Ppp2
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This document discusses verbal and non-verbal communication in a foreign classroom. It defines communication and verbal communication, which uses sounds or symbols to exchange messages either spoken or written. Non-verbal communication conveys messages without words through gestures, facial expressions, eye contact, tone of voice. The document also discusses communicative language teaching which uses authentic contexts, task-based approaches where students build competence to complete tasks, and extralinguistic strategies like improvisation when knowledge is limited.
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Ppp1
This document discusses language as communication and the factors that define a communicative situation. It covers spoken and written language, noting that spoken language is more spontaneous while written language allows more time for planning. The document also discusses the elements of communication, including the sender, receiver, message, context and feedback. It analyzes the functions of language and the role of context and nonverbal communication in interactions.
Ppp11
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
Ppp21
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
Ppp20
1. The document discusses foreign language education in primary schools in Spain. It emphasizes the importance of learning foreign languages for social, educational, and economic reasons.
2. It outlines the objectives, contents, basic competences, methodology, and evaluation process for teaching foreign languages. The goals are to develop language skills like listening, speaking, reading and writing.
3. Methodology should be active, participatory, and focus on communication. Teachers are encouraged to create a supportive environment to engage students and reduce anxiety about making mistakes.
Ppp4
This document discusses the importance of learning foreign languages and their cultures. It states that English has become the global lingua franca for communication between speakers of different languages. Learning another language gives one the ability to understand other cultures better and promotes tolerance. The document advocates teaching cultural aspects along with the language to avoid stereotypes and educate students. It also outlines objectives, competencies, contents, methodology and evaluation criteria for foreign language education with a focus on sociocultural knowledge and intercultural awareness.
Ppp19
This document discusses how to use drama and movement activities to engage students in foreign language learning. It recommends dramatizing everyday situations through role plays, stories, jokes, and other group activities. Some benefits highlighted are that drama increases student motivation and attention, helps develop communication skills, and maintains classroom energy. Suggested teacher roles include organizer, prompter, and participant. Potential issues like noise and shy students are also addressed.
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The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
Ppp9
This document discusses English phonetics and phonology. It covers the key concepts of phonetics, phonology, vowels, consonants, models and techniques for teaching pronunciation, and differences between English and Spanish phonological systems. Phonetics studies how sounds are physically produced, while phonology studies how sounds combine to form meaning. English has more complex patterns of stress, rhythm and intonation than Spanish. Techniques for teaching pronunciation include repetition, songs, stress and rhythm activities, and role plays focusing on suprasegmentals. Errors must be corrected indirectly to avoid damaging fluency.
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Ppp1
This document discusses language as communication and the factors that define a communicative situation. It covers spoken and written language, noting that spoken language is more spontaneous while written language allows more time for planning. The document also discusses the elements of communication, including the sender, receiver, message, context and feedback. It analyzes the functions of language and the role of context and nonverbal communication in interactions.
Ppp11
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
Ppp21
The document discusses planning for teaching English as a foreign language. It describes how to structure didactic units with objectives, contents, methodologies and evaluations. Key aspects of planning include sequencing skills and topics appropriately for students' levels, using a task-based methodology, and focusing on communication and developing students' basic competences. Teachers should maximize instructional time, create a positive learning environment, use a variety of materials, and employ continuous evaluation throughout the learning process. Well-planned didactic units help guide students' learning and development of English language skills.
Ppp20
1. The document discusses foreign language education in primary schools in Spain. It emphasizes the importance of learning foreign languages for social, educational, and economic reasons.
2. It outlines the objectives, contents, basic competences, methodology, and evaluation process for teaching foreign languages. The goals are to develop language skills like listening, speaking, reading and writing.
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Ppp4
This document discusses the importance of learning foreign languages and their cultures. It states that English has become the global lingua franca for communication between speakers of different languages. Learning another language gives one the ability to understand other cultures better and promotes tolerance. The document advocates teaching cultural aspects along with the language to avoid stereotypes and educate students. It also outlines objectives, competencies, contents, methodology and evaluation criteria for foreign language education with a focus on sociocultural knowledge and intercultural awareness.
Ppp19
This document discusses how to use drama and movement activities to engage students in foreign language learning. It recommends dramatizing everyday situations through role plays, stories, jokes, and other group activities. Some benefits highlighted are that drama increases student motivation and attention, helps develop communication skills, and maintains classroom energy. Suggested teacher roles include organizer, prompter, and participant. Potential issues like noise and shy students are also addressed.
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The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
Ppp9
This document discusses English phonetics and phonology. It covers the key concepts of phonetics, phonology, vowels, consonants, models and techniques for teaching pronunciation, and differences between English and Spanish phonological systems. Phonetics studies how sounds are physically produced, while phonology studies how sounds combine to form meaning. English has more complex patterns of stress, rhythm and intonation than Spanish. Techniques for teaching pronunciation include repetition, songs, stress and rhythm activities, and role plays focusing on suprasegmentals. Errors must be corrected indirectly to avoid damaging fluency.
