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COMMUNICATIVE ENGLISH IN THE CLASSROOM

COMMUNICATIVE ENGLISH IN THE CLASSROOM. WHERE DOES COMMUNICATIVE LANGUAGE TEACHING (CLT) COME FROM? WHAT ARE THE GOALS OF COMMUNICATIVE LANGUAGE TEACHING? HOW DO THE ROLES OF THE TEACHER AND STUDENT CHANGE IN COMMUNICATIVE LANGUAGE TEACHING?. LANGUAGE FUNCTIONS

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COMMUNICATIVE ENGLISH IN THE CLASSROOM

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  1. COMMUNICATIVE ENGLISHIN THE CLASSROOM • WHERE DOES COMMUNICATIVE LANGUAGE TEACHING (CLT) COME FROM? • WHAT ARE THE GOALS OF COMMUNICATIVE LANGUAGE TEACHING? • HOW DO THE ROLES OF THE TEACHER AND STUDENT CHANGE IN COMMUNICATIVE LANGUAGE TEACHING?

  2. LANGUAGE FUNCTIONS • SOME EXAMPLES OF COMMUNICATIVE EXERCISES • PUTTING IT ALL TOGETHER • CONCLUSIONS

  3. Why was Communicative Language Teaching developed?

  4. Whatare the goals of Communicative Language Teaching?

  5. How do the teachers’ and students’ roles change in Communicative Language Teaching?

  6. LET THE STUDENTS LOOK AT THIS SHORT DIALOGUE: LET TWO SS READ IT TOGETHER: A: So, where do you live? B: I live in an apartment downtown. A: What do you like to do in your free time? B: I like to jog and play tennis.

  7. LANGUAGE FUNCTIONS • INTRODUCING YOURSELF • STARTING A COVERSATION AND CONTINUING THE CONVERSATION • REPORTING, GIVING INFORMATION • APOLOGIZING, SHOWING REGRET • GIVING DIRECTIONS • GIVING ADVICE http://esl.about.com/od/intermediatereading/a/d_museum.htmhttp://esl.about.com/od/advancedreadingskills/a/d_neighbors.htm

  8. Some examples of communicative exercises

  9. ROLE PLAY SITUATIONS • What kind of language functions do you need to talk about these situations: There has been an accident between two cars. At the scene are the drivers, witnesses and police. Look at the list of language functions and decide which one would apply to this scene.

  10. ROLE PLAY A customer returns to the department store a broken item that she bought. She is not satisfied with the quality of her purchase. The clerk assures her the problem will be solved. What language functions (more than one) will be used in this scene? • Are these two scenes realistic. Do they happen in real life?

  11. PROBLEMS • TEACHER MUST PROPERLY PREPARE THE Ss AND MAKE SURE SOME CORRECT GRAMMAR IS INTRODUCED OR Ss WILL MAKE ERRORS THAT MAY BE DIFFICULT TO CORRECT LATER • MUST DO FOLLOW-UP EXERCISES THAT REINFORCE THE GRAMMAR BEING TAUGHT

  12. ANOTHER EXAMPLE • My Aunt Anita is the kindest person I know. • My brother Bob is the smartest student in his math class. • The funniest person I know is my Dad. How could you make the Ss interested in developing a conversation while practicing the superlatives at the same time?

  13. Introduce the activity with some adjectives e.g. brave, smart, generous, interesting, kind. • Show or review the superlative form. • Use the superlatives to describe people you know. Create at least five sentences. • Ss discuss in a group and ask follow-up questions (COMMUNICATIVE PRACTICE).

  14. PUTTING IT ALL TOGETHER… PREPARE • Activate the Ss’ background knowledge, e.g. talk about what they like and dislike when they are at home. HANDOUTS

  15. PRACTICE http://www.youtube.com/watch?v=0QBg4my6DrI&feature=results_video&playnext=1&list=PL72BDB543F4476494

  16. PRODUCE

  17. CONCLUSIONS FROM WHAT YOU HAVE LEARNED, WHAT DO YOU THINK BEST DESCRIBES THE CLT METHOD? T or F • We learn a language best when we USE it rather than studying it works and practicing rules • Grammar is no longer important in language teaching.  • People learn a language by communicating in it.

  18. CONCLUSIONS • Errors are not important in speaking a language. • CLT is only concerned with teaching speaking. • Classroom activities should be meaningful and involve real communication. • Dialogues are not used in CLT. • Both accuracy and fluency are goals in CLT.

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