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Communicative Language Teaching

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Information about Communicative Language Teaching

Published on May 15, 2007

Author: lionnagaraju

Source: slideshare.net

Description

Teaching the communciatve way
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COMMUNICATIVE LANGUAGE TEACHING m n R A J U

NECESSITIES FOR LEARNING LANGUAGE EXPOSURE MOTIVATION USE INSTRUCTION ESSENTIAL DESIRABLE

EXPOSURE

MOTIVATION

USE

INSTRUCTION

Number of Working Days? Duration of the Class? Student-talk-time in a class? Number of Students? How much time does a typical student get to USE English in a whole year?

Number of Working Days?

Duration of the Class?

Student-talk-time in a class?

Number of Students?

HOW TO STUDENT USE TIME IN THE CLASS? INCREASE

STUDENT CENTERED LEARNING VS. TEACHER CENTERED TEACHNG S tudent T alk T ime vs. T eacher T alk T ime

INSTRUCTION PATTERNS Teacher Talk Choral Response Close-ended Teacher Questioning Open-ended Teacher Questioning Full Class Interaction Student Initiated Questioning Group Work Pair Work (Collaboration) Individual Work Self Access Student Centered Least Most

Teacher Talk

Choral Response

Close-ended Teacher Questioning

Open-ended Teacher Questioning

Full Class Interaction

Student Initiated Questioning

Group Work

Pair Work (Collaboration)

Individual Work

Self Access

‘ Tell me, I forget; Show me, I remember; Involve me, I understand.’

PAIR WORK What is it? How is it done? Have you ever used it?

PAIR WORK - ADVANTAGES THINK – make notes form PAIRS SHARE with Partner SHARE with Class

THINK – make notes

form PAIRS

SHARE with Partner

SHARE with Class

PAIR WORK - ADVANTAGES Greater opportunity for USE Learners gain confidence/overcome fear Real time feedback/response Peer learning Cooperation – a life skill

Greater opportunity for USE

Learners gain confidence/overcome fear

Real time feedback/response

Peer learning

Cooperation – a life skill

PAIR WORK - REVIEW T HINK P AIR S HARE CLASS SHARE

T HINK

P AIR

S HARE

CLASS SHARE

GROUP WORK What is it? How is it done? Have you ever used it?

GROUP WORK - ADVANTAGES More S T T More listening time More fun Exchange of ideas Seeing others’ point of view Improved social skills Improved problem solving skills

More S T T

More listening time

More fun

Exchange of ideas

Seeing others’ point of view

Improved social skills

Improved problem solving skills

GROUP WORK - PROBLEMS Students use mother tongue Teacher loses control Noisy classes Too much confusion Students don’t perform the task

Students use mother tongue

Teacher loses control

Noisy classes

Too much confusion

Students don’t perform the task

SOLUTIONS English advocate! Specific roles to group members Productive noise Errors - inevitable in the learning process Increase the learners’ confidence Fluency promotion (not accuracy practice) Cooperation is a useful life skill

English advocate!

Specific roles to group members

Productive noise

Errors - inevitable in the learning process

Increase the learners’ confidence

Fluency promotion (not accuracy practice)

Cooperation is a useful life skill

GROUP WORK - REVIEW Explain the activity Arrange the groups Set time limit Give example/demonstration Move & Monitor Follow up Discuss the activity

Explain the activity

Arrange the groups

Set time limit

Give example/demonstration

Move & Monitor

Follow up

Discuss the activity

TEACHING SPEAKING nagaRAJU

For Students: lack of language skills lack of confidence insufficient exposure fear of failure lack of motivation not an examination task PROBLEMS

For Students:

lack of language skills

lack of confidence

insufficient exposure

fear of failure

lack of motivation

not an examination task

For Teachers: large classes limited time low entry level skills uninterested students lack of infrastructure PROBLEMS

For Teachers:

large classes

limited time

low entry level skills

uninterested students

lack of infrastructure

speak as much English as possible teach necessary language for the activity demonstrate an example repeat instructions in a different way ask a learner to repeat instructions encourage learners to support each other aim at fluency don’t immediately correct mistakes suggest corrections at the end of the class give encouragement to motivate learners POSSIBLE SOLUTIONS

speak as much English as possible

teach necessary language for the activity

demonstrate an example

repeat instructions in a different way

ask a learner to repeat instructions

encourage learners to support each other

aim at fluency

don’t immediately correct mistakes

suggest corrections at the end of the class

give encouragement to motivate learners

SPEAKING ACTIVITIES INFORMATION GAP ACTIVITIES OPINION GAP ACTIVITIES PREFERENCE LINE ACTIVITIES FLUENCY ACTIVITIES

INFORMATION GAP ACTIVITIES

OPINION GAP ACTIVITIES

PREFERENCE LINE ACTIVITIES

FLUENCY ACTIVITIES

TEACHING LISTENING nagaRAJU

for gathering main ideas for drawing inferences for practicing pronunciation for taking notes for answering questions WHY LISTEN?

for gathering main ideas

for drawing inferences

for practicing pronunciation

for taking notes

for answering questions

LISTENING TASKS Get general information Get specific information Accomplish a task Complete a diagram Fill a table

Get general information

Get specific information

Accomplish a task

Complete a diagram

Fill a table

Always give the task BEFORE the listening

ALL THE BEST [email_address]

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