Whats your mums job [615319]

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TABLE OF CONTENTS
Introduction
1. Interaction and Communicative Activities in EFL Teaching and Learning
1.1 Theoretical approaches on interaction and communicative activities
1.2 Teacher‘s Role in Communicative Activities
1.3 Student -Centered Learning and Classroom Management
1.4 Types of Interactive Activities in English Classes
1.5 Means of Developing Conversation Skills During the English Classes
1.6 Practising Vocabulary Through Communicative Activities
1.7 Integrating Role -Play Activities in Teaching Speaking Skills
1.7.1 Advantages of Using Role -Play in English Classes
2. Teaching English with Technology
2.1 Using Video Projector in the Classroom
2.1.1 Reading and Watching Short Stories as a Support for Developing Communication
2.1.2 Teaching and Learning EFL Short Stories
2.1.3 Fun Stories and Story Telling in English Classes
2.2 Integrating Technology in the Classroom
2.2.1 Internet -Based Project Work
2.2.2 Using Websites
2.2.3 Online Reference Tool (Dictionaries, Thesauruses, Translators, Encyclopedias)
3. Methodology for Development of Co mmunicative Competence/Applications

3.1 The Objective of the Research and the Target Groups
3.1.1 Defining the Objectives
3.1.2 The Target Groups
3.2 The Course Books
3.2.1 Analysing the Course Books
3.2.2 Annual Planning
3.3 The Importance of Testing and Administering the Initial Tests
3.3.1 The Importance of Testing
3.3.2 Initial Tests and their Marking Schemes
3.4. Lesson Planning
3.4.1 Effective Lesson Planning

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3.4.2 Lesson Plans
3.5. Final Tests
3.5.1 Final Tests and their Marking Schemes
3.5.2 The Results of the Final Tests
3.6 Research Findings and Assessment
3.7. Using Questionnaires as a Component of Formative Evaluation
3.7.1 Designing and Administering the Questionnaire
3.7.2 Results Interpretation
Conclusions

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INTRODUCTION

Learning languages are of great importance in multilingual world nowadays. Teachers and
tutors are always in active search of new ways and techniques forto ensure their students
acquir eing greater fluency in English as a foreign language , as it becoming an international
language of communication . One of the basic skills in language learning is s peaking. Jeremy
Harmer mention sed three main reasons for getting students to speak in the classroom:
Speaking activities pr ovide rehearsal opportunities – chance to practice real -life
speaking in the safety of the classroom; 2. Speaking tasks in which students try to use
any or all of the languages they know provide feedback for both teacher and student;
3. The more students h ave opportunities to activate the various elements of language
they have stored in their brains, the more automatic their use of elements become. As
a result students become autonomous language users [2, p.123] (123).‖
Many of students feel embarrassed in the learning process when they discover difficulty in
communicating expressing themselves . They tend to choose to be passive rather than activ e
learn ersing and tend sometimes t hey begin to feel bored or uncomfortable with the learning
method usedgiven by the teacher.
This research is concerned with examining speaking skill as one of the major skills in
teaching languages. For reasons that are obvious to any professional in the field, teachers tend
to focus mostly on It is obviously seen that teachers of English mostly prefer to teach
grammar (to the detriment of vocabulary and other language levels) and to , writing and
reading rather than oral skills thereby , and overlook ing the importance of teaching speaking
skills ., Thus, due to that stude nts are often found to be silent in class , they are hesitat hesitan ted
and shy to make mistakes . Accordingly, teachers should be aware of methods and techniques
of how to teach this signifi cant skill. The author of this paper shows the importance of
teaching speaking skills in order to get perfect acquisition of English in the classroom. The
author also suggests some communicative activities that can be helpful in increasing students‘
accuracy and fluency in Englis h.In this paper I argue in favour of a more speaking -focused
approach to EFL as the only one to ensure a harmonious linguistic and personal development
in learners on the one hand, and I suggest a numbe r of communicative tasks designed to
improve students‘ accuracy and fluency in English, on the other hand .
This paper describes the importance of teaching speaki ng skills. The emphasis is not
on the theory of processing language, but on the practical value of classroom speaking
activities in order to equip give students with the necessary lifelong communication skills
more practice . The author show s and explains the main problems at first, which occur during
teaching speaking skills for students. The problem is that students get little dedicated Formatted: Indent: First line: 0"Comment [CMT1]: NEVER indent first paragraph
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speaking practice during their classes and out of them. There are many reasons of that:
teachers lack materials, they value mostly reading, grammar, vocabulary over speaking.
Students are not confident in lessons; they are shy to make mistakes and so on. Nevertheless,
learn ing language – like learning a new musical instrument or learning to dance ballet – it
takes time and practice. Ur mentioned:
Good speaking skills classrooms are ones where learners talk a lot, participation is
even, motivation is high and the language is at an acceptable level. The more students
practice the better they will be. If students do not learn how to speak or do not get any
opportunity to speak in the language classroom, they may soon get de -motivated and
lose interest in learning .
The author of the paper agrees with this quotation and strongly believes that it is time
to find new means to gain students‘ interest. The research will demonstrate that students can
improve their communicative abilities due to the use of communicative act ivities, educational
games, video clips, films and projects. By cooperating in all the processes involved in
planning, creating, speaking, writing or evaluating, the students will overcome their emotions
and will become more confident in using English lang uage. Interactive methods develop the
skills needed by the students to engage successfully in society: oral and written
communication, critical and creative thinking, cooperation and decision making, conflict
management, problem -solving and planning, using media and information communication
technologies (ICTs). Interactive techniques focus on speaking skills and deal with a variety of
modern strategies to encourage our students to learn effectively and reflect on their personal
development in learning a fo reign language .
In the theoretical part of this paper the author intends to present some literature
reviews -theories, current methods and strategies followed by different ways of interacting and
communicating in order to prove that developing communicative competence in English
involves the use of interactive techniques within a classroom environment. It is necessary to
define the pattern of mutual influence and adjustment between communicative activities and
classroom interaction. Another impo rtant issue which is examined is the role of the teacher in
communicative activities. One of the main aims of the first chapter is to discuss the
advantages of using student -centered teaching and the changes that require a re -orientation
towards modern, innovative techniques.
The second chapter presents some multimedia tools intended selected by the author to
develop students‘ communicative competence. It also describes the four methods which will
be used later on during the experiment and the reasons why those methods are more attractive
for students. Teaching and learning with multimedia and using drama (role play), case -studies
and, last but not least, projects are methods which combine more than one school subject and
develop students‘ creativity, commu nicative skills and cognitive thinking. The author of the
paper intends to compile classroom research data to prove that multimedia aids (i.e. video Formatted: Line spacing: single
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exprimare foarte ciudata! Pentru ca tu esti ala! Ori
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diateza pasiva si atunci exprimarea devine mult mai
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clips, snippets, films and PowerPoint) can be powerful motivational tools that because they
motivate studen ts, promote communicative competence , and generate fluency.
The third chapter is a case -study focusing on the progress of two similar but distinct
groups of pupils represents the practical part in which all the theory described will be applied.
The research will take part in two classes : 5th A a nd 5th B. In the beginning the initial test, its
marking scheme and the results are presented. The test must determine which class is better
and the class with lower results will represent the material fo r the research. The research will
involve the use of modern interactive methods while developing communicative skills for the
class experiment and the use of traditional methods for the control class. It will atte mpt to
demonstrate that students can improv e their communicative abilities due to the use of
communicative activities, educational games, video clips, films and projects. By cooperating
in all the processes involved in planning, creating, speaking, writing or evaluating, the
students will overcome their emotions and will become more confident in using English
language. Interactive methods develop the skills needed by the students to engage
successfully in society: oral and written communication, critical and creative thinking,
cooperation and decisi on making, conflict management, problem -solving and planning, using
media and information communication technologies (ICTs). Interactive techniques focus on
speaking skills and deal with a variety of modern strategies to encourage our students to learn
effectively and reflect on their personal development in learning a foreign language .
The research should determine whether the modern innovative techniques have
improved the students‘ communicative skills and their results in the final test . The experiment
should also determine if the students‘ attention and motivation towards English is increas ing
and if so, which the motives for the increase are .
The creative use of interactive activities -carefully selected, properly introduced,
successfully finished, and followed by a discussion and assignments -is highly motivating and
challenging. MyThe author‘s intention is to demonstrate how modern pedagogic proposals
and efficient interactive practices relate to the effort of developing commu nicative skills and
how learning mechanisms are triggered .

2. 1. CLASS INTERACTION AND COMMUNICATIVE ACTIVITIES
IN EFL TEACHING AND LEARNING
1.8 Theoretical approaches on interaction and communicative activities

The growing need for good communication skills in English has created a great
demand for English language teaching in all parts of the world. The majority of the Comment [CMT10]: Eu as zice sa renuntam la
partea asta ca e redundanta si nu face decat sa
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students today want to improve their ability of using English. Chances to learn English
are avail able in many different ways such as through formal education, or other means
of communication and the internet. This has produce d an incredible demand for
quality language teaching. Second language learners want to be able to control English
at a high leve l of accuracy and fluency. Consequently, a great need for a suitable
teaching methodology has emerged. ‖
―Up the late 1960s traditional approaches were applied and in the 1970s, a
reaction to those old methods began and soon spread around the world. The fo cus on
grammar in language teaching and learning was questioned, since it was argued that
language ability involved much more than grammatical competences. Although it was
needed to produce grammatically correct sentences, attention shifted to the knowled ge
and the skills needed to use grammar and other aspects of language appropriately for
different communicative purposes such as making requests, giving advice, describing
wishes and needs and so on; and due to the need of Europe to teach older people the
language. As a result, a new approach emerged called ―communicative language
teaching‖. ‖
―One of the ways of understanding CLT is to know the meaning of the term
‗communicative‘ , and discussing the main features of this approach. CLT is a way of
teaching language to others like other methods, but according to different principles,
and it mainly centers on communicating and interaction between learners. Harmer
(2007 , p.69), states that defining CLT is difficult since it consists of differ ent
approaches. It concerns different factors such as speaking skills and written grammar,
moreover, it deals with special expressions that people can use in social occasions, so
teachers of this approach can teach the learners how to speak appropriately i n different
contexts, and at the same time they insist on using these expressions in a
grammatically accurate manner. ‖ Littlewoods ( 1981 , p.1) states that ― One of the most
characteristic features of communicative language teaching, is that it pays systematic
attention to functional as well as structural aspects of language‖. It may mean a set of
rules such as, the way is language taught to students, and the a ppropriate actions that
should be performed during the learning process in the learning setting and
participants‘ responsibility in the classroom setting. CLT aims to teach communicative
competence, which means the techniques of using the right language fo r a variety of
purpos es and at the appropriate time, for example, informal and formal language of
speech, and as well for all the language skills . (Yule, 2006, p.166) states Yule argues
that ―‗‗functions of language (what it is used for) should be emphasized rather than the
forms of the language (correct grammatica l or phonological structures) (166) .‖

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―Another consideration of the approach (CLT) is the technique or the method
through which learners learn language. Communicative language learning h as
different distinctive characteristics that cause it to be used more than the other
approaches such as, it considers language as a way of communicating between at least
two people, moreover, it considers language as a mutually supporting an arrangement
that includes the four skills of learning. Another consideration, which is stating that
learning process, occurs while the exits of authentic communication is engaged, in
other words, when interaction and intervention are required, and also when language
and context are real. In CLT, learners should be responsible in the learning process,
and they must use their second language if they want a successful outcome (reference
here please) .‖
―Communicative Language Teaching is best considered an approach rather
than a method. Thus although a reaso nable degree of theoretical con sistency can be
discerned at the levels of language and learning theory, at the levels of design and
procedure there is much greater room for individual interpretation and variation than
most methods permit. It could be that one ver sion among the manifold options for
syllabus models, exercise types, and classroom ac tivities may gain more success in the
future, giving Communicative Language Teaching a status similar to other teaching
methods. On the other hand, divergent interpretations might lead to homogeneous
subgroups (reference here please) .‖
―Communicative Language Teaching appeared at a time when British
language teachin g was ready for a change . Situational Langu age Teaching was no
longer felt to reflect a methodology appropriate for the seventies and beyond. CLT
appealed to those who sought a more realistic approach to teaching, one in which the
interactive processes of communication was the most important . The r apid adoption
and implemen tation of the communicative approach also resulted from the fact that it
quickly assumed the status of orthodoxy in British language teaching circles, receiving
the sanction and support of leading British applied linguists, langua ge specialists,
publishers, as well as institutions, such as the British Council (Richards page
here1985 ).‖
Interaction takes crucial part in English language teaching and learning. I t
could determine whether the learning objectives in each meeting in the classroom can
be achieved or not. Relying on the fact, interaction becomes the main means for
teacher and st udents to exchange their ideas, feelings, opinions, views, perceptions,
and etc. Especially for the t eachers themselves, maintaining interaction wit h students
is very important. The approaches, m ethods, and techniques that the teacher applies in
the classroo m should be taken into account. Communicative Language Teaching

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(CLT) is one of the teachi ng methods that are in line with student -centered approa ch.
CLT sustains the students to be able to interact with the target language, by
overwhelmingly promote communicative events to be learned in the classroom.
Larsen -Freeman (2000) states that Communicativ e Language Teaching (CLT) makes
communicative competence the goal of language te aching. Based on this point of
view, it c an be seen that language and communication are interdependent. Those two
matter s cannot be separated (page here please) . It means that when students learn a
new language, meaning th at they must learn about how to communicate with that
language or how to use the language properly. They are not j ust learning the theories,
but should be emphasized more on practices. In applying CLT in the classroom,
English teachers are required to be c reative and active when they lead the classroo m.
In other words, the teachers should always try to find the way to make the class
becomes interactive.
A lot of research was done regarding to classroom interact ion. Shim (2007)
identified the interaction pat terns between teacher and students in the middle sch ool
classrooms in Seoul, Korea. The analysis showed that teacher t alk is a lot more
dominant than students‘ reaction. It was happening because teacher -fronted activities
influenced the classroom (referenc e here please) . Furthermore, Gorjian & Habibi
(2015) put an effort to pro mote conversation strategies to Iranian university students
by having an experimental research. In this case, the authors focused on a strategy
named turn -taking. Turn -taking refers to the process by which people in a
conversation decide who is to speak next. Briefly, the main aim of this research wa s to
enhance the learners‘ oral performance in doing turn -taking for an effective
conversat ion in both formal and informal situations. Th e result of this study indicated
that the group who g ot turn -taking instruction from the authors (the experimental
group) outperformed the group who got traditional instruction (reference here please) .
Thus By recognizing this result , it can be declared tha t turn -taking inst ruction could
develop learners‘ ability in interaction and oral communication significantly . When
applying Communicative Language Teaching (CLT) metho d in the classroom ,
interaction should be taken into account among the English teachers as it take s a
crucial part in determining the successfulness of teaching and learning. All of
language acqui sition in the classroom is done because there is an interaction between
the teacher and the students. A s I have already pointed out earlier previously
expressed , interaction becomes the main means for the teacher and students to
exchange their ideas, feelings, opinions, insights, and etc. Because the CLT method
adop ts a student -centered approach, maintaining good interaction with students
beco mes the key task for the English teacher in order to make students are able to

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achieve the communicative competencies. As far as With regard to the importance of
interaction is concerned , the writers strongly suggest that the English teachers to
maintain interaction with the students as good as poss ible. In this case, the English
teachers are required to be creative and active when they lead th e classroom. It means
that they should always try to find the way to make the class becomes inter active.
Teaching creatively and actively will facilitate students to have the opportunity to
learn in a meaningful way, particularly in learning English through the use of CLT
method (reference here please) .
―Now that the initial wave of enthusiasm has passed, however, some of the
claims of CLT are being looked at more critically (Swan 1985). The adoption of a
communicative approach raises important issues for teacher training, mat erials
development, testing and evaluation. Questions that have been raised include whether
a communicative approach can be applied at all levels in a language program, whether
it is equally suited to ESL and EFL situations, whether it requires existing grammar –
based syllabuses to be abandoned or merely revised, how such an approach can be
evalu ated, how suitable it is for non -native teachers, and how it can be adopted in
situations where students must continue to take grammar -based tests. These kinds of
questions will doubtless require attention if the communicative movement in language
teaching continues to gain momentum in the future. ‖

1.2 TEACHER‘S ROLE IN COMMUNICATIVE ACTIVITIES
―Teachers play vital roles in the lives of the students in their classrooms. Teachers are
best known for the role of educating the students that are placed i n their care. Beyond
that, teachers serve many other roles in the classroom. Teachers set the tone of their
classrooms, build a warm environment, mentor and nurture students, become role
models, and listen and look for signs of trouble. ‖
―The most important role of the teacher is to be facilitator of his student ׳
learning and inat the same time h e is the manager of classroom activities. The teacher
is charged with the responsibility of establishing situations likely to promote
communication. The students are communicators. They learn to communicate by
communicating. In CLT, learning activities are chosen according to the inte rests of the
learner. Many teachers observe that the natural way of acquiring a language is slow
and inefficient and the purpose of language teaching is to make this process fast and
simple . They suggest that language teachers need to assist learners by providing them
with frameworks, patterns, and rules to develop their c ommunicative language skills.
They also recommend the use of lexical phrases in language teaching, as they are
pragmatic and functional and have a clearly defi ned role, so they guide students in the Comment [CMT15]: What authors?
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flow of conversation and assist them in conveying meaning. The teacher also has the
duty of structuring classrooms in a manner that mot ivates students. He should
concentrate on both extrinsic and intrinsic motivatio n. Discussing topics of genuine
interest for learners is a useful tool for maintaining and increasing learner motivatio n.
It is important that students discuss topics of genuine interest to them while learning
and practicing in English. The teacher is also charged with the resp onsibility of
creating a friendly classroom environment. Learners ׳ communicative ski lls can be
increased if they are motivated and provided an opportunity to express their identity
and relate their feelings to the people and the situa tions around them. They should feel
secure and valuable as individuals in their learning atmosphere because a secure
learning atmosphere fosters growth of interpersonal relationships between learners
themselves and between the learner and the teacher there by making the class
atmosphere safe, encouraging, and accommodatin g. CLT should include activities that
are interesting to the learners and challenge their speaking abilities while at the same
time, capturing their creativity and motivating them to continu e to acquire and use
foreign language beyond the textbook and classroom. Language teachers s hould
provide different , interesting , and abundant communicative activities. ―
―It is observed that t The communicative approach puts emphasis on listening,
which implies an active will to try to understand others. T he role of the teacher as one
of listen er rather than speaker is of utmost importance in CLT . The teacher should be
a patient liste ner; since t he teacher talks less and listens more, he becomes an active
facilitator of his students learning . The teacher sets up the exer cise, but because the
students׳ performance is the goal, the teacher must step back and observe, sometimes
acting as referee or m onitor. A classroom during a communicative activity is far from
quiet. The students do most of the speaking, and frequently the scene of a classroom
during a communicative exercise is active. Because of the increased responsibility to
participate, student s may find they gain confidence in using the target language in
general. Students are more responsible ma nagers of their own learning. CLT enhances
listening and speaking through interactive tasks such as role -play, public speaking,
dictation, debates, amo ng others. These imply learner -centered lessons where the
learners perform most of the tasks leaving the teacher as a facilitator. On the other
hand, while the learner does all these things, the teacher takes a peripheral role,
becoming the facilitator, t he coach, the observer or coparticipant. He is not the man or
woman at the center of the action. Outside the classroom, in the institutes of high
education and, ultimately, in their respective work places the pupils will need to use
and understand English. Surely the teacher must try to equip pupils with the necessary
skills to participate in effecti ve communication in the English language in real life,

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too. At present most of the Listening and Speaking skills that go on in the classroom
might be said to be incidental, in that it often consists of the general teacher t alk of the
classroom and lesson (reference here please) .‖
A teacher must be a learner too; it is important to show to his/her own students
that ―lifelong learning‖ is one of his/her essential target. Using their new information
they help all students to develop their levels of acquisition . Some teachers serve as
developer of resources writing worksheets, making Power Point presentations or
creating lesson plans etc. A good strategy is involving the students actively and
putting a great deal of effort into finding appropriate and interestin g activities that will
do this. Scrivener claims that one of the most facilitating teaching styles is ―the
enabler‖. This type of teacher is confident enough to share control with his/her
students or even to hand it over to them entirely. He adds that some times, when the
students are working well and autonomous learning is going on, the teacher may be
hardly visible (reference here please) . In fact most of the teachers will adopt different
roles that are suitable for them and this depends on the level of th e students , topic and
the stages of the lesson and students‘ interests. The teacher should be able to adopt
many and different roles during the lesson in order to facilitate learning. For many
teachers choosing the best role is an innate skill while others find it difficult.
Acting as a controller, the teacher is in charge of the class and of the activity
taking place; the teacher tells students things, informs them, organizes activities , and
comes up with examples where necessary. On one hand, this role does not allow
students to involve too much in the process of learning because everything is focused
on the teacher. On the other hand, it does not offer them the possibility to speak
because of the group activities are taking place during the lesson; in this case fewer
individuals have a chance to say anything at all. Harmer also stated that ―there are
times when acting as a controller makes sense, for example when giving explanations,
organizing question and answer work, lecturing, making announcements or bringing a
class to order‖ (58). This type of leadership may have a highly beneficial effect on a
group.
Serving as a prompter means guiding our students wisely. In many cases, when
students are following a role -play for example, th ey lose the thread of what is going
on, or they are not able to act productively for lack of vocabulary. They may be not
sure how to proceed and here is the moment when teachers should guide them. It is
important for the teacher to guide them forward in a discreet and supportive way.
Encouraging students to think creatively rather than having them wait for every word
is more productive and effective. Sometimes teachers have to prompt students in
monolingual groups to speak English rather than use their moth er tongue. When

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prompting, they need to do it discreetly otherwise they risk taking initiative away from
the student. However, if a teacher is too passive the students are not encouraged
enough , and they cannot develop their level. The students need their teacher‘s
guidance and expect their teacher to be a resource or a source of inspiration when they
ask questions, for example. There are situations when teachers have not got the
answers to their questions. In this case they should find out and come back wi th the
answer as soon as possible because otherwise the students may lose confidence in
them. What they should be able to give immediately, however, is at least an idea of
how or where the students can look for that information. Harmer stated that when
teachers are acting as a resource, they will want to be helpful and available, but at the
same time they have to resist the urge to spoon -feed their students so that they become
over-reliant on them ( Harmer 61).
When students are working on longer projects, such as a preparation for an
exam, they need a tutor. When the teacher acts as a tutor, he may work with
individuals or small groups, giving them directions for the right way. In thi s situation,
the teacher is combining the role of a tutor with the role of a prompter and a resource
as the teacher is the person to whom the students will come to ask for help and advice.
Acting as a tutor, requir es a lot of tact and dedication and a personal contact, so as the
students to feel supported. One of the greatest ad vantages is that the results are always
positive and the atmosphere in the classroom is greatly enhanced (reference here
please) .
Another important role of a teacher is when they have to act as assessors , and
this is when they give indications to their stu dents . They offer feedback and correction
and grade students in different ways. Students need to know how and why they are
being evaluated so that teachers should explain them what they are expecting from
them. Being an assessor takes a lot of tact taking into account the students‘ feeling s
and reactions when we communicate a bad result. If the teacher communicates the
results diplomatically , the student will not feel very disappointed and he will be
encouraged to do better next time (reference here please) .
As Harmer stated there are many roles which a teacher can adopt, but when a
teacher chooses to use communicative activities then there are just four roles which a
teacher can adopt: prompter, participant, resource or tutor. If the teacher acts as a
controller during a communicative activity is not a good idea because that means the
teacher is in charge of the whole activity which is not a good way to develop
communication. The real -life situations generate communication so the teacher should
come up with situations that students are likely to encounter in real life. Students
‗motivation to learn comes from their desire to communicate in different ways about

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meaningful topics. The interactive teacher pays attention to the balance between
teacher and studen t talk during the lesson. He/she should accept thoughts and new
ideas in an open, positive manner.

1.3 STUDENT -CENTERED LEARNING AND CLASSROOM MANAGEMENT

Recent changes in educational laws have created new classroom opportunities.
According to Wong, Wont, Rogers, and Brooks (2012) ―classroom management refers
to all the things that a teacher does to organize students, space, time and materials so
that student learning can take place‖ ( p.61). Effective teachers, who establish an
efficient management system from the beginning of the school year, will have more
time to devote to student learning, than teachers who are constantly trying to use an
inefficient management system. Due to these changes, classrooms are now shifting
from teacher -centered learning to student -centered learning. Garrett (2008) defines
student -centered learning communities as having ―shared leadership community
building and a balance between the needs of the teachers and students‖ ( p.34).‖
―Students of all l earning abilities and cultural backgrounds are learning
together in the same classrooms with teachers being held accountable for each
individual student ׳s achievement. In classroom today, students of all learning abilities
and cultural backgrounds are beco ming active participants in all classrooms decision –
making processes. Students׳ opinions and ideas are valued and e nrich the learning
environment. ‖
―Schools and classrooms need to be a safe and welcoming place that provides
the necessary academic, as well as social and emotional supports, all students need.
Kohn׳s Progressive Education Theory supports student -centered classroom
management. According to Kohn (2008) , progressive education cannot be defined in
one sentence because certain elements of the theory can be interpreted differently.
There are, however , elements of the theory that support student -centered classroom
management. For example, educators who apply progressive education theory believe
in collaboration among the teachers and students. Pr ogressive educators value not only
academic growth, but also the social and emotional growth of all students. Kohn
(2008) explains ― in progressive schools, students play a vital role in helping to design
the curriculum, formulate the questions, seek ou t and create answers, think through
possibilities and evaluate how successful they -and their teachers – have been‖ ( p.2).
Kohn‘s theory values students‘ ideas and opinions. In student centered classrooms, the
curriculum is no longer dictated by the next cha pter in a scripted teacher‘s manual, but
is dictated by student interests. ― Comment [CMT18]: Fara majuscule in subtitlu!
de corectat peste tot in lucrare
Formatted: Indent: First line: 0"
Comment [CMT19]: Nu se regaseste in
bibliografie! Te rog include titlul in biblio!
Comment [CMT20]: Anul nu ne intereseaza
decat in situatia in care exista mai multe publicatii
de acelasi autor! TE ROG REMEDIAZA PESTE TOT IN
LUCRARE!!!

14
―Nowadays, i It is becoming uncommon today to see a classroom set up with
desks in perfect rows and a teacher standing in front of the room. Classrooms are
becoming diverse; student centered learning environments, which require a unique
management technique. Although there are numerous classroom m anagement
theories, how can teachers manage a classroom with a wide range of learning abilities
and styles, in a student -centered way? There is not one single formula to successfully
manage a student -centered classroom. Each individual classroom is made up of a
diverse type of learners and student -centered classroom focus on the needs of each
individual student. ‖
―Specifically, the shift from teacher -centered to student -centered classroom
management is possible only if there are strong positive relationshi ps between th e
teacher and students as well as, students and their peers. In student -centered
classrooms, teache rs share responsibilities with students, so having mutual respect for
each other is essential. Also, in order for a student – centered classroo m to be
successful, classroom expectations must be established. As previously stated, student –
centered classrooms rely on both ideas and opinion s from teachers and students. ‖
―Therefore, especially in the beginning of the year, it is importan t for teachers and
students to establish and practice classroom expectations and routines. Stud ent-
centered classrooms can be successful when each individual teacher and student
knows his/h er contributions are needed in order for the whole classroom commu nity
to suc ceed. ―
―Teachers and students begin establishing a classroom mana gement system on
the first day of school. An effective management system must be followed
consistently throughout the school year. Consistency Management and Cooperative
Discipli ne (CMCD) is an instructional and classroom management program that
provides teachers, administrators, students, and school staff with the tools needed to
build community and organizationa l capacity within their schools. ‖
―This management program creates a student -centered classroom and school
by giving students responsib ility for their actions, which promotes active learning.
According to Jerome -Freiberg et al. (2009), often times management programs focus
on discipline after the issue, instead of prevent ion. Schools and classrooms who apply
CMCD, "create fair, consistent, and engaging instruction wi th predictable daily
classroom routines in which students are active participants" (Jerome -Freiberg et al.,,
2009, p. 65). A predictable school and classroom environment, where students are
given responsibilities and held accountable for their actions, will decrease the amount
of time teachers and students have to spend on classroom management and discipline
(Jerome -Freiberg et al., 2009). When teachers and s tudents spend less time on

15
classroom management and disci pline, they are able to devote more time to learning.
CMCD is a cooperative management program, which maximizes efficiency and
instructional time. ‖
―Albert‘s Cooperative Discipline (2005) , also states students need to be given
responsibilities and held accountable for their actions. According to Charles (2005),
Albert‘s believes all students need to feel capable while connecting with others and
making contributions in the classroom, school and community. When students are
active participants in their learning and feel their contributions are valued in the
classroom, it is more likely the students will have a positive attitude about school. An
essential component of a successful manager syst em is helping students to connec t
with their teacher and peers. ‖ Pereira and Smith -Adcock (2011) , agree by stating,
―when students feel connected to their teachers and peers, as a valued member of the
classroom community, they are more prepared to actively engage in the curriculum‖
(p257). Students who feel comfortable in the classroom will be more willingly to take
risks and share personal ideas and opinions. As mentors, we also should encourage
students to contribute their individual ideas and opinions to improve the classroom
environment. In this way, students learn how to solve disputes, prevent problems and
work and learn in groups, all within a supportive and caring environment. When
students and teachers work together to cooperatively manage the classroom, there is
shared leadership and responsibility. This type of cooperative management will
minimize disruptions and create a more productive learning environment.
In order to build a positive and friendly atmosphere, teachers must develop a
strong relationship with each student and this will become the foundation for all
interaction in the classr oom. Students must feel safe and feel they are able to express
their opinion without fear they would be punished. According to Bondy and Ross
(2008), ―what is missing is not skill in lesson planning, but a teacher that
communicates both warmth and a nonneg otiable demand for stud ent effort and mutual
respect‖. Teachers must make time to show students they care about them. When
students know their teachers care and respect them, the students will be more likely to
work to their full potential. In student -centered classrooms, teachers need to give up
some control and trust their students to manage and be teachers as well. For example,
Soter and Rudge (2005), describe the most productive classroom discussions are when
the teacher has control, but there is room f or flexibility and elaboration from the
students. Teachers are not the only teachers in the classroom. Students can learn a lot
from each other and student -centered classrooms have valuable discussions
throughout the day. Teachers need to facilitate, not c ontrol, conversations. ‖ Comment [CMT21]: Vezi ca le amesteci de le ia
dracu! Scrie ca lumea numele autorilor in lista
bibliografica! Nu se intelege cati autori sunt, care
sunt ei,etc..
Comment [CMT22]: TE RO G, ARANJEAZA DIN
PROPRIE INITIATIVA REFERINTELE IN INTREAGA
LUCRARE!

