1. TEACHING IN CONTEXT
In keeping with the principles of he Communicative language Teaching
Approach it has been suggested that language programme outlines should be
organized in terms of functions and notions since these represent the basic
units underlying a communicative system more realistically than do
vocabulary and grammar, particularly since the latter can be taught
detached from communicative contexts.
NOTION
A concept or idea. It could be specific, win which case it is virtually
the same as a vocabulary item. It could be general and then it overlaps
with the concept of ‘topic’
FUNCTION
A communicative act. It is the use of language to achieve a purpose,
usually involving interaction between at least two persons.
Binary Functions: The performance of one implies a certain
response or set of responses which take the form of another
complementary function. For example, suggestions or invitations are
typically followed by acceptance or rejection.
Unitary Functions: These occur on their own with no necessity
for a response, for example, informing.
ACTIVITY
Categorize the items below as either Functions or Notions. Indicate
which functions are likely to be binary.
Location obligation crime
Apology probability the body
Promise the future expression of opinion
Request spatial relations food
Instruction remind advise offer
1

2. COORDINATING DIFFERENT LANGUAGE CATEGORIES
ACTIVITY: Complete the following table
SITUATIONS TOPICS FUNCTIONS GRAMMAR VOCABULARY
CONTEXTS
Making
requests
Farmer,
secretary, etc
Future Tense
La casa
Identifying
foods
Los ratos
libres
Describing
everyday
activities
¿Qué quiere
ser?
En la escuela
Seeking and
providing
information
Appreciating
aspects of
Hispanic
culture
2