1. Inductive Techniques in Communicative Approach to EFL Teaching
Dr. Anna Voloskovich
Kibbutzim College of Education

2. Privet

3. Kak dela?
Otlichno

4. Kak dela?
Plokho

5. On govorit - On govorit? On spit - On spit? On khodit - On khodit?
__ ?
Spit on?
Spit on?

6. Inductive presentation
elicitation of the exponent
students’ self-formulating of rules
real-life communication techniques at initial stages

7. Advantages
development of the learner’s autonomy -> the learner’s motivation goes up
decreased TTT / increased STT
can be used both on initial and higher levels

8. More and more young people pay more attention for there fashion and appearance nowadays.Some people think that it is abnormally while others stick to another opinion saying that it is ok.Let us look into this issue.
Well, I think it is pretty good when teenagers pay attention on their appearance.It always better to see neatly dressed teens than shabby appearance guys.Also fashion can help teens express themselves.In some cases fashion can turn an integral part of life and made teen to be a designer in his/her future.
Nevertheless, some people may not agree.They have their own opinion about it and they can not understand why parents of that teens pay so much money for this «fashion». They prefer old classic way of cloth and nothing more brighter.
Unfortunately, I can not agree with them because classic clothes is too formal for young people.Nobody wants to look older than he/she is.So teens have their specific way to choose the best look for them.
By way of conclusion , I think that it does not matter what people wear. I like to wear classical and neat clothes.

9. How to check the student’s understanding?
Disadvantages?
How to check the student’s understanding?
CCQ
(Grammar: Did the action happen in the past or present? Do you know the time of the action?
Vocabulary: Which doctor examines you first and checks your general health? What is your temperature when you have a fever?)

10. 4 skills listening + speaking at any stage of the lesson
target unit in the context
reading / listening and writing tasks for controlled and independent practice
recognition of key words in a conversation / text
recognition of the topic of a conversation / text
understanding speakers’ attitude towards a topic
recognition of time reference of an utterance

11. Conclusion facilitation of language learning
meaningful interaction and communication between students and the teacher
students negotiate the meaning, expand their language resources
relevant, purposeful, interesting and engaging content
several language skills involved
learning though collaboration and sharing
increased STT
process-oriented learning

12. Main Aims, Theme and Learning Outcomes.
By the end of the lesson the students will be better able to speak about health problems and visits to hospital, to develop SS’ reading skills
How will these outcomes be achieved?
By inductive presentation (using cuisinaire rods), by controlled practice, by reading, by free practice exercises
By developing lexis around TL
Target language
To be ill /sick CCQs: Does general practitioner treat
GP/ID/shrink your specific or general problems?
To have a runny nose What symptoms do you have when you
To cough have food poisoning?
To catch a cold Does the doctor first examine you or
To have a stomachache prescribe drugs?
It hurts
To prescribe drugs

13. Receptive Skills (Listening or Reading)?
Skill: skimming and scanning reading skill
Link to TL: the text contains many TL units as it describes a visit to a doctor.
Materials
Cuisinaire rods, handouts for the students, text, phrases on the blackboard.

14. E-S-A Stages
Student Activity
Teacher Procedure
Why are you doing this?
study
The students answer the teacher’s questions and discuss the TL of the lesson.
The teacher elicits the words describing a visit to a doctor, concentrating not only on separate words but word combinations.
To elicit the words and to explain the form.
The students match the pictures with the phrases and put them in the logical order.
The teacher divides the students in groups of two. Then the teacher asks the students to match the pictures with the words and to put the phrases in the logical order. After this the teacher asks the students to check their answers with another group and checks the answers with the class.
To practise the use of the TL.

15. E-S-A Stages
Student Activity
Teacher Procedure
Why are you doing this?
study
The students read the text and discuss the questions to it in groups of 2. Then they switch groups and compare their answers. After it they check the answers with the teacher.
The teacher distributes the text and says that the students are supposed to read it individually and to discuss the questions to the text in groups of two. He first gives them a minute to read the text and answer some gist questions. After this he checks the answers with the students. He then sets the second reading task asking the students to read the text more attentively and to answer more specific questions.
To develop the students’ skimming and scanning skills. To develop their speaking skills while they are discussing the questions.
activate
The students divide in groups of 2 and act out a short role play with one student being a doctor and the other being a patient. Then they swap the roles.
The teacher divides the students into groups of two and asks them to imagine one of them is a doctor and the other is a patient. He asks them to act out a dialogue similar to the one in controlled practice exercise. Then he asks them to change the roles.
To get the students to talk using the TL