16
Although student -centered classrooms are collaborative learning environments
with input from all students, the teacher is the main facilitator who sets the tone. As
Nystrand (2006) states , ― what counts as knowledge and understandin g in any given
classroom is largely shaped by the questions teachers ask, how they respond to their
students, and how they structure small -group and other activities‖ (p.400). In student –
centered classrooms, teacher value all students and view all students ‘ opinions and
contribution as a chance to learn. Consequently, it is especially important for students
to have self -control because students will be responsible for engaging in individual or
group work assignments with minimal teacher interaction and supe rvision.
―It is important for teachers to clearly explain directions and routines,
especially in a student -centered classroom because often times students will be
required to use self -control to comp lete tasks with minimal teacher interaction once it
is expected all students can complete tasks individually. ‖
―In student -centered classrooms, teachers must expect that each student in their
classroom will succeed. Bondy and Ross (2008) believe that day -to-day interactions
with students are essential. Each individual student in a classroom needs to feel
appreciated. They suggest that teachers should take time every day to have personal
conversation with students about any thing the student is interested in. It is also
significant to establish clear expectations from the beginning of the year. Teachers
will need to be a role model for how certain routines should be completed. However,
accepting new ideas from students is the key to success. ‖

2.41.4 TYPES OF INTERACTIVE ACTIVITIES IN ENGLISH CLASSES

―Conventional teaching methods like lectures and book reports are great educational
tools —but they can also be a little dull and boring, especially for younger students .
Interactive activities are fun for kids and also provide numerous benefits for a child‘s
physical well -being, learning, and social and behavioral skills. By m aking playtime
educational, students can learn important lessons while still having a great time.
Interactiv e learning also provides space for kids to bond with those around them, and
can encourage a lifelong interest in learning by making the experience enjoyable and
engaging. ‖
Interactive activities bring positive motivation and enhance the learning
process, t he impact being highly beneficial, with motivational, cognitive and affective
values. Students learn easily by playing, by interacting with their classmates and
teachers and modern educators rely on interactive teaching and learning that focus on
the stude nt‘s needs and reflect the new social -cultural and educational trends in Comment [CMT23]: Subtitlurile din margine, cu
numerotare corecta si fara majuscule! Peste tot in
lucrare!

17
general. For an English teacher, interactive activities are educational contexts used to
build and develop skills whereas students gain important acquisitions for their adult
life. In teractive activities offer opportunities to use the language structures repeatedly
and to build a habit from the structures provided. Overall, they encourage students to
become autonomous in their own learning process. In terms of what skills need to be
taught and how to be done, teaching skills in isolation is outdated and does not meet
the requirements of today‘s world: communicative competences, which means using
the four language skills of speaking, reading, listening and writing to communicate a
messag e in a given context. Teaching the four skills in a restraint -free class serves
many valuable purposes, from offering the required support to the language learners,
to providing the context in which to use the language for exchanges of real
information and boosting students‘ self -confidence.
Conversation al activity in the language classroom does not involve only
putting into practice the grammar and vocabulary skills already acquired. As Nolasco
and Arthur illustrate: ―If we want to teach conversation well, we need to know
something about what native speakers do when they have conversations‖ (5). This
valuable in formation can help us to introduce appropriate materials and use valuable
techniques for teaching purposes. A ge nuine conversation is an open -ended activity
and it has the potential to develop in many ways a nd to offer one solution to the
problem of student -autonomy.
It is very important to create opportunities for students to express and
understand
the meaning of t he target language. Corrective feedback is also essential for our
students‘ gradual development. During the communicative activities the tasks focus on
meaning and communication and they are meaningful, interactive, and realistic.
Students enjoy engaging themselves in solving problems together, as well as
deciding on and carrying out joint actions. Students‘ a utonomy becomes a fact of life.
Communicative activities can be grouped in diffe rent ways -one possibility is to
distinguish between controlled activi ties and free activities. Controlled ac tivities focus
on the use of target language, accuracy is important, fe edback and correction are often
given, confidence building exercises are frequently used and comprehension is
checked.
Free activities encompass s pontaneous unpredictable language; they focus
more on fluency, the mistakes are noted and handled after each task or later during the
lesson, new vocabulary is integrated with the old one and the ab ility to extend
language use is regularly checked.

18
―Accord ing to Richards, ―the communicative activities can be classified in
three categories which are: mechanical, meaningful, and co mmunicative‖ (16). He
adds that mechanical practice refers to a controlled pract ice activity which students
can successfully carry out without necessarily understanding the language they are
using. Examples of this kind of activity would be repetition drills and substitution
drills designed to practice use of particu lar grammatical or other items. Meaningful
practice, as he explains, refers to an activity where language c ontrol is still provided
but where students are required to make meaningful choices when carrying out
practice. For example, in order to prac tice the use of prepositions to describe locations
of places, students might be given a st reet map with various buildings identified in
different locations. They are also given a list of prepositions, and they have to find
their way according to the location of places on the map and so t hey must use the
correct prepositions, too (17). ‖
―On the other hand, communicative practice refers to activities where practice
in using language within a real communicative context is the focus. The real
information is exchanged, and the language used is not totally pre dictable. For
example, stud ents might be asked to d raw a map of their class and answer questions
about the location of different plac es, such as the nearest market , the nearest café,
etc.‖
Nolasco and Arthur divide the communicative activities in three categories:
controlled, awaren ess and fluency activities (15 -116). Controlled activities aim to help
students develop their ability to take part in sustained conversation through activitie s
which give controlled practice in the building blocks of conversation using dialogue
building te chniques such as cloze dialogues, and by paying attention to exchange
structure as well as practicing grammar structures.
―Awareness activities promote students‘ need to become aware of what native
speakers do in conversation if they are themselves to achi eve conversational
competence in the target language. Such awareness can sometimes be acquired
unconsciously as a consequence of prolonged exposure to the target language, but for
many students the process could be facilitated and shortened by the use of a ctivities
which develop the ability to 'sound' E nglish, the ability to translate what is being said
and so facilitate interaction in English, awareness of the target culture and a feeling of
confidence in negotiating meaning. Most of the interactive activi ties are based on the
principle of discovery learning whereby observation and exploration form a base for
imitation. Observation tasks are used to encourage students to become sensitive to
particular features of interaction . Observation should always be di rected through the
use of task sheets and these can be used to focus on: audio recordings of people

19
talking, video recordings of people talking, and conversations as they happen in real
time. ‖
―Fluency activities implies the fact that the conversational needs of the average
foreign student fall within a limited range of purposes, the most important of which
are: the development of social relationships, a real information exchange,
collaborating in order to solve the problems, and expressing ideas and opi nions in
English. A great deal of motivating language practice can be generated by asking
students to talk about themselves, providing they have a framework in which to do so.
The framework, especially in the early stages, should limit the exchanges to qui te
simple factual information which is not threatening or embarrassing to reveal, but
which is nevertheless of interest to others. Such exchanges constitute a natural
information gap activity in which all students are able to participate, without recourse
to specialized knowledge, or the ability to think themselves into an imagined situation,
or role. By contrast, being asked to talk about simple, practical, everyday experiences
can free the tongue of the most inhibited a nd embarrassed student. Malamah -Thom as
asserts that the success of any lesson is partly dependent on the kind of planning that
has gone into it (2). A good plan for classroom action is a first step to success. If a
teacher knows a class well, he/she may be able to predict the students‘ react ion to a
variety of interactive activities to be used in the classroom. ‖
―However, human reaction can sometimes be quite unpre dictable and
unexpected , and the teacher must be flexible and creative. In some cases, the teacher
and his/her students are able t o work o ut a plan together to decide how their next
lesson is to proceed. The teacher needs to establish a strong feeling of group solida rity
in the class, good student teacher relationships and genuine interaction situati ons.
Interaction is a two -way proc ess. A positive state c an occur, when the participants feel
that something worthwhile is being achieved as a r esult of interaction, or it can
become a negative interaction having a potential for conflict and not for co -operation.
How the situation actually develops depends on the attitudes and intentions of the
students involved, and on their interpretations of each ot her‘s attitudes, intentions and
reactions. Every plan of action must be carried out in a context of intera ction. The
teacher must engage in the sort of interaction with the students to facilitate
communication. Where there is no interaction, but only ac tion and reaction, there can
be no communication. ‖
―Teaching speaking should be taught using attractive and com municativ e
activities. There are many types of classroom speaking activities and Harmer observes
that there are six classroom speaking activitie s such as: ―acting from script,
communication games, discussion, prepared talks, questionnaires, simulation, and role

20
play‖ (271 -275). Playing scripts and acting out short dialogues are two kinds of acting
scripts that should be considered by the teacher as two import ant teaching strategies.
In the playing scripts, it is important for the students to teach it as rea l acting. The role
of the teacher in this activity is as that of a theatre director, d rawing attention to
appropriate stress, intonation, and speed. This means that the li nes they speak will
have a real meaning. Most of the students need practice in these things be fore they
act.‖
―Communication Games‖ are designed t o provoke communication between
students. Most of the games are based on the principle of the information gap so that
one student has to talk to a partner in order to solve a puzzle, draw a picture, put a
sentence or a phrase in the right order, or find simil arities and differences between
pictures. Television and radio games, imported into th e classroom, often provide good
speaking activities. Discussion is probably the most commonly used activity in t he
oral skills class. Here, the students are allowed to express their real opi nions. As
Harmer asserts, ―Some discussions just happen in the middle of lessons; the y are not
unprepared for by the teacher, but, if encouraged, can provide some of the most
enjoyable and productive speak ing in language classes‖ (272). Students make a
presentation on a topic of their o wn choice using prepared talks. Such conversations
are not designed for informal spontaneous conversations because they are prepared
and more simul ated.
――Questionnaires‖ are also very useful because they ensure that both
questioner and respondent have something to say to each other. Students can design
questionnaires on any topic that is appropriate. As they do so the teacher can act as a
resour ce, helping them in the design process. The results obtained from q uestionnaires
can then form the basis for a written work, class discussions, or prepared talks. ‖
―Simulation and role play ‖ can be used to encour age general oral fluency, or to
train students for specific situations. In a simulation students can act out real -life
situations and in a role play students are asked to ta ke on different characters. The
intrusion of the teacher is kept to a minimum level beca use we use simulations and
role plays to allow our students to test out learnt lan guage in a realistic situation.
Interpersonal communication in the classroom is achieved by drawing on the sa me
resources as are suitable for all other social situations .
Using a variety of tasks whic h can bridge the gap between knowledge of the
rules and our student‘ ability to express their own ideas is an efficie nt strategy. Some
of the useful techniques include blank -filling and different kinds of syntactic exercises
because students have to unders tand the changes in meaning. There must be a balance
between structured interact ion and autonomous interaction. A structured interaction is Comment [CMT24]: Fara ghilimele numele
activitatilor! Verifica peste tot in lucrare! Ghilimelele
se folosesc doar pentru citate scurte!
Comment [CMT25]: Idem. Vezi si in continuare

21
governed by rules. Searle calls language ‗ rule governed behaviour ‘ (16). We can help
our students inte rnalize the ru les but we cannot supply the int ention. However we can
develop it by contriving situations and encounters. We bridge the gap to real
communication by encouraging our students to use these structured practices for
autonomous pu rposes from their early stages . Students often are intimidated by the
idea that autonomous interaction can be a difficult challenge. Students must learn to
express themselves by interacting with their colleagues and the teacher. No matter
how common a to pic is, if it gets the students talking English teachers will have
succeeded in cr eating genuine conversation. If students have something to say, they
enjoy talking about their in terests, needs, backgrounds, hopes and plans with
spontaneity.
―Children today tend to play outside less than their parents and grandparents
did, so it‘s important to make sure your students are getting enough exercise and
learning to use their bodies. That‘s why physical learning acti vities are such a great
idea! Going outs ide to play is a fun way to break up a borin g day of classroom work,
and student s who participate in physical activities tend to have healthier bodies. Best
of all, ph ysical games don‘t just get children moving —they can also help students
develop importan t attributes like agility, stre ngth, balance, and flexibility. One of the
best examples is the game ―Hide and Seek ; is a classic that encourages both
movement and strategic thinking! ‖
―Simon Says ―or ―Follow the Leader ‖ are both effective , active games to play
with students of any age. These games inv olve plenty of movement —but children
will also need to be quick on thei r feet and pay close attention.
―There are also activities that teach skills like logic, creativity, or imaginative
thinking, games and puzzles are a fantastic tool. Stimulating, interactive games can be
used to teach basic skills like math, reading, and writing —or they can be used to teach
soft skills like critical thinki ng, organization, and teamwork.
―Free Writing/Minute Paper/Question of the Day Exercise ‖: these are activities
that prompt students to write a response to an open question and can be done at any
time during a class. Writing activities are usually 1 -2 minu tes, and can focus on key
questions and ideas or ask students to make predictions. These activities give students
the opportunity to organize their own thoughts, or can be collected by the teacher to
gain feedback from the students. ―
――Ice Breakers ‖ are low-stakes activities that get students to interact and talk to
each other, and encourage subsequent classroom interactions. They can be useful at
the beginning of the semester: for example, asking students to introduce themselves to
each other and what the y would like to learn in the course. Advantages of icebreakers

22
include: participation of each student, the creation of a sense of community and
focusing students‘ attention on material that will be covered during the class period. ‖
――Think –Pair–Share ‖ this type of activity first asks students to consider a
question on their own, and then provides an opportunity for students to discuss it in
pairs, and finally together with the whole class. The success of these activities depends
on the nature of the questio ns posed. This activity works ideally with questions to
encourage deeper thinking, problem -solving, and/or critical analysis. The group
discussions are critical as they allow students to arti culate their thought processes.
Advantages of the think -pair-share include the engagement of all students in the
classroom (particularly the opportunity to give voice to quieter students who might
have difficulty sharing in a larger group), quick feedback for the instructor (e.g., the
revelation of student misconception s), encouragement and support for higher levels of
thinking of the students. ―Think -Pair-Share ‖ generates discussions and they center on
the answers each student or pair presents to the group task. This is reviewed in order
to reach a compromise and practi ce negotiations. The pair/group wo rk provides the
students a safe environment for everyone to ask questions, and find ou t why some
answers are right or wrong. Sometimes there could be disagreements and arg uments as
the students discuss. They can refer to t heir texts for solution or invite their teacher,
who is always around, to monitor and facilitate the activities. The teacher does not
give the answers unless the context requires attention as well. It is an effective i dea to
use probing questions to make t he group think deeper and reflect in order to complete
a specific task. ‖
―Small Group Activity ‖ is related to the discussion and practice method. Such
verbs as demonstrate, interpret, and present are used durin g this activity. The
difference is that every student in this group is maximally involved in performing the
task. The coordinator induces an activity that is fully participatory ; brainstorming
sessions can be involved too. Small group activity gives students the opportunity to
learn from their colleag ues and exchange information, build teams and form group
cohesion. At th e end of the interaction, each group is encouraged to present h is work
to the whole class. The presentation further gives students the opportunity for wh ole
class interaction, argument and explanation. The teacher may summarizes and clarify
all issues of the task.
――Case Studies and Problem -Based Learning ‖ are scenarios that apply
concepts learned in class to a ―real -life‖ situation. They are usually presented in
narrative form and ofte n involve problem -solving, links to course readings or source
materials, and discussions by groups of students, or the entire class. Usually, case
studies are most effective if they are presented sequentially, so that students receive

23
additional informatio n as the case unfolds, and can continue to analyze or critique the
situation/problem. Guiding questions lead students through the activity. The questions
should be designed to develop student‘s critical thinking by asking students to
distinguish between fa ct and assumptions, and critically analyze both the process they
take in solving the case study as well as the solution itself. Example questions include:
―What is the situati on? What questions do you have? What problem(s) need to be
solved? What are some solution strategies? Evaluate pros/cons and underlying
assumptions of these strategies. What information do you nee d? Where/how could you
find it? What criteria will you use to evaluate your solution? ‖‖
―Problem -based learning activities are similar to cas e studies but usually focus
on quantitative problems. In some cases the problems are designed to introduce the
material as well as provide students with a deeper learning opportunity. The
advantages of problem -based learning activities and case studies inc lude developing
students problem solving and decision making skills, develop student‘s critical
thinking skills encouraging critical reflection and enabling the appreciation of
ambiguity in situations. ‖
――Debate ‖-engaging in collaborative discourse and argumentation enhances
student‘s conceptual understandings and refines their reasoning abilities. Stage a
debate exploiting an arguable divide in the day‘s materials. Teacher g ives teams time
to prepare, and then put them into argument with a team focused on representing an
opposing viewpoint. Advantages include practice in using the language of the
discipline and crafting evidence -based reasoning in their arguments.
―Interview or Role Play ‖-members of the class take the part or perspective of
historical figures, authors, or other characters and must interact from their perspective.
Teacher b reakdown s the role plays into specific tasks to keep students organized and
to struct ure them so that t he content they want to cover is addressed. Preparation work
can be assigned for outside of class , so clearly communicating expectations is
essential. Advantages include motivation to solve a problem or to resolve a conflict
for the character, providing a new perspective through which students can explore or
understand an issue and the development of skills, such as writing, leadership,
coordination, collaboration and research. ‖
―Interactive Demonstrations ‖ can be used in lectures to demonstrate the
applica tion of a concept, a skill, or to act out a process. The exe rcise should not be
passive; the teacher should plan and structure his/her demonstration to incorporate
opportunities for students to reflect and analyze the process. There are different stages
to use this activity effectively. First, teacher i ntroduce s the goal and description of the
demonstration. Then, h ave students think -pair-share to discuss what they predict may

24
happen, or to analyze the situation at hand (―pre -demonstration‖ state or situati on),
while teacher is conducting the demonstration. Students discuss and analyze the
outcome (either in pairs/small groups, or as a whole class), based on their initi al
predictions/interpretations. Advantages of interactive demonstrations include novel
visualizations of the material and allowing students to probe their own understanding
by asking if they can predict the outcome of the demo. They are also a venue for
providing app lications of ideas or concepts.
――Jigsaw‖ is a cooperative active learning exer cise where students are grouped
into teams to solve a problem or analyze a reading. These can be done in one of two
ways – either each team works on completing a different portion of the assignment
and then contributes their knowledge to the class as a who le, or within each group, one
student is assigned to a portion of the assignment (the jigsaw comes from the bringing
together the various ideas at the end of the activity to produce a solution to the
problem). In a jigsaw the activity must be divided into several equal parts, each of
which is necessary to solving a problem, or answering a question. Example activities
include implementing experiments, small research projects, analyzing and comparing
datasets, and working with professional literature. The adv antages of the jigsaw
include th e ability to explore important problems or readings, the engagement of all
students with the material and in the process of working together, learning from each
other, and sharing and critical analyzing a diversity of ideas. ‖
――Class surveys ‖ are fun and not overly challenging. They are very effective as
icebreaking activities, especially at the beginning of a course. They also let learners
know that class will be more than sitting at a desk and copying the teacher‘s words. It
is important to do something with the survey information. Otherwise, there is no
intrinsic reason for gathering the information. Therefore, teacher should plan w ays to
process the information and makes sure the survey questions are appropriate to the
class. For example, if everyone in the group is from Romania , then asking, ―What
country are yo u from?‖ will not be pertinent. The objective of the activity is that
learners gather information about a particular topic . They increase proficiency and
confidenc e in asking one or more questions at the same time as they are increasing
graphic lite racy skills. This class survey activity is especially useful for be ginning
levels because not much information needs to be asked or recorded and only one or
two q uestions and answers need to be learned. Surveys can be used with higher levels
if more co mplex questions and answers are required. ‖
――Information gap‖ -in this activity two learners share information to complete
a task. In one -way gap activities, one learner has all the information (e.g., one learner
describes a picture and the other learner draws it). In two -way gap activities, both

25
learners have som e information and must share it with the other to complete the task.
Because this activity usually combines speakin g and listening with reading and
writing, all the skills are practiced. The target of this activity is that l earners find and
share information by asking and answering questions in order to complete a task. This
activity can be used in all leve ls or with m ultilevel groups; it is suitable for general
ESL classes. ‖
―Brainstorming ‖ involves creativity which generat es spontaneous ideas. It can
be followed as a pair or/and a group task. It can be used a t any point during a lesson
and it always generates communication. Brainstorm ing has many positive aspects such
as: it is usually short as it does not last for more than fou r or five minutes; it helps the
students to think deeply about a certain concept by relat ing it to their prior knowledge
and experience . As they brainstorm, each student in the group brings to the task
his/her background experience and this enriches their knowledge a nd promotes
flexibility. During the task the students develop their critical thinking a nd strategic
abilities. Through brainstorming, students are taught to develop team spirit and the
ability to f unction as a group.
―Prediction ‖ is an interactive activity which enabl es students to think more
while learning. It teaches them reflective thinking, critical and c reative thinking. For
instance, in teaching reading comprehension, the title of a text or ex cerpt of a text can
be used for this activity. The teacher can also read the introductory s entences of a
story and ask the students to make a prediction on what could be the next ac tion. It is
not really important how correct or exact their predictions are, the important thing is
that the students are given the opportunity to comm unicate in the target language.
―Role Playing Method‖ is a valuable strategy used to engage our students i n an
activity that will bring out their intellectual potentials and comm unication skills. Role
playing helps students to analyze thoughtfully different ways of resolving personal
and social conflict. It is a good idea to use role -playing in the form of a d ebate or a
whole class discussion. We can use them in a single situation or we can extend a role
play over several lessons.
―Discussion and Practice Method ‖ exposes students to deeper reasoning in
order to make them contribute effectively in the discussion . This strategy helps our
students discuss, analyze and criticize issues raised in the classro om. Discussions are
elaborately and collaboratively arrived at and responsibility fo r learning is shared by
all the participants. Most of the students are able to freely di scuss their learning
experience based on the knowledge generated from collaborative l earning. Through an
entertaining discussion the teacher can promote deep and lasting student learning.

26
―Diagrams and Charts ‖ is a creative interactive activity u sed in showing the
relationships, the similarities or/and the differences among concepts. It is a technique
used to visually represent the relationships among diffe rent concepts and these graphic
tools are useful for organizing and representing knowledge. Many students are visual
learners and using charts during a lesson helps engage them. It is easier for them to
understand and retain information better when the concepts are associated with
images.
It is interesting to create diagrams and charts integratin g the technology with
the teacher‘s and the students‘ needs. There are many important reasons to keep
curren t with technology: our students are able to use it, they enjoy it, and their
teachers want to lead a smart classroom. Most of the teachers go with a variety of
sources they have and inc orporate them knowing that they will fit in the curriculum.
It is a great idea to use m odern technology as aids to the curriculum, not the
curriculum itself. Technology should n ot be used for its sake but the use of cer tain
tools is highly effective in an EFL setting.
The range of technologies now available can sup port teachers in many
different ways both inside the classroom, but also in the students‘ home environment.
Creative teachers will always be able to see the po tential for great ideas and
customizing approaches to meet the individual needs of their students is one of their
top priorities.
If teachers are interested in preparing their student s to be responsible citizens
in an increasingly technologically advanced society, then their way of teaching their
students must reflect this priority. They promote the idea of using the devices
provided by the latest computer and the Internet technology to bring novelty and
efficiency in the classroom (Dudeney and Hockly 27). It is essential to teach the
students to select materials from credible sources: university websites or government
websites. YouTube has a huge a nd fascinating amount of visual and audio material to
contextualize the lectures. Standard lectures can be put on PowerPoint with visuals
and this strategy engages the students and stimulates their creativity. Teachers have to
teach their students simple tricks of internet searches to narrow their search. Students
can create their own Powe rPoint lectures or project s and present them to the class.
They can also work in pairs or teams and researc h their topics as needed.
For younger students effective classroom strat egies involve the use of songs,
rhymes and traditional short stories with repeated language structures. The websites
are full of animations, pictures, sounds, interactive materials, podcasts , electronic
books and digital video clips that help learners with pronuncia tion as well as
acquisition and reinforcement of new vocabulary. Technology offers chi ldren t he

27
opportunity to record themselves for playback at a certain time during an activity.
They can also listen and play back recordings to identify some gramm atical errors and
inaccuracy in pronunciation , encouraging self -improvement. Learning resources, such
as songs and po ems, can be downloaded from the internet and practiced as a whole
class. A better idea is t o take a karaoke -style approach and use an interactive
whiteboard for creating and ill ustrating their new stories and songs. Audio recorders
like talking tins or cards can be us ed to reinforce and develop the learning of
traditional rhymes or to record the singing of students‘ favorite songs and poems .
Using technology to enhance language learning, as Jewell mention s ―allows for
increased learner autonomy and control, providing a more student -centered pedagogy
with learners at the center of the learning process‖ (178). Every student wants
teachers to use technology in the classroom and the impact technology has h ad on
today‘s students has been remar kable. Our students are more actively engaged in the ir
learning than in traditional direct instruction methods because most of them bel ieve
that technology helps them learn information better.
We live in a world dominated by the visual im age and most of th e video games
are great motivators for any student. When one of our students is engaged with a video
game, he/she uses a different set of learning skills bec ause video games give visual as
well as auditory feedback while engaging the ki nesthetic students. Using games
stimulates and animates communicative activities to o. Planning a strategy in small
groups will keep students entertained and engaged requiring them to communicate.
While -playing they are doing group -discussion, having fun and practicing their
speaking and listening skills. It is easy to realize that technology has a significant role
to play in faci litating the delivery of English language teaching and learning in
schools. Technology continues to be used for all sorts of specific language learnin g
activities, such as oral practice and reading and writing skills development.
Weinstein asserts that ―Project -based learning is an approach in which learners
investigate a question, solve a problem, plan an event, or develop a product‖ (q td. in
Beckett and Miller 161). A project involves three essential stages: class room planning,
carrying out the project and reviewing and monitoring the work. T he teacher must use
bridging or motivating activities because students differ in their language interests and
needs. A project may not always satisfy students‘ immediate inter ests so they should
have access to other activities, which do not necessarily involve al l language skills and
which can motivate them and stimulate their creativity. Teachers can select a large
variety of simple or complex activities designed to move from controlled use of
language to less controlled or ‗fre e‘ use of language. Some of these activities are: role
plays, information -gap games, simulations, video work, small projects or full -scale

28
projects. It is essential to en courage students to move out of the classroom into the
world because project work trac es the link between language study and language use.
―For a project to succeed, as Fried -Booth dem onstrates, it must pass through
certa in stages of development. These are: stimulus, definition of the project objective,
practice of language skills, design of written materia ls, group activities, collating
information, organization of materials and final presentation (9 -10). The initial
discussion of the idea -comment and s uggestion make up the stimulus. Main language
skills involved are speaking and listening, with possible reference to students‘ prior
reading. The stage of defining the project objectives involves discussion, negotiation,
suggestion, and argument. Main language ski lls used during this stage are: speaking
and listening, probably with some note -taking. A project offers the opportunity to
practice a variety of language functions, e.g. introduct ions, suggestions, etc, and may
involve any or all of the four skills. ‖
―The design of written materials includes the use of questionnaires, maps and
grids, required for data collection. Reading and writ ing skills are emphasized here.
Students may work individually, in pair or in smal l group s, inside or outside the
classroom. Collec ting information may be done in pairs or groups. Reading of
instructions and notes, explanation of visual materials, e.g. graphs. Emphasis is put on
discussions. ‖
Organization of materials is needed when developing the end product of the
project. The main skill practiced will be writing and the s tudents will discuss,
negotiate and read for cross -reference during this stage. In the p rocess of completing a
project, students practice their organizational and research s kills, collaborate and learn
how to evaluate their work. The way students present their projects will depend
largely on the form of their end product -poster, chart, booklet, video d isplay or oral
presentation -and on the manner of demonstration. The main sk ills required here are
likely to be speaking and listening.
Fried -Booth‘s list of stages can be adapted to any special requirement of an
individual project. The benefits of project work for s tudents are clear. Students are
working on an interesting topic, with clear aims i n mind and using language for a
specific pu rpose/topic.
However, there are possible problems: projects involve additional
commitment, monitoring and evaluating students are difficult (e.g. prov iding
checklists, report forms, recordings, etc), and lack of motivation or interest may arise
at any stag e of the project. The considerable advantages of project work are
motivat ing students and offer them the opportunity to use target language in real
situations. Thei r motivation increases as thei r work progress. The need to use

29
interactive strategies in orde r to enable students to acquire communicative competence
in English is an impera tive one. They need practice to achieve fluency in the language.
Providing students w ith more activities to direc tly communicate with is an important
goal of language teaching . Contemporary approaches in EFL teaching favors the
promotion of learner -centered tasks based on interactive methods and strategies.

1.5 MEANS OF DEVEL oPOING CONVERSATION SKILLS DURING THE
ENGLISH CLASSES
It is obviously seen that English teachers mostly prefer to teach grammar, writing and
reading and overlook the importance of teaching speaking ski lls, due to that students
are found to be silent; they are hesitated and shy to m ake mistakes. Accordingly ,
teachers are always in active search of new ways and techniques for acquiring greater
fluency in English. One of the basic skills in language learning is speaking as Q. Alam
pointed out ―‗speaking is linguistic activity which, like language itself, consist of
several elements: pronunciation, morphology and lexis, grammar and syntax,
semantics, discourse, pragmatics, fluency and topicality ‖‘ [1, p. 19]. Speech is always
spontaneously p roduced in a very limited time frame. Therefore, it is a very complex
process, which requires students to develop knowledge of grammar, vocabulary and
communicative skills. ‖ People may often form judgments about our language
competence from our speaking ra ther than from any other language skills. Thus, it is
one of the main skill s and means of communication that a student must acquire in the
process of mastering a foreign language. Jeremy Harmer mentioned t hree main reasons
for getting students to speak in the classroom: 1. Speaking activities provide rehearsal
opportunities – chance to practice real -life speaking in the safety of the classroom; 2.
Speaking tasks in which students try to use any or all of the language they know
provide feedback for both teac her and student; 3. The more students have opportunities
to activate the various elements of language they have stored in their brains, the more
automatic their use of elements become. As a result students become autono mous
language users [2, p.123]. There are many difficulties which occur during teaching
speaking skills and the main problem is that students get little dedicated speaking
practice during their English classes and out of them and this is mainly because
students lack confidence and they are af raid of making mistakes . Nevertheless, learning
language it takes time and practice. Ur mentioned: ―Good speaking skills classrooms
are ones where learners talk a lot; participation is even, motivation is high and the
language is at an acceptable level‖ [6]. The more students practice the better they will
be. If students do not learn how to speak or do not get any opportunity to speak in the Comment [CMT26]: Acest “accordingly”nu se
foloseste niciodata la inceput de fraza! El are cu
totul si cu totul alt inteles si alta functie! Corecteaza
peste tot in lucrare!
Comment [CMT27]: Nu exista in bibliografie asa
ceva. Foloseste referintele din materialul folosit SAU
adauga autorul si articolul sau cartea in lista
bibliografica!
Comment [CMT28]: Pentru citate scurte,
foloseste intotdeauna ghilimele double!! De
corectat peste tot in lucrare!
Comment [CMT29]: Asa ceva nu ar trebui sa
existe!!!
Si

30
language classroom, they may soon get de -motivated and lose interest i n learning [4].
Therefore, as we can see, teachers of English need to be aware of motivation, which is
a consideration in determining whether students are willing to communicate: the more
meaningful the materials and tasks are for the students involved the better the outcome
will be. Scott Thornbury, in his book How to Teach Speaking, suggests that the
teaching of speaking depends on there being a classroom culture of speaking, and that
classrooms need to become ‗talking classrooms‘. In other words, student s will be much
more confident speakers if this kind of speaking activation is a reg ular feature of the
lesson [4]. Wenli Tsou highlights the importance of active participation of students
during lessons, as their academic achievements seem to be higher tha n one of those
who are passive in class [5, p.55]. ‖ As we have observed that dedicated speaking skills
lessons are very useful. Peter Watkins also mentions, that ‗realistic classroom speaking
activities could be seen as an opportunity for rehearing the thi ngs students may want to
do outside the classroom, but in a safe environment, where mistakes can be learned
from, rather than lead to difficulties and embarrassment‘[7, p.76]. For realization of the
goal, it is necessary to define adequate methods in de veloping speaking skills lessons.
As teaching practice show one of the ways is the usage of communicative activities that
form communicative freedom for students and possibility of independent realization of
their creative potential at the lesson. Communic ative activities include any activities
that encourage and require a learner to speak with and listen to other learners.
Efficiency of this activity is based on putting the students in conditions under which
they will have to communicate and exchange opini ons on the topic set by the teacher at
that moment and choose adequate speaking activities in classroom. Knig ht and Lindsay
point out that:
[…]speaking activities that concentrate on getting learners to produce sounds, phrases
or grammatical structures range from activities, which are controlled by the teacher to
activities where the learners have more freedom to choose the language, they use.
Controlled activities generally focus on the learners producing language accurately,
while less contr olled activities focus on developing the learner‘s fluency [3].
For that reason, teachers should know what students need to practice and learn to be
able to speak effectively in a variety of situations. As Peter Watkin s mentions there are
some point s that student need to practice and learn : students need to carry out ‗routine‘
exchanges (greeting some one, going to shop and so on), s tudents need to take part in
unpredictable exchanges (casual conversation), they need to know when it is
appropriate to speak (how to interrupt politely), s tudents need to speak with intelligible
pronunciation and to select appropriate vocabulary and use grammar to organize what
they say ([7, p. 78)]. Comment [CMT30]: Corecteaza ghili mele si
referinte.
Comment [CMT31]: Nu apar in bibliografie!!!!
Formatted: Line spacing: single
Comment [CMT32]: Corecteaza referinta cu
paranteze rotunde – peste tot in lucrare!
Comment [CMT33]: Nu exista in biblio – de
adaugat!!!

