Group members: Ebi, David, Trang, Peach, Cindy, Anna
1. Describe a communicative activity you have done with your students
Ebi: first day to school game
- Ss brainstorm vocabulary and structures to talk about their first day going to school, to describe their experience, feelings
- T consolidate language
- Ss talk freely to their peers about their first day to school
David: lottery money discussion
- Ask Ss how they would feel if they won the lottery and what they would spend that lottery money on
- Discuss in groups to find if they want to spend money on any local facilities e.g. hospital, stadium etc. and their reasons
- Present their opinions to the class
- Class vote for the best argument
Peach: role-play: job interview

2. Could you use the “family relationship” task in your classroom with your students?
Yes, we think this task can be used with all levels but needs modification
e.g. For elementary level: teacher needs to do more scaffolding ,e.g. pre teach a number of words and sentence structures, combine phase 1 and phase 2 to have Ss practice the input.
For higher levels, the complexity of task can be increased.

3. In what ways is the “Family relationship” task similar or different to your snapshot communicative activity?
Ebi: They are similar, but the free communication phase is delayed till the next lesson so that Ss have time to reflect the structures and vocabulary for the topic
David: similar. But the language consolidation phase will be done again after all three phases to emphasize the structures.

4. What conclusions can you draw about the importance of context in CLT?
Very important. Each classroom is unique. There is no best method or textbook can suit every single class. Thus, T needs lots of effort to make adjustments to suit Ss’ context and needs.