communicative approach 1.ppt meetings seminars and... · 2014-05-28 · the grammar-translation...
TRANSCRIPT
3/7/2010
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COMMUNICATIVE APPROACHCOMMUNICATIVE APPROACHTO TEACHING AVIATION
ENGLISH
Presented by Alexandra Mozgo
Volga-Dnepr AirlinesUlyanovsk Russia
Ulyanovsk
BeijingShannon
Volga-Dnepr Group is a multinational team of more than 2500 employees located all over the world
AmsterdamMoscow
Sharjah
Stansted
Houston
Shanghai
Frankfurt
Krasnoyarsk
Leipzig
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AirBridge Cargo OfficesVolga-Dnepr / AirBridge Cargo OfficesVolga-Dnepr Offices
Maintenance Bases
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FLEET
AN-124-100, undisputable leader of outsize and heavy
k t
IL-76TD /VD freighter
BOEING 747
cargo market.
B -747, the most widely used freighter in scheduled cargo services
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IL 76TD /VD, freighter designed to carry general cargoILYUSHIN 76
Time almost elapsed
T h l
Motivationoff-scale
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Technologyin abundance
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The Grammar-Translation methodTask-based learning
The lexical approachCommunicative Language Teaching
Audio-Lingual MethodThe lexical approach
Suggestopaedia
The total physical response Structural-situational teaching
The Natural Approach
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Person-Centered Approache a u a pp oac
NOT the alternative methodBUT
the alternative to a method
to maximize learning opportunities
A MACROSTRATEGY BASED ON THE COMBINATION
OF MOST EFFECTIVE APPROACHES
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to maximize learning opportunities
to foster language awareness
to promote learner autonomy
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Why do people communicate?
To close the
COMMUNICATIVE ACTIVITIES
What: help create an information gap
To close the information gap
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What for: to make communication necessaryHow: simulating real-life situations
EXAMPLE ACTIVITIESACTIVITY
NAMETASK
PURPOSECONTEXT
INPUTPicture Description
to check how well students k th l l
PictureDescription can make themselves clearListening for Confirmation and Clarification
to check how well students can confirm and clarify
Radiotelephony recordings
Speculation and Anticipation
to check how well students can speak on the reasons and consequences
Video
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and consequencesProblem Solving Role-play
to check how well students can report the situation and state their intentions
Cards with non-routine situations
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Picture descriptionILLUSTRATION 1
THE PURPOSE OF THE TASK:to see how well students can make
TASK: STUDENT 1: Look at the picture and describe what you see to your partnerSTUDENT 2: Listen to your partner and try to imagine the situation.
Clarify if necessary.
themselves clear
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POSSIBLE LANGUAGE INPUT:Grammar – relative clauses for describing unknown wordsLexis – emergency equipmentFunctions – clarifying things
Listening for confirmationand clarification
ILLUSTRATION 2Start up
approved, ATIS V, Ground 121,8
TASK: Listen to the controller’s information, confirm and clarify if necessary.
THE PURPOSE OF THE TASK:to see how well students can
confirm and clarify
Standing by
Descending 13,000 and say again
heading
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POSSIBLE LANGUAGE INPUT:Lexis - standard RT phrasesFunctions – checking / confirming /
clarifying things
heading
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Speculation and Anticipation
ILLUSTRATION 3
THE PURPOSE OF THE TASK:
Video
TASK: Watch a video fragment and think of possible reasons and consequences.
THE PURPOSE OF THE TASK:to see how well students can speak on the reasons and consequences
POSSIBLE LANGUAGE INPUT:
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POSSIBLE LANGUAGE INPUT:Lexis – aircraft instruments / systems / equipmentGrammar – modals for deduction / ways of expressing past / futureFunctions – predicting / speculating
Problem solving role-playILLUSTRATION 4
THE PURPOSE OF THE TASK:to see how well students can report
Your callsign is VDA 7772. When airborne, climbing 4000 feet, you hear a loud bang, feel buffeting, find out that the engine N2 parameters are unstable. Call Sierra Departure and
TASK: STUDENT 1: Take the pilot’s part. Study the situation and report it to the controller. Be ready to state intentions, ask for assistance if necessary
STUDENT 2: Take the controller’s part. Listen to the pilot reporting non-routine.Be ready to clarify the situation, ask for intentions, offer assistance.
pthe situation and state their intentions report the situation.