31
―When it comes to speaking, confidence is the key, password, login and
biometric security that students need in order to succeed at speaking with ease. Once a
student builds the confidence to speak, their abilities begin to improve immediately.
Students who lack confidence are the ones who stumble and resort to their L1, and
develop a fear of making mistakes that manifests itself if not ironed out quickly.
Teachers cannot magically click a button and provide the students with the confidence
to speak, but the y can be there to encourage them to build their confidence by trying a
few new little tricks, or even something as simple as nodding heads and smiling a little
bit more. If teachers want to improve their methods to help their students speak by
opening the door to some of the untapped confidence that lies within they should forget
about errors and be content that students are speaking. They may not be accurate or
fluent but at least they use English. The y should be given easy topics that they know a
lot abou t for example recalling an amusing story about their lives in the country or they
can talk about themselves. Teachers can provide visual cues and ideas related to the
topics and if these fails, then they should give the students a virtual template to work
off, simply writing the language and the structures on the blackboard for the students to
fill in with the appropriate words. Students love challenges such as talking for 30
seconds or a minute non -stop on a topic. This seemingly difficult activity will make
lessons so much easier when it comes to speaking about the simple things. Sure
enough, students who have been away from the English language for a while, only
need to listen to a dialogue before they begin to grab their confidence. A good dialogue
that clearly outlines the language can be used as a starting point, while providing
students with a chance to mimic the accent and the style. The more brave students will
quickly take to the task and instantly pick up on some of the key vocabulary, while
adding their own personality into replicating the dialogue. No matter how many
different activities teachers try with their students, nothing beats a smile when it comes
to unlocking the confidence. A smile provides the students with positive reassurance to
keep at it and give them a positive outlook on what they can perceive as being the
impossible task of speaking a foreign language. ‖
―Icebreakers are important when you are trying to get to know your students.
They are even more important if your students do not know one another well either.
Depending how teachers organize their classes, they can use different activities
primarily at the beginning of the school year. Teachers can adapt icebreakers into
activities to use when starting new topics. It is somet imes easier for students to share
their ideas if they know the rest of the class will have to share theirs too. In order to
learn students ‗names, teachers can conduct an activity where students take turns
saying their name making it more challenging by ha ving students say the name of the Comment [CMT34]: No bun. Aici avem o alta
problema. Cred ca nu mai suntem in era tablei si a
cretei. Poate in cea a tablei able si a markerului sau
a handouts -urilor. Nu crezi ca e mai efficient sa dai
copiilor niste handouts gata pregatite de acasa pe
care sa le completeze, decat sa le papi timpul scriind
pe table un text (evident lungut) pentru a fi
completat?

32
last student to speak or even the names of all the students who have already said their
names before saying their own name. To make it more interesting and to learn a little
more about the class, teachers could ask student s to include something specific such as
their favorite cereals, color, sport, or movie. By the end of the activity, teacher should
try his be st to say every student‘s name. ‖
―If students are learning the names of their classmates for the first time ,
teacher could conduct some other name activities for practice, for example; have
students stand in a circle, on a student‘s turn he should say a word or a sentence
related to whatever prompt or topic teacher chooses and then call out the name of the
classm ate to go next. ‖
If students know one another‘s names, get them talking about some other
topics by having them play ―Find someone who…‖, where students ask and answer
questions based on pictures and phrases to find someone for each question who can
answer ―Yes‖. The model question for this activity could be ―Do you like…?‖, or ―Do
you have?‖. After five to ten minutes, depending on the number of questions students
have to ask, have everyone sit down and call on students to read some of the answers,
for exam ple; ―Mihai likes soccer‖ , this way the class can learn more about individual
students. Teacher should try to encourage students to give sentences about people who
have not yet been mentioned. This gives everyone the opportunity to share something .
―Another activity gets students talking with the people seated around them.
Have students talk to the person to their right about hobbies for instance. After a
minute or two have students talk to the person to their left and talk about another
topic. Teacher c ould also do this as a mingling exercise where students have a limited
amount of time to exchange information before moving on to the next person and
conversation topic. The teacher must be sure to ask some students things they learned
about their peers at the end of the activity so that they can try their best to remember
the conversations they had. ‖
―If the class is quite small teacher may also consider having students think
about the three things they would take with them to a deserted island and then sh are
why they choose one or all those things. This is an excellent way of getting to hear
about what is important for students and how they are able to organize their thoughts.
If the class is larger, teacher can conduct the same activity in groups which is good for
getting students talking with one another but will exclude teacher for the most of the
activity. Another similar group activity is to have students write down the first word
that pops into their head when they hear the teacher saying a certain co lor. Students
can discuss why they choose certain words in their groups or just have the student
with the most unusual choice explain his choice. After a few minutes teacher may give Comment [CMT35]: LIPSES C REFERINTELE DE
VREO DOUA PAGINI INCOACE!

33
them another color to think about and discuss. Groups should present the class with a
brief summary of their discussions toward the end of the lesson. ‖
―For introductions, teacher could also have students choose three adjectives to
describe themselves. Perhaps at the end of the year have students fill in adjectives for
all thei r classmates, nothing mean spirited, and give students a summary of what their
classmates said about them in the last lesson . This should give students some positive
reinforcement and point out their personality strengths. It may be interesting to
compare these with the adjectives students choose to describe themselves too. ‖
―Moreover, icebreakers are excellent because they give students the
opportunity to share things about themselves and learn about their peers. These
activities often get students moving or thinking creatively. They can be lots of fun and
dissolve any tension or nervousness there might be in the classroom. It is important
that students be able to interact with one another easily because learning English is all
about communication. Students will need to be comfortable sharing ideas with the
class and talking with other students in groups or in pairs on a regular basis. ‖
―Another question that plagues ESL teachers is how to get everyone speaking
in a multilevel class. Teachers can try role pl ays and group discussions but shy
students and those with less fluency will not participate at the level teachers would
like. One solution for the multilevel class is the strategic interaction method. This
method combines group discussion with role play an d class discussion to encourage
stress free participation from students at all levels. Strategic interaction begins with a
scenario; this scenario is a real life situation in which students will be required to use
language to solve the problem. Though a gr oup of students will receive each
scenario‘s information, only one person will perform the assigned role during the
performance stage. Each group‘s information about the scenario is different. They do
have shared information about the situation, but each g roup also receives information
specific to the role assigned to that group, that is the personal agenda of the role that
group will be fulfilling. This situation and conflicting agendas will create tension
between the roles and a conflict which needs to be resolved. Students are given time in
group discussion to determine the strategies they will use in the performance stage.
Though only one student will actually be performing the interaction, all students can
participate in the rehearsal phase an d give advice to the performer. ‖By discussing
strategies in groups , students who are not confident enough to perform a role play in
front of the class can participate in a less intimidating environment offering valuable
input to the group and learning from others the language needed to accomplish their
goal. Accordingly, one student from each group will participate in the performance
stage. At this point neither group knows the agenda of the other, and each participant

34
has its own agenda to accomplish. Stud ents must use language in strategic ways to try
and achieve their goals. The goal of the different roles will be at odds with each other,
so students must decide if and when to compromise on their goals. At any point during
the interaction, the person play ing the role can pause the interaction and consult with
his or her group for advice and input. This gives strategic interaction an advantage
over the simple role play. Students playing the roles are freed from the need to know
all the answers and students at all fluency levels can participate in giving advice. After
the performance, conduct a debriefing. Debriefing is the only part of the activity that
happens with the entire class. In the debriefing stage, the teacher should lead a
discussion about the int eraction and encourage students to offer opinions about
successful communication strategies or unsuccessful ones, and provide an opportunity
for students to ask questions about any part of the interaction. In addition, during
debriefing students can share alternative solutions to the situations and share how they
can be achieved. Students find the freedom to express their personal opinions in this
stage even though they may have not be en able to perform the role play.
―In conclusion, strategic interaction is one of the easiest ways to get everyone
in a multilevel class speaking. By taking pressure and embarrassment and giving
students the support of their group, teachers can get everyone in the class speaking. ‖
―The big question now is how to evaluate sp eaking? After students have
learned vocabulary, have done role plays and strategic interaction and practiced
speaking to one another and to you, now it‘s time to grade them. Most teachers will be
familiar with the concept of grading with a rubric, a table with different criteria and a
grading scale simply choosing the criteria on which teacher will grade the students and
list them along the left side of the page, then creating an even number of columns along
the top of the page . These columns will represent potential skills level of the students.
For each level, teacher defines what level of the ability a student at each of the four
levels would exhibit. For example, the most straightforward way to label the boxes on
the rubric would be;‖ meets expectations high, meets expectations low, slightly
underperforms, does not meet expectations‖ (reference here) . The more rubrics teacher
creates, the more detailed he can be in his descriptions. Then, as the teacher evaluates
each student, determines at which level he or she is performing . If the teacher takes the
average level among the criteria he can have an objective grade with suggestions for
areas in which the student can improve. ‖
―Pronunciation is a basic quality of language learning. Though most second
language learners will never have the pronunciation of a native speaker, poor
pronunciation can obscure communication and prevent an ESL student from making
his meaning known. When evaluating the pronunciation of the students, teacher should Comment [CMT36]: Folosesti de nenumarate
ori aspectul continuu in mod eronat: de ex: de ce l –
ai folosi daca vorbesti despre o activitate care are
loc in mod usual, zi de zi?

35
listen for clearly articulated words, appropriate pronunciations of unusual spellings and
assimilation and contractions in suitable places. The teacher also should pay attention
to intonation; are students using the correct inflection for the types of sentences they
are saying? Do they know that the inflection of a question is different from that of a
statement? ‖
― After noting students‘ pronunciation levels, move to vocabulary. Vocabulary
comprehension and vocabulary produ ction are always two separate banks of words in
the mind of a speaker, native as well as second language. ‖
― Teacher should encourage students to have a large production of vocabulary
and an even larger recognition vocabul ary. For this reason it is helpf ul to evaluate
students on the level of vocabulary they are able to produce. Are they using the specific
vocabulary teacher has instructed them in the current semester? Are they using
appropriate vocabulary to the contexts in which they are speaking? To ma ke sure that
everything is according to the plan, teacher listens for the level of vocabulary the
students are able to produce without prompting and then decides how well they are
performing in this area. ‖
―Grammar has always been an important issue in f oreign language study.
Writing sentences correctly on a test, though, is not the same as accurate as spoken
grammar. As the students speak, teac her listens for the grammatical structures and tools
they were taught in the classroom. Are t hey able to use mul tiple tenses? Do they have
agreement? Is word order correct in the sentence? A student may struggle with
grammar and pronunciation, but how creative is he when communicating with the
language he knows? Assessing communication in students means looking at their
creative use of language they do know to make their points understood. A student with
a low level of vocabulary and grammar may have excellent communication skills if he
is able to make the people around understand him, whereas an advanced student wh o is
tied to manufactured dialogues may not be able to be expressive with language and
would therefore have low communication skills. Don‘t let a lack of language skill keep
the students from expressing themselves. The more creative they can be with the
language and the more unique ways they can express themselves, the better their
overall communication skills will be. Being able to say what you mean with a foreign
language is one thing, being able to interact with others is another. Students need to be
asked questions and to be observed how they speak to one another. Are they able to
understand questions? Do they give appropriate responses in a conversation? All these
elements of interaction are necessary for clear and effective communication in English.
A student with effective interaction skills will be able to answer questions and follow
along with a conversation happening around him. Great oratory skills will not get

36
anyone far if he or she cannot listen to other people and respond appropriately. Fluency
may be the easiest quality to judge in students‘ speaking. How comfortable are they
when they speak? How easily the words come out? Are there great pauses and gaps in
students‘ speaking? If there are, then students are struggling with fluency. Fluency doe s
not improve at the same rate as other language skills. Students can have excellent
grammar and still fail to be fluent. Fluency is a judgment of this ease of communication
and is an important criterion when evaluating speaking. ‖
―These criteria, pronun ciation, vocabulary, accuracy, communication,
interaction and fluency are all markers of a student‘s overall speaking abilities.
Students may excel in one and struggle in another and not necessarily the ones teacher
might think. In this cas e, teacher shoul d help students understand these qu alities of
effective speakers. They should know that the teachers will be listening for these
qualities when they evaluate their progress and they should be encouraged to improve
their English in these areas. Students mus t be listened when they talk to other students
but a true evaluation will take into consideration more than just the oral interview on
the final exam .‖

1.6 PRACTISING VOCABULARY THROUGH COMMUNICATIVE ACTIVITIES

―Since the advent of CLT, teachers and materials writers have sought to find ways of
developing classroom activities that reflect the principles of a communicative
methodology. This quest has continued to the present and t he principles on which the
first generation of CLT materials are still re levant to language teaching today. One of
the goals of CLT is to develop fluency in language use. Fluency is natural language use
occurring when a speaker engages in meaningful interaction and maintains
comprehensible and ongoing communication despite limi tations in his or her
communicative competence. Fluency is developed by creating classroom activities in
which students must negotiate meaning, use communication strategies, correct
misunderstandings, and work to avoid communication breakdowns. Fluency pra ctice
can be contrasted with accuracy practice, which focuses on creating correct examples
of language use. Differences between activities that focus on fluency and those that
focus on accuracy can be summarized as follows: activities focusing on fluency, reflect
natural use of language, f ocus on achieving communication, r equir e meaningful use of
language, r equire the use of communication strategies, p roduce language that may not
be predictable, s eek to link language use to context . On the other hand, a ctivities
focusing on accuracy r eflect classroom use of language , focus on the formation of Comment [CMT37]: NO REFERENCES UP TO
THIS POINT!!!!

37
correct examples of language, practice language out of context, p ractice small samples
of language and d o not r equire meaningful communication. ―
―The following examples of practicing vocabulary through communicative
activities b oth make use of group work, reminding us that group work is not
necessarily a fluency task. A group of students of mixed language ability carry out a
role play in which they have to adopt specified roles and personalities provided for
them on cue cards. These roles involve the drivers, witnesses, and the police at a
collision between two cars. The language is entirely improvised by the students,
though they are heavily constra ined by the specified situation and characters. The
teacher and a student act out a dialog in which a customer returns a faulty object she
has purchased to a department store. The clerk asks what the problem is and promises
to get a refund for the customer or to replace the item. In groups, students now try to
recreate the dialog using language items of their choice. They are asked to recreate
what happened preserving the meaning but not necessarily the exact language. They
later act out their dialogs in fr ont of the class. ‖
―Other ways of improving communication are often used when s tudents are
asked to practice dialogs. The dialogs contain examples of falling intonation in Wh –
questions. The class is organized in groups of three, two students practicing the dialog,
and the third playing the role of monitor. The monitor checks that the others are using
the correct intonation pattern and corrects them where necessary. The student s rotate
their roles between those reading the dialog and those monitoring. The teacher moves
around listening to the groups and correcting their language where necessary. Students
in groups of three or four complete an exercise on a grammatical item, such as
choosing between the past tense and the present perfect, an item which the teacher has
previously presented and practiced as a whole class activity. Together students decide
which grammatical form is correct and they complete the exercise. Groups take turns
reading out their answers. Teachers are recommended to use a balance of fluency
activities and accuracy and to use accuracy activities to support fluency activities.
Accuracy work could either come before or after fluen cy work. For example, based on
students‘ performance on a fluency task, the teacher could assign accuracy work to deal
with grammatical or pronunciation problems the teacher observed while students were
carrying out the task. An issue that arises with fluency work, however, is whether i t
develops fluency at the expense of accuracy. In doing fluency tasks, the focus is on
getting meanings across using any available communicative resources. This often
involves a heavy dependence on vocabulary and communication strategies, and there is
little motivation to use accurate grammar or pronunciation. Fluency work thus requires
extra attention on the part of the teacher in terms of preparing students for a fluency

38
task, or follow -up activities that provide feedback on language use. While dialogs,
grammar, and pronunciation drills did not usually disappear from textbooks and
classroom materials at this time, they now appeared as part of a sequence of activities
that moved back and forth between accuracy activities and fluency activities. And the
dyna mics of classrooms also changed. Instead of a predominance of teacher -fronted
teaching, teachers were encouraged to make greater use of small -group work. Pair and
group activities gave learners greater opportunities to use the language and to develop
fluen cy.‖
―Mechanical, Meaningf ul, and Communicative Practice is a nother useful
distinction that some advocates of CLT proposed was the distinction between three
different kinds of practice – mechanical, meaningful, and communicative. Mechanical
practice r efers to a controlled practice activity which students can successfully carry
out without necessarily understanding the language they are using. Examples of this
kind of activity would be repetition drills and substitution drills designed to practice
use o f particular grammatical or other items. Meaningful practice refers to an activity
where language control is still provided but where students are required to make
meaningful choices when carrying out practice. For example, in order to practice the
use of prepositions to describe locations of places, students might be given a street map
with various buildings identified in different locations. They are also given a list of
prepositions such as across from, on the corner of, near, on, next to. They then have to
answer questions such as ―Where is the book shop? Where is the café?‖ etc. The
practice is now meaningful because they have to respond according to the location of
places on the map. Communicative practice refers to activities where practice in using
language within a real communicative context is the focus, where real information is
exchanged, and where the language used is not totally predictable. For example,
students might have to draw a map of their neighborhood and answer questions about
the locat ion of different places, such as the nearest bus stop, the nearest café, etc. ‖
―The distinction between mechanical, meaningful, and communicative
activities is similar to that given by Littlewood (1981) , who groups activities into two
kinds: p re-communic ative activities , communicative activities , structural activities ,
functional communication activities , quasi-communicative activities and s ocial
interactional activities . Functional communication activities require students to use
their language resources to overcome an information ga p or solve a problem . Social
interactional activities require the learner to pay attention to the context and the roles of
the people involved, and to attend to such things as formal versus informal language
(reference here pl ease!) .‖ Comment [CMT38]: REFERENCES????

39
Information -Gap Activities -an important aspect of communication in CLT is
the notion of information gap. This refers to the fact that in real communication, people
normally communicate in order to get information they do not possess. This is kn own
as an information gap. More authentic communication is likely to occur in the
classroom if students go beyond practice of language forms for their own sake and use
their linguistic and communicative resources in order to obtain information. In so
doing , they will draw available vocabulary, grammar, and communication strategies to
complete a task. The following exercises make use of the information -gap principle:
Students are divided into A -B pairs. The teacher has copied two sets of pictures. One
set (f or A students) contains a picture of a group of people. The other set (for B
students) contains a similar picture but it contains a number of slight differences from
the A -picture. Students must sit back to back and ask questions to try to find out how
many differences there are between the two pictures. Students practice a role play in
pairs. One student is given the information she/he needs to play the part of a clerk in
the railway station information booth and has information on train departures, prices ,
etc. The other needs to obtain information on departure times, prices, etc. They role –
play the interaction without loo king at each other‘s cue cards (references) .
―Jigsaw activities – these are also based on the information -gap principle.
Typically, the class is divided into groups and each group has part of the information
needed to complete an activity. The class must fit the pieces together to complete the
whole. In so doing, they mus t use their language resources to communicate
meaningfully and so take part in meaningful communication practice. The following
are examples of jigsaw activities: t he teacher plays a recording in which three people
with different points of view discuss the ir opinions on a topic of interest. The teacher
prepares three different listening tasks, one focusing on each of the three speaker‘s
points of view. Students are divided into three groups and each group listens and takes
notes on one of the three speaker‘ s opinions. Students are then rearranged into groups
containing a student from groups A, B, and C. They now role -play the discussion using
the information they obtained. The teacher takes a narrative and divides it into twenty
sections (or as many sections as there are students in the class). Each student gets one
section of the story. Students must then move around the class and by listening to each
section read aloud, decide where in the story their section belongs. Eventually the
students have to put the entire story together in the correct sequence. ‖
― Many other activity types have been used in CLT, including the following:
Task -completion activities: puzzles, games, map -reading, and other kinds of classroom
tasks in which the focus is on using one‘s language resources to complete a task.
Information -gathering activities: student -conducted surveys, interviews, and searches

40
in which students are required to use their linguistic resources to collect information.
Opinion -sharing activities: activities in which students compare values, opinions, or
beliefs, such as a ranking task in which students list six qualities in order of importance
that they might consider in choosing a date or spouse. ‖
― Information -transfer activities: t hese require learners to t ake information that
is presented in one form, and represent it in a different form. For example, they may
read instructions on how to get from A to B, and then draw a map showing the
sequence, or they may read information about a subject and then represen t it as a gr aph.
Reasoning -gap activities: t hese involve deriving some new information from given
information through the process of inference, practical reasoning, etc. For example,
working out a teacher‘s timetable on the b asis of given class timetables (references) .‖
―Role plays: activities in which students are assigned roles and improvise a
scene or exchange based on given information or clues. Emphasis on pair and group
work m ost of the activities discussed above reflect s an important aspect of clas sroom
tasks in CLT, namely that they are designed to be carried out in pairs or small groups.
Through completing activities in this way, it is argued, learners will obtain several
benefits: they can learn from hearing the language use d by other members of the group,
they will produce a greater amount of language than they would use in teacher -fronted
activities, their motivational level is likely to increase, t hey will have the chance to
develop fluency. Teaching and classroom materials today consequently m ake use of a
wide variety of small -group activities. ‖
The push for authenticity s ince the language classroom is intended as a
preparation for survival in the real world and since real communication is a defining
characteristic of CLT, an issue which soon emerged was the relationship between
classroom activities and real life. Some argued that classroom activities should as far as
possible mirror the real world and use real world or ―authentic‖ sources as the basis for
classroom learning. Clarke and Silber stein (1977, 51) thus argued:
Classroom activities should parallel the ―real world‖ as closely as possible. Since language
is a tool of communication, methods and materials should concentrate on the message and
not the medium. The purposes of reading should be the same in class as they are in real life.
Arguments in favor of the use of authentic materials include: They provide cultural
information about the target language. They provide exposure to real language. They relate
more closely to learners‘ needs. They support a more creative approach to teaching (page
please) .

―On the other hand, Widdowson , 1987 argued that it is not important if classroom
materials themselves are derived from authentic texts and other forms of input, as long
as the lea rning processes they facilitated were authentic. Critics of the case for Comment [CMT39]: NU sunt in biblio!!
Completeaza lista!
Comment [CMT40]: Nu e in biblio!

41
authent ic materials point out that: c reated materials can also be motivating for learners
and may be superior to authentic materials because they are generally built around a
graded s yllabus. Authentic materials often contain di fficult and irrelevant
language . However, since the advent of CLT, textbooks and other teaching materials
have taken on a much more ―authentic‖ look; reading passages are designed to look
like magazine articles (if they are not in fact adapted from magazine articles) and
textbooks are designed to a similar standard of production as real world sources such as
popular magazines (reference here please) .‖

1.7 INTEGRATING ROLE -PLAY ACTIVITIES IN TEACHING SPE AKING
SKILLS

Role-plays give students the opportunity to demonstrate how to use English in real life
situation and make them focus more on communication than on grammar. Role -play
activities can be a lot of fun however a class full of shy students may be reluctant to
participate so it is important that teacher knows the students well. Regardless of what
type of role -play teacher intends to do, it is imperative that students feel comfortable
with the necessary structures and vocabulary. ‖ This makes role -play ideal for the final
lesson on a particular topic. No matter if students perform well or they struggle, the
feedback given in any case should be primarily positive and focus on pronunciation,
acting and creativity. Role -plays are about encouraging student s and building their self –
confidence. Mini role -plays can be done in any lesson as a practice activity. Rather
than just practice the model dialogue in pairs or groups, teacher should encourage
students to be creative and use props to better reflect a real life situation. Students
should have some space to move about the classroom and be given extra time to
practice. If the model dialogue is four to six sentences total, a practice activity in pairs
may take five minutes with only two or three demonstrations while a mini role -play of
the same length may take ten to fifteen minutes to prepare with about ten minutes for
performances. This activity can even be done in the same lesson as the introduction and
drilling of a new topic if your students have a good un derstanding of the new material.
Role-plays can also take an entire lesson especially if students are put in groups instead
of pairs. A lesson such as this would be ideal after several lessons on the same topic. A
directions themed role -play might be best in groups of three or four where each student
must say minimum of three or four lines. Structuring the activity in this way will give
students some easy guidelines to follow. Teacher can prepare students by explaining
the activity at the end of a class, pl acing them in their groups and asking them what
they would like to do. Suggest that they bring in any props they would like to use and

42
try to provide some if possible. In the next class, quickly review the target material
before splitting the class into gr oups and dedicate half of the time to practice with the
remaining half being for performances. If students are really eager to perform, ensure
that every group gets an opportunity to present their role -play to the class even if it
means performing during t he next lesson as well. If students are reluctant, then have
only the groups that volunteer present. ‖
―There are situations when students are making mistakes and there are also
many ways to correct mistakes when using role -play. It is rarely appropria te for the
teacher to jump in and correct every mistake. This could be incredibly demotivating!
Some students do like to be corrected straight after a role -play activity, while the
language is still fresh in their minds. Sentences with errors can be writte n on the board
for the group to correct together. Self -correction is a good suggestion if the teacher has
the equipment to record the role -plays either on audiocassette or on video, students can
be given the opportunity to listen to the dialogue again and reflect on the language
used. They may find it e asy to spot their own mistakes. Peer -correction is anothe r
possible way of correcting students where f ellow students may be able to correct some
mistakes made by their peers. Students could be asked to listen out for both great bits
of language they woul d like to use themselves, and some mistakes they hear. Maki ng a
note of common mistakes and dealing with them in future classes ensures that the
students don't lose motivation by being corrected on the spot or straight after the role –
play. Teacher should n egotiate with students and ask them how they would like to be
corrected. ‖
―Role -plays can be used as end of term projects for intermediate and advanced
students. At this stage in their studies, they have sufficient knowledge to draw upon to
enact real life situations and can get really creative. It is important to decide how you
plan to grade students so that teacher can explain it to them before they can start . If the
project is worth one hundred points, teacher can break it into sections such as
creativity, pronunciation, acting, attitude/enthusiasm, script, et c and assign a point
value to each section. Four sections are probably enough . Perhaps each group of
students can be assigned a different chapter of the textbook or a different theme. This
project would take many lessons. There would be one class where you introduce this
project, split the classes into groups and let students brainstorm followed by classes for
script development, practice sessions, and final performances. A good method of
checking the progress of each group is to have script submissions onc e or twice before
the final performances. The first submission can be to correct grammar and the second
submission should be the final script. This will ensure that students can take chances Comment [CMT41]: Sectiunea asta este
PLAGIAT! https://busyteacher.org/3694 -how -to-
teach -role-plays.html

DAR

O poti folosi cu conditia sa refo rmulezi informatia,
sa o comentezi, sa introduci autorul si articolul la
bibliografie si s a o citezi correct cu in -text
references.

43
and push their abilities, prevent them from practicing incorrect material, and verify that
they are making progress on the project. ‖
―Role plays can be immensely time consuming and require some real planning
and structure but are generally easy to conduct once started. Students who struggle with
English exams may fina lly get their opportunity to shine while students who generally
perform well on exams will be challenged to prove their abilities in another way. Role –
plays are less stressful than preparing for an exam or for an oral evaluation and are
more enjoyable for both teachers and students. ‖

1.7.1 ADVANTAGES OF USI NG ROLE -PLAY IN ENGLISH CLASSES

Incorporating role -play into the classroom adds variety, a change of pace and
opportunities for a lot of language production and also a lot of fun! It can be an integr al
part of the class and not a ―one -off‖ event. If the teacher believes that the activity will
work and the necessary support is provided, it can be very successf ul. However, if the
teacher isn‘ t convinced about the validity o f using role -play the activity ―will fall flat
on its face just as you expected it to‖ (Porter Ladousse page here ).
Role-play is any speaking activity when you either put yourself into somebody else‘ s
shoes, or when you stay in your own shoes but put yourse lf into an imaginary situati on
and this is exactly the joy of role -play that students can ―become‖ anyone they like for
a short time! The President, the Queen , a millionaire, a pop star …and the choice is
endless! Students can also take o n the opinions of someone else. Functional la nguage
for a multitude of scenar ios can be activated and practiced through role -play; ‖ At the
restaurant‖, ―Checking in at the airport‖, ―Looking for lost property‖ are all possible
role-plays. ―
It is widely agreed that learning takes place when activit ies are engaging and
memorable. Jeremy Harmer advocates the use of role -play for the following reasons:

It's fun and motivating. Quieter students get the chance to express them selves in a more
forthright way. The world of the classroom is broadened to include the outside world –
thus offering a much wider range of language opportunities . In addition to these reasons,
students who will at some point travel to an English -speaking country are given a chance
to rehearse their English in a safe environment. Real situations can be created and
students can benefit from the practice. Mistakes can be made with no drastic
consequences (reference here) .

―It is important to practice speaking in the appropriate context through role -play and
students are more motivat ed to participate being an entertaining, practical activity Comment [CMT42]: La fel si aici. Nu neg ca ai sit
u o contributie din cand in cand dar pune referinta si
opera la biblio!

