communicative approach 1.ppt meetings seminars and... · 2014-05-28 · the grammar-translation...

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:


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


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



Presentation of language solutions

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ManeuversWeatherRWY



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Asking students to reason the selected aspects, to give examples of how they could affect landing.

Realizing the lack of vocabulary.




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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.




Video

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Borrowing the language while doing the tasks (reading / listening / watching for the task)



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Lead-in. Involving studentsinto a meaningful context


Practicing the new vocabulary

Matching to synonymsFilling in the gapsDrilling with cardsDrilling “Vanishing game”




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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



Presentationof language solutions

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Speaking about difficulties during approach and landing at the airports they know well Practice

of language solutions


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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


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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[email protected]

communicative approach 1.ppt meetings seminars and... · 2014-05-28 · the grammar-translation...

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