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Date Posted: 17:53:20 06/13/03 Fri
Author: Ana Regina F de Araújo
Subject: Task 6

Describe the design of a prototypical communicative course


The design of a prototypical communicative course is based onthe premisses of the CLT theory, that is, teaching a language as a tool to help individuals interact with others and become able to solve their own everyday problems. Specific goals are not determined at first, once the lessons are based on the students’special needs and interests. Meanwhile, the correction of mistakes may be absent or unfrequent since it can jeopardize fluency.

The students are seen as negotiators between self and the learning process .The object of learning emerges and interacts within the group, classroom procedures and activities su-ggested. They should learn in na independent way. (Richards and Rodgers –1986)

The teacher’s role is to facilitate the communication process through various activities and texts and act as na independent participant within the teaching-learning group.

Instructional materials contain: text-based materials, task based materials and realia.

The syllabus of the course generally concern grammar , vocabulary, pronunciatiion, functi-onal, skills and review, all of it taught according to the essence of CLT.

For example, based on a dialogue, text or other activity presented, the students are motiva-ted to infer meanings in context and situations proposed. On a second moment, the teacher will provide the students with the necessary explanations. So far, these activities are con-trolled, once the teacher is giving the students the opportunity to acquire new information on the class subject so that they will be able to ref;ect about it and express their opinions later on.

Then, activities can become looser; in other words, the teacher won’t be the center of the class anymore. He is still there to help the students but the development of it is up to them (semi-controlled activities)

At last, the teacher proposes activities in which the students are supposed to interact fully among themselves. The teacher will not interfere in the discussion and final conclusions.


BIBLIOGRAPHY:

http://coe.sdsu.edu/people/jmora/L2MethodsMMdl/sld001.htm
http://www.american.edu/tesol/Lessonplans.htm
http://www.tickit.com/english/approach.html
RICHARDS, J.&RODGERS, T. Approaches and Methods in Language Teaching. Cam-bridge University Press, 1996.
OXEDEN, CLIVE & SELIGSON, PAUL English File. Oxford University Press, 2002.




Ana Regina F.de Araújo





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