HOME ASSIGNMENT 2

Discipline “Theme: “Current trend methods and approaches in English

language teaching at school”

Theme: “Communicative language learning (СLT)”

1. Theoretical issues
1. Historical background of CLT approach/method. Main goals, characteristics
and principles. Role of students and the teacher. Noam Chomsky, Del Hymes,
Canale and Swain, Michael Halliday, Bachman, Byram, etc. contribution to the
development of CLT. Intercultural communicative competence. (2 phase
development of ICC: from Communicative competence to Intercultural
Communicative Competence). Subcompetences in accordance to different
scholars: Del Hymes, Canale and Swain, Bachman, Byram. Prepare a
presentation (in groups) showing the history of the origin and development of
this method.

Historical Background of Communicative Language Teaching (CLT):

• CLT emerged in the 1970s as a reaction against traditional language

teaching methods that focused heavily on grammar and rote memorization.

• It was influenced by linguistic theories and sociolinguistics,

emphasizing the importance of communication in language learning.

Main Goals, Characteristics, and Principles of CLT:

• Goals: Develop communicative competence, focusing on the ability to

use language effectively in real-life situations.

• Characteristics:

• Emphasis on meaningful communication.

• Student-centered approach with interactive tasks.

• Integration of language skills.

• Use of authentic materials and contexts.

• Principles:

• Language is a tool for communication.

• Learning occurs through real-life language use.

 • Focus on fluency over accuracy.

• Classroom activities mirror authentic communication.

Role of Students and Teachers in CLT:

• Students: Active participants in communication, engaging in pair and

group activities. They play a central role in constructing their understanding of
language.

• Teachers: Facilitators who guide and support students in

communicative activities. They create an environment that encourages interaction
and provide feedback on communication.

Contributions of Key Figures to CLT:

• Noam Chomsky: His theories on Universal Grammar influenced the

understanding of language acquisition, emphasizing innate language abilities.

• Dell Hymes: Introduced the concept of “communicative competence,”

highlighting the importance of sociolinguistic and pragmatic aspects in language
use.

• Canale and Swain: Developed the influential Communicative

Competence model, distinguishing between grammatical, sociolinguistic, and
strategic competences.

• Michael Halliday: His systemic functional linguistics contributed to

understanding language as a social semiotic system, emphasizing language
function in communication.

• Bachman: His work focused on language testing and assessment,

providing insights into evaluating communicative competence.

• Byram: Contributed to the development of intercultural

communicative competence, stressing the ability to interact effectively in diverse
cultural contexts.

Intercultural Communicative Competence:

• Definition: The ability to use language and cultural knowledge to

communicate effectively and appropriately in intercultural situations.
 • Key Components:

• Language proficiency.

• Sociocultural awareness.

• Intercultural sensitivity.

• Ability to manage communication in diverse cultural contexts.

• Importance: Essential in a globalized world, fostering effective

communication and understanding across cultural boundaries.

In summary, CLT evolved as a student-centered approach emphasizing

communicative competence. Influential figures like Chomsky, Hymes, Canale,
Swain, Halliday, Bachman, and Byram played key roles in shaping CLT principles
and contributed to the development of intercultural communicative competence.

2. Give description and procedure of teaching of at least 3 communicative

techniques (choose Lead-in, Brainstorming, Simulation, Discussion,
Debate.).
. Lead-in:
Description: A lead-in is an activity designed to generate interest, introduce a
topic, and activate learners' prior knowledge. It sets the context for the lesson
and motivates students to engage with the upcoming content.
2. Brainstorming:
Description: Brainstorming is a creative technique where students generate
ideas, solutions, or associations related to a specific topic. It encourages
collaboration, critical thinking, and language production.
3. Simulation:
Description: Simulation involves creating a scenario that mimics real-life
situations, allowing students to use language in a contextually rich environment.
It enhances communication skills and decision-making abilities.
These communicative techniques promote active participation, language
production, and critical thinking skills among students. Adjust the timings
based on your specific class context and objectives.
3. Descriptive analysis of A1 level (Primary school) 1-4 grades. Use of English,
Speaking, Listening, Reading and Writing. (See Educational Curriculum for 1-
4 Grades).

