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English Tasks +18

The document discusses examples of activities that practice grammatical competence versus communicative competence. It notes that most exercises in English academic texts focus on grammatical competence through activities like completing sentences. It states communicative competence exercises are less common, focusing more on understanding social context, which is better practiced through oral activities. The document also discusses potential difficulties students and teachers may face when shifting to a communicative methodology, such as confusion over changing roles and authority. It provides examples of fluency activities like reading poetry aloud, and accuracy activities like stopping a listening exercise to recall the last words or ideas.

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171 views2 pages

English Tasks +18

The document discusses examples of activities that practice grammatical competence versus communicative competence. It notes that most exercises in English academic texts focus on grammatical competence through activities like completing sentences. It states communicative competence exercises are less common, focusing more on understanding social context, which is better practiced through oral activities. The document also discusses potential difficulties students and teachers may face when shifting to a communicative methodology, such as confusion over changing roles and authority. It provides examples of fluency activities like reading poetry aloud, and accuracy activities like stopping a listening exercise to recall the last words or ideas.

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Lizeth Veronica Peinado Piñeros

Task 2 Consider the following sentences that are all requests for someone to open a door.
Imagine that the context is normal communication between two friends. Check if you think
they conform to the rules of grammatical competence (GC), communicative competence
(CC), or both.
 Please to opens door. _CC_
 I want the door to be opened by you. _CC_
 Would you be so terribly kind as to open the door for me? _GC_
 Could you open the door? _GC_
 To opening the door for me. _CC_
 Would you mind opening the door? _GC_
 The opening of the door is what I request.__GC_
Task 3 Examine a classroom text, either a speaking text or a general English course
book. Can you find examples of exercises that practice grammatical competence and those
that practice communicative competence? Which kinds of activities predominate?
in the academic texts of English there are a series of exercises of which the vast
majority are to complete the sentences. All these exercises tend to follow grammatical
competence, the aim is for the student to understand the basic structures of verb tenses and
feel in the capacity to organize, complete or correct incorrect grammatical structures. the
percentage of exercises with a tendency to handle communicative competence is a little
lower given that exercises that consider the social context in this type of books are not a
priority, this type of competence is more important in oral activities, where it is sought that
the student socialize and practice their oral production.

Task 4 What difficulties might students and teachers face because of changes in their roles
in using a communicative methodology?
An important and necessary difficulty to highlight is the fact that when there is this change
of roles between teacher and student, all this can lead to confusion in the acceptance of an
authority figure. therefore, the student stops seeing the teacher as the highest authority
understanding that his figure is equal to his and there is no type of hierarchy on him, this
would cause a disorder in the student which does not work in an indigenous way yet, this
with leads to the fact that if you need a help insurance or to continue you could not achieve
the expected results.
Task 5 Can you give examples of fluency and accuracy activities that you use in your
teaching
 Fluency:
Reading poetry:
By bringing some poems into the class, we can motivate students to recite poetry,
and, in this way, they can improve their fluency by untying their tongue in
pronunciation and stress terms. Besides, the reading aloud aspect of this activity
also helps students first: to start losing the fear of talking in front of others. Second:
to make students aware of the words they are saying, are they well pronounced? Am
I conscious about their meaning to give to the poem the right musicality and
melody? This kind of aspects also help to improve the fluency in students’ speech.

 Accuracy:
Say it as it was said:

This activity consists of listening to either a tape or a video and intensively stop it to
ask for the last words or better, the ideas that just were said. This type of activity
carries the student to a very high concentration level in which he must comprehend
and know what the audio is about to accurately respond the last words or ideas that
were asked.
Despite the complexity of this exercise for beginners, we can change it for a giving
instructions activity as well, in which the teacher will ask for the last instruction that
was said. In this way, we, as teachers, start improving that accuracy skill in English
learning.

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