The Discourse of a learner-centered classroom

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It is usual for adaptions and modifications to occur to ELT Course-books, due to multi-disciplinary approach of related disciplines; such as psychology, linguistics, first language education, and second language acquisition. Other factors which impact on the design and content of course-books include; social, economic, and technological transformations, as well as shifts in the overall orientation of the genre.


CLT was initiated in the 1970's and reflected a trend that dismissed theories which focused on rote learning and the teaching of discrete points of grammar within a decontextualised environment. The CLT approach instead oriented toward meaningful communication as an interactive process, and this approach has been emphasised for inclusion within ELT course-books.
This paper will critically review the manner in which reading and writing skills are presented in the ELT course-book Fast Track, Book 5 (Teacher' Book) (EF Education, 2001). Firstly a summary of the content of Fast Track will be presented. Secondly, reading and writing content will be evaluated with regard to group activities, culture, and meaningful communication. Finally, a conclusion shall synthesise the main arguments of the paper. The conclusion will also demonstrate how Fast Track fails to meet the requirements to provide comprehensive and progressive CLT learning experiences for students of English as a second language.
The ELT course-book Fast Track, Book 5 (Teacher' Book) is a 195 page soft covered text. The book is divided into 7 Units; Getting to Know You, Going Places; Friendship; The Media; Men and Women; Thinking Outside the Box; and Working World. ...
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