44
which gets students to produce authentic English. Students will be more eager to
participate if the teacher presents them a realistic situation that they might encounter in
their daily lives. For example, asking students to role play about a tenant that has a
problem with an apartment manager will be more practical than a student speaking
with an alien. Using realistic situations gets students to practice essential vocabulary
and phrases in such a way that they will be better able to retain what they lear n.‖
―Role play s are an opportunity for students to produce natural, semi –
spontaneous speech. When setting up a role -paly, you should give enough information
about the situation to evoke the vocabu lary you are targeting, but it should leave
enough to the imagination to allow the students to construct their speech on the spot.
Students will get more from the exercise if they can correctly use the appropriate
vocabulary on their own. Students should b e encouraged to make notes while they are
planning but not to write a script. In a role -play, students should work on building their
fluency by using unplanned speech. ‖
Using role play scenarios bas ed on themes teacher has implemented in the
classroom is a good way to enforce the vocabulary that has been taught. Teacher
should discuss the scenarios before students do the role plays and teach the necessary
phrases and vocabulary especially the realistic ones. For example, many times teacher
presents studen ts this dialogue when in a coffee shop: ―
A: Hello, welcome to Coffee Place. What can I get for you today?
B: I would like a tall coffee, please.
A: Would you like any cream or sugar with that?
B: Yes, please, I would like two sugars and a little cream
A: Your total is $ 5.50.
B: Here you are.
A: Thank you so much. Have a nice day.
B: Thanks, you too.
In reality, most coffee ordering experiences go something like this:
A: Hi.
B: A coffee please
A: Cream or sugar?
B: Two sugars.
A: $5.50
B: Thanks ‖
If we teach our students that every customer service experience they have will use
formal speech, t hey may end up confused and frustrated . It is important to teach our
students polite speech, but we must also teach them realistic encounters as well. This i s

45
why teachers should decide what the objectives are before doing the role play activity:
to teach polite, fully grammatical structures or to give them a realistic world encounter?
Teachers may need to approach the activity differently depending on which o f the
objectives they have.
―One of the best parts about role plays is that they are adaptable. If teacher
does normal role plays frequently in the classroom, students may become bored and
less motivated to try their best. By changing the activity slight ly, teacher can break the
tired routine in the classroom. For example, a modification teacher could make would
be to give each pair of group a ―mystery phrase‖ or a sentence written on a note card
and instruct them to build a role play where this word or p hrase might occur naturally.
While the students are performing their role play, have the remaining students try to
guess what their ―mystery‖ ph rase was. Another variation is doing each role play twice,
but having the students switch roles for the second t ime.‖
―Although the role plays are great in the class students often do not get
feedback on their speech production to determine if their accuracy or pronunciation
was correct. Teacher should try to make notes while each student is speaking to give
them some constructive feedback on their role play after it is completed. Teacher
should try to avoid correction and feedback while students are speaking so as not to
disrupt their fluency. ‖
Role-plays are great for getting students out of their seats, collab orating with
other students to use appropriate vocabulary and speaking impromptu English. It is a
wonderful low -prep activity to boost students‘ confidence and speaking skills.

2. TEACHING ENGLISH WITH TECHNOLOGY

2.1 USING A VIDEO PROJECTOR IN THE CLASSROOM

―From the beginning of twenty first century a dramatic change has been emerged in the
field language teaching classroom. Most of the classrooms are equipped with modern
technology. Using multimedia projectors in English language teaching is very common
and it makes the teaching and learning easier than the past. So the Multimedia
projector has become the main focus of English language teaching classroom. It is
undoubtedly true that the time has come to consider updating the language teaching
styles, methods, techniques and technology as used the multimedia projector in the
English language teaching classroom. Now, with only a laptop computer, a cable
connection and a white board, a language teacher can accomplish a greater range of

46
multimedia t echnology applications in any English language teaching classroom. From
audio recordings, graphics production and display software to videos available online,
multimedia is constantly available from a wide range of sources. Never has a g reater
range of opt ions been as readily available to English Language teachers all over the
world. Various kinds of electronic machinery, multimedia projector, and computer,
audio and video equipment a re making the language teachers‘ mission lively and
active. English teache rs are using multimedia projector to deliver their lectures and
teach the target language to the learners making the class interesting. ―
―However , the use of multimedia projector in language teaching has become a
widespread affair for the teachers ; most of the teachers do not know the usefulness of
these. Language instructors are attempting to bring new novelties in their teaching to
make their language teaching successful. Teaching language is very tough job and it is
needed to be motivating enough to eliminate the a nxiety of the students. English
teachers have a tendency to regulate various types of methods to teach language more
efficiently and more successfully. Use of latest multimedia projector is often less
expensive to maintain and use as an important via of teaching language. So with the
quick development and availability of equipment, language teachers are incorporating
various supplementary supports besides the text books to teach language. Modern
science technology can supply a wider diver sity of devices available for use in English
language classes. In the present teaching coordination, another vital support for the
teachers is PowerPoint slides. PowerPoint slides have become accepted among the
teachers from all levels and disciplines. Thi s instrument has made teaching more
vibrant with attractive appearances along with multimedia projector equipment and
studies show that students learn better if resources are presented through the help of
illustrations. Teachers also think that PowerPoint slides make the content more
attractive which draw the attentio n of the students easily. Some people say and think
that PowerPoint slides are not always helpful for teaching. It makes a hinder both the
presenter and the viewers as the presenter deliberates more on the slides than the
viewers. Studies also found that learners prefer PowerPoint for their vividness,
liveliness, clearness and interactivity. It assists the students to comprehend better as
they can watch th e visual with examples. ―
―Nowadays, the use of image by multimedia projector in English language
teaching classroom has become a frequent method. Also, it makes the students more
thoughtful and engaged in responsibilities. When images are used to present any topic
to the students, it becomes more real and specific. Students can have a general idea of
the lesson and can produce their views superior. It improves the students‟
understanding ability. Use of multimedia projector makes the learning more long –

47
lasting than the use of traditional meth ods. Researchers discussed about the benefits of
using multimedia projector in teaching English among learners and reached to the
conclusion that i t creates curiosity for learning in the students, it is also save the time
because it can give the detailed i dea very much effectively and accurately, load of
teacher is decreased, teacher can develop his/her personal English knowledge, new
varieties of experience for students, it makes learning English very easy, it helps in
concentrating the attention of studen ts on the lesson. ―
― Multimedia projector in English language teaching classroom benefited the
teachers to carry a dramatic and dynamic change in the class atmosphere as well as in
the teaching techniques. Multimedia projector in the class, teachers can deliver a topic
not onl y verbally but also visually that is much supportive for the students to give more
concentration in the class. Students are also able to discuss together between the verbal
and non -verbal as well as theoretical and material issues. Nevertheless, by using
various kinds of picture and audio visuals, teachers can make the students understand
better. If the verbal and visual things are shown together, students can get the
information rapidly. ―
―Many teachers find chalkboards to be almost a thing of the past with the
advent of projectors in the classroom. Rather than writing notes across a board,
teachers can make use of PowerPoint presentations, images and even film as teaching
tools through the use of projectors. Consequently, teachers and students alike fin d
projectors to be useful classroom devices. Projectors enable teachers to create bulleted
PowerPoint presentations or other highly organized notes for the class. With the use of
projectors in the classroom, students can take better notes with the ability to discern
what information the teacher displays is most useful to them. Additionally, students can
ask the teacher to repeat a slide if they missed information, or even ask that the teacher
to email the presentation for further review. ‖
―Projectors release teachers from being bound t o chalk and dry -erase boards to
present information to their students. With the use of projectors, teachers can now use
films, slides, and images to teach students about the world and plac es they have never
seen and canno t imagine. Students can listen to lectures given by worldwide experts.
Teachers will also find that the Internet is more useful since projectors can display web
content to an entire class, r ather than each s tudent accessing information on small
individual computers. Many projectors also deliver exceptional sound quality, which is
advantageous when listening to music or nature films. Prior to the use of projectors in
the classroom, teachers had to spend time writing notes on the board, as well as erasing
information due to limited space. Projectors facilitate the planning process so teachers
can decide on lecture content and important points ahead of time instead of making

48
decisions spontaneously. Projectors require a simple click of a button or mouse, thus,
freeing valuable class time. By using projectors, teachers can more easily prepare all
notes prior to class for easy presentation. Teachers may also find that they spend less
time repeating or rewriting information that is now accessible with a simple clic k.‖
Students will appreciate the use of projectors as they prepare class projects that
they can now create in PowerPoint or other electronic mediums. Consequently,
students will find that presentation creation will go faster with each person using their
own computer to create their section of the presentation. Presentations on a projector,
additionally, reduce the need to make copies of materials to pass out to classmates
during presentations that can now be displayed for the entire class to view at once.

2.1.1 READING AND WATCHING SHORT STORIES AS A SUPPORT FOR
DEVELOPING COMMUNICATION

As studies have already found that in order to improve language skills , students need to
get some real -life practice teachers should keep into account that stories are id eal
resourc es for language practice and e ven better are easy English short stories. Since
they‘re bot h short and easy, teachers will have no stress while trying to teach them
entirely while students learn English grammar structures from them. Short stories will
expose students to the English vocabulary they a re learning in a more natural format,
giving them a chance to see the words in contex t and remember them forever .
―A short story is a short piece of fiction (made -up story). It has a smaller
number of words than a novel or a novella, so it can be read in a shorter amount of
time. Some older short stories have been around for many, many years. They were first
told verbally and passed down over the course of history until somebody decided to
write them d own on paper. Examples of these older short stories are those included in
the famous collection of ―Aesop‘s Fables.‖ Aesop was a slave who lived thousands of
years ago (born in 620 BCE) and created these stories that teach lessons —and they‘re
still read by children often today. Some English sayings, like ―beware a wolf in sheep‘s
clothing,‖ are based on these stories. Many American writers such as Edgar Allan Poe
and Washington Irving wrote short pieces that are now considered to be classics. When
film and television became popular, these stories were adapted to the screen. Many
movies and television programs that we watch now are based on short stories. Today,
easy versions of short stories are published as collections in books for English learners,
and the y‘re very helpful for anyone who wants to learn about the language and culture
of English -speaking countries. ‖

49
Short stories don‘t only give students an introduction to important themes, morals and
values in the cultures of English -speaking countries, but they also allow them to look
into history. Students can even find that many non -English -speaking writers have
published short stories as well; allowing speakers of all languages to learn about
different cultures —but make sure you read those stories in Engl ish too, so they can
keep improving.
Short stories are effective in helping English learners to practice all four aspects of
language learning: reading, writ ing, listening and speaking. Students practice their
reading skills when they meet the vocabulary w ords they ha ve learned in context.
Teachers can us e short stories to enhance students‘ writing skills by usi ng them as
models to begin their own English stories. By writing their own stories, students get
more practice in the use of vocabulary and creating their own sentences. Students can
practice speaking and listening skills by reading the stories out loud and listening to
recordings. Practice role -playing different character s in the short stories with their
classmates.
―Short stories available in sim plified readers may come with illustrations.
Teachers can find a short story with illustrations and ask students to look at the pictures
first to try to guess what the story is about. What are they doing in the illustration?
What part of the story is illus trated? The illustrations will help them to understand the
meaning of the story. When students come across an illustration teacher might ask
them to write their own caption or description of the picture. I t can be a sentence or one
word then write what the y see in the image. When they look at the story, go back to
their image description and observe how do they relate? When students finished
reading the story, they should review it again and try to take notes while they a re
reading. Then, students try to tell the story to their classmates and to get even more
practice, they could write down what the story is about. ‖
― Short stories allow instructors to teach the four skills to all levels of
language proficiency. Murdoc h (2002) indicates that ―short stories can, if selected
and exploited appropriately, provide quality text content which will greatly
enhance ELT courses for learners at intermediate levels of proficiency‖ (p. 9). He
explains why stor ies should be used to reinforce ELT by discussing activities
instructors can create such as writing and acting out dialogues. Also, Oster (1989)
affirms that literature helps students to write more creatively (p. 85). Instructors
can create a variety of writing activities to help students to develop their writing skills.
They can ask students to write dialogues (Murdoch, 2002, p.9) or more complex
writing activities if students have reached a high level of language proficiency. In
addition, stories can be used to improve students‘ vocabulary and reading. Lao

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and Krashen (2000) present the results of a comparison between a group of
students that read literary texts and a second group that read non -literary texts at a
university in Hong Kong. The group who read literary texts showed improvement
in vocabulary and reading. They become more creative since they are faced with
their own point of view, that/those of the main character(s) of the story and
those of their peers, according to Oster (1989, p. 85). This thoughtful process leads to
critical thinking. As Oster confirms, ―Focusing on point of view in literature enlarges
students‘ vision and fosters critical thinking by dramatizing the various ways a
situation can be seen‖ (p. 85). Therefore, when students read, they interact with the
text. By interacting with the text, they interpret what they read. By interpreting what
they read, they can work toward speaking English more creatively. ―
―Motivating students is another important issue for teachers, s ince short stories
usually have a beginning, middle and an end, they encoura ge students at all levels of
language proficiency to continue reading them until the end to find out how the
conflict is resolved. Elliott (1990), for example, affirms that literature motivates
advanced students and is ―motivationa lly effective if students can genuinely
engage with its thoughts and emotions and appreciate its aesthetic qualities‖ (p.
197). He stresses the importance of developing student –response (individual and
group levels) and competence in literature. In addition, one of the reasons
Vandrick (1997) lists for using literature with students is that literature motivates
students ―to explore their feelings through experiencing those of others‖ (p. 1). In
addition, accordi ng to the Internet article (author not named) ―Using Literature in
Teaching English as a Foreign / S econd Language‖ (2004), ― Literature holds high
status in many cultures and countries. For this reason, students can feel a real sense of
achievement at understanding a piece of highly respected literature. Also,
literature is often more interesting than the texts found in course books .‖ As a
result, instructors should agree that literary texts encourage students to read, and most
literary texts chosen according to students‘ language proficiency levels and
preferences will certainly be motivating. By selecting stories appropriate to
students‘ level of language proficiency, instructors avoid ― frustration reading ‖
(Schulz, 1981, p. 44). To choose stories according to students‘ preferences, stories
should have various themes because , as Widdowson points out, variety of themes will
offer different things to many individuals‘ interests and tastes (p . 178). But the themes
should be ―consistent with the traditions that the learners are familiar with‖
(Widdowson, 1983, p. 32) to avoid conflicts. Introducing literary elements instructors
can introduce literary elements with short stories. ―With beginning and low
intermediate levels, instructors can teach simple elements, such as character, setting

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and plot. The same and more complex elements, such as conflict, climax,
resolution, etc., can be introduced with more advanced leve ls. Gajdusek (1988)
explains how literature can be introduced by describing the order of activities: pre –
reading activities, factual in -class work, analysis and extending activities. In the pre –
reading activities , students have the opportunity to learn about the background of the
story and vocabulary (p. 233). Teaching culture Short stories are effective when
teaching culture to EFL students . Short stories transmit the culture of the people
about whom the stories were written. By learning about the culture , students learn
about the past and present, and about people‘s customs and traditions. Culture teaches
students to understand and respect people‘s differences . When using literary texts,
instructors must be aware that the cultur e of the people (if different from that of the
students) for whom the text was written should be studied. As students face a new
culture, they become more aware of their own culture. They start comparing their
culture to the other culture to see whether th ey find similarities and /or differences
between the two cultures . Misinterpretation may occur due to differences between the
two cultures as Gajdusek ( 1998 , p. 232) explains. To avoid misinterpretation,
instructors should introduce the culture to the students or ask them to fin d relevant
information about. ‖‖

2.1.2 TEACHING AND LEARNING EFL SHORT STORIES

― Teaching a short story can be easy if teacher gives the students the basic
elements. All short stories need to grab the reader from the start and make them care
what happens next. They must also have a strong plot, believable characters and a
resolution that fulfills the promise of giving the character a solution to whatever
conflict they faced in the story. S tudent should be asked to choose a point of view, for
the short story and to be explain ed that the viewpoint from which the story is told must
be consistent throughout the story. First person is when the narrator is the main
character and is telling his own story. Third person is when the narra tor is overseeing
events that happen to oth ers. In this situation teacher i nstruct s the students to choose a
setting for their story. The student needs to decide the physical location and time frame
of the story before beginning. Teacher also e xplain s to students that they need to
remember these detai ls while constructing the story and helps them understand the
development of main characters. One tool used for this is the ―Character Sketch‖ . This
is a list of likes and dislikes of the characters. It will help the student understand that
creating believable characters will help the story move along and keep the reader's

52
attention. Here, the teacher behaves as an instructor and explains how to plot out the
story, having the students make an outline of the ev ents to take place in their short
story. This will ensure they write th e story in the proper sequence. During the
explanations, teacher will ask the student s what the conflict of their story will be.
Explain that something has to happen within the short st ory that will keep the readers‘
interest and make them care about the main character. ―The conflict can be romantic,
dangerous or humorous but should cause the reader to want to find out what happens
next. Once the students have written their short story, the teacher should make sure
they understand they need to end with a good resolution. Explain that the resolution
should solve whatever issue the main character has struggled with in the story in a
creati ve and satisfying way . At the end of the activity, students read the story out loud.
By reading out loud, the writer can hear the flow if the story and thereby catch any
mistakes they might have missed by just reading it to themselves . Teacher might
implement a round table reading where students can make co mments and observations,
which, of course give the teacher an opportunity to show great feedback for their
ability to read and analyze their own stories. This is also a nice way of getting students
to discuss what they like in a good story —not just pl ot, b ut how the story is told.
Teacher may also a sk students to bring in passages or quotes that deserve attention in
discussion. They should have reasons why the quote is important and what it might
signify. Often several students bring in the same quote and this is a great opportunity
for discussing notions of individual reader responses vs. inherently poignant moments
in the text. ―This is a great activity to do since it requires very little time of the
students, but also guid es their reading of the text, can be used as proof that students are
doing homework. On the other hand, close reading is one of the best tools they can
cultivate as they improve their interpretative reading skills and prepare to write
persuasive essays. This activity can also be easil y adapted: teacher should consider
asking them to bring in single words they find significant or quotations they believe to
be controversial. ‖
― Short stories often contain some kind of epiphany revelation or significant
turning point in a character‘s thought and/or action. This moment of realization is a
major, defining attribute of the short story genre. Although students will be familiar
with the idea, they may be unfamiliar with the term, so take some time to define what
an epiphany is and how i t works in literature. Students should be asked to look for the
epiphany moment in a particular text. When and why does it occur? What changes
because of it? It‘s often useful to ask students to select the specific sentence where
they believe the epiphan y occurs. Make the students support their choice with
argument: How does their sentence show change? Is it internal, external, or both?

53
What kind of change is it? Ultimately, the most important question is not ―Which
sentence is the exact epiphany?‖, bu t rather why does it occur and wha t is its result?
This is a good lead-in for discussing the conclusion of a story. ‖
― As with poetry, tone is a particularly tricky element of literature for our
students to understand. To help students arrive at defini tions of a story‘s tone more
organically that just asking what mood the story creates or what emotions it draws out,
teacher might ask them to come up with a list of things they might associate with a
short story, however vaguely. These things could be so ngs, other stories they‘ve read,
characters from TV or movies, people they know, etc. For each item they list, they
should identify what motivates the association in their minds and what feeling or
quality each represents. Through these comparisons, stude nts should become better at
assessing tone more directly. ‖

2.1.3 FUN STORIES AND STORY TELLING IN ENGLISH CLASSES

― Everyone loves to listen to stories. There is hardly anyone among us who has
not heard a story during our childhood. Stories keeps children engaged and let them
feel that they are also participating in the process of storytelling. Language learning,
any learning for that matter, happens when children are engaged in meaning making
activities. If story telling is made into an interestin g experience and fun filled activity
where the listeners also participate in telling, guessing, manipulating, it could be a
joyous learning experience .‖
When choosing a story, the teacher should think about some aspects related to
the type of story he is going to present to students and see if it is a humorous story, will
students like it or is it suitable for the students? How can this story be used in the
classroom? Is it better for students to read the story individually or reading in groups or
even be tter for teacher telling the story to the students? ―There are many different
possibilities and teacher need to understand the difference between teaching a story a nd
telling a story. In t eaching a story as a piece of work or literature as it happens most of
our classroom where the teacher presents and explains the events, actions and
characters of the story. Here the purpose is different. Story telling as a strategy for
learning, more so language learning, serves as major language ‗input‘ for learners and
enables them, through experience, learn / a cquire the language naturally. Children are
impulsive for they have no apprehension and notions that will stop them from acting;
they are inquisitive and want to know what is around them and what is happening to
things and people; they have enormous energy that they will not stop doing things till
they are extremely tired; they are spontaneous and social, and would like to be

54
entertained always. Moreover, c hildren crave for attention and love, as this is a natural
instinct of a child. If our classrooms keep them engaged with right kind of
entertainment in the process of learning, learning is ensured. ‖ This is because children
are active learners and thinkers (Piaget, 1970). They learn though social interactions
(Vyg otsky, 1962) and learn better and more effectively through scaffo lding by adults
(Bruner, 1983).
―We help children learn language when what we ask them to do is purposeful,
meaningful, socially significant and enjoyable. They need to feel supported when they
attempt to do something i.e. learning and this could happen when they are given
context based tasks and activities thus we can make our classroom activities
purpos eful, meaningful and engaging. Stories use a holistic approach to language
teaching and stories support natural acquisition of language. We believe language is
learnt in contexts and in chunks, not in isolation, word by word or sentence by
sentence. Stories are meaningful inputs i.e. comprehensible inputs (Krashen 1985) that
children receive as they listen to and tell stories. ‖ Comprehensible input refers to the
language given to children just above the level of their present language competence.
This helps them get engaged and motivate them to understand and find out the new
words, structure s and make meaning out of the input. Stories develop in children an
understanding about other cultures, respect for others and other cultures. Stories help
children develop critical thinking and making a judgment about things and happening
and actions of p eople, ideas and so on. A bove all children love stories.
How will the teacher choose stories for children? There are so many available
in textbooks, supplement ary readers, publications of Penguin Readers , and many other
private publications. This is why the teacher should consider the following when
choosing a good story; find stories students will like and they math their age and level
with a simple structure; choose stories with positive values (positive aspects of huma n
nature -resourceful, humorous)and avoid didactic stories. Stories should be in such as
children may understand and critique actions, characters, ideas, themes in them and
make a judgment expressing their own opinions. However, stories that relate to
children‘s daily life and their thinking might arouse curiosity and interest.
―Though children love to listen to stories, we need to begin with short sessions,
if they are not familiar with st orytelling in the classroom. Teacher ca n make his own
seating arrangeme nt comfortable for children. He can have younger children sit on the
floor around you. Begin with very short stories, riddles, anecdotes and tales which
children lik e better. Teacher may ask children tell riddles in their mo ther tongue or in
English. This will serve as good starter to take children into the story telling session. If
the teacher chooses to tell the story, then he should read it slowly and clearly and with

55
expressions and w hile tel ling the story he needs to use some special techniques or
actions to sustain children‘s interest; c lose you r eyes and recall a story heard as a child
take deep, slow breaths c hew, hum and stretch to keep your voice relaxed and try voice
exercises from vocal/ oral tradition of your regi on. Try talking in a monster‘s voice,
giving a kin g‘s command or a beggar's plea and v ary the pace, tone and volume of
voice; pause where appropriate; d isguise your voice for different characters. Do not be
afraid to r epeat, expand, and reformulate, in the same time e ncourage children to take
part in story telling . Ask question that involve children, encouraging them to m ake
comments about illus trations. ‖
―Before starting the lesson, the teacher should think about how he can design
pre and p ost storytellin g activities. The aim is to capture the attention of children
before we venture into our story telling session. Children learn with the help of their
previous knowledge. They would pick up well and with interest, if they can connect to
prior knowledge and experiences. Students love to be involved into activities, tasks,
role play or actions that would connect their life experiences with the ideas, themes,
incidents or the characters of the story. Also review language in the story children
already know and t each new vocabulary or expressions. Children would love to predic t
what will happen in the story, s o stop when you reach such a point where the tension
mount s, and ask children to predict giving them a purpose for listening. If there is time
enough in the same lesson, teacher could come up with post story telling activities
otherwise, in the following lesson, teacher can prepare some questions based on the
story, or a drama role playing. Teacher might ask students to retell the story in groups
or to think a bout a different ending for the story they listened to. ‖
―Stories and story telling serve as an important input for enhancing language
learning in the clas sroom. The benefits of storytelling are manifold; stories allow
children to e xplore their own cultural roots and make children experience diverse
cultures ; they enable children to empathize with unfa miliar people/places/situations
and offer insights into different traditions and values. Stories can help children
understand how wisdom is com mon to a ll peoples/all cultures offer insights into
universal life experiences and be creative. Children have an innate love of stories.
Stories create magic and a sense of wonder at the world. Stories teach us about life,
about ourselves and about others. Storyte lling is a unique way for students to develop
an understanding, respect and appreciation for other cultures, and can promote a
positive attitude to people from different lands, races and religions. If we think about
the shy students , stories can p romote a feeling of well -being and relaxation, increasing
children‘ s willingness to communicate thoughts and feelings . Stories reveal universal

56
truths about the world. Through stories we see how very different people share the
same life experiences and how human na ture can transcend culture. ‖
―Young l earners share a remarkable variety of personal experiences, values
and ways of understanding. The language they learn in the classroom is the tool they
use to shape their thoughts and feelings. It is more than a way o f exchanging
information and extending ideas, it is their means of reaching out and connecting with
other people. Stories can link not only between the world of classroom and home but
also between the classroom and beyond. Stories provide a common thread t hat can help
unite cultures and provide a bridge across the cultural gap enabling children to be story
tellers in an interactive way. ―

2.2 INTEGRATING TECHNOLOGY IN THE CLASSROOM

― There‘s no doubt about it, technology integration is currently one of the hottest
buzzwords in education. With so much focus on educators implementing technology in
their classrooms, at some point we‘re prompted to ask a critical question: What is
technology inte gration, really? Although schools are increasing their technology
budgets an d reportedly spending a lot of money on teacher professional development,
equipment and personnel, studies show that the educational arena lags behind other
sectors in the quality and frequency in which technology is merged into day -to-day
operations. ‖
― Despite the fact that we are living in the ―age of technology,‖ many teachers
still remain uncomfortable with the idea of integrating it into classrooms. This is due to
several fac tors, including lack of preparation and tools, negative perceptions about
technology in general and a lack of buy -in regarding the effective ness of classroom
technologies. Furthermore, even those teachers who are 100% commit ted to integration
often aren‘t comfort able with doing it effectively. It is critical to add, however, that
there is a significant difference between implementing technologies on a surface level
and actually intertwining it in a way that produces maximum results for teachers and
students . What this means is that simply directing students to complete a separate
internet activity or sending them to the ―technology station‖ alone may not be the best
use of educational technology. Instead, there are ways that technology can be
intentionally u sed throughout the process of teaching and learning, so that it plays an
active role rather than being an afterthought. After all, today‘s educators have the tools
to incorporate technology into each stage of instruction: planning, lesson delivery,
practic e and revie w, and assessment and feedback . ―

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―The first, and perhaps most obvious perk, is that technology can dramatically
– and oftentimes instantly – increase student engagement. Today‘s learners are
functioning in an age where technology drives almos t every aspect of their lives.
Technology is exciting, fascinating and ever -evolving, and when used thoughtfully, it
can transform even the most mundane lesson into one that is powerful and thought –
provoking. For English language learners, increasing motiv ation is especially
significant. Teachers of ELLs understand the major role that motivation plays in the
success of language acquisition and are continuously seeking ways to increase stu dent
engagement and excitement. Technology is one great way to motivat e learners while
simultaneously off ering a host of other benefits. One great way to get students
motivated is with FluentU, a new way to learn real English with real -world videos like
music videos, movie trailers, news, and inspiring talks. FluentU takes f un videos and
transforms them into English learning lessons. Another great aspect is that t echnology
is to educatio n as mobility is to technology. As consumers, it isn‘t enough to have
access to unlimited information, entertainment and communication tools if we are
limited to where we can access these tools. The idea of on -the-go access can be a great
thing for E nglish language learners , especially considering that for most ESL students,
the most authentic experiences with the language often happens outside of the
classroom. Additionally, this focus on mobility has eliminated the rule of course
materials being confined to a textbook and/or classroom. Now, teachers can
incorporate tools into their lessons that allow materials to be accessed on smartphones,
laptops and tablets. Alerts, notifications and online communication tools keep students
thinking about the mat erial long after class if over. ‖
―It is clear that technology age has not only arrived, but it‘s here to stay. In the
future, the most basic tasks will require a high -level of technological skill. With that
understanding, it is important to make sure that our students are well -versed in
technologi cal tools, skills and language. The best way to make sure that students can
keep up with the fast -paced advancements in technology is to give them continual
experiences with the tool s and programs available today. After all, the goal of teaching
ESL is to give students what they need to function in a global environment by teaching
a global language. With tha t goal in mind, it is also important to consider that besides
actually learning the English language, one of most important prerequisites to success
in an English -speaking workplace or learning environment is the ability to n avigate
technology efficiently. When advantages of incorporating technology in the classroom
are examined, the advantages for educators are often overlooked or undermined.
However, tec hnological tools for teachers are a hot market all by itself and for good

58
reason. Technology can be a h uge time saver for teachers and can make some of the
most difficult tasks quick and easy. ‖
― One of the greatest benefits of technology integration in education is the ability
it offers for independent learning. Although technology can and does not replace an
effective teacher, it does give students access to some of the support s that a teacher
would provide. Text-to-speech features or interactive textbooks enable students to read
and enjoy books above their actual reading level by reading and defini ng unknown
words. Online tutorials and apps like Knowmia allow students to access teacher
tutorials in the comfort of their own home. When learning a language, experience with
the target culture helps to develop context and makes learning the language more
meaningful. Thanks to technology, students can benefit from experiences to which they
otherwise may not have access. Whether they are visiting social media sites, reading or
listening to the news or participating in online discussions, these exper iences a re rich
and meaningful. ‖
―Some important tools that might help students developing their language skills are;
Marvel.com, has a comic maker that allows students to create their own characters and
write their own comics. Comics are a great way to get in som e entertainin g reading and
writing practice. FluentU immerses learners in English through videos and real -world
interactions. It is especially helpful in that it gives students quality independent practice
and offers valuable exposure in a way that is fu n and appealing, yet effective. This tool
offers a huge collection of authentic English videos that people in the English -speaking
world actually watch on the regular. There are tons of great choices there for when
you‘re lookin g for language lab assignments . Teachers can find music videos, movie
trailers, musical numbers from cine ma and theater, kids‘ songs. FluentU exposes
students to many different kinds of English voices and topics. Students can use the
interactive subtitles to see every word spoken in a clip before and during the video clip,
and they have immediate access to the words‘ definitions, usages and pronunciations.
The constant presence of video content turns the exercises into more engaging sessions
and helps learners understand context better. On FluentU, all the videos are sorted by
skill level and are carefully annotated for students. Words come with example
sentences and definitions. Students will be able to add them to their own vocabulary
lists, and even see how the words are used in other videos. ‖
―In conclusion, integrating technology in language teaching is advantageous
for both learners and teachers. It is ideal for carrying out repeated drills, since the
machine does not get bored with presenting the same material and since it can p rovide
immediate non -judgmental feedback. With it, there is a joint motivational element that
makes the students‘ participation free and spo ntaneous. That element also promotes

59
interaction and new roles for both students and teachers. Therefore, students have
more responsibility, risk taking, interaction and self -evaluation towards learning.
Learners interact at their own pace and according to their learning styles; consequently,
they tend to perceive the computer activities as less threatening and inhibi ting than
traditional classroom oral interactions. It also entails the meaningful use of the target
language and demands teachers and students to treat language as a medium of
communication. ‖ Computers make language teaching or grammar learning
communicat ive and interactive. It can present such material on an individualized basis,
allowing students to proceed at their own pace and freeing up class time for other
activities. It allows and encourages students to generate original utterances rather than
just manipulate prefabricated language. It can judge and evaluate everything th e
student user does and reward t hem with congratulatory messages, scores, and lights.
The exercises allow for immediate feedbacks is flexible to a variety of student
responses. It can even use the target language exclusively and creates an environment
in which using the target language feels natural, both on and off the screen. It is further
concluded that the use of computers helped establish interaction a mong the students
and teacher. Consequently, students become more involved with explicit learning more
often as they are exposed to a substa ntial amount of activities. The students‘ interest
and skills in the use of the computer suggest that they are ready for inter active and
communicative lessons. It means there is a need to modify the existing syllabus. Its
modification would entail changing it from a highly structured syllabus to an
interactive and communicative one. Now, all premises considered, it is wherefore
recommende d that the old syllabus be modified and that the modified syllabus be
adopted and implemented to answer the needs of the nowadays students.