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POSSIBLE LANGUAGE INPUT:Lexis - standard RT phrasesFunctions – clarifying things / ways of expressing intentionsGrammar – the use of tenses for current actions / recent changes
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Communicative approach BONUSCreating the informationinformation
gap
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The idea for lessonplanning
CONTEXT CYCLE
3 4Identification of the language gap
Presentation of languagesolutions
2 5
Practice of languagesolutionsElicitation of
the familiar
AIMED AT CLOSING THE LANGUAGE GAP
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1Involving studentsin a meaningful context
Returning to a meaningfulcontext – closing the gap
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CONTEXT CYCLE illustration (1)Lesson: LANDINGS
Lead-in. Involving studentsin a meaningful context
Elicitation of the familiar
Showing the pictures of airportsAsking questions:
Elicitation of the familiar
Identification of the language gap
Presentation of landing solutions
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- What do you see in the pictures?- What do the pictures have in common?Eliciting – “difficult airports”
Practice of language solutions
Returning to a meaningfulcontext – closing the gap
CONTEXT CYCLE illustration (2)
Asking questions:
Lesson: LANDINGSLead-in. Involving students
in a meaningful context
Elicitation of the familiar Asking questions:
- Do you know any difficult airports?- Have you ever landed there?- What aspects make landing at such airports difficult?
Eliciting the following aspects:TerrainObstacles
Elicitation of the familiar
Identification of the language gap
Presentation of language solutions
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ManeuversWeatherRWY
Practice of language solutions
Returning to a meaningfulcontext – closing the gap
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CONTEXT CYCLE illustration (3)Lesson: LANDINGS
Lead-in. Involving studentsin a meaningful context
Elicitation of the familiar
Asking students to reason the selected aspects, to give examples of how they could affect landing.
Realizing the lack of vocabulary.
Elicitation of the familiar
Identification of the language gap
Presentation of language solutions
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Practice of language solutions
Returning to a meaningfulcontext – closing the gap
CONTEXT CYCLE illustration (4)
Offering students the sources of language
Lesson: LANDINGSLead-in. Involving students
in a meaningful context
Elicitation of the familiar Offering students the sources of language solutions: audio sample / video sample / a newspaper article, etc.
Elicitation of the familiar
Identification of the language gap
Presentation of language solutions
Video
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Borrowing the language while doing the tasks (reading / listening / watching for the task)
Practice of language solutions
Returning to a meaningfulcontext – closing the gap
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CONTEXT CYCLE illustration (5)Lesson: LANDINGS
Lead-in. Involving studentsinto a meaningful context
Elicitation of the familiar
Practicing the new vocabulary
Matching to synonymsFilling in the gapsDrilling with cardsDrilling “Vanishing game”
Elicitation of the familiar
Identification of the language gap
Presentation of language solutions
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Practice of language solutions
Returning to a meaningfulcontext – closing the gap
CONTEXT CYCLE illustration (6)Lesson: LANDINGS
Lead-in. Involving studentsin a meaningful context
Elicitation of the familiar
Returning to the questions stated earlier:Asking students to reason the aspects that could affect landing
Discussing the requirements to aviation personnel to perform landings at difficult airports
Elicitation of the familiar
Identification of the language gap
Presentationof language solutions
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Speaking about difficulties during approach and landing at the airports they know well Practice
of language solutions
Returning to a meaningfulcontext – closing the gap
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CONTEXT CYCLE vs. 3“P”CONTEXT CYCLE
3 4Identification of the language gap
Presentation of languagesolutions
3 “P”Presentation
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1
2 5
Practice of languagesolutionsElicitation of
the familiar
Involving studentsin a meaningful context
Returning to a meaningfulcontext – closing the gap
AIMED AT CLOSING THE LANGUAGE GAP = Presentation
Practice Production
The production stage maintains the context introduced
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at the beginning of the lessonThe language gap is identified at the beginning of the
lessonThe purpose of the lesson is set at the beginning of the
lesson
CONTEXT CYCLEHELPS
to share responsibility with studentsp yto pack every lesson into a work-related
contextto create students’ interest to keep students motivated and
involved throughout the lesson
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involved throughout the lessonto raise students’ self-esteem
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THE SECRET OF SUCCESSa combination
of different approachesof different approachesCommunicative approach – gives the purpose to speakingFunctional approach – makes the purpose easier to achieve
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easier to achieveContent-based approach – makes the purpose safety driven
Thank youy
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