Test on Communicative Approach
Task 1.
Read the definition and name the competence:
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The desire and self-confidence to interact with others as well as ‘empathy and the ability to handle social situations’.
Knowledge of vocabulary items and mastery of certain structural rules through which they are processed into meaningful utterances.
A certain degree of familiarity with the socio-cultural context in which the language is used.
The ability to use and interpret language forms with situational appropriacy.
The ability to use verbal and non-verbal strategies to compensate for gaps in the user’s knowledge of the code.
The ability to perceive and achieve coherence of separate utterances in meaningful communication patterns.
Task 2.
Match a term to its notion:
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1. Communicative teaching
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A. Information that is given to learners about their spoken or written performance, or to trainees or teachers about their teaching. Verbal and non-verbal commentary showing the level of the success of the done task (for example, the mark) or the level of understanding.
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2. Method
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B. Mechanically training exercise for practising separated vocabulary or grammar structures; it is an accuracy technique.
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3. Activity
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C. the goal of this teaching method is communication, both in the classroom and in real life. It generally encourages more learner talk for real communicative purposes and a facilitative role for the teacher.
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4. Feedback
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D. An activity, in which a learner knows something that another learner does not know, so has to communicate. It is used a lot in communicative language teaching (e.g. two learners have two different pictures and have to find the differences between them without showing their pictures to each other).
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5. Drill
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E. Method of doing something, it can be presentation, practice, accuracy, fluency, testing, …
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6. Information gap
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F. a short task, which is part of a lesson, perhaps lasting 15 –20 minutes. Synonymous here with ‘task’.
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7. Technique
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G. the procedures and techniques characteristic of teaching.
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Classroom English
Good afternoon, everybody!
Sit down, please.
Take your places.
Get ready for the lesson.
Don’t be so noisy!
Come to order.
Where do you usually sit?
Which is your desk?
Sit in your own place.
Will you change places with N.?
Let’s call the register!
We’ll spend today’s lesson preparing for a test.
Let’s revise the material we’ve done so far.
Will you come (out) to the front?
Can you say it like that?
What do you think?
Why don’t you answer?
Don’t tell him the answer.
That isn’t quite right! or: You’ve got it wrong.
You’ve said it without thinking.
I’ll give you a lower mark.
I’ll give you a five.
Let’s go on to the reading of the text.
Will you take out your books?
Read page 19.
Read the text up to page 20.
Follow in your books while he is reading.
Look at your books.
Turn over the page.
Listen carefully.
Pay attention, will you?
Could you read a little faster?
You must read aloud every day.
Put your books away.
Will you come to the blackboard? (If a teacher stands at the blackboard)
Will you go and get some chalk?
Will you step to one side, please?
Do you see your mistake?
Who knows the answer?
Put up your hands!
Don’t all answer at once!
One at a time
Open your exercise-books, please!
Have you left your exercise-book at home?
Who has a spare exercise-book?
Number your sentences.
Don’t forget the word order.
No copying! No cheating!
Will you collect the exercise-books, please?
Can you give out the exercise-books, please?
Let’s go over your mistakes!
That was a bad (serious) mistake.
Can you give this story a little?
Keep as close to the original as you can.
Let’s act (out) the dialogue.
Will you take / act / play / read the part … of …?
And now change roles!
Who wants to recite a poem (by heart)?
Read the title first.
Put some expression into it!
Louder, please. I can’t hear.
And now all together.
What makes you think so?
Pleas put the chair back in its place.
Let’s play our game.
Form a row (a line).
Split into pairs.
Divide into pairs.
Hold hands.
I want you to write down your homework.
Read the passage on page 3 right to the end.
Ask 10 questions on / about the text.
Write answers to the questions.
Do exercise 3 in writing.
Do exercise 8 on page 87.
Write out the new words.
Collect your things.
See you tomorrow / next week / on Thursday!
Good – morning!
Good – afternoon.
* * *
I’m your new English teacher.
I’d better introduce myself. My name is …
From today I’m taking your group for English.
I’m a teacher trainee.
We’ll be using “Happy English”.
I’ve got 5 lessons with you.
Now I’d like you to give me your names.
Let’s make a start.
It’s time to start now.
What did you have to do for today?
What was your homework?
Did you find it difficult?
Who hasn’t done the homework?
That’s a poor excuse.
You were to read the passage on page 36, is that right.
You were supposed to practice the dialogues on p.21 for homework.
And you also had to do Exercise 6, Numbers 1-6 in writing.
Let’s go through this exercise together.
Let’s go on to number 2.
And the next question, please.
What about the last one?
Read the sentence again.
Please give your exercise-books in at the end of the lesson.
I’ll mark them and give them back next lesson.
I didn’t manage to do my homework.
All right, hand it in to me with next week’s homework.
In our last lesson we began reading chapter 9.
I think we read as far as Paragraph 2.
So let’s continue from there.
Open your books on page 64.
Let’s read the text aloud.
Listen carefully while I read the first paragraph.
I’ll read sentence by sentence.
I want you to repeat each sentence after me.
Listen and repeat.
All together!
Whose turn is it?
You are next, N.
Who’s left?
Be careful with your intonation.
That wasn’t pronounced correctly.
Speak up.
Please read more softly.
Ask each other questions.
I want you to ask questions in turn.
Another question, N.
Let’s ask some questions on the topic.
I’ve got a question.
Give us the full answer.
Try to answer the next question, will you?
What is the answer to this?
Be prepared to answer questions on
Can you add a few details?
What exactly do you mean?
I’m not really with you.
I didn’t catch the last part.
What’s your opinion of …?
How do you see it, then?
Who agrees (disagrees) with …?
Does anybody share N’s opinion?
Give your reasons.
Well done!
That sounds a goods idea!
Sorry to interrupt, but …
Let’s read through the vocabulary first!
Don’t rub the date off.
Careful!
Work in threes.
Work in groups of four.
Join another group.
Work in pairs.
Divide into pairs.
We are going to practice role play.
The main characters are …
I’ll give each group a set of cards.
a cue card
Now we shall act out this dialogue.
Are you listening to me, N?
That’s enough of that!
Make up 2 dialogues of your own.
Make up a similar dialogue.
We have 5 minutes to spare (over).
Would you sit next to Ann?
You do it first / next.
Has the bell gone?
We’ll finish for today.
It’s time to stop.
Have a break.
That’s all for today.
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