2.2.1 INTE RNET -BASED POJECTS WORK

―A natural progression from using individual web pages and websites in the classroom
is to move on to online project work. They are a structured way for te achers to begin to
incorporate the internet into the language classroom, on both a short -term and a long –
term basis. It is well worth looking around on the internet to see if s omething
appropriate already exists before sitting down to creat e your own project. More often,
they are group activities and, as a result, lend themselves to communication and the
sharing of knowledge, two principal goals of language teaching itself. The use of
projects encourage s cooperative learning, and there fore stimulates intera ction. They
can be used simply for language learning purposes, but can also be interdisciplinary,

60
allowing for cross -over into othe r departments and subject areas and in the sa me time
they encourage critical thinking skills. ‖
― Project work online can range from a simple low -level project like making a
poster presentat ion about a f amous person to high -level investigative work where
learners research a subject and presentation about a famous person to high -level
investigative work where learners research a subject and present polemical views and
opinions in a report or debate. I n order to prepare for Inter net-based project work,
teachers need to choose the project topic; will st udents be working on a project about
famous people, an event or environmental issues ? In any case, teacher should m ake the
task very clear – what information will they need to find -biographical, factual, v iews
and opinions? This particular project aims to provide the opportunity to focus on these
language areas ; if you are short of class time, a good deal of this first lesson can be
done for homework and then finished off with the collaborativ e element in the second
lesson. This second lesson requires a fai r bit of work on the par t of the teacher. If the
teacher considers that he may be short of time, he should limit the topics in the first
lesson to a small selection that he has already r esearched. Before the lesson teacher will
need to find useful sit es to match the choice of issues learners have made . The third
lesson in volves making the final product; by now students will have collected all the
information t hey need and will also have read all the necessary information , so they
should be in a position to come up with their own products. A high -level project, for
example ‖Global warming‖, teacher may want to work beforehand on some of the
language areas useful for the activity, for example giving opinions, agreeing and
disagreeing. However, this w ill depend on the level of the learners. While the lower
level project is an ideal opportunity for developing specific communication skills, this
project goes deeper into a topic and encourages more complex thinking and reasoning
processes. Some students might also be given roles of TV presenters or scientists who
deny that global warming exists, or that it is potentially dangerous. Other students
might get roles of environmental campaigners wanting to inform the public of the
dangers and here, the students will have the actual debate. If it is possible, teacher
might simulate a TV studio in the classroom by moving t he desks and chairs around,
creating spaces for the four groups and encouraging learners to decorate them. Make
sure that the stages of debate do not over run. The worst t hing that can happen is that
teacher runs out of time to conclude the debate properly. ‖
―The more traditional approach has teachers cutting up prepared role -cards in
order to simulate these contexts. The Internet largely does away with th is approach,
giving learners access to authentic websites that provide stimulating and relevant
content that enables them to carry out these simulation. Web quests are very helpful in

61
this case; are mini -projects in which a large percentage of the input and material is
supplied from the Internet. Web quests can be teacher -made or learner -made,
depending on the learning activity the teacher decides on and they could be short -term
or long -term web quests. Short -term web quests may spread over a period of a couple
of classes or so, and will involve learners in visiting a selecti on of sites to find
information , and using that information in class to achieve a set of learning aims while
long-term web quests are done a fter completing a longer -term web quest, a learner will
have analyz ed a body of knowledge deeply, transforming it in some way. Learners
have to transform the information they quire, turning it into a new product: a report, a
presentation, an interview or a survey . Long -term web quests might last a few weeks,
or even a term or semester. ‖
―Web quests have several steps to follow; stage one is normally used to
introduce the overall theme of the web quest. It inv olves giving background
infor mation on the topic and, in the language learning context, often introduces key
vocabulary and concepts which learners will need to understand in order to complete
the tasks involved. The task section from stage two explains clearly and precisely wha t
the learners will have to do as they work their way through the web quest. The task
should obviously be highly motivating and intrinsically interesting for the learners, and
should be firmly anchored in a real -life situation. Step 3 is the process stage of a web
quest which guides the learners through a set of activities and research tasks, u sing a
set of predefined resourc es. These resources are predominantly Internet -based, and are
usually presented in clickable form, that is, as a set of active links to websit es within
the task document. It i s important to bear in mind that it i s much easier to click on a
link than to type it in with any degree of accuracy. The following step is evaluation
which can involve learners in self -evaluation, comparing and contrasting what they
have produced with other learners, and giving feedback on what they feel they have
learnt and achieved. ‖
― As a conclusion, Web quests are good for dealing with critical thinking
skills, problem solving and group dynamics which are learning gaps .
Creating and writing a web quest is also very popular among young teachers who are
familiar ized with web design tools; thus, they will be able to turn web quest plan into a
website a nd put it on a web server but this is, perhaps, a slow way of preparing a web
quest . The easiest way to do this is to use word. Next, teachers try to engage and
stimulate introduction as a lead -in to the quest itself. Hopefully the web quest will have
plenty of motivating tasks and websites in it, so the final thing that teachers need to do
is to get learners involved from the outset, and to draw them to a conclusion that
clearly demonstrates what they have covered and that rounds the quest off

62
satisfactorily. The final stage is to try out the web quest with a group or two, take
feedback from them and also consider how it went for you, and make appropriate
changes for future use. ―

2.2.2 USING WEBSITES

Rapid changes in the modern world require new approaches to achieve new quality of
education, ensure a process of holistic personal development. The graduates have to
meet the requirements of modern society to their education and overall development,
effective digestion of learning program. It is therefore necessary to teach each student
to obtain process, evaluate and use a large amount of information in indepen dent and
practical activities. A promising direction to develop modern education is the
possibi lity to create comfortable environments for learning processes by creating
information and commun ication learning environments. The main components of this
environment are high quality of education according to educational standards of new
generation and t eaching capabilities of information and communication technologies
(ICT) and Web technologies. The challenge to create learning environments, engaging
the sensibilities of learners who are increasingly immersed in digital and global
lifestyles, i s equally important – from the entertainment sources, learners choose to the
way they wor k and learn.
―The rapid development of computer and Web technologies will definitely
result in the use of these technologies in all kinds of educational activities and will
create info rmation and educational space. The introduction and use of teaching
capabilities of the Internet, Web technologies (Web services, educational Web
resources, network), software (Microsoft Word, Microsoft Internet Explorer, Microsoft
Power Point, Windows Movie Maker, on -line resource Prezi) in the educational
process of higher education are priority to develop the info rmation and educational
space. It will allow organizing the learning process so that students would work
actively, with interest an d enthusiasm not only in the classroom, but also would study
on their own, could see the results of their work and were able to evaluate them. The
combination of traditional teaching methods and multimedia, including computer and
using Web resources can he lp to solve this problem. Computer use in the classroom
allows one to make the learning process more mobile, strictly differentiate d, individual
and interactive. A modern computer today is a universal tool. It is able to simulate
various language situation s, quickly and efficiently respond to actions and requests of
the student. This method of teaching is also attractive to lecturers. It helps to better
assess the skills and knowledge of students, encourages the search for new, innovative

63
forms and methods of teaching, gives props for creativity. As the Internet grows
explosively, search engines play a more and more important role for users in accessing
effectively online information. Recently, it has been recognized that a query is often
triggered by a sear ch task that the user wants to accomplish. Similarly, many web
pages are specifically designed to help accomplish a certain task. Therefore, learning
hidden tasks behind queries and web pages can help search engines to return the most
useful web pages t o users by task matching. ‖
―However the computer only complements the learning process playing the
role of a tool, which being used properly greatly increases the effectivene ss of the
educational process. But the use of the Internet in the classroom should not be an end
in itself as the scholarly literature contains a great number of dramatic samples of the
wrong and methodologically incorrect use of web resources resulted in false
stereotyping and sometimes e ven in racism and xenophobia. To properly define the
place and role of the Internet in language teaching, one first needs to find clear answers
to the questions: for whom, for what purpose, when, and to what extent it should be
used. All these questions need to be answere d when preparing for classes. The use of
Web resources can significantly improve the efficiency of learning a foreign language.
In particular, it enables students to form and develop lingu istic and communicative
skills, taking into consideration their personal needs and characteristics, a nd
successfully implements the ideology of educati on centered on the individual. Web
resources are an invaluable base to create the information and subject environment,
education and self-education for students, meet their personal and professional interes ts
and needs. However, the mere access to Web resources does not guarantee fast and
high-quality language education. These res ources should form and develop
communicative competence (linguistic, sociolinguistic, socio -cultural, strategic,
discourse, learni ng and cognitive); communicative and cognitive abilities to carry out
search and selection, to generalize, classify, analyze and synthe size the information
received; c ommunication skills to present and discuss the results of th e work done
using the Inter net; s kills to use Web resources for self -education to explore knowledge
in the field of the cultural and historical heritage of different countries and peoples, as
well as to act as a representative of the native culture, country, city; a bility to use Web
resources to satisfy their informational and educational interests and needs. And they
should also be analyzed by the teacher , because most of them are not education –
aimed. It is possible to analyze such resources on the basis of: relevance of the
infor mation, the linguis tic complexity of the material, source of information
(credibility , reliability, validity, etc.), the historical complexity of the text (reference s to
historical facts, which affect understanding the text), psycho -physiological

64
characteristics of the information (matching the age an d psychological characteristics ,
importance for education and development). Didactically the Internet includes two
main components: forms of telecommunications and information res ources. The most
common forms of communications (i.e., communication through Internet technologies)
are e -mail, chat, forum, ICQ, video , web conferencing etc. that can be used for
mastering writing skills. For example, today with the help of the Internet it becomes
possible to correspond online in writing, creating an authentic dialogical
communication. In addition, the Internet provides the possibility to implement a
communicative approach to teaching writing. ―
" Due to the fact that messages on the Internet become potentially available to
all users, it increases the responsibility in a foreign language use (e.g., Chat, Instagram,
WhatsApp, Skype). Originally they were created for people located at a distance from
each other to really communicate. No w they are used for educational purposes in
teaching foreign languages. Textual, audio and visual materials on various subject
matters in different languages are available in Web resources . Educational Web
resources are created exclusively for educational purposes as a means of getting
information and access to knowledge. Sear ch engines "WWW" allow teachers to use
authentic audio, video and text materials, introduce works of outstanding authors from
the country of the target language, experience the culture s, etc. There are five types of
Web resources that can be used by students to self -educate. The Internet can help to
write web quests, which can be used for individual or group work in the classroom:
Hotlist is a list of sites with text material on the s ubject matter. To create it, students
need to enter a key word in to a search engine; for example the topic: ― Christmas
traditions in Canada‖ and immediately is ―generated a h otlist:
http://www.cre wsnest.vispa.com/journeyusa.htm ;
http://www.christmasintheusa.com/ .
Other resource that is extremely worldwide used is m ultimedia scrapbook
(multimedia draft) which is a collection of multimedia resources. In contrast to hotlist,
scrapbook contains photos, audio and video clips, graphics, animation, virtual tours.
These files can be easily downloaded by students and used as an informative or
illustrative material to study a particular subject matter. For example, for the same
topic the search engine generates websit es of multimedia of a scrapbook;
https://www.whychristmas.com/cultures/canada.shtml ;
http://www.reindeerland.org/christmas -traditions/christmastraditions -in-canada.htm ;
https://www.timeanddat e.com/holidays/canada/christmas;
Audio programs:
https://www.youtube.com/watch?v=6R -8mkXz1Co ;

65
https://www.youtube.com/watch?v=ySa_mh3zsDY ;
Pictures:
http://www.theholidayspot.com/christmas/worldxmas/images/christmas -in canada.jpg ;
http://radio.weblogs.com /0104723/My%20Pictures/Christma s%20Stockings%20hung
%20with%2 0care.jpg (Christmas stockings);
―Treasure hunt, in addition to links to various sites on the subject matter,
contains questions on the content of each site. Through these questions, the lecturer can
guide the search and cognitive activity of students. Finally, one essay que stion is asked.
A detailed answer includes the answers to more detailed questions on e ach of the sites.
For example: hunt for Russia Geography. For this class, it is required to learn about the
Geographical Background of Russia: geographical position, rive rs and lakes, mineral
resources, relief, climate and weather. The Web allows you to discover much more
than you may have ever thought possible and is a great complement to the materials
found in the library. Below there is a list of questions about the top ic of the lesson. The
good thing about this is that s tudents must not only understand the material but also
express and justify their opinions on the subject matter. Web Quest is the most
complex typ e of educational Web resources and is widely used today in schools and at
home by the autodidact students. ‖
―Using Internet in the learning process, teachers need to determine whether
these resources are appropriate, and decide which goals can be achieved by use of a
particular resource. Educational Web resou rces can be used in various types of learning
processes such as use of authentic Web resources for classes, independent work of
students to find the necessary information on the subject matter when making a
presentation of the selected material. Furthermo re, when students tell how they have
worked on assignments, they at the same time explain how their knowledge is designed
through social and textual practices. Reflections on these practices are relevant to
developing their awareness of didactic desig n in their future profession. However, the
technical means are not the key factor for the learning process. They are only an
effective means of teaching a foreign language. Therefore, there can be a highl ighted
number of didactic targets in teaching foreign lan guages; improvement of reading,
writi ng, speaking, listening skills, enriching active and passive vocabulary, getting
cultural knowledge, creat ing a culture of communication, creati ng elements of global
thinking, creating the sustained motivati on of cognit ive activity, needs to use the
foreign languag e for genuine communication, creating team -building skills. ‖
―To accomplish these targets better and more efficiently , teachers usually use
various computer soft wares along with Web resources. Learning designs can be
created by teachers or n egotiated with learners. These computer programs are

66
Microsoft Power Point, Windows Movie Maker, on -line resource Prezi , computer –
based training program. ―
Working on the presentation of the subject matter, students select most interesting
phenomena, events, facts. When discussing, the most urgent problems of m utual
interest are identified. As a result, teachers have come to the conclusion that the
process of using these soft wares offers s uitability (i.e. the suitabi lity of thinking
processes to the development level of students, their perception level, memory,
attention, emotional sphere, as well as motives, interests, student s‘ past experience are
considered; organizing an appropriate teaching mode for each studen t; the use of
various methods, forms and teaching aids, taking individual differences between
students into account). Furthermore, this group work creates psychological and
pedagogical environment for the students, and they can be active in creative thinki ng,
simulation and imagi nation, perception and memory, becoming more creative. The
absence of the teacher might give students a sense of responsibility, a student studying
any learning material, not just absorbs new information, but tries to includ e himse lf in
carrying out tasks . Presentations are a powerful tool that helps to send its message in
the most effective and visual way. Typically, the Power Point is used to create
presentations. It is a part of the Microsoft Office applications. Recently, howe ver, a
sufficient number of alternatives have been created, many of which provide no fewer
opportunities. One of the best examples of such tool is Prezi for interactive
presentations. When analyzing the students‘ presentations, it was found out that 59% of
students used Prezi, 34% preferred Power Point and the rest 7 % used other software.
―It can be concluded that the use of the Internet has expanded the range of real
communicative situations, increased motivation of students, allowe d them to apply
their knowledge and skills, speech skills to accomplish real -life communicative tasks
more effectively. Therefore, the relevance and necessity of using Internet in learning a
foreign language is vital . It contributes to the renewal of diplomas, enables an act ivity-
based approach in learning and successfully forms communicative and info rmation
competence of students . Additionally, the use of new information technologies in the
learn ing process allows the teacher to implement his/her creative teaching ideas, to
exchange experiences with colleagues and to receive prompt response. And it gives
students the opportunity to choose an individual plan of training: the system of training
tasks and objectives depending on the language proficiency, ways of controlling and
correcting knowledge.
Thus, the basic requirement of the mode rn education is implemented, considering
development of self -education skills , culture of self -determination and personal
development in students. ‖

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2.2.3 ONLINE REFERENCES TOOLS (DICT IONARIES, THESAURUSES,
TRANSLATORS, ENCYCLOPEDIAS)

― Once upon a time, the Internet did not exist and there was no World Wide Web or
any online resources like dictionaries, translators or encyclopedias. It is difficult,
perhaps, to imagine now that these online tools are so ubiquitous, so central to our
lives, but there was a time before smart phones, before laptops, before personal
computers, before computers, before the Web. As there can be observed, the most
libraries have a separate section of the building de voted to reference sources and
services and maybe this is the reason why these books are treated differently.
Reference sources are authoritative works that help you locate information about
people, facts, and i deas. These sources can help students find th e date of an important
event, major achievements of an individual or organization, or a definition of a term or
concept. These books are often used to find specific facts, rather than written to be read
cover -to-cover, so they are often held in a special p art of the library to be used for a
short period of time rather than checked out to a user over a period of days. This
section of the library often also has a desk that is staffed by a reference librarian.
Reference librarians can help teachers and student s with a number of steps of the
research process from coming up with a good question to ask, to finding useful sources,
to evaluating websites. Further, as libraries add electronic versions of reference
sources, a librarian can help you navigate both the p rint and online reference
collections to find just the piece of information you need. ‖
― Students might use r eference sources in two different ways. One use is to get
background inf ormation on a topic that is researched. For example, if they use
Wikipedi a to find out the general history of an event they will be writing about, they
are using Wikipedia as a reference source to find out the context of the topic they are
researching. This is not information that they wi ll paraphrase , quote, or need to cite in
their work, as the research they are doing at this point in the process is more to help
them learn what information they will need to find along the way. Library -owned
reference sources often provide this same type of information, but often in academic
sources and with a higher level of reliability. ‖
― The other way references sources tend to be used is to find specific facts to
support a point being made in a paper. For example, if students needed to find the
percentage of mothers‘ age 20 -25 that have a college degree, they would need a reliable
source, and a re ference librarian could help them locate it an d cite it. If they were to
look on the open web, they might find a number they would consider using, but they

68
would probably still need to chec k with a reference librarian to verify the source is
reputable and trustworthy. ‖
With these two approaches to referen ce sources students will often find
themselves in the reference department as they start a paper or a project , looking for the
general co ntext for their topic, and at the very e nd of writing your paper, as they look
for specific details to justify their argument s. Reference sources ca n be a great place to
start their research because they provide quick, authoritative introductions to a topi c.
They offer summarized, factual information in a clear and organized way. Common
reference sources that provide this type of information are encyclopedias and
dictionaries. Reference sources, such as encyclopedias or literary criticisms, will often
cite additional sources such as periodical articles and books. Further, they often pro vide
a good bibliography to explore in any type of research.
―One unique feature of reference sources is that they are not meant to be read
from cover to cover; in fact, the y are written for easy discovery of exactl y the facts and
figures the students want to know. Reference sources often include an index by topic
and online reference sources ar e easy to search using keywords. There are many types
of reference sources, includ ing dictionaries, encyclopedias, thesauri, directories, and
almanacs. More broadly, reference sources can also include bibliographies, manuals,
handbooks, atlase s, and gazetteers. T hese resources can be found in print and online. ‖
“Encyclopedias are collections of articles and entries, which are usually sorte d
out alphabetically. The term ―encyclopedia‖ derives from the Greek phrase ―enkyklios
paideia‖ which means "universal knowledge," and was considered a great s kill to have
in ancient Greece. Educated and qualified experts research and creat e encyclopedias,
which makes the books highly trustworthy for any kind of research. The advantages of
using an encyclopedia when sear ching for information are many. Encyclopedia entries
are longer and more d etailed than those in most dictionaries. Unlike the dictionary,
which focuses on language and words, encyclopedia articles focus on facts to describe
and explain the thing or concept behind the name. Where the dictionary focuses on the
meaning of a word, a n encyclopedia will delve into the meaning behind the subject,
which means encyclopedia articles are capable of going much deeper and capable of
extracting a gr eater knowledge of the subject. Knowledgeable and experienced scholars
work together in order to research and organize error -free encyclopedias. Their aim is
objectivity and neutrality in all topics covered throughout the book. The reliability of
encyclopedias, compared to other sources of information, is assessed constantly,
through statistics, regular reviewing and editing. As a work of reference, the
encyclopedia must have a systematic method of organization to allow the user to search
effectively. Most encyclopedias use the alphabetical system, in which the order of the

69
terms is given according to the first letter of the words that represent them. Other
encyclopedias use a hierarchical system. A classification system in which entries are
arranged in graded order. Both methods of organization ensure that the book's user will
find any desire d knowled ge quickly and easily. The information in an encyclopedia
will vary greatly in type and breadth of material, as well as discussion, depending on its
target audience. The books, however, are never restricted to a certain age or ability.
Also, the topics cov ered are explored in depth, and are often aided by illustrations,
maps, graphs and photographs. This makes acquiring knowledge easy and more
enjoyable. As far as the format is concerned, encyclopedias are not just restricted to
book form anymore. They are currently published on CD -ROM and are now entirely
available online. ‖
“Encyclopedias are more varied than any type of resource; every student must
have used a general one in elementary school or high school at least once . The most
famous and often used i s Encyclopedia Britannica ; the ―gold standard‖ for
encyclopedias. You can find encyclopedias on nearly any discipline from philosophy to
American pop culture. The thing that all encyclopedias have in common is that they
include brief, factual information about topics or concepts. They often provide images
and references to additional works. Most are several volumes long, though sometimes a
very specific one might have just enough content for one or two volumes. Another
option, Wikipedia, which is a web en cyclopedia with user -contributed entries, i s a good
starting place for a research because it points to other reference sources. A digital
encyclopedia contains the same contents as a printed encyclopedia. In addition, users
may be able to hear the article read aloud, watch video clips and animations, and view
visuals such as photographs, drawings, and diagrams. ―
―Dictionaries are like encyclopedias, but instead of providing a contextual
background to a subject, a dictionary list terms in alphabetical o rder and gives each
word‘s meaning. Some dictionaries include equivalent words in another language, such
as English to Spanish dictionary. Others are subject specific, diving into the minutiae
of discipline -specific language. Most dictionaries are just one volume long, but some
begin to look more like encyclopedias. The Oxford English Dictionary, for example,
contains 20 volumes, but is really a dictionary. In addition to the definition of each
word, the OED contains all the definitions a word has had over time as well as
references to the first few times any word has been documented as used. Bilingual and
monolingual dictionaries ar e the most used dictionaries by the foreign language
learners. Students generally like to use bilingual dictionaries because th ey bring instant
satisfaction, while teachers prefer monolinguals for their long term benefits. It is
diffıcult to answer the question "which dicti onary serves the learner best? Bilin gual

70
dictionaries are generally employed in the initial stages of learnin g a la nguage and may
help the learner solve their terminological problems unless t he unfamiliar word has
numerous entries. Many bilingual dictionaries give only single word translations, as a
result of which learners are bound to make mis takes. Koç and Bamber (1997:64) state
that ― as the meaning of a word tends to change according to the context in which it is
used, the chances of getting the wrong meaning with this type of dictionary are fairly
high.‖ For instance, suppos ing the student has to look up the Turkish adjective
"verimli" in a Turkish -Engli sh bilingual dictionary he will be very likely to fınd these
entries "producti ve", "profıtable" etc. But these entries are not appropriate when it is
inten ded to mean "prolifıc" (for the author) or "fe rtile" (for the soil) in a piece of t ext.
Therefore, students should be aware of the disadvantages of using bil ingual
dictionaries. We cannot prevent our learners from using bilingual diction aries but we
can advise them to use bilingual dictionaries wisely . On the other hand, while using a
monol ingual dictionary users have to think in English and meanings have to be
under stood in terms of other English words. There is now a choice of good
monoli ngual dictionaries available at various levels of dif ficulty an d specially written
for the foreign language learner. As Underhill poi nts out ― there are many advantages of
using monolingual dictionaries in language learn ing. In addition to monolingual
dictionaries, students can also make use of other dictionaries such as "The Dictionary
of Idioms, The Dictionary of Collocations, T he Dictionary of Synonyms and
Antonyms" and the like. Students should be aware of the fact that dictionaries vary
with respect to the number of words· they include and the amount of information they
provide for each lexical item. The shorter the dictionary entry for the word is, t he less
trustworthy it will be. In conclusion , it can be said that the benef ıts of dictionaries to
language learners should not be ignored in language classes. Unfortun ately, in most
classrooms, very little time is provided for dictiona ry use. But it is an undeniable fact
that a learner who makes good use of a dict ionary will be able to continue learning
outside the classroom and this will give him considerable autonomy about the decisions
he makes about hi s own learning. In a teaching/ learning situation, therefore, dictionary
training sh ould be an integral part of any syllabus. “
“A thesaurus is a reference tool that is used to locate synonyms (words that are
similar in meaning to a particular word.) Thesauri (the plural of thesaurus) are
traditionally published in print form, but are more conveniently available —and more
easily searchable —online. Thesauri can be used to clarify the meaning of an unfamiliar
word when its definition in a dictionary can‘t be understood. This can be particularly
useful for a nonnative speaker, because the range of synonyms offered by a thesaurus
might include at le ast one word that he or she already knows. These synonyms could

71
provide the necessary clues for the nonnative speaker to figure out what th e original
word actually means. The most common use of a thesaurus is to avoid word repetition,
the potentially monot onous overuse of a term in writing or speech. Similarly, a
thesaurus is used to identify replacements for words that seem too common or dull,
e.g., ―see‖ might be replaced by ―view.‖ The alternate vocabulary suggested by a
thesaurus can be used to create t exts that are more interesting because of th e richer
language that is used. Thesauri provide synonyms for words with related meanings.
Teachers or students might ch oose to use a thesaurus when they are looking for
alternative definitions to words they use frequently. Thesauri often include antonyms,
or words with the opposite meaning of the one you look up, which can also be helpful
when trying to determine alternative ways to say the same message. More than once,
I‘ve come across the suggestion that writer s shouldn‘t use a thesaurus, that they should
keep their words si mple and avoid ―fancy‖ language. Like dictionaries, thesauruses are
available in both print and online media. And as with dictionaries, the convenience of
modern technology dictates that onl ine thesauruses are the preferred choice of most
college students these days. One warning about thesauruses: they can be over used or
used out of context. Students might be tempted to use a ―fancier‖ synonym or antonym
for a word when a simple an d direct approach might be best and this is really
remarkable about the English language ; its nuances. For example, a character can walk,
stroll, strut, saunter, march, amble, wander, mosey, stride, pace, swagger, stalk . . . and
the list goes on, with eac h wo rd painting a different picture, be cause that‘s what a well –
chosen word can do, paint a vivid picture. A great advantage for students is that they
can use a thesaurus exactly like a paintbrush and to pick up a s much or as little color as
they need to c reate the image they want their readers to see. Thesauri can help students
to be precise, creative, explore the language and have fun with it in the same time.
Beyond the ob vious benefit of developing their vocabulary, they will avoid repetition
in their d escribing story and gain intense satisfaction in finding the perfect word.
However, students should be careful that they do not get carried away and start
slapping to o many colors onto their writings , especially the more unusual ones. ‖
“Bibliographies help provide information about various ideas by providing
references to books, films, or recordings that deal with the topic. Bibliographies
typically include citations that reference the work, author, publisher, and place of
publication. Sometimes they incl ude annotations, or brief summaries of the works they
cite as well. This information is not something you would cite in your own research,
but is rather more like a roadmap that points you to the sources that will be useful in
your research. An annotated b ibliography is a list of citations to books, articles, and
documents. Each citation is followed by a brief (usually about 150 words) descriptive

72
and evaluative paragraph, the annotation. The purpose of the annotation is to inform
the reader of the relevanc e, accuracy, an d quality of the sources cited. One of the
reasons behind citing sources and compiling an extensive and logical bibliography is to
prove that you have done some valid research to back up your logic and claims.
Readers of the thesis can refer to the citation in the bibliography and then go l ook up
the material themselves. A well reported bibliography influences positively the
examiners of the thesis. The examiners can double check a claim or interpretation done
by the research scholars. The re search work s hapes up stably when the student reads up
more and collects lot of references. More information and more reading make the
researcher an expert on his chosen topic. He braces the ability to explain the content of
the sources and assess their us efulness. He can use and share this information with
others who may be less familiar with certain terms. A good researcher will gather
sources, analyze them and dis cuss them with experts. The bibliography is the key
element of a thesis which is used to jud ge the quality of the work done by the
researcher. Therefore, it would be a good suggestion for students to use up-to-date
resources and be sure they know how to cite the references. A well -chosen
bibliography will exhibit critical thinking, it proves tha t the student has read and
understood the sources, it establishes student‘s work as a valid source and the student
as a competent researcher, and it situates his study and topic in a continuing
professiona l conversation. And lastly, the chosen bibliography might stimulate other
researchers to carry on further work on the chosen topic of research. ‖
“ Handbooks and Manuals contain p ractical information on a topic . Handbooks
on academic disciplines are gateways into the thinking of the field. Manuals are similar
in that they contain practical information, but they are more instructional in nature.
Manuals come with most electronic devices that you purchase, but you might also find
manuals explaining how to use specific resources or how to approach skill -based work
in various fields. Handbooks and manuals are the most common form of documentation
in the business environment. Many now come in electronic forms, such as
documentation stored on a corporate intranet, but in whatever form they appear, they
are use d to instruct and guide employees on technical procedures, corporate policies,
and many other kinds of information that is not intuitively obvious or easy to
remember. Without them, employees would lose a valuable reference source and
businesses would suff er from a variety of problems, ranging from untrained workers to
liability lawsuits. Some people make sharp distinctions between what is a manual and
what is a handbook, but in practice there is substantial overlap. By convention, certain
types of publicat ions are more frequently called manuals, notably in technical
documentation for software programs and for machine operation. However, these same