Speaking:
1. Objectives:
 Introduce basic vocabulary related to daily life, family, and activities.
 Develop pronunciation and basic conversational skills.
2. Activities:
 Role-playing simple scenarios (e.g., greetings, introducing oneself).
 Show and tell sessions to encourage speaking about personal experiences.
 Pair and group activities for collaborative learning.
3. Assessment:
 Oral presentations assessing pronunciation and fluency.
 Peer assessments for basic communication skills.
 Simple dialogues or interviews.
Listening:
1. Objectives:
 Understand basic instructions and commands.
 Comprehend short, simple spoken texts on familiar topics.
2. Activities:
 Listening to short stories or audio clips with basic vocabulary.
 Following instructions for simple tasks.
 Songs, rhymes, and chants to improve listening skills.
3. Assessment:
 Comprehension quizzes after listening exercises.
 Response to verbal commands or instructions.
 Listening to a story and answering questions about it.

Reading:
1. Objectives:
 Develop basic reading skills.
 Recognize and understand simple sentences and texts.
2. Activities:
 Reading short stories, picture books, and simple sentences.
 Word recognition exercises.
 Engaging in reading comprehension activities.
3. Assessment:
 Reading aloud to assess pronunciation and fluency.
  Basic comprehension questions after reading.
 Identifying key words in sentences.
Writing:
1. Objectives:
 Introduce basic writing skills.
 Form simple sentences and short paragraphs.
2. Activities:
 Copying and writing simple words and sentences.
 Completing sentences to express thoughts.
 Creating short, descriptive paragraphs.
3. Assessment:
 Grading based on correct sentence structure and grammar.
 Assessing spelling and vocabulary usage.
 Encouraging creativity through storytelling.

Use of English:
1. Objectives:
 Introduce basic grammar and vocabulary.
 Foster an understanding of sentence structure.
2. Activities:
 Grammar exercises focused on simple structures (e.g., verb to be).
 Vocabulary building through thematic units.
 Use of flashcards, games, and interactive activities.
3. Assessment:
 Grammar quizzes and exercises.
 Vocabulary assessments through written and spoken activities.
 Applying learned grammar in simple sentences.
In summary, the A1 level for primary school students in grades 1-4 aims to
build a solid foundation in English language skills. It emphasizes interactive
and engaging activities to promote active participation and comprehension.
Continuous assessment through various means ensures a well-rounded
development of speaking, listening, reading, writing, and the use of English
skills.

4. Content of A1 level (1-4 grades). (See Educational Curriculum for 1-4 Grades).
English Language Curriculum for A1 Level (1-4 Grades):
1. Vocabulary:
 Basic everyday vocabulary related to personal identification (name, age,
family).
 Common objects, animals, and colors.
 Numbers, days of the week, and months.
 Classroom items and school-related vocabulary.