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Ppp12
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Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
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The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Overview to Macro Skill Teaching
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Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
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Communicative language teaching (CLT)
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The document discusses the Communicative Language Teaching (CLT) approach. It begins by providing a brief history of CLT, noting its origins in changes to British language teaching in the late 1960s that moved away from the prior Situational Language Teaching approach. CLT focuses on developing communicative competence rather than just language structures. The document then outlines key aspects of CLT including its objectives to integrate language and content learning, syllabus models focused on notions and functions, the roles of teachers in facilitating interaction and of learners as negotiators, and methodological procedures involving pre-communicative, communicative, and social interaction activities.
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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.
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1. The document discusses the development of language skills, including oral and written comprehension and expression. It covers listening, speaking, reading, and writing skills.
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CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
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The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
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Language uses symbols like sounds, gestures or written characters to represent objects, actions, events and ideas in a meaningful way that follows certain rules to allow people to understand each other and generate an infinite number of messages. The purpose of teaching language is to help students communicate effectively through speaking, reading, writing and listening.
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The communicative approach focuses on using language for real communication between learners. It involves meaningful interactions where learners' natural acquisition strategies are used, such as asking classmates personal questions. This approach is based on the idea that successful language learning comes through communication. Teachers following this approach aim to involve learners in solving communication problems in the target language so that learning occurs naturally. A variety of methods, techniques, and theories inform the communicative approach and how it is implemented in the classroom.
Communicative language teaching_(clt)2
This document discusses the background and key principles of Communicative Language Teaching (CLT). It describes how CLT emerged in response to the need for language teaching to focus on communicative proficiency. CLT is not based on any single model and draws from theories of communicative competence, language functions, and the purposes of language. Central to CLT is that the goal of language teaching is communicative competence and that language learning involves developing skills for communication. Accuracy and fluency are both important aims.
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This document discusses the communicative language teaching approach. It originated in the 1960s-1970s as a reaction against traditional grammar-based teaching methods. The goal is to develop communicative competence by using real-life language in meaningful activities. Key features include a focus on interaction, error correction, and preparing students to communicate in the target language's culture. The teacher facilitates communication and students practice communicating. Examples involve information exchanges and role plays. Benefits are increased motivation and effective communication skills.
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The document discusses the development of linguistic skills including oral and written expression and comprehension. It covers four main language skills - listening, speaking, reading, and writing. For each skill, it outlines principles for practice, including input preceding output, realism, and variety. It also discusses communicative competence and subcompetences including grammatical, discourse, sociolinguistic, strategic, and sociocultural competence.
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This document discusses the essential morphosyntactic elements of the English language, including morphemes, word classes, syntax, and sentence structures. It also outlines approaches for progressively developing students' oral and written communication skills in English, starting with basic vocabulary and controlled practice activities before moving to more free production.
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Communicative competence refers to the ability to communicate effectively and involves linguistic, sociolinguistic, discourse and strategic competence. Developing students' communicative competence is a major goal of English teaching. Drama activities can be used to teach speaking as they involve students, make learning personalized and interactive, and focus on fluency over accuracy. Some benefits of using drama include enhancing creativity, oral skills, confidence, cultural understanding, and providing authentic contexts for meaningful communication. Role plays, simulations, games and improvisations are drama activities that meet criteria for good speaking practice by focusing on interaction, personalization and fluency development.
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The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Overview to Macro Skill Teaching
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
Slides clt
Communicative language teaching (CLT) emphasizes interaction as both the means and goal of language learning. CLT originated in changes to British language teaching in the 1960s and was further developed in the 1970s. It aims to make communicative competence the goal by developing procedures for teaching the four language skills. CLT views language as a social tool for communication and interaction. Lessons focus on meaningful tasks and activities that involve real-world language use, such as role plays, information sharing, and problem-solving.
Communicative language teaching (CLT)
The document discusses communicative competence theory proposed by Hymes in contrast with Chomsky's linguistic competence theory. Hymes argued that competence involves not just grammatical knowledge but also sociocultural knowledge to use language appropriately in different contexts. He coined the term "communicative competence" to emphasize that language learning must involve actual communication skills, not just grammatical accuracy. This shifted the field's perspective and led to the development of communicative language teaching, which focuses on providing opportunities for authentic communication using meaningful tasks and feedback to develop students' sociolinguistic skills.
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The document discusses the Communicative Language Teaching (CLT) approach. It begins by providing a brief history of CLT, noting its origins in changes to British language teaching in the late 1960s that moved away from the prior Situational Language Teaching approach. CLT focuses on developing communicative competence rather than just language structures. The document then outlines key aspects of CLT including its objectives to integrate language and content learning, syllabus models focused on notions and functions, the roles of teachers in facilitating interaction and of learners as negotiators, and methodological procedures involving pre-communicative, communicative, and social interaction activities.