73
sorts of pu blications may be termed users‘ guides, help guides, reference books , or
something else altogether. Ambiguity in the nomenclature should not obscure the
importance of good documentation or the need to target such documentation to a
specific audience. All manuals and handbooks are not alike; authors and designers
must consider why the reader will be using the publication; what their existi ng
knowledge of the subject is, what subject -area co nventions they are used to and what
physical surroundings the documentation will be used in. For example, if a manual is
intended to be a quick, at -a-glance reference fo r factory workers, it probably should not
be a bulky, text -heavy, hardcover book, unless an analysis of the users‘ work habits
indicate that such a format would be convenient. More likely, a manual for this purpose
should be short, graphical, possibly tabb ed or color -coded for fast access, and provided
in a physical format that is compatible with the way its users work. The same kinds of
usability considerations apply to most types of manuals and handbooks. Businesses
need handbooks and manuals to keep empl oyees, suppliers, customers, shareholders,
and anyone else who has an interest in their business apprised of policies, procedures,
and regulations. The documents in some cases represent the company's survival. In
today's litigious society, companies often become the targets of lawsuits that can cost
them millions of dollars. Some of these lawsuits, e.g., those regarding sexual
harassment and product liability, can be avoided if companies include in their
handbooks explanations of their p olicies regarding th ose issues. ― The second
important class of documentation concerns how to use technology. For example, a
company that purchases machinery of any type, from punch presses to computers,
needs manuals to explain to the people who will be using it how the equi pment
operates, when it is to be serviced, what to do when it fails, and so on. Likewise, if a
company purchases software for its operations, it must also acquire manuals which
explain how the software operates and provide instructions to employees on how to use
it.‖ Manufacturing concerns need extensive documentation to stay abreast of
government regulations, safety standards, and other issues legislated by loc al federal,
and state agencies. Handbooks and manuals are also used in training programs, often i n
the form of tutorial or instructional guides. Here the object is not merely to document a
process or procedure, but to actively teach something. Many policies, particularly those
that have a direct impact on the employee and the company, may require foll ow-up
training as well. Such topics might include sexual harassment policies and codes of
ethics. Also, computer users may require in -class training on different functions of
computer hardware and software. Thus, handbooks and manuals are integral parts of
in-house training programs. There is seemingly no end to the number and types of
documents needed to support a company's operations. Handbooks and manuals are

74
written by anyone from entry -level custodians to the chief executive officers of
corporations. W ho writes a particular document depends on the size of the corporation,
the expertise of the employees, and the purpose of the manual. There are also
specialists who are employed full -time or on a contract basis to produce manuals.
Many of them fall under the broad headings of technical writers and gra phics artists.
Graphics artists produce the illustrations that accompany the text in handbooks and
manuals. Technical writers specialize in producing scientific or industry -specific
information in readable for m for lay persons. "Scientific" in this case can mean
anything from data processing language to engineering terms to astrophysics. Often,
scientists rely on technical writers to translate the special terminology they use in their
fields of expertise into u nderstandable terms for non -scientists or product users. ‖
―Not all manuals and handbooks are written by technical writers. An
administrative assistant might be asked to write a handbook explaining to coworkers or
temporary workers how to use a switchboar d or a computer. The chief executive officer
of a small corporation may put together an informal handbook for managers on how to
supervise people, handle customer returns, etc. Generally, who writes a manual is less
important than whether the manual serves a practical purpose, by teaching employees,
customers, and other audience members about a pro cedure, policy, technique, etc.
Handbooks and manuals are only as effective as the manner in which they are
presented. The same rules that apply to any form of wr iting apply to manuals and
handbooks. They must be written clearly, concisely, consistently, and accurately. If
they are not, the audience for whom they are intended will ignore them, which can lead
to problems for some companies. ‖ Document writers must de fine three things before
they write a manual or handbook: audience, purpose, and scope. Once they have
defined each, they can begin the writing process. The audience is important because
different groups of people have varied levels of understanding about certain topics. Or,
an audience may not be fluent in the language in which the manual is being written.
This is particularly true in today‘ s emerging glo bal market environment. Many
products are not manufactured in the countries in which they are sold. Thi s practice,
although perhaps cost -efficient, can lead to poor documentation when product
documentation is written by individuals who aren't fluent in the export country's
language. A company based in Taiwan, for example, may include with its products
instructions written in hard -to-understand English. In such cases, the documents may
be useless to consumers. This can lead to lost sales and/or customer dis satisfaction.
Even if the writer and the audience do speak the same language, there is a critical need
for audience definition. Depending on the anticipated reader, manual writers must
choose relevant terminology and make assumptions about what needs to be explained

75
and what is considered obvious. If it's necessary to use technical terms, they may need
to be defined. Similarly, the use of illustrations should also be dictated by the intended
audience's profile, with diagrams or screen shots being chosen to clarify points that are
most cruc ial or difficult to understand. ― Defining the audience is only the fir st step in
producing a manual. The writer must also understand the manual's purpose. I s it meant
to be instructional? Informative? Does it present the solution to a problem? The
manual's purpose dictates to a great extent how its contents will be presented. For
example, if it is instructional, the writer must be able to perform the procedures
contained in the manual, because if a "how to" writer is unfamiliar with the procedure
being documented, there will be inevitable errors in the manua l that wi ll defeat its
purpose. Manuals should also be as comprehensive as possible within a defined scope
of coverage; in other words, the manual should have defined boundaries of coverage
and should observe these boundaries. This means not including too much or t oo little.
The scope is mostly determined by the purpose, e.g., to teach a user how to use the
major functions of a software application. However, the audience may also influence
scope, e.g., an in termediate -level audience doesn‘ t need rudimentary informat ion. A
writer should make every effort to include all the information that is required by the
audience to understand the topic or follow instructions. For instance, if a manufacturer
encloses with a product a manual explaining how to assemble it, unpack it , instal l it, or
maintain it —the manual‘ s scope —each of these aspects should be addressed fully. ‖
“Almanacs include calendars, basic facts, and statistical information about
people, places, and events. These sources contain specific, detailed information you
might need to have to cite in a paper. For example, if you were writing a paper on
Tibetan culture and wanted to find a list of the holidays celebrated there and when they
occur, you might look for a Tibetan almanac. If you wanted to find how many wom en
live above poverty for a sociology paper, you might want to look for an almanac of the
United States. An almanac (also spelled almanack and almanach) is an annual
publication that contains tabular information in a particular field organized according
to a calendar. Astronomical data and various statistics are also found in almanacs, such
as the times of the rising and setting of the sun and moon, eclipses, hours of full tide,
stated festivals of churches, terms of courts, lists of all types, timelines, a nd more. The
calendar is not only a tool for organizing information and dates, but it acts as an
important reference point for religious, astronomical, agricultural, political, and other
activities. The almanac is a natural byproduct of the calenda r and se rves as a reference
source for all civilizations and cultures. This article primarily deals with almanacs
developed in Western civilizations. ‖

76
―Currently publ ished almanacs such as Whitaker‘s Almanac have expanded
their scope and contents beyond that of their historical counterparts. Modern almanacs
include a comprehensive presentation of statistical and descriptive data that
encompasses the entire world. Contents also include discussions of topical
developments and a summary of recent historical events. Other currently published
almanacs (ca. 2006) include TIME Almanac with Information Please, World Almanac
and Book of Facts , and The Old Farmer's Almanac. Major topics covered by almanacs
(reflected by their tables of contents) include: geography, governme nt, demographics,
agriculture, economics and business, health and medicine, religion, mass media,
transportation, science and techno logy, sport, and awards/prizes. Modern or
contemporary use of the word almanac has come to mean a chronology or time -table o f
events such as The Almanac of American Politics published by the National Journal, or
The Alman ac of American Literature, etc. The Old Farmer's Almanac is a reference
book that contains weather forecasts, tide tables, planting charts, astronomical data,
recipes, and articles on a number of topics including gardening, sports, astronomy, and
farming. The book also features anecdotes and a section that predicts trends in fashion,
food, home décor, technology, and living for the coming year. Whitaker's Almana c is a
reference book, published annually in the United Kingdom. The book was originally
published by J Whitaker & Sons from 1868 to 1997, then by The Stationery Office, and
since 2003 by A & C Black, part of Bloomsbury Publishing Plc. ‖
The Almanac consist s of articles, lists and tables on a wide range of subjects including
education, the peerage, government departments, health and soci al issues, and the
environment. The largest section is the countries directory, which includes recent
history, politics, ec onomic information, and culture overviews. Each edition also
features a selection of critical essays focusing on events of the previous year. Extensive
astronomical data covering the forthcoming year is published at the rear of the book.
Whitaker's Almanac is not an encyclopedia but more of a yearbook of contemporary
matters and a directory of various establishments in the United Kingdom (such as
clubs, public bodies and universities).
― The World Almanac and Book of Facts is an American -published referenc e
work and is the bestselling almanac conveying information about such subjects as
world changes, tragedies, sports feats, etc. The almanac can be found in homes,
libraries, schools, businesses, and media outlets throughout the United States and to a
more limited degree in other parts of the world. ‖
―Biographies and other biographical sources contain biographical information
about individuals such as birth and death dates and major accomplishments in a certain
field. If you have a paper to write on a theo ry or a point in history, you could use

77
biographical sources to find background information for a sub argument or point in
your paper. If the students are writing an entire pap er on an individual, they will likely
need more information than they can find i n a biography in the reference section.
However, a biography in the reference section will contain refe rences to other sources
that they would find useful in their research process. ‖ More than information, a
biography offers past experiences of important f igures who decided to write about their
life lessons thus the ones who read their biographies to not repeat their mistakes . In the
1670‘s, Sir Isaac Newton wrote in a letter to his friend, Robert Hooke, ―If I have seen
further, it is by standing on the sho ulders of giants.‖ That is exactly what reading
biographies can do for you – allow you to see further because of what these people
have achieved. Admittedly, not every biography is about a ―giant,‖ but most are (and
you can certainly pick from that list). However, even if the person you a re reading
about is despicable and not worthy of praise or admiration, there likely are still many
lessons to be gleaned from their life experiences and behaviors. Even if most are
―things you don‘t want to do.‖ They remind you that history repeats itself. George
Santayana wrote in 1905, ―Those who cannot remember the past are condemned to
repeat it.‖ It was true long before then, it was true then, and it hasn‘t changed today.
Reading about the real experiences of others giv es context for the decisions and
consequences that we all will face. History (recent or distant) will repeat itself because
those who are making history were, and are, human beings. ‖ One of the best ways to
take advantage of the experience of others is by reading biographies of historical
figures, no t academic tomes about history. They promote self -discovery . A good self –
help or professional development book will outline specific steps, tools, techniques,
and approaches to try. These can be valuable and suc cessful shortcuts to help you make
improvements and get results in most any area of your life. A biography, on the other
hand, won‘t be as direct. You will discover ideas and approaches on your own through
the stories and experiences of others. This discov ery learning process is often far more
satisfying, and most always more lasting , than reading a list of steps. Biographies allow
you to see the world in new ways. Rather than being completely focused on your
professional discipline, looking at the way you and your colleagues always look at
things, reading about someone from a different era, a different background, or a totally
different set of life experiences will give you new perspective. In truth, most great
innovations come from taking an idea from one situation, discipline, or industry and
adapting it to another. Reading biographies is one great way to do this. They give you
mentors at a distance. If you have read about the life of Abraham Lincoln, Gandhi,
Churchill, or anyone else you select, you have had a glimpse into their mind and now
have the advantage or ―knowing‖ them. These people can become your mentors at a

78
distance, if you allow yourself the chance to think about what advice they might give
you, or what they might do in a the situ ation or cho ice you are facing. Once you have
decided to be a book reader, choosing to read biographies is a great way to expand your
horizons, find new mentors, and learn vicariously. Learning in this way can transform
both your enjoyment of and benefits from reading .‖
“ Directories – Due to the internet, directories are less common than they used to
be, but sometimes still answer questions you can‘t answer on the web. Directories
include information about people or organizations such as addresses, contact
information , company services and products, and sometimes biographical information,
or company histories. This can be helpful if you are trying to understand what
organizations exist that deal with the issue you are researching or if you know you will
need to find sp ecialized information and you need to determine what groups exist that
might be able to provide it. ‖
3. A Methodology for the Development of Communicative
Competence s /Applications
3.1 The Objective of the Research and the Target Groups

3.1.1 Defining the Objectives
The implications of evaluations have a great impact in an educational setting and
evaluation should be systematic and valid. There are essential guiding principles and
criteria used when teachers evaluate their teaching methods, the ir students‘
performances, their materials, the types of learning tasks used, and the efficacy of their
courses. These components are part of the curriculum and they affect the
implementation of a language learning programme.
― The author of this paper wants to compare a control group taught by traditional
methods with an experimental group who were taught by the new method (i.e. according
to the principles of the communicative approach). Some of the most important research
aims are: to compare two different methods of teaching, to introduce and practise
innovative and interactive techniques, to use creative materials, to arouse students‘
interest and to foster genuine learning. The evaluation procedures are: language tests
admi nistered to both class es at the beginning and at the end of a period of instruction.
Anticipated results: they are interpreted on basis of students‘ test results, and the resu lts
are statistically analysed. This study is measurement -based because the results are
evaluated accor ding to the test results. It is a summative because it focuses on the end
product of the tests/course and gives rise to evaluative judgements for purpose of Comment [CMT43]: rephrase

79
decision making at school level after a semester. It is also deductive in approach
because it sets out with a hypothesis to prove. ‖
The stages of this research are:
1. Establishing a hypothesis – The hypothesis for this study was that the
communicative approach was superior to the traditional methods .

3.Selecting the target groups – In this research the experimental group was taught by the
Communicative Approach; the control group was taught according to the traditional
principles. Testing the hypothesis – An initial/achievement test and a summative test were
administered to both experimental and control groups.

3. Interpreting the results – The results of the tests were statistically calculated
and interpreted in order to get statistical information.

Additionally, the author of this paper gathered data from the classroom situation
to have a clear p icture of what works or does not work in the class. The purpose of the
observational part was to find out whether there existed real differences between the
teaching methods and techniques. It was important to observe whether so -called
communicative and in teractive methods and techniques were not taught in a traditional
way. The observational component illustrated that classroom practice actually differ ed
from one group to the other. Classroom observation offered us real opportunities to see
the ways of put ting theory into practice. The nature of classroom interacti on, peer
teaching, methodology, and feedback were important components of classroom
observation. The standard levels of students‘ outcomes were evaluated by comparing
results fr om the beginning of the school year examinations with those from the end of
the first semester. The results of the tests were not delayed and students received
feedback as soon as possible after taking a test. That method facilitated teacher
intervention and students‘ action could be planned according to their performance. The
most important focal points were: the way certain tasks promote collaborative work,
the difficulty of certain types of tasks, h ow innovative aids work better than the others
and arouse students‘ interes t, ho w students are better motivated and the way they
respond to error correction. It was a more comprehensive evaluation/observation of the
methods employed used with regularity and clear aims. The most important aim was to
find out more accurately the re al similarities and differences between methods in terms
of classroom practice. Comment [CMT44]: As zic e sa detaliezi. In what
way is it superior? (one paragraph)
Comment [CMT45]: daca numerotezi, asigura –
te ca numerotezi ca lumea
Comment [CMT46]: MAAAARE ATENTIE LA
TERMENI! Ce se intelege prin traditional principles si
ce se intelege prin communicative approach. Caci:
1.Daca le iei in sensul consacrat al termenilor
atunci lucrarea ta ramane fara obiect. Ce sa mai
studiezi cand e totul gata studiat?!
2.Daca ai o acceptiune mai nuantata, as zice sa
lasi deoparte acesti termini sis a folosesti o
terminologie pe care ti -o definesti si ti -o
conturezi tu, dupa nevoile tale. (ASta ar fi trebuit
sa se intample in capitolele anterioare pe undeva
intr-un subcapitol mai de inceput.!)

80
In both cases, students variously worked individually, in pairs or in groups,
consistent with regular classroom practice. All tests were taken individually because
each student provided relevant information. Both groups were given identical tests. We
examined both learning outcomes and students‘ tests answers that led to different
learning outcomes. It was more efficient to focus attention on learning outcomes but
also on instru ctional processes.

3.1.2 The Target Groups
An important type of evaluation is the evaluation of a particular course. The author of
this paper wants to change the approaches and instead of using a structural approach she
wants to use a more communicative one. She needs to find out whether students do
better in the new communicative programme. She believes that exploring different ways
in which a new programme can be evaluated she could evaluate its possible relative
merits.
As the author of this paper has mentioned before, she decides to compare two
groups of students – one group who has been exposed to the new communicative
approach with the other group who has been taught using the structural (old) approach .
It is vital to identify the aspects which lead to a successful, or unsuccessful, learning.
Gathering information during the process of evaluation allows us to explain why
students have done better.
At the beginning of a school year an initial test is administered to both groups
of students and the results are compared and statistically analysed. Students‘ assessment
focus on what they have achieved at particular points and it can be seen as the starting
point of implementing a communicative approach. Our students‘ pr oducts are also their
results on tests because they indicate us what students can perform at any given time.
However the way our students acquire the language proficiency becomes more relevant
when evaluating its stages, components and results.
The teacher of this paper has chosen two 5th grade classes from ―Timotei Cipariu
Dumbraveni‖ School. The teacher decided to use two classes with the same level
because she uses the same course books in both 5th classes, the classes have two English
lessons a week and it is easier to compare their level of knowledge. English is their first
advanced foreign modern language and their second modern language is German. Comment [CMT47]: Daca e cum zici, pai
inseamna ca pe aia i -ai nenorocit, nu i -ai invatat
nimic numai de dragul de a crea o diferenta
artificiala intre cele doua grupe. Te rog indulceste
exprimarea, ca omori tot.
Comment [CMT48]: Rephrase!!!

81
The 5th A class (the control group) has eighteen students, ten girls and eight boys. The
5th B class (t he experimental group) has fifteen students, nine girls and six boys. The
classes have approximately the same number of students. All the students have been
studying English for five years. The teacher has also chosen these classes because she
has been tea ching them for five years. In the 5th classes, Limba moderna 1, Pre –
Intermediate course book (Art Publishing House) is used.
3.2 The Course Books
3.2.1 Analysing the Course Books
Course books are the mostly used teaching and learning materials for both teachers and
students. They serve as a guide to the teacher when conducting lessons and provide a
framework for them in achieving the aims and objectives of the course. On behalf of the
students, a course book truly affects their attitudes and perfor mance to the lesson
throughout the course. It is a fact that when students like their textbooks, they like the
course as well and participate actively to the lessons. A good course book includes a
variety of learning resources (i.e. workbooks, CDs, etc.), which makes the learning
environment interesting and enjoyable for the learners . The course book is an important
source of input and it offers EFL students the opportunity to communicate in the target
language.
Teacher‘s views on the usefulness and effectiveness of the course books are also
worth analyzing their course books, so as to identify the weak and strong points in
relation to their own teaching situation. Selecting effective information and tasks from a
course book involves matching the material to the context where it is going to be used,
and we are aware of the fact that no course book that is designed for a general market
will be absolutely appropriate and ideal for one's particular group of students. The aim is
to be able to find out the best possible materials that will fit and be appropriate to a
particular student group.
Limba moderna 1 (the course book) was approved by The Ministry of Education
in 1995 and we have been using it since 2017. It is or ganised into eight modules, each of
them contains eight thematically -based units. Each module offers a mixture of
interesting everyday topics and facts about the world. The introductory starter module
tries to teach students how to organize their learning process, revising previous
information. Integrated skills work encourages all round fluency. A monolingual mini –
dictionary at the back of the course book contains definitions of the most imp ortant new
words in the course.

82
This course book has other compone nts available: the teacher‘s book, an activity
book, and a class cassette. The Ministry of Education has decided to replace the existing
course books but it is a long and difficult process. Teachers cannot work and focus only

83

on the existing ones until then because the course books we use are structural ones.
Most of the writing exercises involve the manipulation of structure and the
predominance of teacher -controlled activities is visible. The course book contains a
summary of course content listing the vocabulary and grammatical items to be covered
each course and they do not provide det ailed information for students.
As mentioned b efore this course book has eight modules; each unit has a
learning link, a reading link, a vocabulary word bank, a grammar box, a listening link, a
speaking link, and a writing link. As the tables show, in each unit there is at least one
communicative acti vity but there are not any communicative games. In the course book
the learning link boxes summarise the focus of each unit, then there are pre -reading
activities which build interest in the unit themes and introduce vocabulary in context.
Several interest ing and informative reading passages help students to develop
comprehension s kills at the appropriate level.
Vocabulary word banks reinforce and expand the vocabulary learnt in context.
Grammar boxes provide explanations and practise the targeted structure s introduced in
the readings. The task -based listening and speaking links prepare students for different
thematic fields. Writing links enable students to develop the skills necessary for a wide
variety of writing tasks. After every four units there is als o a review, which highlights
key vocabulary and grammar points and illustrates ways of checking the students‘
progress .
Vocabulary Grammar Reading Listening Speaking Writing
Starter Greetings
The alphabet
Colours
Numbers 1 –
100
The time
Days,
months,
seasons
Things for
school
Classroom Verb to be
Questions
words

Possessive
adjectives
Imperatives

Comment [CMT49]: Tabelul l -as pune intr -o
anexa pe care o numerotezi si faci trimitere aici eg.
Vezi anexa cutare in paranteza (exact ca pentru o
referinta.

84
language
Unit 1
We‘re from the
UK Countries
and
nationalities Subject
pronouns
Present simple
of the verb to
be Understanding
personal
profiles of 4
teenagers from
the capital
cities of the UK Teenagers
introducing
themselves and
giving personal
information Introducing
yourself Giving
personal
information
Unit 2
Are they twins? Family
Occupations The
possessive‘s
Question words Understanding
a text about
famous UK
families Understanding
a conversation
about a famous
family Exchanging
information
about you
and your
partner‘s
family Writing a
profile of
family
members
Unit 3
Have you got a
pet? Animals
Personal
possessions
Demonstrative
adjectives an d
pronouns – This,
that, these,
those Understanding
a descriptions
of pets Listening a
description of
favourite
possessions Making a
class survey
on favourite
possessions Describing
favourite
possessions
Unit 4
There‘s a huge
garden Rooms in a
house
Parts of a
house
Furniture and
appliances There is/There
are
Some/ Any
Prepositions of
place A description
of favourite
places in the
home
Understanding
a description of
favourite places
in the home Asking/Answ
ering about
your
favoutite
place Describing
your
favourite
room
Unit 5
I usually get up
early Daily
routines
School
subjects Present simple
Prepositions of
time
Adverbs of
frequency A text about the
daily routine of
a teenage
swimming
champion Interviews with
two teenagers
describing their
daily routines
during the
school holidays Describing
your own
daily routine
in the school
holidays
Describing
your
partner‘s
daily
routine in
the school
holidays

Unit 6
What do you do
on Saturdays? Free time
activities
Places in
town Question words
with Prese nt
simple
Personal
pronouns The description
of a day out in
London Understanding
a radio
interview Talking
about what
teenagers do
during the
summer
holidays Writi Writing about
What teenagers do
during the summer
holidays

85
Unit 7
I can cook very
well Sports
Abilities
and sports Can-
Affirmative
and negative
form
Imperative
Expressing
abilities A text about
typical British
sports
Understanding
an interview
with a sport
star Understanding
an interview
with a sport
star Talking
about sports
teenagers
like/don‘t
like playing Writing
about
sports
teenagers
like/don‘t
like
playing
Unit 8
They‘re looking
at trainers Clothes and
accessories
Food and
drinks Present
continuous
Possessive
pronouns
Whose? A text about
dressing up in
the UK Understanding
descriptions
of school
uniforms Describing
what a
classmate is
wearing and
guessing
who it is Writing a
description
of
appearance
and clothes
―One of the most important advantages of using a course book is that they are
psychologically essential for stude nts since their progress and achievement can be
measured concretely. A good course book provides the necessary input into classroom
activities through different tasks, explanations, and examples. It also provides the
students with a reference source on gra mmar, vocabulary and pronunciation. The use of
a course book in class can guarantee that students in different classes will receive a
similar content and they can be evaluated in the same way. In other words, course books
provid e the standards in instructi on.‖
Our national curriculum illustrates a cohesive curricular policy based on major
guiding principles for EFL teaching and learning. Teachers are allowed to use a variety
of implementations suitable to their local needs and resources. In the case that te achers
are not provided with new course books they may select different learning materials and
aids to get real improvement. If teachers are not satisfied with the course books or even
the syllabus itself, they have to find out their strengths/weaknesses a nd to plan activities
designed to bring about novelty and improvements.

We cannot refer exclusively to course books if we want to promote effective
language learning. We have to include supplementary units, audio and visual materials
etc. Choosing suitabl e texts is also a priority and they should not contain distracting
difficulties. The tasks have to be meaningful and challenging. In terms of materials
selection there are many criteria to be taken into account. Some of them are: variety,

86
authenticity, cle ar format and layout, right level, unambiguous instructions, real
motivation, and positive reactions. Motivation plays a very important role because our
students need to know the purpose of their classroo m performance.
Most of the teachers want to try alternative ways of giving students the
opportunity of more free writing practice. They also want to introduce new topics and
different reading schemes. Innovation has always been a part of good teaching practices.
Teaching with multimedia tools can be int roduced in schools because it requires
cooperation and involvement among all the groups concerned. For example, there is a
large variety of multimedia games for learning new vocabulary. The Communicative
approach promotes understanding that occurs through active student inte raction in the
target language.
3.2.2 Annual Planning
Annual planning is a vital component of the teaching and learning process. A good
annual plan will keep teachers organized and on track in meeting the national
curriculum standards an d goals. It also gives a sense of direction in relation to the
syllabus. It is a long -term instruction plan that covers a school year. If teachers stick to
their plans without paying attention to their students; interests and attitudes they cannot
promote proper development. It is important for teachers to be sensitive and flexibly
modi fy or make necessary changings.
Annual planning generates a set of units of work, specific criteria, and implies
particular methodologies; indeed the met hodology can be considered a part of the
syllabus specification. This is a structural and functional plan. However, it is a fixed
plan which imposes specific competences (or skills), contents, and a teaching
methodology. The teacher imposes this plan upon his/her students. It is clear that we
have to introduce new ways of knowing and interpreting knowledge.

87

This annual plan is a necessary and useful one because it is not just a specific
prescription for teaching. It provides the framework but it also gives the author of this
paper the possibility of adjusting it according to a particular student group and to the
skills and language type used in classrooms. It is an effective reference source for
teachers because it reflects pre -determined learning objectives of the ELT syllabus. Its
design is a selection and organization of instructional content. The specific competences
are imposed by the syllabus and they define what a student is able to do, in terms of a
specific skill, as result of inst ruction.

Planificare anuală și calendaristică
An școlar 2019 – 2020

Unitatea de învățământ: Liceul Timotei Cipariu Dumbraveni
Profesor: Spatar Diana
Disciplina: Limba engleză
Clasa: a V -a
Manual: Limba modernă, Limba en gleză, Clasa a V -a, Clare Kennedy, Chiara Soldi,
Cristina Rusu, Diana Todoran, Editura Art, București, 2017
Număr de ore pe săptămână: 2 ore, L1
Planificare realizată conform OMEN 3393/28.02.2017

Semestrul I
15 săptămâni

Unitatea de învățare Competențe specifice Conținuturi Nr. de
ore/săp –
tămană
Starter Unit 1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita în țelegerea

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.4 Manifestarea disponibilității
pentru participarea la dialog

4.1 Redactarea de mesaje simple și
scurte

4.3 Manifestarea disponibilității
pentru schimbul de mesaje scrise
simple Suporturi de învățare:
 Manualul;
 Prezentari audio din manual

Sugestii de contexte de comunicare/
vocabular:
formule de salut, numerele de la 1 la
100, culorile, zilele s aptamanii,
lunile anului, anotimpurile, obiecte
din sala de clasa

Gramatică funcțională:
– a participa la schimburi verbale
orale / scrise simple;
– a relata la timpul prezent;
– a cere si a oferi informatii. 4
S1-S2
10-21.IX

88
Unit 1

We’re from the UK 1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita înțelegerea

2.1 Prezentarea simpl ă a unei
persoane/a unui personaj

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.4 Manifestarea disponibilității
pentru participarea la d ialog

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

4.1 Redactarea de mesaje simple și
scurte

4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind
propoziții scurte
Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 Youtube: „Countries,
nationalities and languages‖

Sugestii de contexte de comunicare/
vocabular:
Tari si nationalitati

Gramatică funcțională:
– a cere si a oferi informatii;
– a relata la ti mpul prezent;
– a descrie persoane, locuri;
– a participa la schimburi verbale
orale / scrise simple.

Elemente de construc ție a
Comunic ării:

 pronume personale;
 adjective posesive
 articolul hotarat si nehotarat: „a /
an‖, „the‖;
 Prezentul Simplu: forma afirmativa
(forma lunga, forma scurta).

8
Unit 2

Are they twins? 1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita înțelegerea

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.4 Manifestarea disponibilității
pentru participarea la dialog

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

4.1 Redactarea de mesaje simple și
scurte

4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 British Council – Learn English
Teens – „Jobs‖ (Prezentare video)

Sugestii de contexte de comunicare/
vocabular:
Familia

Gramatică funcțională:
– a participa la schimburi verbale
orale / scrise simple;
– a cere si a oferi informatii;
– a relata la timpul prezent;
– a descrie persoane, locuri.

Elemente de construc ție a
Comunic ării:

 Prezentul Simplu: forma negativa
(forma lunga, forma scurta);
 Prezentul Simplu: forma
Interogativa si raspunsuri scurte;
 Intrebari care incep cu „Wh -‖:
„Who…?, What…?, When…?,
Where…?, Which…?, How old…?‖
8

89
propoziții scurte

Unit 3

Have you got a pet?
1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita înțelegerea

2.1 Prezentarea simplă a unei
persoane

2.4 Manifestarea disponibilității
pentru participarea la dialog

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

4.1 Redactarea de mesaje simple și
scurte

4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind
propoziții scurte
Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 Prezentari video

Sugestii de contexte de comunicare/
vocabular:
Animale de companie

Gramatică funcțională :
– a cere si a oferi informatii;
– a descrie persoane, locuri;
– a participa la schimburi verbale
orale / scrise simple;
– a relata la timpul prezent;
– a exprima cantitatea

Elemente de construc ție a
Comunic ării:

 Verbul „a avea‖ (have got) – forma
afirmativa (forma lunga, forma
scurta);
 Verbul „a avea‖ (have got) – forma
negativa (forma lunga, forma scurta);
 Verbul „a avea‖ (have got) – forma
interogativa si raspunsuri scurte;
 Adjectivul si pronumele
demonstrativ:„this, that, these,
those‖;
 Substantive numarabile si nenuma –
rabile. 6
S11-S12-
S13

19.XI -7.XII

Festivals B

Christmas 1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.3 Manifestarea curiozitatii fata de
unele elemente specifice spatiului
cultural al limbii studiate

2.4 Manifestarea disponibilității
pentru participarea la dialog

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind
propoziții scurte
Suporturi de învățare:
 Manualul;
 British Council – Teaach English
Teens – „Christmas‖;
 Youtube – „Learn English Listening |
Elementary – Lesson 85. Christmas‖

Sugestii de contexte de comunicare/
vocabular:
Festivaluri -Craciunul

Gramatică funcțională:
– a cere si a oferi informatii;
– a relata la timpul prezent;
– a participa la schimburi verbale
orale / scrise simple;

Vacan ța de iarn ă
22. XII. 2019 – 13. I. 2020 4
S14-S15
10-21.XII

90

Unit 4

There’s a huge
Garden 1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita înțelegerea

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.3 Exprimarea preferințelor

2.4 Manifestarea disponibilității
pentru participarea la dialog

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

3.3 Identificarea informațiilor din
mesaje scrise simple de la prieteni
sau de la colegi

4.1 Redactarea de mesaje simple și
scurte

4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind
propoziții scurte
Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 Prezentari video

Sugestii de contexte de comunicare/
vocabular:
Camerele casei

Gramatică funcțională:
– a cere si a oferi informatii;
– a relata la timpul prezent;
– a participa la schimburi verbale
orale / scrise simple;
– a descrie persoane, locuri.

