Information collection & exchange

 
CHAPTER THREE 
 
This chapter loo
p
interactive exercises. Practical solutions to overcoming the obstacles to i
Communicative Approach. 
 O
In your TEFL training, you may have been taught about the four language skills-reading, writing, listening, 
speaking-as separate items. But as might have occurred to you then, and must be obvious to you now that 
you are actually teaching, these four skills do not separate out into four n
fl
l also require your students to listen, and maybe to read and write. The tidy distinctions of TEFL training 
y be useful for packaging information. In the classroom, however, where you put that information to work, 
will discover that language teaching, like life, is cons
ou are teaching in an interactive mode, to this overlapping of the four skills is added the richness and 
language learning process by emphasizing a controlled, measured practicing of language items, with the 
cher very much in charge. When you use a Communicative Approach, on the other hand, emphasizing 
to
A
cticing in English class and what real communication would have covered. One Volunteer spoke of a 
ss she had been giving in which
ponses, her students all sounded mechanically sing-song. The truth dawned on the V
ny of you really had breakfast today?" she as
not waste time berating herself for her insensitivity. Instead she began org
akfasts. And she learned to let the students' real life into the English lesson
s often incorrect.
re having fun, in English and in my class. And it was real." 
eaking to the whole person 
W
p
You will be moving beyond the
a
of feelings has constraints. 
F
Second, you must check that your students also feel comfortable in sharing their feelings and opinions. 
Some cultures do not consider it appropriate to talk about oneself, or to share deeply 
w

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Th
must create a classroom environment which is accepting and non-judgmental. To achieve this 
you should take on the role of an impartial facilitator: one who listens and acknowledges, but who does not 
impose views. If you expect students to trust you by talking about matters which are important to them, then 
ou must show that you respect their right to express their opinions, even if you do not agree with them. It 
ourth, the overall focus on feelings and opinions in discussions and activities should be constructive. This is 
ile allowing time for 
onsideration of the negative, you should also be prepared to move in positive directions. You can do this by 
asking questions such as "What do you like about yourself and your life?", rather than asking the kind of 
questions which focus on "What do you not like about yourself and your life?" 
Interactive speaking activities which revolve around your students' feelings and opinions can be used at 
lmost any time. But there are particular moments when they are especially useful. Tension builds up before 
2. Student A turns his back and students B and C talk about the good qualities of student A as a 
the cloze exercise." or "He's not afraid to speak English. 
Remember how last week we were all afraid to answer the question on shopping, and he was the only 
4. And finally it is the turn of student C to listen to the positive, specific comments of students A and B. 
ote: Since the purpose of this exercise is to build confidence, not English language skills, you may want to