Communicative language teaching (CLT) emerged from new theories of language in the 1960s-1980s in Britain and the USA. It views language as a system for communication rather than just grammar rules, and aims to develop learners' communicative competence through authentic tasks. CLT lessons typically involve groupwork, information sharing, role plays, and simulations to encourage fluency over accuracy. The approach is learner-centered and focuses on meaningful communication through language use in real-life settings. While implementation varies, CLT emphasizes understanding messages over grammatical accuracy during the initial stages of language acquisition.
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
This PowerPoint was complete for a class on lesson planning for new teachers at Wheeling Jesuit University. It defines the parts of a lesson plan and shows an example.
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
Classroom integration of interactive technologies to support learner autonomyShona Whyte
Seminar on Education technologies & Language learner autonomy, LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice. 14 October 2013. http://www.unive.it/nqcontent.cfm?a_id=120390
Also blog post here: http://bit.ly/19VK0T2
Impact of teaching Speaking Skills to Indian Technical StudentsDr.Deepanjali Mishra
Speaking is a communicative process of developing and exchanging meaning through the use of words in oral form explaining a wide range of situation. It is a crucial part of second language learning and teaching. Speaking comprises of one of the four skills of communication. As we all are aware of the fact that English is globally used as a medium of communication which has gained momentum with the emerging trend of internet world, speaking skills should be developed in a more effective way along with three other skills namely Listening, Reading and Writing in-order to enhance communication. This would be beneficial to the native as well as non native speakers of English. In the Indian context, the capability to communicate in English has become important because of its relevance in getting jobs and sitting for campus interviews. We find some Bollywood movies which give emphasis on speaking English like ‘English - Vinglish ’ . It reflects the psychological constraint of an individual who is unable to speak English and hence making efforts to join English classes. This can be a challenging task for all the people who want to learn a non native language .Though Speaking skill is one of the most important skills of communication, yet it is deprived of its importance in our Indian classroom especially in technical institutions where the learners are future engineers and it is expected that the engineering students would acquire the speaking skill from the activities which are discussed in the class. As a result,, these young engineering students and learners of the English language fail to acquire proper training and skill which decreases their confidence to communicate in English
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Approach
Grew out of new theories of language and language learning
Developed
1960 – 1970 - 1980 Britain and the USA
Most used by language teachers
Implemented in different ways by different teachers working in different contexts.
4. Concepts of language
What we
do with
utterances
Not just
formal
structures
The specific
communicative
functions
5. • Achieve • Use the • Language is
communicative language to learnt by directly
competence communicate simulating the
with others target behaviour
in the classroom
Hymes, 1972 Widdowson, 1978 Underlying
assumption
Recognizable imitation of real –life communication
6. How we really use • Hey, you’re wanted in Room 13.
• Where is it?
language in • On the next floor.
authentic • Thanks.
discourse
• Excuse me. Could you tell me where Room 13 is?
• Yes, it’s on the next floor.
and when we say: • Thank you.
• Not at all.
as well as the fact • Where is Room 13?
that we seldom if • Room 13 is on the next floor.
ever, say:
7. Emerged • Learner-
center
approach
• Learners
wanted to
Learning Meaning communicate
• How to
express them
Bygates • Fluency
(1999) • Accuracy
Repetition • Complexity
8. Speed up
and
Conscious improve the
effort and learners
wide range progress.
Exposure to of learning
and activities
communicative
use of the
Long process of language , with
acquisition many inevitable
mistakes
9. • Understand
• Are interested in • Are not worried
• Learners understanding or threatened by
Meet some new the activity
materials which is
understandable
through context
Acquisition occurs as a result of understanding messages
10. Tasks Language
use language in order to
Real, authentic samples of
communicate meanings
without focusing on accuracy. language
Contextualised
chunks rather
than discrete
items
11. Learners explore
Encourage creatively ways of Materials aimed to set
fluency expressing learners talking
themselves
(e.g. Geddes and Sturtridge 1979; Ur 1981, 1988).
(Brumfit 1984)
12. Need practising
Range of different
type of interaction
Improvised speech
Content of
familiarity
The conditions of Differ from the
oral taks written skills
Syllabus
Integration of
Oral language
accuracy, complexity
processing
and fluency
Vary the emphasis
To develop learner’s
on fluency, accuracy
oral abilities
and complexity
13. A distinct oral syllabus
Richards et al. 1998;
Swan and Walter 1992; • Organized around functions
Nunan 1995
Dörnyei and Thurrel • Tasks targeting the development
(1992) of communicative strategies
Lynch and Anderson • is unusual in focusing exclusively
(1992) on spoken skills.
14. Integrating Fluency Accuracy
Bygates (1987) suggested that
“ learners can usefully practice different patterns of discourse, in
terms of ‘interaction routines’, or ‘information routines ”
15. J. Willis (1996)
Input phase Rehearsal phase Performance
phase
• Hear a • Perform the • Students
recording of task in small perform the
native groups task
speakers
16. Allwright (1979)
played down the role of the teacher in language learning
Nation (1985)
even in activities where the teacher’s participation is minimal, the teacher still has an important
role to play in providing the most favorable opportunities for participation in language activities.
Ur (2010)
Teacher mainly as facilitator
17.
18. Brumfit (1984)
stressed that fluency activities should provide learners with the freedom to improvise their own expressions
Duff (1993)
reports that the tasks she used to elicit speech from a learner did not consistently elicit the same kinds of speech.
J. Willis (1996) and Skehan (1998)
share the view that tasks cannot target specific features, but only provide conditions which are capable of
influencing the level of complexity, accuracy of fluency that learners will produce. Skehan believes that tasks can
only influence attention to accuracy, fluency or complexity.
22. Dependant ,
quiet Cognitive
Pro/Con process
Simultaneous
23. Proficiency orientation
Range of context
Range of function
Development of accuracy
Response to affective and cognitive needs
Cultural understanding
24. References
Davies, P., Pearse, E. (2008). Success in English Teaching. Oxford University
Press. China.
Harmer, J. (2001). How to teach English. Longman. England.
Nation. P. (1985). Taken from
http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1985-
Opportunities.pdf [May 22nd, 2012]
Ur. P. (2010) Taken from
http://www.cambridge.com.mx/pennyur/Penny-TCAR.pdf [May 22nd, 2012]
