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Elements of Functional English
This document discusses elements of functional English and how to teach and learn it effectively. Functional English focuses on developing practical communication skills for everyday situations rather than academic perfection. It emphasizes using authentic materials, learner-centered activities like group and pair work, and assessing learning over teaching. The objectives are to communicate confidently in a variety of contexts and become independent English users. Grammar is taught functionally by focusing on meaning and real-world usage over rules. Interactive tools like discussions, games and thoughtful questions are recommended for functional language learning.
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Introduction to the main theme of the presentation about functional English.
Engagement activity discussing commonalities within two groups, Group A and Group B.
Identifying eight key factors or issues affecting English learning.
Skills employers value: communication abilities including listening, articulation, comprehension, writing, and customer interaction.
Definition of functional English as adequate communication for understanding and being understood.
Importance of using English in daily life for effective and confident communication beyond perfection.
Objectives aimed at developing functional communication skills tailored to varied contexts and audiences.
Distinction between formal grammar (structure-focused) and functional grammar (communication-focused) in English.
List of practical strategies for learning functional English including courses and social interactions.
Teaching strategies emphasizing learner-centered approaches and active problem-solving in English learning.
Contrast between teacher-centered and student-centered instructional methods in English education.
Dynamic activities that enhance learning: pair and group work, elicitation, and engaging materials.
Use of genuine language resources tailored to learner needs and their relevance in instruction.
Statistics about the teaching staff and student enrollment, highlighting uncertainty in course engagement.
Reflection exercise prompting evaluation of exercises that promote functional English skills.
Ending note with contact details and links for accessing presentation materials.
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Elements of Functional English
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- 2. WHAT HAVE YOU INCOMMON? Icebreaker • Group A - Handout • Group B - Instructions WHAT HAVE YOU IN COMMON? mnRAJU
- 3. 1. 2. 3. 4. 5. 6. 7. 8. WHAT AILS ENGLISH LEARNING? #Content Materials Method 1 2 3 4 5 6 7 8 mnRAJU
- 4. WHAT ARE EMPLOYERS LOOKINGFOR? Communicative abilities to • listen with comprehension • articulate clearly • receive and send messages • read, understand a variety of documents • write fluently and accurately • use accepted business conventions of format, spelling, grammar and punctuation • deal with customers effectively mnRAJU
- 5. WHAT IS ‘FUNCTIONAL’? •enoughto serve a purpose •just ‘adequate’ •In the context of a foreign language, it shows that one knows enough to be understood and to understand others mnRAJU
- 6. mnRAJU becoming functional is •using English to meet everyday needs such as appointments, invitations, plans, filling out forms, thanking people, seeking information, following instructions etc. • communicating confidently, effectively and independently • becoming functional is neither acquiring knowledge nor being perfect BECOMING FUNCTIONAL
- 7. OBJECTIVES OF FUNCTIONAL ENGLISH •to become functional in English • to choose appropriate communication methods • to suit the needs of the audience and the situation • to apply English skills in a variety of contexts • to become increasingly independent, competent and confident mnRAJU
- 8. GRAMMAR mnRAJU FORMAL GRAMMAR LANGUAGE Set ofrules PRIORITY Grammaticality MAIN CONCERN Form and structure MATERIALS Made up sentences FUNCTIONAL GRAMMAR LANGUAGE System of communication PRIORITY Appropriacy MAIN CONCERN Function and meaning MATERIALS Authentic texts
- 9. HOW TO LEARN FUNCTIONALENGLISH? 1. Take a course 2. Watch TV 3. Make English speaking friends 4. 5. 6. 7. 8. mnRAJU
- 10. FUNCTIONAL ENGLISH – SUPPORTIVEPRACTICES • learning through application • learner-centred approach • active learning • problem-solving approach • partnership learning • assessment for learning mnRAJU
- 11. mnRAJU Teacher Centred Teaching Time (LessTTT) Student Centred Learning Time (More STT)
- 12. mnRAJU 1. Teacher Talk 2.Choral Response 3. Close-ended Teacher Questioning 4. Open-ended Teacher Questioning 5. Full Class Interaction 6. Student Initiated Questioning 7. Group Work 8. Pair Work (Collaboration) 9. Individual Work 10. Self Access Least Most INSTRUCTION PATTERNS
- 13. FUNCTIONAL ENGLISH – INTERACTIVETOOLS mnRAJU 1. Pair work 2. Group work 3. Elicitation 4. Good instructions 5. Thought provoking questions 6. Activities & Games 7. Authentic materials
- 14. AUTHENTIC MATERIALS What? • Real,natural language materials appropriate to learner needs Why? • Interesting, lifelike, useful Types? • Printed, audio, visual, multimedia Criteria? • Interest, purpose, appropriateness, quality, language level mnRAJU
- 15. BEING ‘UNSURE’ • Thereare about 300 teachers working in this college. • There are approximately 5000 students studying here. • A large number of students are interested in this course. • Management predicts up to 50% growth next year. • There are so few buses plying to the campus. • They are far fewer than they used to be earlier. • Almost half the students went off the campus. • Not even half of them were anywhere near. • It's difficult to say, but I'd guess a majority stayed away. • I'm not really sure, but I think half of them wanted to stay. mnRAJU
- 16. BEING ‘UNSURE’ Quiz Which exercisespromote functional skills and which do not? Why? mnRAJU
- 17. Send your commentsto [email protected] This slideshow is available at www.authorstream.com/tag/lionnagaraju www.slideshare.net/lionnagaraju mnRAJU
Editor's Notes
- #3 Group BRise from your seats and look around.Find someone you do not know well.Introduce yourself to him/her.Know each other.Form a pair.Sit together.
- #9 FUNCTIONAL GRAMMARLANGUAGE = System of communication. The study of how language is organized to make and exchange meanings appropriate vs. inappropriate forms for a communicative purpose in a particular context.MAIN CONCERN = the functions of structures and their constituents and their meanings in context.MATERIAL USED= Authentic texts.FORMAL GRAMMARLANGUAGE = set of rules which specify all the possible grammatical structures.Grammatical =/= Ungrammatical sentencesMAIN CONCERN = the forms of the grammatical structure and their relationship to one another rather than with their meanings or uses in different contextsMATERIAL USED= sentences made up to illustrate
- #10 Discussion: spoken exchange of information, ideas, opinions and personal perspectives among people in a range of formal or informal contextsSpeed dating (know as many others as possible in a short time)Forum theatre (two students debate and audience decide the direction and set conditions)Focussed listening (audience listen for specific language factors)Situation room (simulate a disaster or a situation)