2. Grammar:
 Simple present tense (affirmative and negative forms).
 Basic question formation (e.g., What, Where, Who).
 Personal pronouns (I, you, he/she, it).
 Possessive adjectives (my, your, his/her, its).
3. Speaking and Listening:
 Greetings and introductions.
 Expressing likes and dislikes.
 Giving and following simple instructions.
 Talking about daily routines and activities.
4. Reading:
 Simple stories with repetitive patterns.
 Basic comprehension questions.
 Reading and understanding short, simple sentences.
 Vocabulary building through context.
5. Writing:
 Forming and writing simple sentences.
 Copying and spelling basic words.
 Writing short paragraphs about personal experiences.
 Simple creative writing exercises (e.g., describing a picture).
6. Use of English:
 Introduction to basic sentence structures.
 Understanding and using common prepositions.
 Building sentences with conjunctions (and, but, or).
 Basic understanding of word order in sentences.
7. Culture and Context:
 Introduction to English-speaking countries and cultures.
 Basic awareness of customs and traditions.
 Simple songs, rhymes, and cultural stories.
8. Assessment:
 Continuous assessment through class participation.
 Informal quizzes and activities to check understanding.
 Observation of oral and written communication skills.
 Simple projects or presentations.
9. Integration:
  Integration of language skills (speaking, listening, reading, writing) in
thematic units.
 Cross-curricular activities to reinforce language learning in other subjects.
It's crucial to adapt the curriculum based on the specific needs, context, and
language proficiency levels of the students. The A1 level lays the foundation
for further language development and sets the stage for more complex language
skills in subsequent grades. Always refer to the official curriculum documents
provided by the educational authorities for the most accurate and relevant
information.

5. Descriptive analysis of A2 level (Secondary school) 5-9 grades, B1 level (10

grade), B2 level (11 grade) – Sciences, Humanitarian profiles. Use of English,
Speaking, Listening, Reading and Writing. (See Educational Curriculum for 5-
9 grades; 10-11Grades).
A2 Level (5-9 Grades):
1. Use of English:
 Building on basic vocabulary and grammar structures.
 Expanding vocabulary related to daily life, school, and interests.
 Introduction to more complex sentence structures and tenses (past, present,
future).
2. Speaking and Listening:
 Engaging in simple conversations on familiar topics.
 Describing experiences, activities, and personal opinions.
 Listening to and understanding spoken English in various contexts.
3. Reading:
 Reading short texts, articles, and stories with increasing complexity.
 Developing reading comprehension skills with questions and discussions.
 Recognizing and understanding main ideas and details.
4. Writing:
 Writing coherent and simple paragraphs on familiar topics.
 Expressing opinions, thoughts, and experiences in written form.
 Developing basic narrative and descriptive writing skills.

B1 Level (10th Grade):

1. Use of English:
 Expanding vocabulary related to academic and everyday contexts.
 Developing more advanced grammatical structures.
 Application of grammar rules in writing and speaking.
2. Speaking and Listening:
 Participating in discussions on a variety of topics.
 Presenting short speeches or reports on familiar subjects.
 Listening to more complex spoken English in academic and social
situations.

3. Reading:
 Reading longer texts, articles, and literary works.
 Analyzing and interpreting information from different sources.
 Identifying and understanding implied meanings and tones.
4. Writing:
 Writing essays and reports on various topics.
 Structuring arguments and opinions in a logical manner.
 Refining narrative and descriptive writing skills.
B2 Level (11th Grade):
1. Use of English:
 Extensive vocabulary development across academic disciplines.
 Advanced grammatical structures and nuanced language use.
 Application of English in academic and professional contexts.
2. Speaking and Listening:
 Engaging in complex discussions and debates.
 Delivering formal presentations on a wide range of topics.
 Comprehending complex spoken English, including lectures and interviews.
3. Reading:
 Analyzing and interpreting literature, academic texts, and research papers.
 Extracting information from specialized sources.
 Understanding subtleties in tone, style, and context.
4. Writing:
 Producing well-structured and coherent essays on diverse topics.
 Developing critical analysis and argumentation skills.
 Engaging in academic and professional writing tasks.
Sciences and Humanitarian Profiles:
1. Sciences:
 Integration of scientific terminology and concepts into language learning.
 Emphasis on reading and writing in the context of scientific subjects.
 Practical application of English skills in laboratory reports and research.
2. Humanitarian:
 Exploration of literature, history, and cultural texts.
 Critical analysis and interpretation of humanities-related content.
  Writing essays and reports with a focus on humanities subjects.
These descriptions provide a general overview of the language development
expectations at the A2, B1, and B2 levels in secondary school, taking into
account both Sciences and Humanitarian profiles. Specific curriculum details
should be referred to according to the educational system in question

