WEBVTT

00:00:00.160 --> 00:00:02.650 
>> Okay, this is an
in class activity

00:00:02.650 --> 00:00:04.400 
which we call a signature
activity.

00:00:04.400 --> 00:00:06.670 
Again, you have the
translation for this.

00:00:06.670 --> 00:00:09.550 
What type of exercise is this?

00:00:09.550 --> 00:00:11.070 
>> Go ahead.

00:00:11.070 --> 00:00:12.930 
>> It's communicative.

00:00:12.930 --> 00:00:16.140 
>> Okay, how is it
communicative?

00:00:16.140 --> 00:00:19.260 
>> So you have to interact
with other students.

00:00:19.260 --> 00:00:21.590 
>> You do definitely.

00:00:21.590 --> 00:00:22.430 
Okay.

00:00:22.430 --> 00:00:25.870 
>> You have to be able to ask
a question to get an answer

00:00:25.870 --> 00:00:27.960 
and to ask for a signature.

00:00:27.960 --> 00:00:29.350 
>> Okay, right.

00:00:29.350 --> 00:00:31.350 
So what's being communicated?

00:00:31.350 --> 00:00:33.920 
Is it truly communicative?

00:00:33.920 --> 00:00:35.570 
>> They are supplying
information.

00:00:35.570 --> 00:00:37.820 
>> Are they supplying
information?

00:00:37.820 --> 00:00:41.530 
Did you understand-- do you
understand what they have to do?

00:00:41.530 --> 00:00:44.440 
Maybe not everyone had
a chance to read it.

00:00:44.440 --> 00:00:48.950 
You go around the room, mingle
around, and ask different people

00:00:48.950 --> 00:00:51.400 
in the class, "Do you
call your parents often?

00:00:51.400 --> 00:00:53.560 
Do you often fall in love?

00:00:53.560 --> 00:00:55.940 
Do you play football?

00:00:55.940 --> 00:00:58.400 
You know, do you
hate television?".

00:00:58.400 --> 00:01:02.140 
And whoever says, "Yes," to
a question signs their name.

00:01:02.140 --> 00:01:07.190 
Okay, so is this an input
activity, an output activity?

00:01:07.190 --> 00:01:08.910 
>> Both.

00:01:08.910 --> 00:01:09.970 
>> Sorry.

00:01:09.970 --> 00:01:10.990 
>> Both, I think.

00:01:10.990 --> 00:01:13.140 
>> It's both, excellent, okay.

00:01:13.140 --> 00:01:13.980 
It's both, right.

00:01:13.980 --> 00:01:15.130 
So if you said input
you're right.

00:01:15.130 --> 00:01:16.170 
If you said output you're right.

00:01:16.170 --> 00:01:17.180 
It's both.

00:01:17.180 --> 00:01:19.760 
Okay, so students reading
the sentences out loud

00:01:19.760 --> 00:01:23.750 
to their classmates are
producing output, okay,

00:01:23.750 --> 00:01:25.050 
even though they're reading it.

00:01:25.050 --> 00:01:27.120 
They're still producing output,

00:01:27.120 --> 00:01:30.790 
and those who are listening
are receiving the input.

00:01:30.790 --> 00:01:31.890 
Okay, so it is both.

00:01:31.890 --> 00:01:35.100 
But, again, coming
back to the question.

00:01:35.100 --> 00:01:38.670 
I guess this module is not about
communicative language teaching,

00:01:38.670 --> 00:01:40.850 
but would Lee and Van
Patten consider this

00:01:40.850 --> 00:01:43.560 
to be a communicative activity?

00:01:43.560 --> 00:01:44.720 
Why or why not?

00:01:44.720 --> 00:01:49.230 
>> Because it's a first step
toward the next activity could

00:01:49.230 --> 00:01:51.900 
be truly communicative
where they have to come

00:01:51.900 --> 00:01:54.200 
up with the question,
then interview someone,

00:01:54.200 --> 00:01:57.180 
and get more response
than just yes, no.

00:01:57.180 --> 00:01:57.430 
>> Right.

00:01:57.430 --> 00:01:59.670 
>> That's a starting
point to get them there.

00:01:59.670 --> 00:02:01.220 
>> Okay, definitely.

00:02:01.220 --> 00:02:02.050 
Is it communicative?

00:02:02.050 --> 00:02:08.890 
>> Actually, learners are trying
to gather information and trying

00:02:08.890 --> 00:02:12.520 
to find out which
one is Oui or Non,

00:02:12.520 --> 00:02:17.050 
so it's a quite communicative,
I think,

00:02:17.050 --> 00:02:18.630 
in the learner's perspective.

00:02:18.630 --> 00:02:19.040 
>> Okay.

00:02:19.040 --> 00:02:23.600 
>> It's not a complicated
one, but it's communicative.

00:02:23.600 --> 00:02:27.360 
>> Right, okay, so is any new
information being conveyed,

00:02:27.360 --> 00:02:29.030 
I guess would be
the question, right?

00:02:29.030 --> 00:02:33.140 
Is new information
being conveyed?

00:02:33.140 --> 00:02:34.860 
Right, are the answers

00:02:34.860 --> 00:02:37.670 
of the classmates already
known or anticipated?

00:02:37.670 --> 00:02:37.930 
>> No.

00:02:37.930 --> 00:02:39.410 
>> No. They're not.

00:02:39.410 --> 00:02:42.220 
Okay, so it is, again,
on a very, very,

00:02:42.220 --> 00:02:44.880
very basic level, communicative.