Elemente de con struc ție a
Comunic ării:

 Structuri care incep cu „There‖:
„There is / There are‖, „There isn‘t /
There aren‘t‖,
 Forma interogativa: „Is there…? /
Are there…?‖ si raspunsuri scurte;
 Prepozitii de loc: „in, on, under,
next to, near, between, behind,
opposite, in front of‖.

Semestrul II
20 săptămâni
6
Unit 5

I usually get up early
1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.4 Manifestarea disponibilității
pentru participarea la dialog

3.2 Extragerea informațiilor dintr -un
text scurt, î nsoțit de ilustrații

4.1 Redactarea de mesaje simple și
scurte
Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 Prezentari video

Sugestii de contexte de comunicare/
vocabular:
Activitati curente

Gramatică funcțională:
– a descrie persoane, locuri;
– a cere si a oferi informatii;
– a participa la schimburi verbale
orale / scrise simple;
– a relata la timpul prez ent

Elemente de construc ție a 8
S1-S2-S3-
S4
13.I-
10.II

91
4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind
propoziții scurte
Comunic ării:

 Prezentul simplu – Forma
afirmativa;
 Prezentul simplu – persoana a 3 -a
singular: ―s / es‖;
 Prepozitii de timp: ―at, in, on‖;
 Adverbe de frecventa: ―never,
sometimes, often, usually,
always‖ (cu Present Simple);

Unit 6

What do you do on
Saturdays?
1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita înțelegerea

2.1 Prezentarea simplă a unei
persoane

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire , instrucțiuni)

2.4 Manifestarea disponibilității
pentru participarea la dialog

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

3.3 Identificarea informațiilor din
mesaje scrise simple de la prieteni
sau de la colegi

4.1 Redactarea de mesaje simple și
scurte

Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 Prezentari video

Sugestii de contexte de comunicare/
vocabular:
Timp liber

Gramatică funcțională:
– a descrie persoane, locuri;
– a cere si a oferi informatii;
– a participa la schimburi verbale
orale / scrise simple;
– a relata la timpul prezent;
– a exprima ordinea

Elemente de construc ție a
Comunic ării:
 Prezentul simplu – forma negativa;
 Prezentul simplu – forma interoga –
tiva si raspunsuri scurte;
 Intrebari specifice pentru Prezentul
Simplu;
 Pronume personale;
 Numeralul ordinal

8
S5-S6-S7-
S8
10.II -02.III

Unit 7

I can cook very well! 1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita înțelegerea

1.3 Manifestarea curiozitatii fata de
unele elemente specifice spatiului
cultural al limbii studiate

2.1 Prezentarea simplă a unei
persoane Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 Prezentari video (videoproiector)

Sugestii de contexte de comunicare/
vocabular:
Propria persoana

Gramatică funcțională:

– a cere si a oferi informatii;
– a exprima preferinte;
– a participa la schimburi verbale
orale / scrise simple;
– a da un ordin;
– a relata la timpul prezent; 4
S9-S10

02.III –
16.III

92

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.1 Prezentar ea simplă a unei
persoane

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.4 Manifestarea disponibilității
pentru participarea la dialog

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

4.1 Redactarea de mesaje simple și
scurte

4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind propoziții
scurte
– a descrie persoane, locuri;

Elemente de construc ție a
Comunic ării:

 „A putea‖ – forma afirmativa si
negativa;
 „A putea‖ – forma interogativa si
raspunsuri scurte;

Vacanța de primăvară
06. IV – 21.IV. 2020

4
S11-S12
23.III
-03.IV
Unit 8

They’re looking at
trainers 1.1 Identificarea sensului global al
unor mesaje și dialoguri uzuale, clar
articulate

1.2 Identificarea semnificației unor
schimburi verbale uzuale și clar
articulate, în situația în care
interlocutorul oferă ajutor pentru a
facilita înțelegerea

1.3 Manifestarea curiozitatii fata de
unele elemente specifice spatiului
cultural al limbii studiate

2.1 Prezentarea simplă a unei
persoane

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.1 Prezentarea simplă a unei
persoane

2.2 Stabilirea de contacte sociale pe
baza unor formule conversaționale
simple (salut, bun rămas, prezentare,
mulțumire, instrucțiuni)

2.4 Manifestarea disponibilității
pentru participa rea la dialog Suporturi de învățare:
 Manualul;
 Prezentari audio din manual;
 Prezentari video (Videoproiector)

Sugestii de contexte de comunicare/
vocabular:
Cumparaturi

Gramatică funcțională:
– a descrie persoane, locuri;
– a cere si a oferi informatii;
– a participa la schimburi verbale
orale / scrise simple;
– a relata la timpul prezent.

Elemente de construc ție a
Comunic ării:

 Prezentul continuu: forma
afirmativa;
 Prezentul continuu: reguli de
scriere;
 Prezentul continuu: forma negativa;
 Prezentul continuu: forma
interogativa si raspunsuri scurte;
 Pronumele posesiv;
 Intrebari cu „Whose…?‖ 8
S13-S14-
S15
22.IV –
18.V

93

3.2 Extragerea informațiilor dintr -un
text scurt, însoțit de ilustrații

4.1 Redactarea de mesaje simple și
scurte

4.2 Descrierea unor aspecte ale vieții
cotidiene (oameni, locuri, școală,
familie, hobby -uri), folosind
propoziții scurte

Final Revision 1.1, 1.3, 2.3, 3.2, 3.3, 3.4, 4.1, 4.3 6
S16
25.V –
14.VI

An annual plan is structural; it is the methodology that can be communicative. It
is based on language concepts, language learning, and language use. The functional
component of the plan is very important, too. The type of control that the syllabus and
the annual plan exercise depends on the teacher‘s experience, flexibility and creativity.
An annual plan is an administrative document as well as a pedagogical one. We
have to admit that it is partially produced by teachers because they use the guiding
princi ples imposed by the syllabus designers.
The principles of organizing an annual plan must illustrate the view of how
language is learned, acquired, and used. Its purpose is to give ideas, actions, and
attitudes and to provide a framework within which the pr ocess of learning must take
place. It is essential to teach a class with an awareness of the interests and needs of the
students. There are learning styles and cultural factors that may affect learning and to
avoid that situation it is necessary to know ou r students backgrounds and previous
learning experiences.
Promoting clear contexts, accurate models of oral and written language in the
classroom, a communicative atmosphere, interesting tasks and appropriate feedback we
promote effective teaching and lear ning. The annual plan offers a clear picture of the
essential topics of second language acquisition along with teaching and assessment
strategies used to promote students‘ progress in language development. Teachers can
evaluate student language developm ent and adjust instruction to strengthen his/her
students‘ ability to use the target language. Good annual planning aims progress and we
may need to tune up a plan to teach the same class using inn ovative methods and
techniques.

94
3.3 The Importance of Testing and Administering the Initial Tests
3.3.1 The Importance of Testing
Testing is an essential part of every teaching -learning process and it reflects current
interest in teaching genuine communication. Teachers need to improve their skills
constructing and administering classroom tests. A well -made test can help our students
in at least two ways. It can help create a positive attitude toward the English class. Tests
of appropriate difficulty, announced in advance and covering skills schedule d to be
evaluated demonstrate a spirit of fair play and consistency with your course objectives.
A test can also help our students master the language. When several tests are given,
students can improve their learning by growing awareness of course ob jectives and
areas of emphasis.
Tests foster learning, too, by their diagnostic characteristics because they
illustrate what each person has mastered, and what language items need further
attention. A better awareness of personal language needs helps our s tudents adjust their
personal goals. Testing helps teachers, too, because we can use them to diagnose our
work as well as the efforts of our students. During the process of recording the test
scores, teachers notice if the level of their teaching is a righ t one, if the skills used by
him/her are effective, the ‗weak areas‘ and which points need reviewing. The test
instructions must be clear and the allotted time must be a reasonable one. A good test
shows how we can best redirect our future work and aids le arning. In short, well -made
tests can help create positive attitudes toward learning by giving students a sense of
real accomplishment. It is essential for them to realise that the teacher‘s evaluation of
them matches what he/she has taught them. Student s understand that they need to study
hard and a good test shows them what they need to improve. Sometimes we emphasize
evaluation of language use rather than language forms. It is important to evaluate tests
statistically because we can measure their relia bility and validity.
Good evaluation of our tests can guide us measure student skills accurately.
Being on the right level and covering materials that have been discussed in class, a good

95
test is also valid and reliable. It is not a good idea to use items that are too easy or too
difficult. Two or three easier items can be placed at the beginning of the test to
encourage students. The exercises may be arranged from easy to difficult because this
strategy helps those students who cann ot finish the test to at least those items that they
are most likely to know. It is not recommended to evaluate grammar points that a
teacher has not spent enough time on. The evaluation of the test items thems elves must
be an objective one.
―Testing is on ly one component of the evaluation process. Evaluation is an
intrinsic part of teaching and learning. This important component provides valuable
information for the planning of courses, selection of techniques and tasks and for the
class management. When a teacher evaluates a component or more components of the
teaching and learning process, it is important to make explicit criteria used because
well-prepared evaluations are reliable and informative. The evaluation process involves
different criteria used f or different aims and at different moments of the class. Different
sets of evaluation criteria are used for evaluating the students‘ outc omes or the selection
of tasks. ‖
―Most of the teachers do not limit themselves to concern of testing their
students‘ la nguage abilities because they want to build bridges between evaluation and
innovation, tasks and contexts. Examining the importance of any type of evaluation
becomes an important tool in the development of EFL teaching and learning. For
example, grammar te sts are designed to measure student proficiency in matters of
ranging from inflections (i.e. box -boxes) to syntax (i.e. word order). Grammar tests
seem to be the most popular because grammar items, such as irregular verbs, are easy to
identify, and errors can be quickly identified and counted. Other advantage is that
grammar can be quickly tailored to beginners or upper levels. Using a grammar test we
can diagnose student needs in this area. However, in testing grammar we cannot pretend
to measure actual co mmunication. ‖
Nowadays tests are mainly concerned with evaluating real communication in
EFL. A good test combines various sub skills and measures more than isolated language
skills. It should show the teacher how well a student can function in the second
language. Understanding the current theories of language learning and testing
techniques, together with the ability to translate the principles of a theory into practical
applications for the classroom is the key to success.

96

3.3.2 Initial Tests and their Marking Schemes

TEST DE EVALUARE INIȚIALĂ
Anul școlar 2019 -2020
Disciplina – Limba engleză
Clasa a V -a, L1
Numele și prenumele elevului:
Data susținerii testului:
 Pentru rezolvarea corectă a tuturor c erințelor din Partea I și din Partea a II -a se acordă 90
de puncte. Din oficiu se acordă 10 puncte.
 Timpul efectiv de lucru este de 45 de minute.
PARTEA I________________________ ____________________________ _60 de puncte

1. Put the verbs in brackets to Present Continuous (10x2p =20p)
1. Father __________________ (read) the newspaper now.
2. She ___________________________ (cook) in the kitchen at the moment.
3. Look! It ________________________ (snow).
4. My sister ________________________ (watch) TV.
5. The children _______________________ (not/ play) football now.
6. He __________________________ (sleep) at the moment.
7. Listen! Mother _____________________ (play) the piano.
8. Ann _______________________ (do) her homework.
9. I ______________________ __ (go) to church.
10. The girls_____________________ (swim) in the sea now.

2. Complet e the text with the verbs ―to be‖ or ―to have‖ (10x2p =20p)
Hello! My name _________ James. I _________ a boy and I ___________ two brothers.
I ___________ tall an d slim. I __________ black hair and blue eyes. I_________ very funny.
My mother__________ a doctor and my father _________ a pilot. My mother___________
blue eyes, just like me. She _________ very pretty. My father__________ tall and he
___________ short hair and green eyes. They_________ the best parents in the world.
I_________a cat and a dog. My dog___________very big and my cat___________very little.
My best friend _________Tim. He___________a bike and we always play together after
school. I___________ a bike too. My bike__________blue.

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3. Complete the sentences with the missing words (5x2p=10p)
a. John has a___________of milk.
b. I am drinking a_________of water.
c. This is a_________of coffee.
d. Mark and Tim are buying a_____________of juice.
e. I have a_____________ __of beans.

4. Write the correct plural form of the words (10x1p=10p )
a. bus – ____________ e.book -__________ i.man -____
b. child – ____________ f.chair -___________ j. baby -____
c. fish – ____________ g.boy -_____________
d. table – _____________ h.house -___________
PARTEA II_______________________________________________________30 de puncte
Describe your best friend (age, appearance, likes/dislikes)
My best friend is……..

GOOD LUCK!!!!

TEST DE EVALUARE INITIALĂ
Anul scolar 2019 -2020
Limba engleză
Clasa a V – a, L1
BAREM DE EVALUARE SI DE NOTARE
Se punctează oricare alte formulări/ modalităti de rezolvare corectă a cerintelor.
Nu se acordă punctaje intermediare, altele decât cele precizate explicit prin barem.
Se acordă 10 puncte din oficiu. Nota finală se calculează prin împărtirea punctajului total
acordat
pentru test la 10.
PARTEA I (60 de puncte)
1. 10 x 1p=10 points
1) is reading; 2) is cooking; 3) I snowing; 4) is watching; 5) are not playing; 6) is sleeping; 7)
is playing; 8) is doing; 9) am going; 10) are swimming

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2. 20 x 1p= 20 points
1) is; 2) am; 3) have; 4) am; 5) have; 6) am; 7) is; 8) is; 9) has; 10) is; 11) is; 12) has; 13) are ;
14) have; 15) is; 16) is; 17) is; 18) has; 19) have; 20) is;
3. 5 x 2 p= 10 points
a) carton; b) glass; c) cup; d) bottle e) kilo/packet.
4. 10 x 1p=10 points
a. buses; b. children; c. fish; d. tables; e. books; f. chairs; g. boys ; h. houses; i. men;
j. babies.
PARTEA a II -a (30 de puncte)
4 points for appropriately beginning and ending the description
– my best friend is…..
6 points for correct grammar structures and connectors
5 points for the use of appropriate vocabulary
10 points for covering the aspects demanded by the task
3 points for a balanced structure
2 points for the general impression

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Matrice de specificatii
Limba engleză , L1
Clasa a V -a

Competente
corespunzătoare
nivelurilor
taxonomice

Teme/
Conținuturi/
Concepte -cheie/
Unități tematice
C1:
să completeze
mesaje lacunare C2:
să se prezinte și să
prezinte pe cineva – să
identifice elemente din
universal familiar C3:
Să relateze activități la
prezent

Present Tense Continuous Partea I: ex. 1
20p

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3.3.3 The Results of the Initial Tests
Both groups were given an identical initial test because the two groups were compared
at the beginning of the school year, when the treatment of differences began, to find out
if there were significant differences between the control group and the experimental
group before the study. The teacher‘s aims were to get a general idea of the students‘
achievement, and to analyze the possible relationship between the students‘
performan ces and the effectiveness of the teaching -learning process. Here are their
results presented after they wrote the tests and the teacher corrected them. In the 5th A
class there are eighteen students and these are their tests results;

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Students‘ initials Their Initial Test Results

1. B.R. 4.15

2. V.F. 7.20

3. S.R. 5.80

4. P.B. 4.50

5. O.A. 3.50

6. G.N. 6.25

7. V.A. 4.20

8. R.C. 1.75

9. P.S. 5.15

10. O.T. 4.50

11. R.A 6.00

12. S.R. 4.75

13. S.S. 7.05

14. R.E. 7.00

15. P.R. 7.20

16. P.A. 6.25

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17. A.A 4.25

18.V.S. 3.75

In the 5th B class there are fifteen students; their initial test results are as follows:

Students‘ initials Their Initial Test Results

1. A.V. 4.15

2. V.C. 2.20

3. E.S. 6.80

4. T.A. 3.50

5. V.A. 2.50

6. M.A. 3.25

1-1.99 2-2.99 3-3.99 4-4.99 5-5.99 6-6.99 7-7.99 8-8.99 9-9.99 10Grade chart

103
7. E.D. 4.20

8. C.C. 4.75

9. D.S. 2.15

10. P.T. 4.50

11. A.A 4.00

12. L.R. 4.75

13. P.A. 5.05

14. E.S. 5.00

15. V.R. 4.20

1-1.99 2-2.99 3-3.99 4-4.99 5-5.99 6-6.99 7-7.99 8-8.99 9-9.99 10Grade chart

104

Once the test has determined which class is better (VA) the class with lower results
(VB) will represent the material for the research. The research will involve the use of
modern interactive methods while developing communicative skills for the class
experiment and the use of traditional methods for the control class. The author of this
paper needs to determine whether the modern innovative techniques will improve
students‘ communicative skills and their re sults in the final test. The experiment should
also determine if the students‘ attention and motivation towards English is increasing
and if so, which th e motives for the increase are.
3.4. Lesson Planning
3.4.1 Effective Lesson Planning
Lesson planning is an essential component of the teaching and learning process.
The process involves prediction, anticipation, organizing, sequencing and evaluating.
Teachers have to make wise decisions which are related to : the aims to be achieved, the
contents to be taught, their students‘ background, their previous knowledge and interests,
the methods and techniques used, the tasks to be presented, the aims etc. teachers need to
adapt their plans in order to respon d their students‘ actual needs. Selecting the activities
that are appropriate for particular students is a strategy that develops students‘ receptive
and productive skills. In the teaching process, a lesson plan is a planning tool, which
indicates not only the ac tivities to be done but also possible solutions or alternatives for
possible problems and failures to carry out the activities as planned. Every effective
lesson plan focuses on the ach ievement of the objectives and connects to long-term
instructional goal s. It is essential that all parts of planning are strategically leading
students toward success. Each stage of a lesson has a specific purpose, and that an
effective lesson is the result of carefully planning all its parts. It is also important to plan
logically sequenced lessons that meet the students‘ necessities according to the class
profile. Each class has a particular group personality as a result of its special cluster of
personalities. Teachers have to be sensitive and recognizing the diver sity of their
students and their needs is one of their main concerns. This leads them to vary their
approach accordingly, perhaps more formal with one group, more grammar -focused with
another, informal with one group, simplified and basic with another. P lanning involves
organizational and management issues to ensure that the best condit ions for learning are
provided.

105

It is important to take into account the pace of an activity because these may be
fast-moving, such as games or slow and reflective, such as writing a letter. Interactivity
plays an important role and some activities enliven and excite students, such as
controversial debates, or activities which involve physical movement, such as gallery
walks. Students must be activated in ways that encoura ge their own initiative and they
like interactive tasks because they vary in mood: light and fun, happy versus sad, tense
versus relaxed. A logical pattern of a lesson with a smooth transition from one activity
to the next one ensures the success of the le sson plan during its implementation in the
classroom. Teacher‘s flexibility implies their ability to change a plan if it shows
inefficiency in the classroom real situation. A new well -planned ads new knowledge
challenges and motivates students. It also giv es the teacher a greater freedom in teaching
and reduces his/her anxiety. It helps the teacher to be aware of the most desirable type
of teaching procedures and to prepare tests of progress/achievement for having a clear
picture of the outcomes of instruct ion. The planned lesson should not be a rigid
framework because at times, students‘ interests, needs and questions will lead teaching
and learning away from the planned learning.
Most of the teachers want to diminish over reliance on course books and lesso n
plans are used as creative planning tools which provide useful frames for purposeful
learning. Every teacher needs a creative lesson plan to be highly successful. Being ready
to cope with whatever happens in one of the teacher‘s goals. Teachers who build on
previous teaching and prepare for student -centered lessons offer students a model of
well-organized work to imitate. Variety, balance, coherence, flexibility and challenge
are some guiding principles use d when designing a lesson plan.
Another important aspect of lesson planning is the selection of materials, their
adaptation to meet the requirements of different classes and the copyright requirements.
Analyzing target language very well and selecting appropriate materials, resources and
tasks lead to successful language skills development. Building clear structures, useful
skills and real life contexts for students help to foster independent students. The desire
to promote independent learning is a very important starting -up. Classrooms with clear
structures enable students to make good choices, especially when some of them are not
sure what to do next.

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Starting each lesson with a short and interesting warm -up will settle the students
and engage them with the les son. A creative and well -planned activity will keep
teachers organized and on track, the students will easily reach their objectives, the stress
will be reduced and the learning environment will be an optimal one. Classroom
disruptions are minimized too, b ecause a well sequenced lesson plan is a reminder for
the teacher when he/she gets distracted. It also illustrates a level of real commitment and
professionalism.
―Distinguishing between different kinds of teaching and different kinds of lesson
is an essen tial principle of lesson planning. Developing students‘ independent learning
skills is another principle and teachers must invest time in guiding them to reflect about
their own learning. Life skills, such as working together, negotiating and managing
different kinds of interaction, are good examples of transferring learning intentions .‖
Our students need to have basic information about what they are learning and
how it will be evaluated. Most of the students use self -evaluation to develop a better
awareness of themselves as students who think, understand and act. Teachers may adapt
activi ties in order to give students the practice needed. Approaching a new method is
most effective when the introduction of new strategies in the classroom progresses
slowly. There are benefits for both th e teacher and his/her students.
Planning for differenti ated instruction involves knowing your students profiles.
Guiding the student from dependence to independence is a priority. Interactive tasks
stimulate the recall of prior learning and provide motivation. Interacting students will
develop their skills in further activities. Our students need interactivity, real challenges
and exploration. When exploration is involved into a lesson, learning becomes more
interesting and effective. Different students make different learning choices.
Personalization of the co ntent brings effecti ve study and adequate practice.
Differentiated instruction uses a variety of instructional strategies to best reach
each student. A teacher may teach the same material using different techniques and
materials. A tea cher can design a lesson based on students learning styles or their shared
interests. This type of instruction requires more work during lesson planning but
students are given more options on how they can learn new contents. We can stimulate
student partic ipation using cooperative learning and grouping strategies. Each class may

107
have different characteristics that should be taken into consideration and it may offer a
variety of new experiences to the teacher and his/her students.
3.4.2 Lesson Plan s
―These lesson plans/activity plans provide a record that allows a good, reflective teacher
to go back, analyze his/her own teaching (what went well, what didn't), and then
improve on them in the future if necessary. In addition, these records will save h im/her
time in the future. When you teach similar lessons you can refer back to your old lesson
plans/activity plans (kept on file) and recycle their successful elements. Each plan is a
blend of deeply understanding a curricular discipline, selecting effec tive activities, and
then checking for understanding. The Post Planning involves reflecting and evaluating
its presentation, practice and outcomes. Each lesson/activity plan was designed for the
5th class students and the main goal was to give students a r eal opportunity to practice
and master essential skills. Their previous assessments provided consistent insight into
students‘ prior attainment and knowledge of the language and the teacher decided to use
modern pedagogic strategies and more communicative activities to foster their progress
in different skills. These plans illustrate the importance of using library, film and
internet resources to expand students‘ critical thinking. ‖

I.A Lesson Plan
Teacher: Spatar Diana
School: Liceul Timotei Cipariu Dumbr aveni
Date : 21.11.2019
Grade : 5th
No. of students : 15
Level: Intermediate
Lesson: We‘re getting a birthday present/ Clothes
Textbook: Limba moderna 1
Type of lesson: Reinforcement & Acquiring new knowledge
Time: 50‘

108
Skills: speaking, listening, writing, reading
Didactic strategies: conversation, exercises
Materials: blackboard, textbook, CD player, handouts.
Lesson aims:
1 To revise and enrich students‘ vocabulary related to clothes;
2 to develop all skills in connection to the topic;
3 to develop the students‘ productive and receptive skills;
4 to develop critical thinking;
5 to develop the interest in learning English in real life situations;
Anticipated problems:
– Students may have problems remembering the Present Continuous Tense;
-Students might not know all the words to describe the people in the pictures and T will write
on the blackboard the unknown words ( high heeled shoes);
Resources: English laboratory; Internet access; Large computer display for teacher
demonstrations; video projector or flipchart and different coloured; Handouts and flashcards
Grouping students: whole class grouping (WCG), students on their own (IW), Pair work
(PW) and Group work (GW).

1.WARM UP ( 5 min) T -Ss

Aim: – to develop a friendly atmosphere in the classroom
– to induce interest in participating in the lesson
a.) The teacher greets the class and checks the way her students did their homework.
b.) Game:‖ Roll a ball and ask‖. The teacher throws the ball to a student and asks:‖
What do you do in the afternoon?‖ The student gives the answer and throws the

ball to another classmate asking a question.

1. LEAD -IN (5min ) T -Ss, P –
W
Aims: to elicit from the Ss words related to clothes
T shows Ss some pictures with four different people and asks them to try to describe
the clothes they are wearing, giving them the opportunity to take part in a conversation. If
they have problems with some clothes T will write the vocabulary on the blackboard (e.g
high heeled shoes).

109
2.WRITING ( 10 min) T-Ss, P -W
Aim: – to practise the writing of the target vocabulary
Activity 1:
T gives them instructions for working in pairs and prepares a piece of paper for them
to write the clothes they like and usually wear. Only one of them is going to write on
the paper.
T will specify the tim e they have, only two minutes.
Activity 2: T will ask them to come to the blackboard and write a word from their list
and check th e spelling. Then they will also write the clothes on the board.

shirt

2. LISTENING (10min)
T-Ss, I-W
Aim: -to practise their listening skill
T will ask them a few questions about their favourite shopping.
T will give them ins tructions about the conversation they are going to listen to and
ask them to answer some questions regarding the dialogue. T will give them instructions
on the two exercises.
― T will ask them to read the answers and correct themselves.
Transc ript:
Shop assistant: Can I help you?
Customer: Yes, have you got this T -shirt in other colours?
Shop assistant: We‘ve got it in white, black, red and purple. What size do you
want?
Customer: Medium.
CLOTHES

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Shop assistant: OK, in medium we‘ve got black and red.
Customer: And in purple?
Shop assistant: No, just black and red.
Customer: OK, red. Can I try it on?
Shop assistant: Yes, of course. The changing rooms are over there.
Shop assistant: Is it OK?
Customer: Yes, I‘ll take it.
Shop assistant: That‘s £10.95. Would you like to pay by credit card or with
cash?
Customer: Cash please. Here‘s twenty.
Shop assistant: OK, thanks, that‘s nine pounds, 5 p change and here‘s your
receipt.
Customer: Thanks. Bye. ―
3. ROLE PLAY ( 10 min)
P-W
Aim: to act as in real life situation

T will make sure that they know what shop assistant (the person who sells
something) and customer ( the pe rson who buys something) mean .
T will ask them to imagine they are in a shop and they would like to buy a t -shirt. In
front of the classroom they are going to act the dialogue. After that T will ask them to
imagine their own lines thinking t hey want to buy a dress or a pair of trousers for example.
4. GAME 1 (7min)

T asks pupils to work in groups of four; each group gets an envelope in which they
will find a picture of a body and some printed clothes and instructions on a piece of
paper . They will have to stick some clothes on the body, according t o instructions they
read.
5. GAME 2. ( 5 min)

T throws the ball to a student and asks him/her what is his/her favourite clothes and why;
she also asks him/her to describe their favorite clothes. Then, T plays the tape script with
different words related to clothes, and Ss must match the words they h ear with the pictures.

111

6. Assigning homework and giving feedback to students(3 min)
Aim: give Ss extra work for consolidating their knowledge.
to evaluate Ss w ork and give them feedback;
Ss have to write six sentences to d escribe the four people in the pictures and the clothes
they wear. T will evaluate all the students and grade the active students.

BEN MR. SMITH

112

Mary Jane

― Shopping for clothes
Worksheet
1. Write the correct answer to these questions. Write one word only.
What size T -shirt does the customer want?
A:
Does the shop have a medium size purple T -shirt?
A:
What colour T -shirt does the customer try on?
A:

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Does the customer buy the red T -shirt?
A:
2. Put the questions next to the person who asked them.

Shop assistant Customer
What size do you want?
Yes, have you got this T -shirt in other colours?
Can I try it on?
Can I help you?
Would you like to pay with credit card or cash?
Is it ok?
And in purple? ‖

1. Flashcards
2. PowerPoint Slide -Interactive Game
Link : https://learnenglishkids.britishcouncil.org/your -turn/clothe s

Lesson plan

Teacher: Spatar Diana
Date: the 15th of November 2019
Grade: 5th B
No. of students: 16
School: Liceul Timotei Cipariu Dumbraveni
Time of lesson: 50 minutes
Textbook: Limba moderna 1
Title: What‘s your mum‘s job?
Level; Intermediate

Objectives:

114
1. To raise Ss‘ awareness of the English language;
2. To acquire and use new vocabulary: jobs
3. To make connections between images and words
4. To make the difference between written and spoken English
5. To talk about location,describe jobs and building
6. To identify jobs and building and make sentences of their own
7. To respond appropriately to common questions
8. To encourage children to think of themselves in relation to specific
jobs(Time Machine Activity)
9. To encourage communication skills, using a picture

Materials: Blackboard, laptop, power point presentations, worksheets, pictures, board
Skills involved: reading, speaking, and writing
Class management: individual work, pair work.
Anticipated problems and possible solutions:
If Ss do not understand the oral commands or the tasks, they will be translated into Romanian
Difficulty in pronunciation
Activity 1 Warm -up-2 min
T-Ss
Aim: To create a pleasant atmosphere and to relax the Ss
To get Ss involved in the topic
Procedure:
1. Informal conversation, greetings
2. Check if there are students missing
Homework checking -3 min
T-Ss/Ss -T
Aim: To see if the Ss solved homework correctly
1. T checks homework and Ss read it and correct themselves if they were wrong
Checking the previous knowledge – 7 min
T-Ss
Aim: to check previous knowledge
The T presents in front of the classroom a board with pictures. The Ss are asked to identify
the build ings from the pictures. Then the Ss are asked to come to the board and write the
name of buildings in the bubble corresponding to each image.
Activity 2 Lead in – 15 min

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T-Ss/Ss -T
Aim: to introduce the theme of the lesson: Jobs
Procedure:
The T asks the S s if they know who works in these buidings they were talking about and then
the T makes the connection with the new lesson .
The Ss are said to pay attention to a Power Point presentation because they are going to learn
the jobs. The T presents the jobs or ally and then write them on the blackboard .Ss do the same
in their notebooks
After writing the new words T reads them one by one and Ss are asked to do the same.
After reading, Ss are encouraged to make oral sentences of their own with the new words.
The Ss make sentences and if they need help, T helps them.
Activity 3 Practice -10 min
T-Ss/Ss -Ss
Aim: to consolidate the previous information
The T divides the Ss into 5 groups of 4 children each. The Ss are announced that they will
have to choose from an envelope a handout with a given task. Each team asks a leader to
extract a handout and they present it to the team they represent. Each team receives a different
task. They start working together. They have job riddles, anagrams, Time machine activity
(role play), crosswords and mime. (Appendix 1).
After solving their tasks the Ss are asked to read or to practice or to mime in front of the
classroom their activity from the handout.
Activity 4 Speaking -10 min
T-Ss/Ss -Ss
Aim: To answer appropriately to common questions
Procedure:
T presents in front of the classroom a picture. They can see a town. They have to answer to
the T‘s questions about what they can see in the picture. Assuming the Ss like the picture very
much they answer the questions .They are encou raged to use the words related to jobs,
building and the prepositions of place, colors . Examples of questions:
What can you see in the picture?
Who is this man?
What‘s his/her job?
Where is the teacher?
Where is the police car?
What color is the car?
Activity 5:Homework assignment -10 min
T-Ss/Ss -T

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Aim: to let Ss know what they have to do
Procedure:
T tells the Ss have to do exercise 7, page 29. Read and circle the correct word
T praises all students for their participation during the entire lesson.
Append ix 1:
Team A:

Job riddl e : What’s my job?

