VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: [1], 2, 3, 4 ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 11:39:19 07/29/03 Tue
Author: Patrícia de Almeida Neri
Subject: Task 13


Material Development
According to Littlewood (1981:39), functional communication activities place learners in a situation where they need to use language for a well defined communicative purpose.
Create a good communication activity and describe it to your classmates. Say which type it is, according to Littlewood.

Activity

Level: Intermediate to advanced - Group work

Aim: Story telling

Type of activity: Processing Information

Material: Rods, a story from a textbook (reading or listening) or a scene of a film.

First, the teacher needs to choose a topic, which can be the one that the book is presenting. It can be a printed short story, listening or a scene of a film chosen by the teacher. For example, suppose there is a lesson talking about the Royal Family, this can be the topic. After choosing the topic the activity can happen in this way:

Warm-up: Teacher will write the topic on the board, then he/she tells the students to say everything that comes to their mind related to this topic, like a brainstorm. The teacher writes everything on the board. Then, he/she will divide the class into groups of four or five students.
Preparation: Students receive the rods (they are pieces of woods with different types of colors and sizes, they can be used according to the creative of anyone). Using these rods, they have to create a story, trying to use those words elicited in the first phase.

Presentation: Each group has to present their story to other group or the whole class.

Closing: They read or listen to the “real” story from the textbook or watch the scene from the chosen film, then they compare it with their story.

In this way, I think they are using their creativity in order to communicate. Besides, the reading or listening at the end of the activity can be more meaningful because they had their background knowledge activated. According to Littlewood (1981:36) , in processing information “learners have access to all the relevant facts”, in this activity, the information activated in the brainstorm. “The stimulus for communication comes from the need to discuss and evaluate these facts, in pairs or groups, in order to solve a problem or reach a decision”: to invent and tell a story.

Bibliography
Littlewood, W. Communicative language teaching.Cambridge: Cambridge Univeristy Press, 1981. p. 16 to 42

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Replies:

[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.