dialogues:

1. Ex-ses aimed at composing a D based on a picture:

2. Ex-ses aimed at composing a D based on a verbal visuality: Look at the invitation card and plan the coming week-end:

   Please, do join us for a picnic		Our Zhitomir Sports Club invites you to the meeting on…
   Come to our tourist club party on…		We request the pleasure of your company at a reception…

3. Ex-ses aimed at composing a D without any props: Discuss in pairs the film/TV program/concert/play you saw yesterday.

How to work at the model-dialogue:

Step 1: listen to the dialogue recorded on the tape and answer the teacher’s questions or say whether it is true or false;

Step2: listen to the dialogue using the verbal visuality (printed text);

Step3: listen to the particular lines of the D, practise their pronunciation and intonation;

Step4: read the dialogue: a) as a whole text; b) in parts;

Step5: reproduce the dialogue, restoring the particular lines of one of the characters;

Step6: reproduce the D in roles (parts);

Step7: extend the lines of the D in accordance with the communicative task;

Step8: transform the D, changing one of the replies;

Step9: make up a dialogue by analogy within the same topic, but in a different situation, between the different communicators, with a different communicative task.

Step10: make up a topic-centered dialogue based on microdialogues.

Lecture # 13

Teaching Communication

Plan:

1. What is communication?

2. Difference between real life/classroom communication.

3. Major characteristics of C.

4. Principles of C.

5. How to create the atmosphere in the class.

6. Evaluation

Competence refers to the speaker-hearer’s implicit knowledge of the subject matter.

In the classroom situation CC works as a doubled-pronged arrow

Communicative

T eacher Student

Competence

Communication is a cybernetic process.

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Tony Wright’s communicative competence concept focuses on the participants in a classroom situation as complex individuals with personal, social, psychological and cultural characteristics.

He illustrates the role of teachers and learners by focusing on three areas:

1. language knowledge;

2. modes of behaviour and

3. modes of action.

Factors that influence CC are:

• interpersonal factors, including social roles and social distance;

• task-related factors, including interactivity and interpersonality;

• processes, including types of behavior, communication patterns;

• procedural and content topics and situations.

Conditions necessary for communication:

1. a special atmosphere at the lesson;

2. a teacher/partner as an interlocutor;

3. a correct choice of exercises;

4. the creative beginning.

Major characteristics of the communicative teaching:

• Sociological view of language - language is a means of communicative notions and functions.

• Learning by doing (using language communicatively);

• Goals - Communicative competence, social appropriacy, acceptability;

• Integrative approach to all four skills ( focus depends on learners’ needs);

• Typical exercise types (“information gap” activities, problem-solving tasks, role-plays, simulations etc;

• Typical forms of classroom interaction – (pair- , team- , group-work)

• Role of a teacher (facilitator, informant, consultant, manager);

• Attitude to errors (learners are encouraged to take risks, errors are inevitable as they are learning steps);

• Occasional usage of the Mother tongue, when it is really necessary

Principles of Communication (according to Keith Morran)

Principle I: know what you are doing. (Why am I learning this?) What am I learning and what to do with it?

Principle II: the whole is more than the sums of the parts.

Principle III: the processes are as important as the forms.The practice of the forms of the target language can take place within a communicative framework:

3.1. message-oriented communication (information gap/ opinion gap). The purpose of communication is to bridge this communication gap.

3.2. choice: the participants have choice, both in terms of what they will say and how they will say it: what ideas to express at a given moment and what linguistic forms are appropriate to express them.

3.3. feedback: what you say to smb depends not only on what he had just said to you but also on what you want to get out of the conversation.

Principle IV: to learn it, do it.

Principle V: mistakes are not always a mistake.

Four skills in communicative language teaching

I. Speaking. A communicative approach to speaking emphasizes the use of the language above the sentence level.

II. Listening. Listening and speaking are the 2 activities which often cooperate. That means that on-going speech reflects and requires the feedback given by the addresses and the process of mutual adjustment is evident

III. Reading. It needs the skills of interpreting information presented in printed form. The functions of reading:

• To obtain factual information (it is a referential function, e.g. how to use this or that);

• Intellectual function – to read so as more effectively manipulate ideas, with the aim of influencing the behaviour of others, making proposals;

• Emotional gratification or spiritual enlightenment for pleasure and self-improvement.

IV. Writing – communicative writing practice deals with conveying of information content. The main aim is to get the message across, that is why there shouldn’t be the “sea of red ink”

TEACHING READING

PLAN

1. The role and place of reading in teaching a foreign language at school.

2. The psychological mechanisms of reading. Interrelation of rea­ding with other language activities.

3. Modes of reading.

4. The selection and requirements to texts for different modes of reading.

5. Teaching the technique of reading.