Reaction Paper

Apply Communicative Teaching Method

in English-teaching Classroom

Student: Alexa Reichelt Barraza

Learning and Acquisition of English as a foreign language

Concepcin, April 11th 2016
Regarding to the paper Applying Communicative Teaching Method in English-teaching
Classroom by Hongzhi Hu, Jianpin Wu, Shijiazhuang College in September 2005. The
authors present an exemplary of communicative language teaching, divided into several steps

that educators can/could apply in their students every time they are/were in an activity.
Furthermore, according to Littlewood (1981) he separate the stages into Pre-communicative
Activities which introduces the proper semantical structure use in students oral situations, and
Communicative activities which covers

the practical use of the language and how to

communicate properly in each/both academic or social context. Additionally, it is mentioned

the different types of material, such as videos, books or songs, might be challenging and
significant for the students. Finally, It is emphasized that the use of communicative teaching
approach in the organization group task will always lean on how the student are inspired and
how the teacher create an motivational environment in the classroom.

As far as I am concerned, the language learning approach is based on different stages while
the class is developed:
It is highly motivated if students are given the chance to choose the
topic and kinds of authentic materials in which are interested.
(Peacoock, 1997, p.36)

I am strongly agree with the meaningful learning approach which clarifies that the class
should be focused on the student environment and the ways in which the content are engage
(to)d. Additionally, It can be able to integrate the student himself, as it is considered that a
young person can have a virtuous learning if the contents are pleasing, therefore it generates
more attraction and mindfulness to the different tasks. Finally, I feel that it is the most
convinced way to encourage and validate that the units have (a) strong relationship with their
respective students interest.

Secondly, one of the group activity advantages in communicative teaching classes in the is:

Appropriate use of interpersonal skills, the students will gain skills in

leadership, decision-making, communication, and conflict management,
all abilities that will be crucial for them to master when they go out into
the real world (p.37).

In my experience, teamwork is one of the few work methods that helps to generate a
communication improvement, coordination and balance of the contributions of each member
mixing complementary strength. Consequently, it helps leading to exceptional ideas and
decision making, developing innovation in their learning,

betterment commitment and

individual performance increasement to encourage individual potential more effectively.

In conclusion, create a meaningful goal in each class will always depends on the teacher's
passion for education. Indeed, a well structured classroom management will always bring
significant results if exits student motivation and perseverance. Finally, the educator must
always find different strategies to ensure each student achieves the goal successfully.

References:
[1] Littlewood, (1981). Applying Communicative Teaching Method in English-teaching
Classrom. p.35
[2] Peacoock, (1997). Applying Communicative Teaching Method in English-teaching
Classroom p.36