COMMUNICATIVE  LANGUAGE  TEACHING m  n  R A J U
NECESSITIES FOR LEARNING LANGUAGE <ul><li>EXPOSURE </li></ul><ul><li>MOTIVATION </li></ul><ul><li>USE </li></ul><ul><li>IN...
<ul><li>Number of Working Days? </li></ul><ul><li>Duration of the Class? </li></ul><ul><li>Student-talk-time in a class? <...
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 <ul><li>Teacher Talk </li></ul><ul><li>Choral Response </li></ul><ul><li>Close-ended Teacher Question...
‘ 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 <ul><li>THINK   – make notes </li></ul><ul><li>form   PAIRS </li></ul><ul><li>SHARE   with Partner ...
PAIR WORK - ADVANTAGES <ul><li>Greater opportunity for USE  </li></ul><ul><li>Learners gain confidence/overcome fear </li>...
PAIR WORK - REVIEW <ul><li>T HINK </li></ul><ul><li>P AIR </li></ul><ul><li>S HARE </li></ul><ul><li>CLASS SHARE </li></ul>
GROUP WORK What is it?  How is it done?  Have you ever used it?
GROUP WORK - ADVANTAGES  <ul><li>More S T T </li></ul><ul><li>More listening time </li></ul><ul><li>More fun </li></ul><ul...
GROUP WORK - PROBLEMS <ul><li>Students use mother tongue </li></ul><ul><li>Teacher loses control </li></ul><ul><li>Noisy c...
SOLUTIONS <ul><li>English advocate! </li></ul><ul><li>Specific roles to group members </li></ul><ul><li>Productive noise <...
GROUP WORK - REVIEW <ul><li>Explain the activity </li></ul><ul><li>Arrange the groups </li></ul><ul><li>Set time limit </l...
TEACHING SPEAKING nagaRAJU
<ul><li>For Students: </li></ul><ul><ul><li>lack of language skills  </li></ul></ul><ul><ul><li>lack of confidence </li></...
<ul><ul><li>For Teachers: </li></ul></ul><ul><ul><ul><li>large classes </li></ul></ul></ul><ul><ul><ul><li>limited time </...
<ul><li>speak as much English as possible </li></ul><ul><li>teach necessary language for the activity </li></ul><ul><li>de...
SPEAKING ACTIVITIES <ul><li>INFORMATION GAP ACTIVITIES </li></ul><ul><li>OPINION GAP ACTIVITIES </li></ul><ul><li>PREFEREN...
TEACHING LISTENING nagaRAJU
<ul><ul><li>for gathering main ideas </li></ul></ul><ul><ul><li>for drawing inferences </li></ul></ul><ul><ul><li>for prac...
LISTENING TASKS <ul><li>Get general information </li></ul><ul><li>Get specific information </li></ul><ul><li>Accomplish a ...
Always give the task BEFORE the listening
ALL THE BEST [email_address]
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Communicative Language Teaching

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Teaching the communciatve way

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Transcript of "Communicative Language Teaching"