I have students. I wear a white uniform.
I work in a school. I help sick people.
I give homework. I work in a hospital.
Who am I? I am……………. Who Am I? I‘m a………..
Team B:
Unjumble the words to find jobs:

TORDOC –
CEETRAH –
AMNCIPOEL –
RWTIEA –
MOTANPS –
Team C
Time machine will send you in the future. You are 30 years old. Describe your job, where
you work and what do you do there.
Try to answer to the following questions:
What are you?
Where do you work?
What do you do?

117
Team D
Choose a job and mime it in front of the classroom and ask your colleagues:
Who Am I?
What do I do?
Where do I work?
Team E
Find 3 words related to jobs;

A Q W J J B
O O T N N A
C C E E E K
W P A V E E
D O C T O R
R S H R O A
K T E K K K
C M R V B V
W A X X A A
W N Y T R X

LESSON PLAN

School: Liceul Timotei Cipariu Dumbraveni
Teacher: Spatar Diana
Form: 5th grade
Level: Intermediate
Lesson type: Speaking and Writing
Title: Describing people

118
Time: 50 minutes
Objectives:
– to introduce the topic of the lesson: Describing people
– to develop the writing and speaking skills of the students
– students will be able to write a short description of a person, using both physical
appearance adjectives and personality adjectives by using i deas from the class
Skills: speaking, writing
Methods: pair work, conversation, paragraph writing
Teaching materials: pictures, worksheet, dictionary
Audio -visuals: whiteboard, students’ notebook, laptop, projector, flipchart
Activity 1 – Warm -up- 7 min
T-S
Aim – introducing the topic
Procedure: The teacher writes the title of the lesson on the whiteboard and
presents students a PPT presentation containing the plan for describing a
person with details about the physical appearance and personality and
character. She asks the students to write t he examples in their notebooks.
Activity 2 – 7 min
T-S
Aim: to develop speaking skills
Procedure: The teacher writes some personality adjectives on the whiteboard, she tells the
students to copy them in their noteboo ks in two columns: positive and negative meaning and
to choose five of them to describe their partner. Then she tells them to use both physical
appearance and personality adjectives in the activity that follows. They can also come up with
some new personal ity adjectives of their own.
Personality adjectives: reliable, courageous, passionate, dynamic, communicative, calm,
modest, inflexible, envious, charismatic, optimistic, jovial, irresponsible, charming, shy…

119
Activity 3 – 10 min
T-S/S-S
Aim: to develop wr iting skills
Procedure:
1. The teacher tells the students to pair up and s/he gives them some
pictures of some national or international stars, stuck on an A4 sheet of
paper.
2. The teacher tells them to look at their own picture and write down one
or two sentences that immediately come to mind. They write their ideas
on the sheet beneath the picture.
3. The students pass the paper on to their neighbours who read the
sentences and add one or two of their own. Then the picture is passed
on again and other sentences are added.
Activity 4 – 6 min
S-S
Aim: to develop writing skills and to write a complete desc ription of a person using the
sentences that they gathered from their classmates.
Procedure: When each picture with about 15 -20 sentences is given back to the original pair,
the students have got a resource with which to write a short report on the pictur e.
Activity 5 – 10 min
Aim: to develop speaking activity
Procedure: The teacher asks the pairs of students to choose a spokesperson who will read or
present the description of the person in their picture to the class. This is what each
spokesperson will do with his/her picture and the other students will recognise some of the
characteristics they thought of.
Interaction: student -student, s tudent -teacher, teacher -student
Activity 6 – 7 min

120
T-S/S-T
Aim: – to develop writing skill
– to make stud ents compare the way they used the personality adjectives in their
sentences and the context in which they are used in the worksheet
Procedure: The teacher gives the students a worksheet with personality adjectives which
students have to use in the right c ontext.
Activity 7 : Setting the homework – 3 min
T-S
The teacher asks the students to write about a person they admire, either a family
member or a friend, using the adjectives that they learned during this lesson and looking for
some others up if necessary.
WORKSHEET
Describing best friends
I. Match the words in the first column to the best available answer in the second
column.
1.easy going a. a person who doesn‘t usually ask other people for help
2. independent b. someone who doesn‘t like giving things to other people
3. modest c. someone who expresses very strong beliefs about things
4. moody d. people who don‘t do what they say they will
5. sociable e. a per son who enjoys being with other people
6. stingy f. someone who is often in a bad mood or depressed
7. unreliable g. a person who doesn‘t worry much or get angry easily
8. ambitious h. people who don‘t make a big deal about their accomplishments
9. opinionated i. people you can trust.
10. trustworthy j. a person who wants to do many things in the future

II. Fill in the blanks with the correct words from the list:
funny caring lazy boring moody
emotional crazy daring kind helpful
easy-going positive friendly reliable shy

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1. I‘d really like to find a friend who is _____________; he doesn‘t worry much or get
angry easily.
2. A _____________friend is a friend indeed. He is always ready to help others.
3. My friend Amna is very _______________. She believes marriage should be based on
love.
4. Our English teacher is kind and __________. She treats students fairly.
5. I hope I never have a ___________friend. I mean someone who is in a bad mood or
depressed.

III. Choose t he correct answer from a, b, c or d
1. My friend is very ____________; he thinks of carrying on his studies in London
(a) lazy (b) ambitious (c) shy (d) unreliable
2.My friend Amna is very _____________; she cries qu ickly whenever she watches a
romance movie.
(a) sensitive (b) friendly (c) easy going (d) daring
3.He likes playing bad tricks and teasing people. He is a _____________ boy.
(a) positive (b) mischievous (c) flexible (d) caring
4.For me the ideal friend is someone who doesn‘t mind paying a drink for me. I hate
__________people. (a) shy (b) generous (c) stingy (d) negative

Lesson Plan

Teacher: Spatar Diana
Date: 10th of December 2019
School: Liceul Timotei Cipariu Dumbraveni
Class: 5th
Level: Intermediate
Text book: Limba moderna 1
Lesson: Present Continuous Tense –affirmative form
Time: 50 minutes
Type of lesson: Practicing previous knowledge of grammar; reinforcement lesson
Skills: Writing, speaking, reading
Aims:

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– to consolidate the use of present continuous (positive statements) when talking about
what is happening at the moment of speaking, temporary situations
– to learn the spelling rules of present continuous tense
– to improve writing and reading skills in connection to progressive actions
– to improve controlled speaking using the present continuous tense
Personal aims:
– to offer clearer examples and more relevant exercises
– to get students to work with different partners
Previous knowledge:
-students know the rules of use and the rules of form of the present continuous tense
(positive statements) from the previous lesson;
Assumptions:
– students have understood the rules of use and form of present continuous verbs
Anticipated problems:
– student s may be noisy when they are working in groups
Teaching aids: worksheets, flashcards, board
Teaching techniques: explanation, drills, individual work, group work, exercise solving
Resources: Textbook, the internet, https://en.islcollective.com/video -lessons/present –
continuous -11
Activity 1 Warm up – 5 min
T-S/S-T
Aim- To draw Ss attention
T greets class and checks the attendance;
Ss greet the T;
Activity 2 Lead in – 5 min
T-S
Aim- To get them interacted
T explains the objectives of the lesson and what they are going to talk about
Activity 3 Presentation – 5 min
Aim- To get them engaged into the tasks
T hands out verb cards: draw, fly, play, read, swim, run, jog, write, dance, lie, tie, die etc

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Ss work in groups; they have to add the ending ― -ing‖ to those verbs (underneath each
infinitive verb) and decide which category they fit into. T will offer Ss a box for each
category and Ss will place the verbs in the corresponding box.
T writes the verbs, each verb in the correct category, on the blackboard and the Ss check the
verbs they placed in the boxes. Ss work individually; they receive a worksheet and they have
to complete the task as required and then T checks their answers.
Activity 4 – Practice 15 min
T-S/S-S/S-T
Aim- To improve reading skills
– To learn new vocabulary
– To improve listening skills
T shows the Ss some flashcards asking the Ss to say what the flashcards illustrate: What is
he/she d oing? Ss answer: He is driving a car
Ss work in groups; Ss receive a worksheet with actions and they have to write sentences in
order to describe the actions: A. They are running/ B. He is flying a kite.
T checks their answers.
Activity 5 – Production -10 m in
S-T/S-S
Aim- To practice present continuous
T hands out a gapped text containing a story entitled, ‖Dressing up for special occasions‖. In
groups, Ss have to fill in the verbs in brackets in present continuous tense and at the same
time they have to identify and stick the picture that describes the action performed by the
progressive verbs -T writes the text on the board. Ss write the verbs in brackets on the board
in the correct form, they also identify and stick the corresponding flashcards on the b oard
Mime and guess!
One by one Ss come in front of a classroom and pick a verb from a box. He/She has to mime
the action and the others have to guess using present progressive to make correct guesses and
sentences.
Feedback/Evaluation – 5 min
During the le sson Ss receive a smiley face for each correct answer
At the end of the lessons those who get two or more smiley faces get a 10(ten)
Assigning homework – 5 min

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T thanks the Ss for their attention and assigns homework (a worksheet from
https://en.islcollective.com/download/english -esl-worksheets/grammar/present -continuous –
progressive -tense/what -are-you-wearing/30 692)

125

Designing these lesson plans the teacher wanted to use some different ways of
giving her students the opportunity for using free communicative practice. She also
wanted to increase the use of visual aids in the classroom. She needed to analyze how
effectiv e the new tasks were. In planning the activities th e author of this paper provided
realistic contexts and purposes for communication. Designing tasks focused on meaning
rather than form allowed students more practice. Students‘ reactio ns to the new tasks
were observed and the teacher decided to set up another tasks for the weaker students.
Setting realistic goals is very important and once a teacher has worked with his/her
students to set a realistic goal, the next step is to design a l esson plan that makes that
goal more achievable. After each lesson most of the students can reflect on their
progression and this provides them the opportunity to understand what they need to
improve. It is also effective to discuss with students that prob ably not everyone in the
class may have a rapid progress and that the work to reach their goals is as important as
the outcome. If a student has begun to enjoy the lessons, work hard, ask for extra help,
and study for tests, then he/she is well on his way to success
3.5. Final Tests
3.5.1 Final Tests and their Marking Schemes

Test sumativ
Clasa a V – a L 1
Numele și prenumele elevului:
Data susținerii testului:
• Pentru rezolvarea corectă a tuturor cerințelor din Partea I și din Partea a II-a se acordă
90 de puncte. Din oficiu se acordă 10 puncte.

• Timpul efectiv de lucru este de 50 de minute.
PARTEA I (60 de puncte)

Read the note from a student who wants a book from a library. Fill in the information on the
Reservation Form.

To: Weston University Library

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My teacher wants me to read „Understanding Science‖ before my exam on 17th April. I am
on holiday in Northfleet at the moment but I‘ll return home at 22 King‘s Road, Weston on
9th April. I would like to get the book the next day and keep it for a week. It‘s by S.J
Renshaw.
Thank you!
Mary Jones
WESTON UNIVERSITY LIBRARY
Reservation Form

Name of the book:
Name of the writer:
When do you want the book?
Student‘s name:
Student‘s adress

2. Underline the correct form:

5. Sandra writes / is writing a letter at the moment.
6. I usually drink / am drinking a lot of water.
7. Look! He comes / is coming back right now!
8. She always sleeps / is sleeping a lot.
9. What do you do / are you doing now?
10. You study / are studying every day.
11. It rains / is raining every autumn in Romania.
12. It rains / is raining ! Take your umbrella!
13. They play / are playing chess now.
14. I don’t play / am not playing on the computer every day.

3. Read the description of some people in a family. What is the word for each
description?
1. This is your mother‘s brother. _______________
2. She is your father‘s mother. __________________
3. This is your father‘s sister. ___________________
4. If a chid is a girl, she is this. __________________
5. He is your mom‘s husband. _______________

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4. Talk about yourself in no more than 80 words. Say your name, age, nationality, what
you like and dislike; talk about your family (what do they look like, what do they do,
etc.)

TEST DE EVALUARE SUMATIVA
Limba engleză
Clasa a V – a L1
BAREM DE EVALUARE SI DE NOTARE

• Se punctează oricare alte formulări/ modalități de rezolvare corectă a cerințelor.
• Nu se acordă punctaje intermediare, altele decât cele precizate explicit prin barem.
• Se acordă 1 punct din oficiu.

SUBIECTUL I
0,25 p x 6 = 1,5 points
1) Understanding Science; 2) S.J. Renshaw; 3) 10 th April; 4) a week; 5) Mary Jones; 6) 22
Kings Road Weston.
SUBIECTUL al II – lea
10 0,25p= 2,5 points

1) is writing; 2) drink; 3) is coming; 4) sleeps; 5) are you doing; 6) study; 7) rains; 8)
is raining; 9) are playing; 10) don t play
SUBIECTUL al III – lea
0,40 x 5 p= 2 points
1) uncle; 2) grandma.; 3) aunt; 4) daughter ; 5) dad / father
SUBIECTUL al IV – lea (Writing)
5 points for correct grammar structures and connectors
5 points for the us e of appropriate vocabulary
12 points for covering the aspects demanded by the task
2 points for the general impression

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Matricea de
specificații
Competențe Selectarea
informațiilor Identificarea Surprinderea Descrierea unor
persoane
Corespunzătoare
/ dintr -un text citit
și mesajului
global al înțelesului unui după un plan dat
Unități tematice inserarea lor într –
un tabel/ unui dialog pe
o temă cuvânt dintr -un – Scrierea unui mesaj
Diagram Comună context unui simplu personalizat –
descrieri simple cu
support
verbal (cuvinte de
sprijin)

Exerciții
desprindere /
înțelegere a
ideilor
1,5 p
dintr -un text

Activități
curente/general
2,5 p
timpuri și aspect

Verbale
Activitate de
completare a
unor
2p
spații libere cu
cuvinte

Date
Copilul despre
sine:
3 p însușiri fizice și
morale

129
3.5.2 The Results of the Final Tests

The 5th A and the 5th B classes got the same tests because the author of this paper
wanted to get a clear picture of her students‘ achievement in order to analyze the
possible relationship between the students‘ performances and the effectiveness of the
teaching -learning proces s. The structure of the two group s‘ lessons differed and for the
experimental group the teacher used more interactive methods, techniques, games and
multimedia tools (see the lesson plans). Their tes ts results were different, too. In the 5th
A class there are eighteen students and these are their tests results:

Students‘ initials Their Final Test Results

1. B.R. 6.25

2. V.F. 9.20

3. S.R. 7.20

4. P.B. 6.45

5. O.A. 7.10

6. G.N. 9.15

7. V.A. 7.20

8. R.C. 4.75

9. P.S. 7.15

10. O.T. 6.20

11. R.A 8.20

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12. S.R. 6.95

13. S.S. 9.15

14. R.E. 8.80

15. P.R. 9.10

16. P.A. 7.25

17. A.A 6.25

18.V.S. 5.95

In the case of the 5th B, the student‘s results are better than those from the 5th A.
Students‘ initials Their Final Test
Results

1. A.V. 8.25
1-1.99 2-2.99 3-3.99 4-4.99 5-5.99 6-6.99 7-7.99 8-8.99 9-9.99 10

131
2. V.C. 5.20

3. E.S. 9.10

4. T.A. 7.50

5. V.A. 6.20

6. M.A. 6.25

7. E.D. 7.90

8. C.C. 7.75

9. D.S. 6.75

10. P.T. 8.20

11. A.A 7.30

12. L.R. 6.95

13. P.A. 8.05

14. E.S. 8.80

15. V.R. 7.20

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3.6 Research Findings and Assessment
After stating the objectives of the research the teacher presented her target groups and the
research aims. She described the two classes: the experimental group and the control group.
Data from the experimental group was compared with data from the control group. The
experimental group was exposed to changes triggered by current methods, techniques and
strategie s of teaching and learning EFL.
Most of the time the teacher acted as a facilitator, asking her students leading
questions, motivating them and drawing their attention to interesting results. The interactive
tasks provided her with the means of collecting data through interaction and the students
practised discovery -based learning.
The research was systematically planned and executed accordin g to strict criteria of
information processing. The author of the paper paid attention to important factors that could
influence the research such as: subject characteristics -differential selection, data collector
bias-she avoided to favour one group over another, students; regression -most of the students s
cored slightly higher etc.
The lesson plans prepared for the control group were based only on the content
given in the course book. While for the experimental group lesson plans were prepared
of the same content but with a large variety of interactive activities incorporated -i.e.
role-plays, debates, interactive games, simulations and so on. The whole research was
conducted in the first semester. During the second semester the control group was also
expo sed to new methods of teaching and learning because they proved to be more
effective and the students enjoyed them. 1-1.99 2-2.99 3-3.99 4-4.99 5-5.99 6-6.99 7-7.99 8-8.99 9-9.99 10

133
Both groups were given the tests (the initial test and the final one)
simultaneously because the teacher wanted to avoid any discussions or questioning
among the students of the two groups which would have affected the results. The tests
were designed acco rding to the three qualities of an effective examination: content,
reliability and objectivity. In addition, in order to create a fair and effective evaluation,
the teacher considered other important principles: the tests enabled the students to
consolidat e their mastery of the language and included a mix of basic, intermediate, and
difficult questions. They gave all students an equal opportunity to fully demonstrate
their learning. The students had been informed of the purpose and parameters of the
tests b efore administering them .

The final test provided meaningful feedback to both the students and the teacher.
On one hand, it provided meaningful reports on students ‘ achievement. On the other, it
provided valuable feedback for her as to assess the effec tiveness of her teaching
methods, techniques, and materials. It also determined the degree to which students
have attained specific learning objectives and allowed for the recording of the learning
process. The teacher used it diagnostically because their results might be used to inform
modifications to instructional methods and techniques, lesson designs, materi als
selection, and evaluations.
5A01234567
1-1,992-2,993-3,994-4,995-5,996-6,997-7,998-8,999-9,99105A
5B

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The hypothesis for this study was that the communicative approach was superior
to the traditional methods. The test able prediction was a correct one. As it was proved
the results of the students were better where the current methods, interactive techniques
and communicative activities, games, projects, interdisciplinary activities and
multimedia tools were used. This c hart shows that the results of the students from the
experimental group (VB -blue lines) were better than the results of the students from the
control group (VA -white lines).
In the case of the control group (VA) with the help of the final test results, the
teacher could find out more weak areas where the results were low. The results offered
valuable information in class level and helped in making adjustments during the process
of learning. The teacher decided to use alternative methods in order to improve students‘
results. Current methods, techniques and teaching materials were selected to be
followed for future activities/tasks focusing toward success.
The results were interpreted in the light of quantitative data, i.e. statistical
information. However, t his type of evaluation provided only partial information that it
was useful in the forward planning of work. The teacher had to include procedures that
involved formative elements by evaluating aspects of the EFL curriculum in progress.
Those procedures in cluded questionnaires, observations, self -assessment forms, and
check lists (samples of them are included in the annexes of this paper).
Classroom observations played an important role in the research too. The teacher
wanted to find out if the activities were challenging and motivating in a productive way.
She recorded her observation on record sheets. Those observations helped prepare
herself for some of the issues and problems that she might have faced while teaching the
classes. The observations were st udent -focused because the emphasis needed to be on
how things can be done differently and efficiently in the classroo m to ensure students‘
progress.
Making sense of the results of a research will help a teacher develop his/her
findings. A priority must be to identify next possible actions. Sometimes data collected
from a previous research may open new perspectives to an open minded teacher.
Assessing i nstruction and finding ways of improving our practice in t he classroom is a
top priority.
3.7. Using Questionnaires as a Co mponent of Formative Evaluation

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Nowadays, the words ―communicative‖ and ―interactive‖ are on everyone‘s lips. Almost
every new method , activity book, textbook and additional material claims to be
communicative. Once we have adopted one of them, it is necessary to re -evaluate it
constantly. The author of this paper believes that students‘ responses are as essential as
their teacher‘s opi nions and conclusions. Their responses can be collected in various
ways. One way is to ask them if they enjoy the lessons and if the elements already
mentioned influence the way they learn English. This type of oral feedback can be
unreliable, however, sin ce some students can dominate the conversation and influence
their classmates. The teacher believed she could get better feedback by asking her
students to fill in a questionnaire in o rder to get conclusive answers.
3.7.1 Designing and Administering the Qu estionnaire
I. Defining the Objectives of the Study

1. To identify students‘ real needs and interests.
2. To identify the level of students interactivity in/outside the classroom and their
likes/dislikes.
3. To investigate the way the authentic materials, communic ative activities, and the
teacher‘s practice influence the students‘ performances.

4. To determine ways to arouse students‘ interests in learning communicative
English.
It is essential to understand the ways in which we can motivate our students to
receive maximum effectiveness in instruction. If English teachers do play an important
role in teaching the next generations how to be successful members of a permanent
changin g society then we have to make sure that the teaching and learning process is
one that helps students thrive.

II. Defining the target respon dents and methods to reach them
The teacher will describe her sample in order to illustrate another important aspec t of
the qualitative research. She used it with sixteen students from our school (volunteers
from VA/VB classes) and it was easy to collect the data because the respondents were
her students. They agreed to meet her after classes. It is a non -probability s ample
because it does not refer to a large number of students.
It was an informal consent which involved four essential components:

136

competence, voluntarism, valuable information and language comprehension. This type
of educational research did not necessi tate obtaining the consent of students‘ parents or
school headmaster. The students knew that their involvement was voluntary at all times,
and they had already received a detailed explanation beforehand of their benefits and
rights. The teacher gave them a fair explanation of the procedures to be followed and
their aims. The students knew the questionnaire did not contain identifying marks
(name, class etc) and there were no risks involved as a consequence of their
participation, i.e. making mistakes or get ting poor grades. It was more difficult to
analyse the data.
III. Questionnaire design
The teacher devised a questionnaire and put only relevant questions there. The sequence
of questions was: general questions → specific questions → the most difficult ones were
used at the end. First, she discussed it with her colleagues, rephrased two questions, and
then administered it. She used the following types of questions: 1. open/verbal question;
2. category question; 3. close question; 4. list question; 5. quantity question; 6.
open/verbal question; 7. ranking question; 8. scale question; 9. open/verbal question.

This is the questionnaire:

Please take a few minutes of your time to answer the follo wing questions.
Circle/tick one of the suggested answers or provide your own answers where there
are not any suggested.

1. Why do you learn English?

___________________________________________________________________

____________________________________ ______________________________

2. What type of ―in class‖ or ―outside class‖ activities do you like?

a. Solving problems in ―real world‖ situations e. Reciting aloud
b. Listening to lectures f. Playing games

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c. Memorising lists of words g. Taking notes
d. Debating h. Chatting on the Internet

3. Do the communicative and interactive activities have the right level of difficulty?
Yes _______ No________
4. Are your learning materials culturally accepted?
yes______ partially ______ no______

5. How often do you use your textbook or notebook in your free time?

0 1 2 3 4 5 6 more than 6

6. Is the textbook used in a flexible way? Why?/Why not?

___________________________________________________________________

__________________________________________________________________

7. Rank the following from 1 to 6 in order of preference.

When I learn my sources of information are:

___ my colleagues

___ our teacher/s

___ my family members

___ the Internet

___ the textbook

___ the notebook

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8. Indicate your attit ude to the following statement:
English teachers should use enough authentic materials and communicative
activities to enable their students to use the language independently.

strongly disagree disagree neutral agree strongly agree 9. What is your view
of language learning?

___________________________________________________________________

__________________________________________________________________

3.7.2 Results Interpretation

The reason why our students are learning English will determine our choice of
approaches, methods, techniques, materials, tasks and so on. Our students have different
priorities and the teacher believes that a distinction needs to be made here between long –
term and short -term goals. The teacher found out that her students have long -term goals
that include the possibility of having a better job in the future (5 students), the passing
of future exams (2 students), and the possibility of travelling abroad during the summer
holiday (3 students). Short term goals, on the other hand, were the ability to partake in
group -work discussions (3 students) and the passing o f the summative test at the end of
the school year (2 students). One student learns English simply because he/she is
required by our educational system.
Most of them (12) enjoy chatting on the Internet and if they want to
communicate they need to know the target language. All of them like being involved in
communicative activities/tasks and it is easy to understand their reasons -they emphasize
skills in using the language, not just its forms; they encourage work in small groups or
pairs and reflect the use of authentic language for real life situations.
Learning to use a language accurately and fluently is a lengthy and effortful
process. Teachers can set their students on tracks, motivating them to develop
confidence in their own learning powers. For those who find the communicative and

139

interactive activities/tasks more difficult, we should make an effort to ensure that their
language experience is an enjoyable and instructional one. Only two students (12.5 %)
wrote that those activities are more difficult a nd fourteen students (87.5%) answered
that they had the right level of difficulty. Seeing these percentages the teacher concluded
that the communicative and interactive tasks had the right level of difficulty.
Fifteen students believed that their learning materials are culturally acceptable
and offered them important elements of cultural diversity. Only one student had a
different opinion and mentioned that some cultures and civilizations were neglected.
The teacher decided to continue attribute to social, interpersonal, and cultural dimension
as much importanc e as to the grammatical aspect.
Most respondents (9 -blue slice) are those who use their textbooks and notebooks
four times a week. It is important to mention that they have two classes a week. Six
students (purple slice) use them three times a week and one student (white slice) uses it
only once. However good a teacher may be, his/her students will never learn a language
unless they aim to learn outside as well as during class time. The following Pie ch art
shows us a clear picture of their opinions.

6.25%

37.50% 56.25%

All the students mentioned that they enjoyed the use of a variety of
communicative learning materials and that the textbook was used in a flexible way. One
of the students mentioned that another good idea was the omission of irrelevant or
unsuitable exerci ses. This aspects influence the way our students learn. And it is vital to
adapt the content, or the method, or both. We need to add more interactive and
communicative activities to keep them engaged.

The students‘ ranking for the seventh question is the following: 1.the teacher; 2.
the notebook; 3. the textbook; 4. the Internet; 5. their colleagues/friends; 6. their family
members. These are, in fact, six important factors that affect students‘ learning. All
these factors may affect their attitude to the language being studied. The nature and

140
power of this attitude may have a strong impact on the degree of motivation the stu dents
bring to class and whether or not that motivation facilitates their progress. The author of
this paper believes that if teachers give them opportunities, they will be able to make
essential decisions for themselves.
The students strongly agreed that a good lesson needed authentic materials and
communicative activities to enable them to use the language independently. Our
students need to talk about real issues; they need to negotiate meanings and
communicate with a variety of people; they are interest ed in getting feedback on how
successful or not their attempts at communication have been.
According to students‘ opinions learning is a one of their responsibilities and they enjoy
being involved in the construction of meaning. It is situational because s tudents need
interaction in different situations and contexts. What is learned should be revised and
practiced in the light of changing circumstances. What can be inferred from this
evidence is the common conception of learning as something dynamic, intera ctive and
personal. An important function of effective learning claims that the responsibility for
learning must be developed from the teacher to his/her students, whose communicative
skills must be improved.
Reading the respondents‘ answers we notice that our students inform us that an effective
lesson should offer them dynamic and varied experiences. The benefits of good planning can
be easily summarized – good lessons are carefully prepared to offer a coherent syllabus,
adequate language c ontrol, communicative and motivating tasks, and up to date equipment
and resources. Their visual and topic appeal may have a strong engaging effect. Students
realize the relevance of such lessons to their own needs and trust in what they are being asked
to do. Each time we offer them a communicative and challenging task we create optimum
conditions for effective learning and future engagement.
It can be concluded from the data of this component of the formative evaluation
discussed above that our students c an increase their communicative abilities if provided with
suitable conditions, and authentic and varied instructional materials. Most of the classroom
activities can maximize opportunities for o ur students to use English in a communicative way
for effecti ve and meaningful activities. The students have the chance to rehearse different
roles, and they can practise speaking and listening skills at the same time. The communicative
activities enable students for the language behaviour and they can practise the language

141
fluently for their interactions. Students with good communication skills are in a better
position to achieve success in a modern economized society.

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Conclusions

Knowing more about foreign language acquisition research will not tell the
readers of this paper what to do in their classroom next class. The author of
this paper hopes that this paper has provided its readers with information
that encourages them to reflect o n their experience in teaching.
This teacher has been te aching English as a foreign language for more than
fifteen years and the period of research gave her the perfect opportunity to gain
valuable information to bring about innovation and change. Besides summarizing the
content of the paper the author would li ke to express her gratitude to those great
teachers and teacher trainers who helped her to acquire the necessary knowledge for
doing this job properly.
The first chapter of the paper deals with some theoretical aspects of
communicative activities and inter action classroom strategies. The theoretical aspects
presented are carefully selected. Each method, technique, strategy and/or idea
mentioned here presents a clear framework and provides detailed information. It
emphasises activities which encourage our st udents‘ personal response, while
facilitating exploration and extension of language.
The second chapter contains innovative ideas on how to use Multimedia
teaching using awareness activities to increase students‘ sensitivity to the way
conversation works. An important aim is to develop our students‘ ability to speak
English fluently and confidently, especially in less formal contexts.
Teaching with video clips, films, snippets and PowerPoint provide the students
with the tasks involving the language of obse rvation, comprehension, opinion, and
argumentation. Samples of real language work come in the process of brainstorming,
discussing, planning, analyzing, reformulating, and evaluating. This chapter provides
activities that help teachers to select, design, a nd teach their lessons around video clips
and films, providing different adaptable ideas. Each activity designed for lower
secondary school students, from an elementary level onwards. These
activities can be used either as an effective basis for a ‗whole l esson‘ conversation
class, or as the speaking skills phase within a longer lesson.

143
The second chapter contains activities for individuals, pairs, and small groups at all levels
and ideas for all stages of the lessons. The third chapter includes the practical part of this project
and it is a small scale research carried out by the author of the paper in the process of her own
teaching. The teacher has changed from a ‗structural‘ approach to a more ‗communicative –
interactive‘ one and her main concern is to find out the reasons why something is working well
in a classroom and how it trigger s motivation and the interest of a given target audience. This
chapter also includes some specific explanations, descriptions and examples
of tests design as part of our teaching responsibility. Properly made English tests facilitate
students‘ positive att itudes towards instruction and help them learn by requiring them to study
more. These tests can also provide insights into ways that we can improve the evaluation process
itself.
We have to realise that language testing today reflects current int erest in teaching
effective communication. Testing is only one component in the evaluation process. Students are
lead in the process of critical enquiry and informed practice in learning English. The results of
the research show that students of the ‗comm unicative -interactive‘ courses did well and the
interpretation of these results would be that the communicative -interactive language teaching
programme was a successful one.
The thirds chapter emphasizes the importance of using a questionnaire to find out students‘
general feelings and problems and their ways of seeing things. Applying it was a way of
exploring students‘ perception of classroom activities. Teachers need to organize and manage
students; evaluation to obtain feedback about their classroom pra ctices. It is essential for
students and their teachers to be aware of their learning interests and an efficient teacher
can make this awareness into the subject of creative and genuine conversations. Study skills
need innovation and the teac hers must design their activities to suit their classes. The underlying
aim is to talk more English outside the guidelines of a teaching situation.

144

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