Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-4, mark Y (for YES) if the statement agrees with the information given in the passage N (for NO) if the statement contradicts the information given in the passage NG (for NOT GIVEN) if the information is not given in the passage. For questions 5-10, complete the sentences with the information given in the passage. The Advantages of Communicative Language Teaching As a teacher trainer working with international groups, I am frequently asked to include an overview of communicative language teaching (CLT), and discuss ways of adapting materials to make lessons more communicative or interactive. Most groups are enthusiastic about the lesson opportunities which CLT offers. However, some also indicated they felt constrained by the system under which they operated, especially those teaching in settings which are particularly exam-focused. In addition, they queried the relevance of CLT to their situation, where many of the students never used English outside the classroom. In contrast, I had shifted across a spectrum of learners, enthusiastically taking CLT along with me as universally appropriate. Taking my colleagues' concerns on board, I began to question the appropriateness of CLT for some of these diverse learner groups. This was supported by current reading on the topic the titles of some articles made me think I should give up the support for CLT then and there. However, the more I read on the topic, the more I defended the continued suitability of CLT. It really does benefit the students in a variety of ways. Elements of CLT Communication — According to Ability Whether CLT should be considered an approach or a methodology is a more abstract debate and here I want to deal with its more practical aspects, in fact, it is those very elements, and the name itself, which have been used to challenge the future relevance of CLT. Firstly, the label implies a focus on communication and some might argue that this method can't be employed genuinely with low levels as there is no authentic communication, due to a limited vocabulary and restricted range of functions. Initially, many of a learner's utterances are very formulaic. As an aside, consider just what percentage of our own English expressions are unique, and how often we rely on a set phrase just because it is delivered unselfconsciously and with natural intonation does not make it original. The aim is that the length and complexity of exchanges, and confident delivery, will grow with the student's language ability. With the emphasis on communication, there is also the implication that spoken exchanges should be authentic and meaningful detractors claim that the artificial nature of classroom-based (i.e. teacher-created interactions makes CLT an oxymoron. Nevertheless, a proficient teacher will provide a context so that class interactions are realistic and meaningful but with the support needed to assist students to generate the target language. We need to consider that producing language is a skill and when we learn a skill we practise in improvised settings. For example, before a nurse gives a real injection, they have punctured many a piece of fruit to hone their technique. Accuracy as Well as Fluency It might also be argued that the extent of some of the structures or functions may never be used in real life. One example is adjective order I have given students an exercise where they have to produce a phrase with a string of adjectives, such as 'a strong, orange, Norwegian, canvas tent.' This is very unnatural, as most times we only combine two or three a