Communicative Language Teaching


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Communicative Language Teaching

  2. 2. PRIMING ACTIVITIES A. Dance Steps: 1. Wiggling like a fish 2. Clapping of hands 3. Sweeping the floor 4. Swimming child 5. Waving goodbye
  3. 3. B. WRITING EXPECTATIONS : <ul><li>1. What do you expect to learn from this training? </li></ul><ul><li>2. What do you expect from the Speakers/Facilitators/Organizers in this training? </li></ul><ul><li>3. What do Speakers/Facilitators/ </li></ul><ul><li>Organizers of this training expect from you as participants? </li></ul>
  4. 4. OVERVIEW OF CLT 1. Executive Order # 210 ***With high quality education, the country could compete in the global society. 2. DepEd Order #36, S. 2006 ***English to be taught as a 2 nd Language in Grade I ***English as Medium of Instruction starting Grade III (BEC 2002)
  5. 5. <ul><li>3. NEPP- National English Proficiency Program </li></ul><ul><li>***To enhance the English Proficiency of Teachers through Mentoring Program. </li></ul><ul><li>4. CLT – Communicative Language Teaching </li></ul><ul><li>*** To attain Communicative Competence </li></ul><ul><li>as the common goal in the Department of Education. </li></ul>
  6. 6. The What’s, Why’s & How’s of CLT <ul><li>CLT- is an approach to the teaching of second language wherein its focus is the Communicative Competence of the learners. It is learner centered and it emphasizes real life situation. </li></ul>
  7. 7. <ul><li>In CLT, learners are engaged in interaction and meaningful communication with a gradual process that involves creative language, and with trial and error practice in speaking English through collaboration and sharing during class activities. </li></ul>
  8. 8. <ul><li>In CLT, learners work best when they work with peers in small or big groups where they are more comfortable to practice their developing English Proficiency. As they work on learning tasks in collaborative groups, learners practice their language skills. </li></ul>
  9. 9. <ul><li>In CLT, learners will have greater interaction and communication. It removes the focus from the teacher to learners who develop fluency through constant use of the target language in various learning tasks. </li></ul>
  10. 10. <ul><li>In CLT, teachers will have the focus on a pedagogical shift from the grammar- focused to communication-focused instruction. It is a fluency-based and demand negotiation and cooperation among learners. </li></ul>
  11. 11. TEACHERS’ ROLE in CLT: <ul><li>1. Facilitator in the Communicative Process </li></ul><ul><li>2. Independent participant in the Teaching-Learning Process </li></ul>
  12. 12. <ul><li>Finally, CLT allows teachers and learners to have more time to practice speaking English in various learning activities. Both teachers and learners get so involved in the subject matter or topics for discussion that they forget they are learning the structures of English without much effort. </li></ul>
  13. 13. A Butterfly’s Lesson ” One day, a small opening appeared in a cocoon; a man sat and watched for the butterfly for several hours as it struggled to force its body through that little hole.
  14. 14. Sometimes, struggles are exactly what we need in our life. If we were allowed to go through our life without any obstacles, it would cripple us. We would not be as strong as we could have been. Never been able to fly.
  15. 15. Then, it seems to stop making any progress. It appeared as if it had gotten as far as it could and it could not go any further.
  16. 16. So the man decided to help the butterfly: he took a pair of scissors and opened the cocoon. The butterfly then emerged easily. But it had a withered body, it was tiny and shriveled wings.
  17. 17. The man continued to watch because he expected that, at any moment, the wings would open, enlarge and expand, to be able to support the butterfly’s body, and become firm.
  18. 18. Neither happened! In fact, the butterfly spent the rest of its life crawling around with a withered body and shriveled wings. It never was able to fly.
  19. 19. What the man, in his kindness and his goodwill did not understand was that the restricting cocoon and the struggle required for the butterfly to get through the tiny opening, were nature’s way of forcing fluid from the body of the butterfly into its wings, so that it would be ready for flight once it achieved its freedom from the cocoon.
  20. 20. I asked for Strength... and I was given difficulties to make me strong. I asked for Wisdom... and I was given problems to solve. I asked for prosperity... and I was given a brain and brawn to work.
  21. 21. I asked for Courage….. and I was given obstacles to overcome. I asked for Love... and I was given troubled people to help.
  22. 22. I asked for Favors... And I was given Opportunities. “ I received nothing I wanted... But I received everything I needed.&quot;
  23. 23. Live life without fear, confront all obstacles and know that you can overcome them.
  24. 24. … Can we do the challenge in overcoming obstacles in life? …Can we do the challenge in attaining Communicative Competence of our pupils through a gradual process like the natural way of transforming a butterfly from a cocoon?
  25. 25. Am sure the answer is… “YES, we can.” Lets now sing the song… “I CAN…”
  26. 26. THANK YOU!