65394 skanowanie0045 (8)

enables leamers to use the language outside the “artificial” context of the classroom.

Thus the teacher is obliged to create and implement both controlled and free activities that encourage students to speak. The venue for speaking can and should be integrated with the teaching of listening, reading, and writing skills.

When the focus is on listening or reading skills, the students are drawn into the schema building, vocabulary discussion, or other preparatory activities of the pre-listening or pre-reading stage. Furthermore, student-talk is elicited through guide questions, comprehension ąuestions, and directives to retell, describe, and summarize the events, characters, or places in the listening or reading text. In the post-listening or post-reading stage, the text is exploited in morę interesting or challenging activities such as debates, discussions, and role-plays which centre around student-talk.

Student participation can also be a part of every stage of the lesson, including presentation. Although the presentation stage is in the hands of the teacher, students can also contribute personal ideas and talk about what they already know about the new language or topie. Also at this stage, students should be encouraged to use their imagination and make guesses or predictions about stories or dialogues.

The student participation at this stage helps:

•    students focus their attention and make them think;

•    students make the connection between what they already know and what they are about to leam;

•    the teacher assess what the students already know, which makes it easier to adapt the presentation to an appropriate level; and

•    add variety to an otherwise teacher-dominated activity and enhances student motivation.

Used sources

Nunan, D. 1991. Language Teaching Methodology. A textbook for teaćhers. Prentice Hall.

Celce-Murcia, M. Mclntosh, M.L. 1979. Teaching English as a Second ofForeign Language. Massachusetts.

Finocchiaro, M. 1989. English as a Second/Foreign Language. From Theory to Practice. Fourth Edition. Prentice Hall Regents.

Richards, J., Platt, J., Weber, H. 1992. Longman Dictionary of Applied Linguistics. Longman.