Communicative Language Teaching

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Teaching the communciatve way

Teaching the communciatve way

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  • 1. COMMUNICATIVE LANGUAGE TEACHING m n R A J U
  • 2. NECESSITIES FOR LEARNING LANGUAGE
    • EXPOSURE
    • MOTIVATION
    • USE
    • INSTRUCTION
    ESSENTIAL DESIRABLE
  • 3.
    • 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?
  • 4. HOW TO STUDENT USE TIME IN THE CLASS? INCREASE
  • 5. STUDENT CENTERED LEARNING VS. TEACHER CENTERED TEACHNG S tudent T alk T ime vs. T eacher T alk T ime
  • 6. 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
  • 7. ‘ Tell me, I forget; Show me, I remember; Involve me, I understand.’
  • 8. PAIR WORK What is it? How is it done? Have you ever used it?
  • 9. PAIR WORK - ADVANTAGES
    • THINK – make notes
    • form PAIRS
    • SHARE with Partner
    • SHARE with Class
  • 10. PAIR WORK - ADVANTAGES
    • Greater opportunity for USE
    • Learners gain confidence/overcome fear
    • Real time feedback/response
    • Peer learning
    • Cooperation – a life skill
  • 11. PAIR WORK - REVIEW
    • T HINK
    • P AIR
    • S HARE
    • CLASS SHARE
  • 12. GROUP WORK What is it? How is it done? Have you ever used it?
  • 13. 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
  • 14. GROUP WORK - PROBLEMS
    • Students use mother tongue
    • Teacher loses control
    • Noisy classes
    • Too much confusion
    • Students don’t perform the task
  • 15. 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
  • 16. GROUP WORK - REVIEW
    • Explain the activity
    • Arrange the groups
    • Set time limit
    • Give example/demonstration
    • Move & Monitor
    • Follow up
    • Discuss the activity
  • 17. TEACHING SPEAKING nagaRAJU
  • 18.
    • For Students:
      • lack of language skills
      • lack of confidence
      • insufficient exposure
      • fear of failure
      • lack of motivation
      • not an examination task
    PROBLEMS
  • 19.
      • For Teachers:
        • large classes
        • limited time
        • low entry level skills
        • uninterested students
        • lack of infrastructure
    PROBLEMS
  • 20.
    • 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
  • 21. SPEAKING ACTIVITIES
    • INFORMATION GAP ACTIVITIES
    • OPINION GAP ACTIVITIES
    • PREFERENCE LINE ACTIVITIES
    • FLUENCY ACTIVITIES
  • 22. TEACHING LISTENING nagaRAJU
  • 23.
      • for gathering main ideas
      • for drawing inferences
      • for practicing pronunciation
      • for taking notes
      • for answering questions
    WHY LISTEN?
  • 24. LISTENING TASKS
    • Get general information
    • Get specific information
    • Accomplish a task
    • Complete a diagram
    • Fill a table
  • 25. Always give the task BEFORE the listening
  • 26. ALL THE BEST [email_address]