Exploratory task 2.8 What language knowledge (associated vocabulary) and world knowledge (knowledge on the topic) do we need to know in order to understand this text?

Text	World knowledge	Language knowledge
I think that this research couldn't disturb the natural development of life, because, if that happen then humans will be created just in labs and not naturally. And humans will seem like machines because they will be more resistant against diseases and others natural facts.
You would think by now, that all the world's leading scientists would have some explanation about this 'man-made' virus which is infecting so many of us.
It has proved itself to be too dangerous to people now living and (through its wastes) to the ecosystem and to those living in the future. It must be abandoned. On the other hand, we must very soon give up fossil fuels also.

Input reading 3

Principles of communicative teaching are the guiding rules of the process. They are described as the “principles” and the “propositions” within each of the principles per se. The first principle is activity-based teaching. It means that communicative teaching is done through communicative activities simulating the real world. The second principle is formation of communicative competence. It means constructing the knowledge and skills necessary for successful communication in the real world. The third principle is authenticity of instruction. It means using “authentic made” or “authentic-like” texts in authentic activities that simulate communication in the real world.

Exploratory task 3.1

What skills will the learners get as a result of the following activities?

Activity	Skills
A bottle has been found in the sea with a letter in it. The text has been damaged by water and is therefore blurred. In groups decide what the message says
You are to entertain guests before lunch. Role-play the conversation
You have always worn glasses but have now decided on switching to contact lenses. Prove your decision
Each participant has a picture, which is part of the whole story. Without showing your pictures talk to each other and make up the whole story
Write a letter of complaint to the hotel about their service and demand a compensation for the spoiled holiday

Communicative techniques

The purpose of the communicative techniques is to teach the learners functional communication to achieve certain goals in real-world situations, the ways to communicate propositional meaning in a message and the technique of social interaction (After Littlewood, W. 1981. Communicative Language Teaching. CUP)). Communicative techniques make up a specific framework. Language arts are oriented towards a communicative task but are not “communicative” in themselves. Language for a purpose is what the learners might need to learn how to request information, how to change somebody’s behavior or train of thought, how to co-ordinate efforts in a team, how to express one’s emotions etc. Communicative games can be an alternative technique of teaching language functions. Personal language use develops in learners the skill of expressing one's own attitudes and values. Theatre art develops communicative skills in simulations such as role-plays. Debating society teaches problem-solving skills. Beyond the classroom activities imply contacts with the native speakers and using the mass media available to the learners and relevant to their level of language studies (Adapted from Savignon, S. cited in Berns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y. P. 88-89)

SAQ 3.1