  1. 1. COMMUNICATIVE LANGUAGE TEACHING m n R A J U
  2. 2. NECESSITIES FOR LEARNING LANGUAGE <ul><li>EXPOSURE </li></ul><ul><li>MOTIVATION </li></ul><ul><li>USE </li></ul><ul><li>INSTRUCTION </li></ul>ESSENTIAL DESIRABLE
  3. 3. <ul><li>Number of Working Days? </li></ul><ul><li>Duration of the Class? </li></ul><ul><li>Student-talk-time in a class? </li></ul><ul><li>Number of Students? </li></ul>How much time does a typical student get to USE English in a whole year?
  4. 4. HOW TO STUDENT USE TIME IN THE CLASS? INCREASE
  5. 5. STUDENT CENTERED LEARNING VS. TEACHER CENTERED TEACHNG S tudent T alk T ime vs. T eacher T alk T ime
  6. 6. INSTRUCTION PATTERNS <ul><li>Teacher Talk </li></ul><ul><li>Choral Response </li></ul><ul><li>Close-ended Teacher Questioning </li></ul><ul><li>Open-ended Teacher Questioning </li></ul><ul><li>Full Class Interaction </li></ul><ul><li>Student Initiated Questioning </li></ul><ul><li>Group Work </li></ul><ul><li>Pair Work (Collaboration) </li></ul><ul><li>Individual Work </li></ul><ul><li>Self Access </li></ul>Student Centered Least Most
  7. 7. ‘ Tell me, I forget; Show me, I remember; Involve me, I understand.’
  8. 8. PAIR WORK What is it? How is it done? Have you ever used it?
  9. 9. PAIR WORK - ADVANTAGES <ul><li>THINK – make notes </li></ul><ul><li>form PAIRS </li></ul><ul><li>SHARE with Partner </li></ul><ul><li>SHARE with Class </li></ul>
  10. 10. PAIR WORK - ADVANTAGES <ul><li>Greater opportunity for USE </li></ul><ul><li>Learners gain confidence/overcome fear </li></ul><ul><li>Real time feedback/response </li></ul><ul><li>Peer learning </li></ul><ul><li>Cooperation – a life skill </li></ul>
  11. 11. PAIR WORK - REVIEW <ul><li>T HINK </li></ul><ul><li>P AIR </li></ul><ul><li>S HARE </li></ul><ul><li>CLASS SHARE </li></ul>
  12. 12. GROUP WORK What is it? How is it done? Have you ever used it?
  13. 13. GROUP WORK - ADVANTAGES <ul><li>More S T T </li></ul><ul><li>More listening time </li></ul><ul><li>More fun </li></ul><ul><li>Exchange of ideas </li></ul><ul><li>Seeing others’ point of view </li></ul><ul><li>Improved social skills </li></ul><ul><li>Improved problem solving skills </li></ul>
  14. 14. GROUP WORK - PROBLEMS <ul><li>Students use mother tongue </li></ul><ul><li>Teacher loses control </li></ul><ul><li>Noisy classes </li></ul><ul><li>Too much confusion </li></ul><ul><li>Students don’t perform the task </li></ul>
  15. 15. SOLUTIONS <ul><li>English advocate! </li></ul><ul><li>Specific roles to group members </li></ul><ul><li>Productive noise </li></ul><ul><li>Errors - inevitable in the learning process </li></ul><ul><li>Increase the learners’ confidence </li></ul><ul><li>Fluency promotion (not accuracy practice) </li></ul><ul><li>Cooperation is a useful life skill </li></ul>
  16. 16. GROUP WORK - REVIEW <ul><li>Explain the activity </li></ul><ul><li>Arrange the groups </li></ul><ul><li>Set time limit </li></ul><ul><li>Give example/demonstration </li></ul><ul><li>Move & Monitor </li></ul><ul><li>Follow up </li></ul><ul><li>Discuss the activity </li></ul>
  17. 17. TEACHING SPEAKING nagaRAJU
  18. 18. <ul><li>For Students: </li></ul><ul><ul><li>lack of language skills </li></ul></ul><ul><ul><li>lack of confidence </li></ul></ul><ul><ul><li>insufficient exposure </li></ul></ul><ul><ul><li>fear of failure </li></ul></ul><ul><ul><li>lack of motivation </li></ul></ul><ul><ul><li>not an examination task </li></ul></ul>PROBLEMS
  19. 19. <ul><ul><li>For Teachers: </li></ul></ul><ul><ul><ul><li>large classes </li></ul></ul></ul><ul><ul><ul><li>limited time </li></ul></ul></ul><ul><ul><ul><li>low entry level skills </li></ul></ul></ul><ul><ul><ul><li>uninterested students </li></ul></ul></ul><ul><ul><ul><li>lack of infrastructure </li></ul></ul></ul>PROBLEMS
  20. 20. <ul><li>speak as much English as possible </li></ul><ul><li>teach necessary language for the activity </li></ul><ul><li>demonstrate an example </li></ul><ul><li>repeat instructions in a different way </li></ul><ul><li>ask a learner to repeat instructions </li></ul><ul><li>encourage learners to support each other </li></ul><ul><li>aim at fluency </li></ul><ul><li>don’t immediately correct mistakes </li></ul><ul><li>suggest corrections at the end of the class </li></ul><ul><li>give encouragement to motivate learners </li></ul>POSSIBLE SOLUTIONS
  21. 21. SPEAKING ACTIVITIES <ul><li>INFORMATION GAP ACTIVITIES </li></ul><ul><li>OPINION GAP ACTIVITIES </li></ul><ul><li>PREFERENCE LINE ACTIVITIES </li></ul><ul><li>FLUENCY ACTIVITIES </li></ul>
  22. 22. TEACHING LISTENING nagaRAJU
  23. 23. <ul><ul><li>for gathering main ideas </li></ul></ul><ul><ul><li>for drawing inferences </li></ul></ul><ul><ul><li>for practicing pronunciation </li></ul></ul><ul><ul><li>for taking notes </li></ul></ul><ul><ul><li>for answering questions </li></ul></ul>WHY LISTEN?
  24. 24. LISTENING TASKS <ul><li>Get general information </li></ul><ul><li>Get specific information </li></ul><ul><li>Accomplish a task </li></ul><ul><li>Complete a diagram </li></ul><ul><li>Fill a table </li></ul>
  25. 25. Always give the task BEFORE the listening
  26. 26. ALL THE BEST [email_address]

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