Project glad
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1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
Communicative language teaching
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.
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1. Bilabial voiceless stop
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Communicative competence enables conveying and interpreting messages within contexts. It has four aspects: discourse, grammatical, strategic, and sociolinguistic. Language serves seven functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Notional-functional syllabuses organize curricula around notions and functions. Conversation analysis examines language forms and functions. Pragmatics studies how context contributes to meaning. Gender differences in language use include females expressing more uncertainty while males interrupt more. Nonverbal communication conveys wordless messages through kinesics, proxemics, artifacts, kinesthetics, and olfactory dimensions in culturally specific ways.
Communicative Competence -Final PPT.
The document discusses communicative competence and its related concepts. It begins by defining communicative competence based on Chomsky's distinction between competence and performance. Hymes later expanded on this idea by arguing that communicative competence involves sociocultural factors and the ability to convey and interpret messages within specific contexts. The document then discusses basic interpersonal communicative skills versus cognitive/academic language proficiency. It also covers the different components of communicative competence including grammatical, sociolinguistic, discourse, strategic, and organizational competence. The document goes on to define language functions and pragmatic concepts such as locutionary, illocutionary, and perlocutionary acts. It also discusses notions related to pragmatics, discourse analysis,
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This document discusses communicative competence in teaching English as a foreign language. It defines communicative competence according to various scholars such as Hymes, Chomsky, Savignon, and Cummins. Communicative competence includes grammatical, discourse, sociolinguistic, and strategic competence. The document also discusses language functions such as instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. It explains functional syllabuses which are based on recognizing and expressing communicative functions and concepts through language.
Communicative competence
Communicative competence refers to an individual's pragmatic ability to use language effectively and appropriately based on context. It involves multiple dimensions including grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Theorists like Hymes, Savignon, and Cummins contributed to the understanding of communicative competence, distinguishing between basic interpersonal skills and cognitive academic language proficiency. Pragmatics is the study of how context contributes to meaning. It involves sociopragmatics, pragmalinguistics, and examines language use across situations, cultures, and through nonverbal channels.
Communicative Language Teaching : A new Perspective
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
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Ppp2
- 1. TOPIC 2. COMMUNICATION IN A FOREIGN CLASSROOM: VERBAL AND NON- VERBAL COMMUNICATION.
- 2. INTRODUCTION Language is the most important instrument of communication. Royal decree 1513/ 2006 defines language as “the principal vehicle for human thinking, the most powerful tool for reality interpretation and representation, and the culprit of learning instruments”
- 3. COMMUNICATION Communication is a process of sending (production) and receiving (comprehension) messages that enables humans to share information. Communicative Competence is the ability to use the language correctly and appropriately to achieve communication goals.
- 4. VERBAL COMMUNICATION Verbal communication uses sounds or conventional symbols (a code) to exchanges messages. SPOKEN LANGUAGE WRITTEN LANGUAGE More spontaneous. It’s basically a conscious process. Allows real- time modifications. Gives us more time to think, can be planned and edited. Requires human link since at least two interlocutors are present. Can be done alone. Uses simple sentences: Subject- verb- object structure. Complex sentence structures. Repetition is common. Avoids redundancies. Feedback is immediate. May or not to have feedback. Less elaborate (but, about…) More elaborate and literary (nonetheless, with respect to…) Uses sounds through the voice. Uses textual signs or symbols. Human language is mainly oral. The command of oral language is necessary for the later acquisition of written language. Requires more fluency. Requires more accuracy.
- 5. Activities based on dialogues • Role plays. • Interviews. • Expositions. • Telephone conversations. • Dramatizations. • Games as “Taboo” .
- 6. NON VERBAL COMMUNICATION • Movements. • Gestures. • Facial expressions. • Eye contact. • Touch. • Tone of voice. Non Verbal communication has been defined as communication without words (body language)
- 7. NON VERBAL ACTIVITIES • Games such as identification, guessing, memory, sounds, drawing… • Drama, representation and mime of actions, words, feelings, video clips, pictures.
- 8. COMMUNICATIVE APPROACH • Communicative language teaching (CLT) Students use the target language in a variety of authentic contexts. • Task Based Approach (TBA) Students perform a series of preparatory tasks in order to build the necessary competence to perform the final task.
- 9. EXTRALINGUISTIC STRATEGIES Extralinguistic learning strategies focus on how learners manage a conversation when their knowledge of the target language is limited. • Improvisation. • Looking for a substitute. • Literal translation and foreignizing. • Simplification. • Generalization. • Paraphrase. • Point out. • Non verbal communication (body language): gesticulation, mimes, etc. Achievement strategies: The speaker uses all his language resources to convey meaning.
- 10. Total Physical Responses (TPR) Students must to respond physically to the words of the teacher and other vocabulary connected with actions.