6. Content of A2, B1, B2 levels (5-9, 10-11 grades). (See Educational Curriculum
for 5-9 grades; 10-11Grades).
A2 Level (5-9 Grades):
1. Use of English:
 Building on basic vocabulary and grammar structures.
 Expanding vocabulary related to daily life, school, and interests.
 Introduction to more complex sentence structures and tenses (past, present,
future).
2. Speaking and Listening:
 Engaging in simple conversations on familiar topics.
 Describing experiences, activities, and personal opinions.
 Listening to and understanding spoken English in various contexts.
3. Reading:
 Reading short texts, articles, and stories with increasing complexity.
 Developing reading comprehension skills with questions and discussions.
 Recognizing and understanding main ideas and details.
4. Writing:
 Writing coherent and simple paragraphs on familiar topics.
 Expressing opinions, thoughts, and experiences in written form.
 Developing basic narrative and descriptive writing skills.
B1 Level (10th Grade):
1. Use of English:
 Expanding vocabulary related to academic and everyday contexts.
 Developing more advanced grammatical structures.
 Application of grammar rules in writing and speaking.
2. Speaking and Listening:
 Participating in discussions on a variety of topics.
 Presenting short speeches or reports on familiar subjects.
 Listening to more complex spoken English in academic and social
situations.
3. Reading:
 Reading longer texts, articles, and literary works.
 Analyzing and interpreting information from different sources.
  Identifying and understanding implied meanings and tones.
4. Writing:
 Writing essays and reports on various topics.
 Structuring arguments and opinions in a logical manner.
 Refining narrative and descriptive writing skills.
B2 Level (11th Grade):
1. Use of English:
 Extensive vocabulary development across academic disciplines.
 Advanced grammatical structures and nuanced language use.
 Application of English in academic and professional contexts.
2. Speaking and Listening:
 Engaging in complex discussions and debates.
 Delivering formal presentations on a wide range of topics.
 Comprehending complex spoken English, including lectures and interviews.
3. Reading:
 Analyzing and interpreting literature, academic texts, and research papers.
 Extracting information from specialized sources.
 Understanding subtleties in tone, style, and context.
4. Writing:
 Producing well-structured and coherent essays on diverse topics.
 Developing critical analysis and argumentation skills.
 Engaging in academic and professional writing tasks.
Sciences and Humanities Integration:
1. Sciences:
 Integration of scientific terminology and concepts into language learning.
 Emphasis on reading and writing in the context of scientific subjects.
 Practical application of English skills in laboratory reports and research.
2. Humanities:
 Exploration of literature, history, and cultural texts.
 Critical analysis and interpretation of humanities-related content.
 Writing essays and reports with a focus on humanities subjects.
Always refer to the official curriculum documents provided by the educational
authorities for the most accurate and relevant information based on your
specific educational system.
2. Practical Tasks
1. Students’ communication skills are enhanced during the lesson based on
Interactive techniques. Present a video fragment/In-Class fragment of a
communicative-oriented English lesson using Interactive activities or
Techniques.
 REFERENCES:

1. Типовая учебная программа по предмету «Английский язык» для 1-4

классов уровня начального образования.
2. Типовая учебная программа по предмету «Английский язык» для 5-9
классов уровня среднего образования.

3. Richards & Renandya. Methodology in Language Teaching. Cambridge

University Press. 2004.
4. Richards J.S., Rodgers T.S. Approaches and Methods in Language Teaching. .
Cambridge University Press. 2001.
5. Diane Larsen-Freeman. Techniques and Principles in Language Teaching.
Oxford University Press. 2001.
6. Jeremy Harmer. The Practice of English Language Teaching. Longman. 2001.
7. Миролюбов А.А. Методика обучения иностранным языкам: традиции и
современность. Обнинск, Титул, 2010.